The Horrific Holocaust :: World War II History

The Horrific Holocaust Nearly six million Jews were killed and murdered in what historians have called "The Holocaust." The word 'holocaust' is a conflagration, a great raging fire that consumes in its path all that lives. In the years between 1933 and 1945, the Jews of Europe were marked for total annihilation. Moreover, anti-Semitism was given legal sanction. It was directed by Adolf Hitler and managed by Heinne Himmler, Reinhard Heydrich and Adolf Eichmann. There were many other great crimes and murders, such as the killing of the Armenians by the Turks, but the Holocaust stood out as the "only systematic and organized effort by a modern government to destroy a whole race of people." The Germans under Adolf Hitler believed that the Jews were the cause of all the German troubles and were a threat to the German and Christian values. Dating back to the first century A.D. the Jews and Christians were always at war. The Jews were considered the murderers of Christ and were therefor denounced from society, rejected by the Conservatives and were not allowed to live in rural areas. As a result, the Jews began living in the cities and supported the liberals. This made the Germans see the Jews as the symbol of all they feared. Following the defeat of the Germans in WW1, the Treaty Of Versailles and the UN resolutions against Germany raised many militaristic voices and formed extreme nationalism. Hitler took advantage of the situation and rose to power in 1933 on a promise to destroy the Treaty Of Versailles that stripped Germany off land. Hitler organized the Gestapo as the only executive branch and secret terror organization of the Nazi police system. In 1935, he made the Nuremberg Laws that forbid Germans to marry Jews or commerce with them. Hitler thought that the Jews were a nationless parasite and were directly related to the Treaty Of Versailles. When Hitler began his move to conquer Europe, he promised that no person of Jewish background would survive. Before the start of the second world war, the Jews of Germany were excluded from public life, forbidden to have sexual relations with non-Jews, boycotted, beaten but allowed to emigrate. When the war was officially declared, emigration ended and 'the final solution to the Jewish problem' came. When Germany took over Poland, the Polish and German Jews were forced into overcrowded Ghettos and employed as slave labour. The Jewish property was seized. Disease and starvation filled the Ghettos. Finally, the Jews were taken to concentration camps in Poland and Germany were they were

More Than Just the Disease Essay

Choose a novel or short story which deals with an important human issue: for example, poverty, war, family conflict, injustice, or any other issue you regard as important More Than Just the Disease by Bernard MacLaverty is a short story which deals with the themes of class distinction, rights of passage and a person suffering mentally which effects the characters in the short story. There is conflict between the two main characters Neil and his mum. This short story gives you an insight into some problems which are a part of today’s society. In the text Neil goes to stay with his friend Michael and his family and soon realises it is nothing like his own house. When it comes to bedtime Neil takes his pyjamas to the bathroom and buttoned his jacket right to the top. Here he is trying to hide his problem. Things like this happen throughout the story as Michael tries to get him to go swimming and Neil makes up a lot of excuses not to go this implies he doesn’t want anyone to know about his psoriasis. At the end Neil has a conversation with Mrs Wan, when he finds her cat and takes it back to her. He finds himself telling her all about his disease. After she reassures him that there is nothing wrong with it and he should not let it take control of his life -like his mum does- Neil comes to terms with his disease. Michael and Neil go swimming that night after Michael finds Neil with his shirt open and shows that it doesn’t bother him. . Neil’s mum puts a lot of pressure on Neil which leads to the conflict between them. Most of the story is written as dialogue which brings out the characters personalities. Although there is a lot of conversation between Neil and Mrs Wan and Neil and Michael there is no conversation at all between Neil and his mum. This also shows the conflict between them. The short story is written in third person omniscient this means that the narrator is not a character in the story and is able to describe everything in the story. More Than Just the Disease is a short story where very little seems to happen, yet the main character is very deeply influenced by what does happen.

Gun Control Research Paper Essay

When you hear about all of the tragedies that have occurred over the last few years relating gun violence one of the first things that come to mind is how they can be prevented. Gun regulations could limit the number of shootings and gun related deaths in the United States. If we take guns off the streets to obvious result would be a decline the average number of deaths caused by shootings in the United States per year. This is a serious problem that is the logical thing to do in order to save countless innocent lives each year. Reducing guns sold to people with criminal records, mental illnesses or to people where it is a safety hazard are the steps that need to be taken in gun regulation. The United States has the highest gun ownership rate in the world in small arms the ones that are most common kind found in the hand of a civilian. Extremely important people in our nation’s history were killed by a civilian with a gun. Presidents John F. Kennedy, Abraham Lincoln also Martin Luther King Jr. were assassinated (Doeden 26). The people who committed these offences were seemingly normal everyday people like you and me but the lack of laws and restrictions regarding background checks allow these criminals or the mentally unstable to acquire deadly weapons and cause mass unnecessary death. Gun control has been a political idea since the signing of our constitution. Only a few years after our nation was born New York politician, Rufus King, said â€Å"That it was dangerous to put arms into the hands of the frontier people for their defense, lest they should use them against the United States† (qtd. in Doeden 17). The political, ethnical and constitutional debat es of gun control have been going on for over two hundred years. The situation has not become any more resolved over that time because the debates continue to this day. There is a clear relation to gun control and safety of our friends and family. The lack of strong gun regulation laws in the United States  endangers the safety of innocent citizens. In December of 2012 a lone gunman went on a shooting rampage and killed 20 first graders and six staff members of a Sandy Hook elementary school in Newtown Connecticut. The gunman was armed with two semi-automatic hand guns and an assault rifle (Bagne). In the weeks after gun sales spiked which is not the result that was expected and holds a problem in its self. The way to maintain safety in and around our neighborhood is not to have everyone stockpile guns. If this is the mindset of the American people then something needs to be done. Gun restrictions will allow people to go through their everyday lives with a priceless feeling of safety for them and their family. The necessity of caution when someone wants to acquire and firearm is immense. If there is no gun sold into a potentially life threatening situation such as a home with many children or with someone who has a history of violent acts then the chance of an incident involving a firearm is severely reduced. In order to reduce armed crime in the United States we must apply more powerful gun control regulations. Vice president Joe Biden is one of the most involved and dedicated politicians on the gun control issue. He is trying to reduce armed violence by creating a strict background check policy for anyone trying to purchase or register a gun .The objective of Biden’s campaign is to reduce the risks that are associated with a criminal being able to purchase a firearm with intent to use the weapon unlawfully. In the last year after the Newtown Connecticut shootings there have been more than 5,200 people killed with a gun in the United States (Feldmann). Mass gun related deaths in the United States unfortunately are not an uncommon occurrence. â€Å"In October 2002, John Allen Muhammad and Lee Boyd Malvo used a Bushmaster assault rifle in a three weak sniping spree to murder ten people and injure three others in Washington D.C, Maryland and Virginia†(Carter). The point made in the article was that if gun restrictions and regulations were tighter there may have been a chance that the police would have been able to identify the shooters much sooner if they were able to match the bullet casing to the gun and its owners. The situation of armed crime has only gotten worse over the decade since this tragedy and as of right now there is no sign of improvement on the gun control policies in the United States. The occurrences of mass shootings in the United States in many cases can be related to the mental health of the people who were able to obtain and use these weapons. The Sandy Hook massacre was because a man who was mentally unstable was able to take his mother’s weapons shoots her then proceeds on the elementary school where he killed the innocent children and teachers (Bagne). Laws need to be put in place in order to protect our nation from tragedies like this. If there are regulations prevention the purchase of a gun in a home where there is someone who is not mentally stable and can access the guns. An alternate relation between and mental stability comes from the aftermath. After Sandy Hook many counselors were sent to schools around the country to try and allow students to cope with what had recently happened in Connecticut. Regardless if the students were at Sandy Hook or not there were people who suffered and were traumatized by this event. Gun regulations need to be put in place to prevent guns reaching the hands of people who are mentally unstable and to prevent mass shootings in order to preserve the innocence of the next generation. Gun regulations have become a very controversial issue over the years, but the amount of preventable and unnecessary death in the United States should be enough to force congress into passing laws on this issue. The rise in armed crime, the safety of our citizens’ minds and bodies should be a top priority. The only way to eliminate these factors is to reduce the amount of guns in the hands of people who should not be handling them. Works Cited Bagne, Mary. â€Å"Sandy Hook Elementary School Shooting (2012).† Issues: Understanding Controversy and Society 2013: n. pag. ABC-CLIO. Web. 17 Oct. 2013. Carter, Gregg L. â€Å"Washington D.C. Sniper Case (2002).† 2013: n. pag. ABC-CLIO. Web. 17 Oct. 2013. Doeden, Matt. Gun Control: Preventing Violence or Crushing Constitutional Rights? Minneapolis: Twenty-First Century, 2012. Print. Feldmann, Linda. â€Å"Gun Control: Why Vice President Biden Is Trying Again.† The Christian Science Monitor 18 June 2013: n. pag. Print.

Classroom Management Paper Essay

I am in the process of creating my classroom management plan for my future classroom. Each day that I substitute teach, observe a classroom, or acquire new information from my classes, I learn something new that I may wish to incorporate into my classroom management plan. A well written management plan is a key to success in the classroom. The more I plan for my lessons and plan to run my class, the more of an effective learning climate I will have for my students. This paper includes my personal philosophy of classroom management, rules for student behavior, a task analysis, substitute teacher plans, classroom implementation plan, letter to parents explaining my classroom management plan, and my strategies I plan to use to assess my classroom management plan. Personal Philosophy of Classroom Management The following is my personal philosophy of classroom management listed in bullet format. †¢ My goal is to provide a productive, safe environment, which is conducive to learning. My students will be welcomed and feel a sense of belonging to the class community. Every student is just as important as the next. †¢ I plan to help my students become quality students and help them develop the characteristic traits of responsibility, trustworthiness, caring, and respectful. †¢ I hope to spark enthusiasm for learning by creating engaging lessons, reaching all types of learners. To achieve this, I plan to differentiate instruction, use multiple modalities, and technology. I also plan to have students work independently, in collaborative groups, and in pairs. †¢ I hope to create a student-centered or constructivist style classroom where students are active participants in their learning, which allows students to make a deeper connection to curriculum. †¢ To challenge my students, I plan to use effective questioning techniques, which will allow my students to use higher levels of thinking. †¢ I will create a class climate where students can express themselves freely without judgment. †¢ Create a cooperative classroom where the students and teacher work together. To do this, I will call my students† my teammates† and express to them the importance of teamwork. †¢ It is my hope to encourage students to do their best and that it is to make a mistake. †¢ I will use positive reinforcement and positive praise when I see my students doing something good. †¢ I will model respecting everyone and accepting differences. I will ask that my students do the same. †¢ To create a sense of power among my students, I will have students participate in the creation of the classroom rules. When students create the rules, they have a tendency to adhere to the rules. In addition, I will have students perform weekly classroom jobs. †¢ I will be fair and consistent and I will establish guidelines for my students so they know what is to be of them in both learning and behavior. †¢ To manage off-task behavior, I will use nonverbal and verbal cues, body language, and proximity. In some instances, I will move students to avoid further disruptions. Students who require extra assistance, will be strategically seated for easy access. †¢ If a lesson or style of teaching works one-day and not the next, I will be flexible and change either my style of teaching or the lesson itself. Student Behavior – Positive and Negative Consequences To minimize disruptions in the classroom, students need to know what is expected of them. I will not have rules listed in my classroom. Instead, my class will have the â€Å"quality student† and â€Å"quality teacher† posters displayed, listing what characteristics the students and teacher should display at all times. I will these characteristics often and engage in role playing activities at the beginning of the school year. Whenever I see that there is an issue regarding a characteristic trait, I will remind students model to be â€Å"quality students. † For off-task behavior in the classroom, I have established a tiered system of responses that will range from various nonverbal and verbal cues, reminders, and possibly relocating student in the classroom. If behavior continues to disrupt the class for a total of three times, I will instruct the student to write a note home explaining the off-task behavior. If off-task behavior continues in the classroom, I will call the parent or ask to set up a meeting to discuss the student’s behavior and work with the parent toward a positive solution. Kelly (n. d. ) states, â€Å"B. F. Skinner’s theory on â€Å"operant conditioning† says that rewards are much more effective when they do not occur regularly. In other words, intermittent rewards mean more and have a greater effect than routine rewards. Students who never know when a reward may happen will behave better than those who know that you never give out rewards on Tuesdays† (para. 3). To motivate students in achieving good behavior in the classroom, I will use verbal praise and reward students from time to time individually, by table, or by class. Individual rewards will be given from to time when I see a student modeling quality behavior and other students are off-task in the classroom. I will give this student an extra 10 cents. By doing this, the other students will understand positive reinforcement. Throughout each week, I will also award table points. If I see a group of students at a table on-task, I will award their table a point. The table that earns the most points at the end of the week, will win and will be able to select from a few choices that include lunch in the classroom and extra computer time, to name a few. If the class is doing a job on a lesson, I will have the marble helper add one marble to the celebration jar. Once the students reach their predetermined goal (discussed monthly at class meeting), students are allowed to participate in a celebration of their choosing. Task Analysis for Morning Routine To help students ease into their day, I have created a morning routine. With this morning routine, students know what to expect and do each morning entering the classroom. This routine will be displayed on the Promethean Board each morning as a reminder for my students. |General area |Needed Procedure |Specific Procedures | |Whole Class |Morning Routine |Unpack backpacks and hang up coats and | | | |backpacks | | | |Turn in notes/homework to purple bin | | | |Make lunch choice | | | |Morning work (daily math worksheet to complete)| | | |Unfinished Work folder | | | |Independent Reading | During the morning routine, morning announcements are displayed on the class television and students perform their class jobs such as library helper, lunch counter, and office messengers. In addition, I will use this time to take attendance and perform other housekeeping duties as necessary. Substitute Teacher Plans The following is a sample of my substitute teacher plans. The more detailed information the teacher leaves for the substitute, the better. This helps the substitute teacher run the class more smoothly in the teacher’s absence. Thank you for covering my class while I am out today. Here is some information on a few procedures or routines in our class. Helpful Teachers – Mrs. Fowler, room 6, Ms. Nuckles, room 4. Attendance: please use attendance sheet on my desk and mark any students who are missing. Please note any absent students on attendance sheet on my desk and place in office envelope and have office helper take to office during morning announcements. Morning lunch count: This is a student’s job (see listing hanging from tv). The students mark their choices on the wall chart behind the tv, and the lunch count helper writes out the slip and takes it to the cafeteria in the lunch folder after announcements. Bathroom breaks: Students have â€Å"boys† and â€Å"girls† hall passes hanging on the wall by the door. When they need to go to the restroom, they put the pass on their desk and go. Only two at a time are allowed out of the room. Class management/rules: If class is going a good job, I usually ask the marble helper to add a marble to the class jar. If the class receives a compliment in the hallway, they earn two marbles. If the class is off-task and several reminders are given, a marble may be taken away. For individual behavior: Banker gives each student 15 cents (fake money) at the start of each day. Students are to place their money in their money pocket at the back of the room during morning announcements. If a student is caught doing something good, you may reward him or her an extra 10 cents. The money earned allows for students to make purchases at our classroom store at the end of each month. If a student is off-task, use nonverbal cues as first reminder, and verbal cues as second reminder. If the student continues behavior, please have him or her write an apology letter to you and leave on my desk. If the student continues to disrupt class, please call one if the listed teachers above and ask to send student over to her class to finish working on assignment. Please leave me a note if you have any issues with any of my students. Lunch: Line students up (line leader, caboose, home lunch, choice 1,2, and 3). Please walk students down to cafeteria at 12:08. The students will go through the lunch line on their own. Most teachers eat in the Teacher’s Lounge, which is behind the office. The teacher restrooms are also by the teacher’s lounge. At 12:38, please pick them up from the cafeteria and walk them back to class. Students with Special Needs (Food allergies, medicine, asthma): |Student |Difficulty/Need | |Tom |Medicine- Goes to nurse after lunch to receive medicine | Specials: My calendar on my desk has specials listed according to the day. Day1- Music Day2-PE Day3- Computer Lab, Library Day4-PE Day5- Art Recess: 2:15-2:30 Activities should be supervised at all times. Teachers should have class backpacks, walkie talkie, and key (both located in office). Teachers should be positioned so that all students are visible at all times. Report any injuries to school nurse. The nurse will determine whether an Accident Report needs to be completed. If so complete form and send white copy to office and have student take yellow copy home. In Case of Emergency: Please locate red backpack and evacuation plan in the classroom. In case of emergency, have students line up quickly and quietly. Bringing backpack, follow evacuation route listed in the classroom. Once outside, count students to make sure everyone is accounted for. Inform supervisor (person with walkie talkie and clipboard) of all students present in the class and state any parents’ names volunteering in the classroom. Remind students to be single, straight, and silent and to face away from the school building. Once given the all clear from the supervisor, lead students back to class in a single, straight, and silent line. The following diagram is our class seating chart. Please be sure that students sit in their correct seats. This seating plan should be helpful in familiarizing yourself with the students. (Note: Please see Appendix A-seating chart). I have provided a list of helpful students, disruptive students, and special needs students. Helpful students: Mary, Tyrone, Amy, and Tom. Disruptive students: Dane and Alex (these students may need to have several reminders to stay on task. Students who require assistance: Daniel, Marco, and Aaron. Either you can help or ask one of my helpful students listed above to help these students. Computer username: cuttingjm Password: student123 8:45-9:15-Morning Routine (please log on to computer and put the following on the Promethean board). 1. Unpack backpacks and hang up coats and backpacks 2. Turn in notes to red bin/homework to purple bin 3. Make lunch choice 4. Morning work (daily math worksheet- today’s number to complete-on back table) 5. Unfinished Work folder 6. Independent Reading Please inform students of their jobs for the day. Jobs are on poster in front of room by the t. v. Please ask Mary to turn on t. v. for you when the bell rings. During the morning routine, morning announcements are displayed on the class television and students perform their class jobs such as library helper, lunch counter, and office messengers. During this time, please take attendance using attached attendance sheet. Place any notes and attendance sheet in clear folder and have office messenger take folder to the office for you. Ask lunch helper to take lunch count and place any money and lunch count in lunch folder. The lunch helper will take folder to the cafeteria for you. 9:15-9:20- Ask Tom to give each student 15 cents. Each student will come and will put the money in his or her money pocket located on the back bulletin board. 9:20-9:30- calendar- Have students join you on the carpet (call them by table numbers). Ask questions about the calendar (what is the date, what weekday, year, what was the date a week ago, what will the date be in one week). Have students give you math problems about the lunch graph. 9:30- 10:00- Have students begin centers. Please read off the names from the chart to let them know where they go. 10:00-10:45- Library- please stay with class and bring library cards with you (they are on my desk). 10:45-11:26- Students finish centers 11:26-11:56- Lunch. Have line leader and caboose line up first. Lunch from home will line up first, followed by choice 1, 2, and 3 . (during lunch, please check my mailbox in the office). 12:00-1:00- MATH- Review today’s number on overhead projector (Ask a helper to set up for you). Pull a popsicle stick out of the cup on my desk and have the student complete one problem. Continue until today’s number is complete. Refer to Math Investigations book, lesson 2. 1 â€Å"guess my number on the 100 chart. † Tell students they will use the 100s chart on page 16 in their math binder for this game. Review directions and model how to play game with a student. Have students pair up and give each a copy of the directions to play on their own. Once completed game twice, students can work on pages 13-15 in their textbook. 1:00-1:45- ART 1:45-2:10- Science- Students are to take out weather journals. Overhead helper will pull out overhead projector. Laura is cloud helper, and Teresa is temperature helper. Cloud helper will go to window and look to see what kind of clouds are outside. They will come to overhead and draw clouds on calendar page and graphing page. Overhead helper will fill in date and will write down weather words that students agree on (ask students to give weather words from each table). Choose one person from each table to predict the hi/lo temperature of the day. The temperature helper will pull up the temperature for the day on the computer. The overhead helper will record the temperature on the overhead. Students are to write this information on their calendar page and graphing page. 1:45- 2:00- RECESS 2:00- 2:45- Have students watch video on water cycle and have them complete science worksheet on back table. If the students finish early they can do scholastic news and work on their weather book report. 2:45-3:00- Please call one table at a time for students to get lap top. Students are to work on their social studies research project on the laptops. 3:00-3:15- Call tables one at a time and have students place laptops back in cart. Have students perform classroom jobs at this time. Call tables one at a time to pack and stack. Read book (students’ can select) until bell rings. 3:15- Dismissal Please let me know of any issues with any students. If they do a good as a class, they can earn marbles in the jar. Thank you so much! Classroom Management Implementation Plan I will conduct a classroom meeting at the beginning of the year for the students, and we will discuss the character traits of a â€Å"quality student† and â€Å"quality teacher. † Students will create poster of each and, the class will discuss and list what qualities students and teacher should have. Qualities will include responsibility, trustworthiness, caring, and respect. After posters are created, students will be asked to sign the poster, stating that they understand the guidelines of the classroom. Posters will be displayed in the class as a reminder of what a â€Å"quality student and teacher† should look like. I will review procedures of various topics such as morning routine, lunch count, dismissal, lining up for lunch, etc. During the first few weeks of school, I will walk the students through each procedure, often modeling procedures. After the first month or the majority of the students get the hang of the procedure, procedures will be reviewed and reinforced as necessary. In addition to communicating to the students, I will also share my classroom management plan and expectations in a letter addressed to the parents at the start of the school year. I will ask parents to discuss management plan and expectations with their child and ask that they he or she sign and return the document. In addition, I will provide my contact information and encourage the parents to contact me should they have any questions throughout the year and promote working together for the well-being of their child. Prior to the start of the school year, I will develop a seating chart based on the academic needs of my students. I will place students’ desks in groups that will allow for a cooperative or collaboration learning environment, in which students will work in groups with varying learning abilities. By having students clustered in groups, higher academic students will work with those students who will require help. Using group seating, I will also be able to reach and work with my students more easily. For students who require instructional assistance, I will place those students close to my desk or in front of room. I will also work with my students in a small group or one-on-one setting. To prevent misbehavior, I will strategically place ADHD students away from door, window to prevent distractions. To help motivate my students I will use positive reinforcement as previously mentioned. Students will have opportunities to be rewarded individually, by table, and as a class. To keep the students’ attention during my lessons, I am going to use as many hands-on methods and employ the effective questioning and popsicle stick strategy. To gain my students’ attention, I will use â€Å"1,2,3 eyes on me. † The students’ response will be â€Å"1,2 eyes on you. † I will also use various hand clapping signals and use online timers to keep students on track during transitions, learning centers, and assignments. Letter to Parents The following is a sample of a letter I plan to send out to my students’ parents during the first week of school. Dear families, As we are settling into a routine and becoming familiar with the class, I wanted to introduce myself to you and share some information with you about how I conduct my classes. My name is Jennifer Cutting, and I am your child’s teacher for the school year. This is my first year in my own classroom however I have been in education for the past five years. I have a Bachelor’s of Business Administration from Radford University and a master’s degree from University of Phoenix. Our classroom is built on the characteristic traits of respect, trustworthiness, caring, and responsibility. On the first day of school, our class created both a student teacher poster that lists the qualities of each trait. In our class, we are always striving to be a â€Å"quality student† and â€Å"quality teacher. † We look forward to sharing these with you at Back to School Night on Tuesday, September 20, 2011. To encourage students to be reminded of being a quality student, I will recognize positive behavior by verbal praise, earn fake money to be used for purchases at the classroom store, and other modes of communication to you. For off-task behavior in the classroom, I have established a tiered system of responses that will range from various nonverbal and verbal cues, and reminders. If behavior continues in class, I will instruct your child to write a note home explaining the off-task behavior. If off-task behavior continues in the classroom, I will call you or ask to set up a meeting to discuss your child’s behavior and work together toward a positive solution. Our class has discussed our classroom management plan and students understand the consequences. By working together, we can help your child have fun and succeed in second grade. Below, please sign this document, indicating that you and your child understand my classroom management plan. In addition, please indicate a daytime and nighttime phone number and e-mail address. If you should ever have any questions or concerns, please feel free to contact me via email, school phone, or schedule a conference. My email is fourcuttings@msn. com and the school’s phone number is (703)791 – 2099. I am happy to talk with the families of my students. Here’s to a wonderful year of learning in the second grade! Fondly- Mrs. Cutting I have read and understand Mrs. Cutting’s classroom management plan, and have discussed it with my child. Parent/Guardian Signature______________________________________Date_________ _____ Print Name________________________________________________________ Strategy for Assessing Classroom Management Plan I plan to use a variety of ways to assess my classroom management plan. One way to assess my classroom management plan is to have another teacher observe my class and rate my classroom based on the following chart: (Note: Please see Appendix B- Classroom Assessment chart) Another strategy I would use is to make antidotal notes and keep a journal of what strategies or techniques seem to work or not work for my students. By reflecting, I can look back at my successes as well as reflect on areas that need to be improved. I need to be flexible. If a strategy does not work one day, I need to try something else. My third strategy to help assess my classroom management plan is to participate in peer group discussions and compare what strategies or techniques in other classrooms. Listening to other teachers’ can generate a multitude of ideas for my own classroom. Conclusion As of today, this is my classroom management plan that I hope to implement in my classroom. However, I believe it will change to meet the needs of my students in the classroom. Although I will plan for my students, classroom, and instruction, I will need to learn to be flexible if something does not work. I believe I will be able to prevent most misbehaviors from occurring and meet the goals of my classroom by implementing my classroom management plan. I will always strive to look for ways to improve my classroom management. It will always be a work in progress. References Kelly, M. ( n. d. ). Positive and Negative Reinforcement. Retrieved April 20, 2011from, http://www. netplaces. com/new-teacher/behavior-management/positive-and-negative-reinforcement. htm Teachers on Target (2008). Classroom Management. Retrieved April 20, 2011 from http://www. teachersontarget. com/Management. htm Appendix A [pic] (source: University of Phoenix. (n. d. ). Classroom design Microsoft presentation. [PowerPoint slide]. Retrieved from https://portal. phoenix. edu/classroom/coursematerials/mte_520/20110315/ Appendix B |3 2 1 |1. I foster an â€Å"on-task† learning environment? | |3 2 1 |2. Students understand that when they enter my classroom they are | | |going to work | |3 2 1 |3. Students believe that my assignments are directed, productive, and| | |enjoyable | |3 2 1 |4. Students know that the tasks in my classroom are never presented | | |as punishment | |3 2 1 |5. Students believe that work done in my class has a definite purpose| | |and objective | |3 2 1 |6. My classroom is a celebratory environment? | |3 2 1 |7. Students understand that they will be rewarded and praised for | | |their hard work. | |3 2 1 |8. Students believe that my approach to them and their learning is | | |positive. | |3 2 1 |9. My classroom is an engaged environment? | |3 2 1 |10. Students engage quickly in my assignments | |3 2 1 |11. Students know exactly what they are to do. | |3 2 1 |12. Students are clear why they are doing each assignment. | |3 2 1 |13. My classroom ethos is one of mutual respect. | |3 2 1 |14. Students know that they must respect one another. | |3 2 1 |15. Students are willing to cooperate with me. | |3 2 1 |16. Students are willing to cooperate with their classmates. | |3 2 1 |17. Students listen carefully to me. | |3 2 1 |18. My classroom procedures are clear? | |3 2 1 |19. Students know what they must do to succeed. | |3 2 1 |20. Classroom rules are consistent and fairly enforced. | |3 2 1 |21. Students know how much time they have to do assignments and how they| | |will be assessed. | |3 2 1 |22. My classroom rules do not appear arbitrary. | |3 2 1 |23. My classroom is focused? | |3 2 1 |24. Assignments don’t â€Å"float† or appear â€Å"out of left field. † | |3 2 1 |25. There is a consistent routine to handing in assignments. | |3 2 1 |26. Work time in class is uninterrupted. | |3 2 1 |27. Students are expected to settle down quickly and work in class. | |3 2 1 |28. My classroom is a place where assignments are meaningful. | |3 2 1 |29. â€Å"Throw away† or filler assignments are never given. | |3 2 1 |30. Classroom work is not overly repetitive or redundant. | |3 2 1 |31. Students are clear about the objectives for each assignment. | |3 2 1 |32. There is a sense of humanness in my classroom. | |3 2 1 |33. Students are treated as human beings who have good and bad days. | |3 2 1 |34. Rules rarely if ever override human concerns. | |3 2 1 |35. Students understand that my classroom operates from a set of values. | |3 2 1 |36. My classroom is a predictable place. | |3 2 1 |37. There are no negative or unexpected surprises. | |3 2 1 |38. What I say in the classroom actually happens. | |3 2 1 |39. Students stay on task in my classroom. | |3 2 1 |40. When an assignment is given, students do it. | |3 2 1 |41. I expect and require all students to stay on task. | |3 2 1 |42. I deal with disruptions in a timely manner. | |3 2 1 |43. Student who stay on task are rewarded. | (Source:http://www. teachersontarget. com/Management. htm)

How do concepts of exile and masquerade operate in handmaid's tale, Term Paper

How do concepts of exile and masquerade operate in handmaid's tale, and comfort woman - Term Paper Example The book touches on many themes the most prominent being that of women’s rights, and also those of exile and masquerade. The theme of exile is most prominent in the ‘Unwomen’ segment of society. It also frequently appears in the desire that many characters have for voluntary exile from the Giledean state. The Comfort Women is a painful story woven around the lives of two women. One is the story of Akiko a Korean comfort women1 married to an American missionary. The other protagonist is her daughter struggling to come to terms with her life specially her cultural identity. The theme of exile in this book is present in the book because the characters are in places physically and emotionally in which they feel disconnected from reality. Akiko after the hell that she goes through struggles to survive alone in America and also to maintain a balance between her spiritual life and her external American life. Her daughter on the other hand is embarrassed by her mother’s obsession with the spirit world because it is something that has no connection to her American life. The book also has element of the theme of masquerade in the sense that Akiko hides who she really is from everyone around her including her daughter. In a way she wears a mask to hide the marks of what the past has left on her. The theme of exile is an important one in Handmaid’s tale. Those exiled are victims of the society’s structure, in the sense that they either could not fit into any of the categories assigned by the government or they have been disconnected from mainstream society simply because they serve a function that society does not want to highlight. One category is the ’Unwomen’. This does not include only women but in fact political rebels, homosexuals or anyone who does not fit into any of the categories. They have been exiled from society forced to live in toxic waste dumps in the fringes of society. This category is used as at

Self-Concept-PSY Essay Example | Topics and Well Written Essays - 250 words

Self-Concept-PSY - Essay Example This means that we have the ability to make choices and that not everything in life is completely deterministic, even though some aspects are. Through exploring experiential freedom, this is the way in which we learn and grow. Societies and the development on both the personal level and collective level is based on the ability to make choices, whether they are right or wrong. I think that the least important trait is organismic trusting. Roger’s basically stated that this is doing what feels natural. As a component of basic living, humans are going to do whatever they please, whether it is natural or not. Thus, this component of being able to be â€Å"fully functional† seems to be redundant and unnecessary. These qualities are related to the development of personality. The decisions and method by which a person lives will inherently play a role in the development of the self. In addition, the qualities of society and socialization will also play a role in the developmen t of personality. The five traits are highly abstract that deal with the ability to make choices and the way in which a person looks at the world and interacts.

Measures to reduce the energy consumption for the sewerage plants Essay

Measures to reduce the energy consumption for the sewerage plants - Essay Example This research will begin with the statement that sewage plants consume a lot of power although they also generate a lot of heat and power. They generate heat through biogas production, which is purified and used to power locomotive machines like gas motors. The process of biogas production requires power especially in the fermentation and decomposition process because of temperature regulation. This is to say that production of energy from sewerage plants includes both aspects of increasing energy efficiency and reducing energy consumption. Biogas is produced through a process of anaerobic digestion.   Biogas production is environmentally friendly. Biogas is a gas produced through the breakdown of organic matter in the absence of oxygen Sewage plants produce biogas, which is a good source of energy. During the sewage treatment process in the sewage plant, a lot of energy is consumed approximately 50 kWh per person. That means that a substantial amount of energy is required to treat sewage from the population. Research shows that sewage treatment is one of the sectors, which requires a lot of electricity. Biogas is a renewable source of wind and solar energy.   For the production of biogas to occur, the sewage undergoes a process known as anaerobic digestion.   In this process, anaerobic bacteria are used to break down the waste materials. The biogas produced is mainly carbon dioxide, methane, and small amounts hydrogen sulfide. Gases produced hydrogen; methane and carbon monoxide oxygen oxidize them to allow a release of biogas used as fuel.