Gullivers Travels by Jonathan Swift :: English Literature

Gulliver's Travels by Jonathan Swift Jonathan Swift wrote Gulliver's Travels in the 1720's, he wrote it in a different style to modern authors because it was more normal in those days to do so; for example, he used more pompous and archaic words, longer sentences and longer paragraphs; Swift also used a lot of Satire and imaginary words in his book these made it more interesting and more believable. Nowadays his writing might sound strange to some people. I have been looking closely at the satire and style in chapter five of Gulliver's Travels and will comment on how he used them and what his intended effect was. In chapter five Swift uses archaic language such as, 'Viceroy,' when he wrote this I think he was just writing what came naturally to him, he didn't desire an effect to be created on the reader other than what the word meant; nowadays the archaic words he uses could create the effect of boredom or confusion, because the reader might not know what the words mean. Some of the words Swift uses are formal and pompous an example of one of these words is, 'Leathern Jerkin,' This is a posh word for a leather coat, it's effect on the reader is it shows them that Gulliver is a well educated man who has a wide vocabulary. I believe that this was swift's intention. This is the affect as it had on me as a reader. In the whole book there are a lot of long paragraphs longer than you would normally find in a book today. These can make the book hard for some people to read and it can also make the reader forget what beginning of the paragraph was before they finish it; however some modern books have long paragraphs as well, (I read a book recently and it had lots of long paragraphs which made the story very hard to keep track of and understand). I don't think Swift intended to confuse his readers but he might have confused some of them. Swift also used very long sentences throughout this novel an example of one from chapter five is, 'I had not yet seen it, and upon this notice of an intended invasion, I avoided appearing on that side of the coast, for fear of being discovered by some of the enemy's ships, who had received no intelligence of me, all intercourse between the two empires having been strictly forbidden during the war, upon pain of death, and an embargo laid by our Emperor upon all vessels whatsoever.' As you can see that is a very long sentence that probably

The performance of this sector

Bangladesh are primarily an agrarian economy. Agriculture is the single largest producing sector of economy since it comprises about 30% of the country's GDP and employing around 60% of the total labor force.The performance of this sector has an overwhelming impact on major macroeconomic objectives like employment generation, poverty alleviation, human resources development and food security. Meeting the nation's food requirement remains the key-objective of the government and in recent years there has been substantial increase in grain production. However, due to calamities like flood, loss of food and cash crops is a recurring phenomenon, which disrupts the continuing progress of the entire economy. Agricultural holdings in Bangladesh are generally small. Through Cooperatives the use of modern machinery is gradually gaining popularity. Rice, Jute, Sugarcane, Potato, Pulses, Wheat, Tea and Tobacco are the principal crops. The crop sub-sector dominates the agriculture sector contributing about 72% of total production. Fisheries, livestock and forestry sub-sectors are 10.33%, 10.11% and 7.33% respectively. Bangladesh is the largest producer of Jute. Rice being the staple food, its production is of major importance. Rice production stood at 20.3 million tons in 1996-97 fiscal year.Crop diversification program, credit, extension and research, and input distribution policies pursued by the government are yielding positive results. The country is now on the threshold of attaining self-sufficiency in food grain production.Land Use by AgricultureGovernment has the primary responsibility of ensuring optimum use of land. Although land is a privately owned property in general, its use has to be compatible with the overall social goals and utility. Moreover, it is important to consider that the interests of small and marginal farmers and the sharecroppers are protected, as they constitute the majority of farmers.Following steps will be taken to ensure planned utilization of land for crop production:Land zoning programme will be taken up by the Soil Resources Development Institute SRDI) on a prio rity basis. Integrated approach of SRDI will be further strengthened for this purpose.To ensure maximum utilization of land, bottom up planning through people. Participation and its implementation will be started from the mouza or village level.In most areas the same land is suitable for more than one crop. Therefore, farmers will be encouraged to grow more profitable crops as an alternative to only rice-rice cropping pattern.Fertile agricultural land is going out of cultivation due to its use for non-agricultural purposes such as private construction, house building brickfield, etc. Appropriate measures will be taken to stop this trend in the light of the Land Policy of the government.Maximum utilization of land will be ensured through promotion of inter-cropping with the main crops.Acquisition of land in excess of requirement for non-agricultural purposes will be discouraged.Programmes will be taken up to motivate the landowners not to keep their land unused without any acceptable reason. Appropriate measures will be taken in the light of the Land Policy so that the interests of small and marginal farmers and the sharecroppers are protected and that the agricultural land is not kept fallow for a long period. Â  

Mill on Liberty

John Stuart Mill’s On Liberty is an intellectual discussion on just how far society’s reach can influence and direct the actions of individuals. Mills required several criteria to evaluate the discussion of cigarette advertising, its impact, and whether it is a health issue. His work can be summarized into the following points:1. An individual has the right to act as he wants as long as their actions do not harm others.2. Society has no right to intervene if the individual is only directing his actions upon himself.3. Children and those less civilized would be exempt. (In other words these two groups are deemed to require guidance).4. Everyone is entitled to free speech regardless if that speech is erroneous.5.   Debate is necessary to find truth.6.   We must protect the ability to choose.Mills would have no issue with cigarette advertising. Under his philosophy the manufacturers of cigarettes and those advertising for cigarettes would be entitled to do so. What Mil ls would argue is that although these companies have the right to free speech they would have to tell what the health costs of cigarette consumption as documented by every major health agency. Mills would propose that cigarettes be taxed and the individual be warned of associated health issues from cigarette consumption.If the individual is properly educated about the risks and still decides to purchase and consume cigarettes, according to Mills the individual will have assumed all the risk because the individual has  been educated about the risks of cigarette consumption and has still decided to pursue that action in spite of that knowledge.Mills’ decision would not solely be based upon whether the issue is health related or an issue of free speech regarding cigarette manufacturer’s ability to have their product advertised. Mills would take into account all aspects and produce a judgment. His utilitarian philosophy is never separate from any of his decisions and is expressed, â€Å"†¦ one must always act so as to produce the greatest happiness for the greatest number of people (Mill 59-74).†Following this logic cigarette advertising would be accepted; the cigarette advertising would have constraints such as proper disclosure of the health risks associated with cigarette consumption – in other words no deceptions. If, in spite of this information regarding cigarettes, the individual still makes a decision to use cigarettes, Mills would conclude that it is within the individuals’ power to control their actions, so if anything detrimental happened to them, they were fully aware of the consequences.What Mills would argue is that it would be wrong to influence children and others not qualified to properly take care of themselves. Constraints such as cigarette tax, proof of age would be acceptable as constraints because they do not infringe upon an individuals right to choose. The production of proof would be viewed as an i ndication that the individual understands the risks and willing to assume the risks associated with cigarette consumption.The cigarette producer requests that cigarettes be advertised. The advertisement would conform and give the risks inherent with cigarette consumption. In recognition of the risks, certain constraints such as requirement of understanding the health risks and proof that one is of legal age to understand these risks, Mills would have no issue.Mills would have issue if the individual wasn’t told of the health risks in the cigarette advertising. Mills would have issue if the cigarette manufacturers and cigarette advertisers forced individuals to consume cigarettes. Mills would have further issue if the individual was told he couldn’t  choose or would have a choice either way – to choose to use cigarettes or to choose not to use cigarettes based upon advertising.Mills would advocate that if cigarette manufacturers, advertisers did not provide the means (information, education, relevant disclosure) they should be punished. Applicable laws, fines and imprisonment would be considered.  These judgments would be considered because the manufacturer and advertiser would knowingly be inflicting pain upon the individual by not disclosing the health risks associated from consuming cigarettes and the advertising of the product.Simply, â€Å"†¦ the only purpose for which power can be rightfully exercised over any member of a civilized community, against his will, is to prevent harm to others (68).† Because harm would come to the individual without proper information, the prevailing judgment would be to enforce a law so as to cause other manufacturers of cigarettes and their advertisers to rightfully inform the individual. Also, â€Å"†¦ each is the proper guardian of his own health, whether bodily, or mental or spiritual (71-72).†The process of discussing the effects and how cigarettes affected the individual would be rigorously encouraged by Mills. â€Å"We can never be sure that the opinion we are endeavouring to stifle is a false opinion; and if we were sure, stifling it would be an evil still (76-77).† Further, Mills would argue that the opinion regarding cigarettes couldn’t be suppressed anyway because others’ opinions around the world would exist.Cigarette advertising would be viewed rather positively. The advertising would pose a forum to discuss the benefits and risks – whether physical, mental or spiritual. The reason would be many areas of argument would be heard, and out of this an ability to judge for one’s own self would become evident. As further proof and evidence would become clear, the benefits and risks would also become clear. The individual then would be able to decide ultimately for himself.As it is known the health effects of cigarette consumption, Mills would impose a tax based upon utility. That is, cigarette consumption is used by some. Since some derive some benefit from cigarettes  they should be allowed to do so. Indeed, Mills would view the attempt to prevent an individual from whether to choose to consume cigarettes, even with the health risks explained as an attempt to prevent the ability to choose. Mills would take into account these health risks and place a tax on the product. This tax in turn could further the education about cigarette consumption and quite possibly be put to further the research into cigarettes.The health issue of cigarettes would provide a great forum for debate because through debate the raw essence of truth would surface. The raw truth, not society’s truth, your neighbor’s truth or another form of spoon-fed truth, but the raw truth would reveal itself. It is this raw proof through debate that Mills would have humanity embrace. It is through the, â€Å"†¦ Complete liberty of contradicting and disproving our opinion, is the very condition which justifies us in assuming its truth for purposes of action; and on no other means can a being with human faculties have any rational assurance of being right (79).†Mills would state further that the validity of health issues associated with cigarette consumption would stand the test of time. That is regardless of who said what, evidence to support the health risks associated with cigarette consumption would be consistent regardless of who wants to test the validity. The testers would find the same evidence and would come to the same conclusions. There would be no reason to inflict one’s will to assume the truth. The government would not need to intervene because the individual would be aware and educated to what the benefits or risks of cigarettes and cigarette advertising.Mills would also justify that if cigarettes were advertised and sold to minors or those who are not yet old enough to form an opinion that the sellers of cigarettes would be punished under the law. The reason is t hat he would view this as a form of slavery – slavery or imprisonment of one’s ability to be properly educated and the ability to freely choose. Mills would argue those minors or those not yet old enough or have sufficient maturity are not quite capable of making a strong mental decision.Therefore, the cigarette manufacturers’ and their advertisers would be in violation of not disclosing what they know, that is the associated health risks of cigarettes.  Mills would also view those who consumed cigarettes in the presence of others who didn’t consume cigarettes equally unjustifiable. Mills would state that the happiness of the individual who did not consume cigarettes as being infringed upon and his ability to choose whether to be around another individual and knowing or not knowing the consequences of such action would not nullify the existence of those actions and thus infringe upon that individuals ability to remove himself from possible health risks. Mills would further argue because another individual inflicted harm upon another then certain fines or other punishment would be enforced. This would also involve cigarette manufacturers and their advertisers. Mills would include fine, imprisonment or other penalties if those parties did not disclose information that they had available that was relevant and affected the individual.Mills methodical approach would be applied to every situation. He would ask the same questions regarding any problem. As applied to cigarette advertising Mills would ask, ‘Who does this affect?’ If this affects individuals negatively, he would say, â€Å"This is bad for the good of individuals so the cigarette advertisers should be fined or imprisoned because they are harming others (119).†If cigarette advertisers were to publicly announce that cigarettes are horrible and pose numerous health risks and the individual still chose to consume cigarettes, then that is the individuals choice and society should not intervene The reason is simple: the individual armed with the knowledge that cigarette consumption poses health risks and is dangerous and still continues to pursue this task, then that individual has been warned. Since that individual has been warned they take and assume all responsibility for their actions.Mills’ logic would not stop there. Mills would require that the individual who consumes cigarettes, as a result of cigarette advertising, be truly and wholeheartedly aware of what consequences this course of action may bring. Further, if those individuals were not mature or mentally aware, fines  or imprisonment against cigarette advertisers’ and their manufacturers would be at the core of justifiable punishment.Mills was concerned with the ability of the individual to choose. If the individual was not able to choose regardless of whether that choice was considered wrong then that individual’s liberty would be taken away. As such, s ociety would impress upon the individual its choice and deny that individual any means of exploring that option for themselves.At heart of this ability to choose is necessary debate. Debate and intellectual discussion at its core would disclose assumptions and get at raw truth. The truth has to be, â€Å"†¦fully, frequently, and fearlessly discussed (96-97).† Or else it would not be,†Ã¢â‚¬ ¦ a living truth (97).†No one from society to other individuals including the individuals themselves should impose any thought or action that would deprive them of their freedom. Freedom in the sense that the â€Å"†¦individual can pursue their own good in their own way (71-72)†, and not â€Å"†¦attempt to deprive others of theirs, or impede their efforts to obtain it (71-72).†Mills would view cigarette advertising from all positions. It would not be sufficient to just argue on point and then conclude that to be the truth. Mills would argue that if c igarette advertisers and their manufacturers did not disclose any relevant risks associated with the consumption of cigarettes then they should face penalties because those agencies would be denying individuals necessary information that affects their well-being.Mills also would view any issue of health as a matter of disclosure. Inevitably some individuals would say they benefit from cigarette consumption. Mills would say those individuals are willing to take the risks and also say they benefit from cigarettes. Society should not impose any restrictions on their ability to choose. However, since cigarettes and cigarette advertising have health risks, they needto be taxed. Taxation would not be viewed as a prohibitive measure on an individual’s ability to choose rather as a means to ensure that those who manufacturer and advertise cigarettes understand their role in providing the individual with proper disclosure. Payment through taxation would be a means to accomplish this t ask.Utilitarianism is considered at every step of the decision making process. Utilitarianism would not be viewed as a separate thought process or as a separate means at arriving at a decision. Utilitarianism would state that the taxation imposed upon cigarettes is not prohibitive to the individual. Rather it is prohibitive to the manufacturer in that it forces them to disclose the health risks or face further penalties outside of taxation.Regardless of the argument presented – if cigarette advertising is wrong, it wouldn’t only be a matter of free speech, a health issue or would utility help in explaining, Mills would state that it is the argument that enables the truth to be told. It is with constant debate that this truth would finally be realized.Not the truth as we would want it, imagine it, think it or have it told to us; pure truth. It is the freedom to be able to discuss that truth, to be able to think through the steps to arrive at that truth, and the ability after the truth is found not to enforce that truth on anyone unless that individual intended to harm another with that truth. It is with this truth that we as human beings can be better and achieve great things.Works CitedMill, J.S. On Liberty. London: Penguin Books Ltd., 1974.

Retired Teacher

Implementing Time To Teach Using a Flow Chart D’Ette Griffin March 11, 2013 EDU 618 Dr. Thinh Nguyen Learning Setting: The learning setting is a middle school in rural Espanola, New Mexico. The school is only 8th and 9th grade, about six hundred students. Having only two grades causes some of the discipline problems of the school to be exaggerated. Schools with only two grades set up unique problems, missing the third grade which balances the school. Eighty five percent of these students are on the free lunch program, many of their families are on welfare, unemployment, disability or have very low paying jobs.The poverty rate in Espanola, New Mexico is very high. The racial break-down is about 49% Hispanic, 28% Native American, 20% Caucasian and 3% African American. The school’s staff has noticed that many of the students lack positive character traits, low level discipline problems; they have low test scores and a huge bullying problem. The administrators and staff hav e decided to bring in a classroom management program that will address these issues. The program the principal has decided to implement is called Time To Teach. The principal has hired a trainer and the dates have been set.This paper will explore the process of choosing and implement a classroom management program by using the project logic model. â€Å"The program logic model is defined as a picture of how your organization does its work – the theory and assumptions underlying the program. A program logic model links outcomes (both short- and long-term) with program activities/processes and the theoretic assumptions/principles of the program. †(Kellogg, 2004 p. 111) The goal of an educator is to educate, but every administrator and educator knows that that is easier said than done.The goal of education is often hindered by inappropriate behaviors that stop teaching, stop learning and are a waste of time. Initial attempts to combat this problem begin with posting all t he school-wide rules and expectations and a list of what the consequences for failure to follow the rules. Schools wanting to create a positive learning environment and sense of community to must go beyond the basic rules and communicate the vision of the school. The vision should be shared among staff, students and the community and all stakeholders need to â€Å"buy-in†.The students must be ‘buy-in’ the importance of good behavior and character, furthermore become active participants in making their school better. The behavioral expectations will be displayed in every classroom as the ‘expectations will posted throughout the campus as well as the schools vision. It is â€Å"equally important to remember to periodically update the vision as necessary to maintain personal and cultural relevance. †(Dahlgren, Malas, Faulk and Lattimer,(2008, p. 188) When choosing a vision for your school it may take on many varied forms the authors continue, there is n o right way to have it, â€Å"the important thing is just to have it. (p. 189) Finally they suggest Vision and Mission statements should be revisited in three to four years to reflect the cultural changes and relevance of the times. Mission Statement The mission of Carlos Vigil Middle School is to guide students to become productive and contributing members of society. Carlos Vigil Middle School will provide strong academic and co-curricular programs. The staff shall coordinate resources of the school and community so that students will respect themselves and others, while appreciating the value of diversity, individuality, creativity.Recognize that problems are opportunities of change. We seek a set of moral standards and character traits that allows them to thrive in the world. Students will be taught with â€Å"Unconditional Positive Regard† and teachers will model appropriate behavior. Students will experience the joy of learning as a lifelong process. The value system t hat underlies efforts to accomplish this mission includes these beliefs and student Expectations: †¢ The school community will be a safe and caring environment that promotes respect, self-worth, creativity, and academic growth. All members of the school community work collaboratively. This process includes good communications, shared decision-making and accountability. †¢ Learning is a process in which all can participate and succeed. Inherent in the process is innovation, risk-taking, and the challenge of one’s personal limits. †¢ The school community should foster the intellectual, emotional, and physical well-being of each student. †¢ Diversity should be welcomed for the strength it brings to the education of all members of the school community. Education should be celebrated as a lifelong process that fosters person and positive growth. The staff and administration and a group of students worked on a committee that helped plan and develop the vision an d mission statements for Carlos Vigil Middle School. Finally, the school will hold a contest to develop a â€Å"Character Logo† that will be in every classroom and part of the school community. The winning design will be made into huge posters, banners, and will represent what we as a school are our most important character traits.Once the vision and mission statements have been decided upon the next step would be to present the ‘Logic Model’, and the flow chart will be explored throughout this paper. The logic model as described by W. K. Kellogg in his Logic Model Development Guide: â€Å"In general, logic modeling can greatly enhance the participatory role and usefulness of evaluation as a management and learning tool. Developing and using logic models is an important step in building community capacity and strengthening community voice.The ability to identify outcomes and anticipate ways to measure them provides all program participants with a clear map of th e road ahead. Map in hand, participants are more confident of their place in the scheme of things, and hence, more likely to actively engage and less likely to stray from the course – and when they do, to do so consciously and intentionally. Because it is particularly amenable to visual depictions, program logic modeling can be a strong tool in communicating with diverse audiences – those who have varying world views and different levels of experience with program development and evaluation. (Kellogg, P. 111) Logic Model Development Guide The school system including the principal, counselors, administrators, and a group of teachers collaborated on helping to decide on the program that would be implemented â€Å"Time To Teach† and which behaviors that we were going to â€Å"Teach To† if we plug these behaviors into the flow chart model each segment will have a chart that represents that particular behavior or character trait. A typical flow chart will incl ude the following:Assumptions| Input| Activities| Outputs | Short & Long Term Outcomes| Impact| Conduct Needs assessment | Money for Staff development and Title 1 monies | Staff training & training activity| Five core beliefs | Students will have better self-esteem| Successful student-teacher relationships | Secure Training facility | Equipment needs | Classroom ecology analysis | Self-control | Improved Test scores | Increased Test Scores by a measurable percentage | Classroom management program will address behavior issues and character traits. Selection of the Time to Teach Program | Teaching classroom expectations & Refocus Establish a base of support Establish â€Å"buddy teachers†Teach Refocus Process Produce Refocus forms | Classroom by Design Teach To’sStudents learn â€Å"expectations† | Lower principal referrals Intended OutcomesStudent Mood Awareness & Rapid Teacher Response (SMARTRTM)Clear classroom expectations â€Å"Teach-To’s†Student s with good self –esteem ~ Unconditional Positive Regard Lower Principal referrals Improved Test Scores| Students will recognize the good in each other and will accept each others differences, there will be less bullying because they are treating each other with the respect that the receive from staff and each other. | Before any program can be implemented the principal will be doing certain activities to get ready for implementing the program. A needs assessment must be completed to determine to what the goals are and what activities are going to be done to reach these goals.After conducting the needs assessment, the principal can determine the goals for the program. Once they have chosen a program, then they must budget for the training, that means acquiring funds. The next activity is choosing a venue to have the training session and planning for lunch and or snacks. Activities â€Å"are the procedures, techniques, tools, events, technology, and actions of the planned pro gram. †(Kellogg, 2004,p. 8) The author continues, â€Å"These may include products-promotional materials and educational curricula; services education and training, counseling, or health screening and infrastructure –structure, relationships, and capacity, used to bring about the desired results. (p. 8) Activities will include students designing character logos and banners, after the implementation of the program. The Time to Teach classroom management program can be implemented into the school system as soon as the training session is over; all the components can be implemented the following school year. The next school year will begin with all the â€Å"classroom expectations† posted in the hallways, classrooms and on the buses. Starting on the first day of school and will continue until all classrooms, school library, cafeteria, behavior on the bus, the first week to two weeks will be spent teaching the expected behaviors to the students.As teachers we cannot afford to assume that students know how to behave properly in need to be taken to prepare for the professional development training program and for implementing strategies after the training has been completed. For example, Implementation activities are â€Å"included for each component of a program logic model. † (McDavid, Huse, & Hawthorn, 2013) These implementation activities teachers can use to immediately start using the techniques of the program. Here is the three classroom integrity classroom questions teachers can mentally ask themselves, â€Å"Am I able to Teach? Are the other students able to learn? Is the student in question able to learn? † (Dahlgren & Hyatt, 2007) This is just a quick sample of a starting point for teachers. Outputs:Outputs can be described as in â€Å"terms of the size and or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended ‘ dose. †(Kellogg, 2013) The Time To Teach would have to be viewed by the teachers to start to implement the â€Å"product† which in this case it would be the training session. Once the teachers have participated in the training/product they can return to the classroom and begin to implement the Time To Teach strategies and activities so that they can get the desired outcome. The desired outcomes will include ‘buy-in’ by all staff members, parents and teachers.There must be a shared sense of purpose among the staff, students, parents and community. (Dahlgren, & Hyatt, 2007) The authors continue when there is a failure to achieve this ‘buy-in’ by one or more of the stakeholders than there will be limited policy effectiveness and it may even become useless. When the Time To Teach program has been properly implemented and there is ‘buy-in’ by all participating parties then the likely outcomes will be successful. The Five Core Beliefs th at the Time to Teach philosophy incorporates, Self-Control, Classroom by Design, Teach To’s, Refocus, and the student teacher relationships or Unconditional Positive Regard.If the stakeholders do ‘buy-in’ to the program then they end up with 30% higher test scores, better behaved students and lower principal referrals. (Dahlgren & Hyatt,2007) Outcomes: When planning for your program you can demonstrate your programs progress by projecting outcomes. â€Å"Outcomes identify the short-term and long-term outcomes you expect to achieve for each activity. †(Kellogg, 2007p. 14) Outcomes can further be defined as â€Å"specific changes in attitudes, behaviors, knowledge, skills, status, or level of functioning expected to result from program activities and which are most often expressed at an individual level†(p. 8) The activities that are planned ultimately bring the outcomes that are trying to accomplish. The activities approach model also connects progra m resources and activities but does so in great detail. Each outcome is usually dealt with separately by the activities and events that must take place to keep on track. †(p. 12) The intended outcomes for the Time to Teach program will be discussed throughout the rest of this paper. Time To Teach! is an evidence based classroom management program that uses proven, practical, and powerful strategies. These strategies are researched based and ready to be put to use in the classroom. The Five Core components of Time To Teach! mirror what many esteemed researchers say works. Many leading researchers define classroom management in similar terms.Robert Marzano (2003) defined effective classroom as â€Å"the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures,(2)carrying out disciplinary actions,(3)maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management†(88-89) C lassroom management was rated as the most important variable in building and sustaining a high achieving classroom in nearly every major study on academic achievement. (Dahlgren, Malas, Faulk, and Lattimer,2008) Once Time To Teach! has been implemented, teachers should be able to read student mood and respond calmly and quickly, as needed. Teachers will correctly read social and emotional cues and correctly perceive students responses to their behaviors. Specifically, when a student becomes disruptive, it is the teachers job to respond calmly and appropriately. Teachers who exhibit this kind of self-control can read their room and will react swiftly, calmly, and compassionately. We call this the SMARTR TM response- Student Mood Awareness and Rapid Teacher Response. †(Dahlgren et. al. ,p. 6) Projected outcome of the Time To Teach! once the program has been implemented students will be taught what the classroom expectations are and the teachers will not how to teach classroom ru les and routines with success. The term Teach To’s was first coined almost four decades ago. (p. 6) With today’s students showing up for class not knowing how to act or what is expected of them is the norm while having students who show up knowing how to act is the exception.The good news is that there is that even if we have students that have bad behaviors that affect the classroom functioning, when successfully â€Å"teaching-to† your classroom rules and routines, â€Å"you will be guaranteed a more effective instructional climate. †(Dahlgren et. al. ,p. 7) The authors continue, â€Å"Teaching-to† behaviors are a foundational and powerful component of the Time To Teach! Program. We have been doing it for forty years. †(p. 7) Conclusion: Students should gain more confidence as teachers continue with the program and as they begin to ‘buy-in’ in to the system. School-wide behavioral- management and character education in todayâ⠂¬â„¢s world is a must. Every classroom in every school can find a room with the rules posted, and talked about once, but these programs â€Å"expectations† will be posted everywhere and will be talked about and taught until every student gets it.Students will be taught how to act and what is expected of them in a positive respectful way with unconditional positive regard. Students will be asked to compete in a contest to design the â€Å"character logos,† whoever wins will receive a prize of some sort and school wide credit. Because somewhere in this face paced world, of video games, cell phones, tablets, and laptops, these latch key students have not been taught how to act appropriately and it is our responsibility as teachers to teach them character traits and behavior management skills. The school administrators have a tough job. They have to try to please the district offices, teachers, parents, students, the community and the government, all while trying to do wh at’s best for the education of the student.In today’s world it is increasingly apparent that it is essential to incorporate the behavior management skills. â€Å"It is important to understand that teaching behavior is as important as teaching academics. †(Dahlgren et. al. ,p. 198) The authors continue, that â€Å"on a school-wide basis, children must be taught these expectations until they understand these expectations, and finally they should be held accountable for these expectations. † (p. 198) Thanks to Time To Teach for making these expectations a reality. References Dahlgren R. , Dahlgren A. , Faulk J. , Lattimer M. , Ludwig. (2011) Associate Training Manual Time To Teach. , Dahlgren R. & Hyatt J. (1994-2007). Time To Teach: Encouragement, Empowerment, and Excellence in Every Classroom. Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. Dahlgren R. , Malas B. , Faulk J. , & Lattimer M. (2008). Time To Teach! The Source for Classroom Managemen t. , Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. W. K. Kellogg Foundation. (2004). Using Logic Models to bring together planning, evaluation, and action: Logic Model Development Guide. , Retrieved from http://www. wkkf. org/~/media/36693510092544928C454B5778180D75/LogicModel. pdf McDavid J. C. , Huse I. , & Hawthorn R. L. , (2013) Program Evaluation and Performance Measurement An Introduction to Practice. , Second Edition. , Thousand Oaks, CA. , Sage Publications.

Summary Essay Example | Topics and Well Written Essays - 500 words - 89

Summary - Essay Example The author argues that in order to improve communication relationships with people in a particular organization, it is vital to combine critical inquiry, dialogue, and discussion, which in turn will provide a clear insight of the information being disseminated (Senge 13-15). In this book, the author centers his discussion on the significance of â€Å"system† thoughts, which he perceives as indispensable for required qualities that strengthen long-term institutional change. For instance, he views an organization as systematically grounded partly in a holographic truth where each one represents the image of the organization as a whole. A system view permits a reader to look beyond the surface of events to the fundamental structures of attitudes and behavior in order to obtain an advantage for constructive change that was not accessible via a concentration on specific occasions. The author calls for the application of system maps or diagrams that depict the core aspects of systems and how they fuse or connect (Senge 41). Basing on the organizational theory, an organization or institution has the ability to understand and gain insight from experiences by observation, analysis, experimentation, and the willingness to examine failures and success. In this concept, an organization or institution learn through individuals who act as mediators for them. In addition, individuals also learn from organizations or are controlled by the organization’s learning system. The author clearly illustrates this notion by labeling organizations with the best opportunities to succeed. The author argues that organizations that regularly communicate, generate, and control their intellectual assets as organizations, allow people to frequently expand their capacity to initiate the results they really desire. Moreover, such organizations nurture expansive and new thinking patterns, where collective aspiration is

Outline the factors which influence mental health in later life and Essay

Outline the factors which influence mental health in later life and consider how social workers can contribute to the promotion of mental health and well-being amongst older people AND their carers - Essay Example This is considered the age when one becomes an older person. According to the World Health Organization (2007), there are three age groups that older people can be divided into. The first group is older workers from the age of 55 to 64. The second group is older people from the age of 65 to 79 years while the third group is 80 years and above. These older age groups are the most diverse in terms of education, attitudes, family background, social background, hobbies, preferences and political attachments. There are six main factors that influence mental health. These are financial security, life span experiences, and structural factors such as housing, employment, social support and individual coping skills. The mental health of older people as well as their well-being issues in older people are unique and have a greater relevance to them. Retirement is an issue that has great relevance to people who are 60 to 80 years age (National Institute for Mental Health in England 2003). As much as it means relief from responsibilities, retirement also mean a loss of status, less social relationships and a reduced role in life. This age group also suffers from health and physical deterioration, changing the environment from moving their home, loss of financial stability and a loss of sense of belonging. People aged 80 years and above are found to increasingly lose friends, family members and their spouses (Lehtinen 2008). They use their sense of purpose in life and their functional ability deteriorates. These people constantly deal with bereavement, death and the fact that their own life is ending. Not all of those older people are the same. They have different values, life experiences, health, economic status and culture. When planning the promotion of the mental health for older people, all of these factors should be put into consideration. A person’s continuity through life gives them a positive history filled with experiences. This continuity gives a person

Markiting Essay Example | Topics and Well Written Essays - 500 words

Markiting - Essay Example The two dimensions of the BCG model, market growth and relative market share, serve as proxies for industry attractiveness and competitive advantage respectively which are two important determinants of company profitability (â€Å"BCG Matrix† para 1). Looking at it from the product lifecycle point of view, it is often prudent for an organization to have a balanced product portfolio consisting of both high-growth and low-growth products. High-growth products are those that require greater resources and effort to market now but that have a high probability of generating immense revenues in the future, for example Apple could categorize the iPad here. On the other hand, a low-growth product is an already established product that brings the organization constant flow of cash for example in Apple’s case the iMac. The BCG model operates under two important assumptions. First of all, increasing market share leads to an increase in the generation of cash. The experience curve manifests that relative market share increases as a firm creates cost advantages (â€Å"BCG Matrix† para 2). Secondly, a growing market requires investment in assets to increase capacity which results in the consumption of cash.