Colonialism and the Political and Economic Problems in Africa Essay

Changes for the 457 Visa to the SS Visa-Free-Samples for Students

Question: Basically examine how the progressions for the 457 visa to the SS visa will affect Australian Business and their Human Resource Planning and related enrollment Practices. Answer: The Government of Australia has chosen to abrogate the Temporary Work (Skilled)(Sub class 457) visa while supplanting it with another visa named Temporary Skills Shortage (TSS) visa. These progressions are going to affect the organizations in Australia alongside their HR practices and arranging. The Howard Government presented the 457 visa in the year 1966. Nonetheless, Prime Minister Malcolm Turnbull has just declared on eighteenth April 2017 that this visa is to be supplanted by TSS visa (Minister - Joint media discharge with the Hon. Malcolm Turnbull MP, Prime Minister - Putting Australian laborers initial, 2017). This change will profoundly affect the current foreigners who are working in Australia alongside the individuals who have just gone after future positions in the nation. As indicated by Murphy (2017), the 457 visa allows the holders to be utilized in Australia for a time of four years. They are additionally allowed to bring any of their qualified relatives who gangs unlimited investigation and work right itself in Australia. The 457 visa permits its holders to go all through the country with no restrictions. So as to acquire a 457 visa, the businesses of the holders are to be approved as an endorsed support by the Department of Immigration and Border Protection. Then again, Howe (2014) has expressed that the holders of 457 visa are required to meet a base degree of prerequisites identified with English language, aptitudes, character and wellbeing. This visa forces certain limitations upon the holders, for example, the holder is allowed to work just for the supported boss and in the selected occupation. The 457 visa holders empower the administrators and the clinical experts to work for different managers who are related with the element of their affi rmed boss. Notwithstanding, in April 2017, the Australian Government has chosen to abrogate this visa and supplant it with another visa in particular TSS visa. The Australian Government has chosen to supplant the 457 visa with TSS visa from March 2018. The TSS visa will comprise of a Short-Term stream that will be substantial as long as two years and a Medium-Term stream that will be legitimate as long as four years. The Short-Term stream is planned for filling the brief expertise holes for Australian organizations in circumstances wherein, a talented laborer from Australia in not accessible. The Medium-Term stream is planned for filling the lack of laborers wherein exceptionally talented, basic prerequisite occupations are related, and there is inaccessibility of Australian specialists. The Medium-Term stream fills the business holes in a limited range when the businesses can't source a reasonable talented Australian laborer (Campbell Tham, 2014). The Short-Term stream can be recharged inland for just one time. Momentary Skilled Occupations List (STSOL) will be relevant for non-local Australia and if there should arise an occurrence of local Australia, STSOL will be appropriate alongside extra occupations support. The visa candidates will need to experience an English language test and score at least 4.5 out of 5. Then again, the Medium-Term stream can be recharged following three years. Medium and Long-Term key abilities list (MLTSSL) will be relevant for non-territorial Australia and if there should arise an occurrence of non-local Australia, MLTSSL will be pertinent alongside extra occupations support. The visa candidates will likewise need to go through an English language test (Breen, 2016). The streams will have certain qualification measures. The visa candidate will need to have work understanding of at least two years in a similar occupation. The Labor Market Testing (LMT) will get compulsory and the businesses will need to pay the compensation rate that is winning in the Australian market and will likewise need to meet the necessities of the Temporary Skilled Migration Income Threshold. The visa holders will need to get corrective freedom authentication and will likewise need to experience a non-unfair workforce test (Johnson, 2017). As indicated by McMillan, Edwards Phillips (2017), every one of these measures upgrade the business supported gifted relocation projects of Australia and will guarantee that they meet the aptitude necessities of the country in a superior way. Usage of the TSS visa will improve the nature of the gifted vagrants alongside their financial commitment. The change will likewise discover arrangements with respect to the removal of the laborers in Australia. The change will incorporate better arrangements of focused occupation that will meet the prerequisites of aptitudes in the work market of Australia. As indicated by Ferguson, Giuseppi Australia (2017), the present 457 visa holders will not be influenced by the adjustments yet the businesses will must know about the effects of every one of these changes. The businesses will need to consider the qualification of the 457 visa holders alongside the qualification models of the new TSS visa candidates so as to fit the bill for it. Despite what might be expected, Breunig, Deutscher To (2017) expressed that every one of these progressions will influence both the perpetual just as brief visa pathways. These changes are being started by the Government of Australia so as to guarantee that the inhabitants of Australia get the chance of landing positions in the country on a need premise. This change was essential as the businesses in Australia have been enrolling laborers from outside the country without considering the neighborhood work advertise. As per Markus (2014), the progressions will influence the transitory work visas as the subclass 457 visa will be stopped in March 2018 and another TSS visa will supplant it. It will likewise affect the Employer Nomination Scheme visa, the Regional Sponsored Migration Scheme visa and the other lasting gifted visas. This change shields the interests of the Australians by guaranteeing that the laborers enrolled from abroad countries go about as a strengthening workforce and don't hamper the chances of the Australian specialists. These changes will influence the Australian organizations and their strategies identified with enlistment of the workers. Prior, the businesses used to enroll the representatives from different countries without thinking about the nearby workers for the activity job yet at this point, the businesses need to initially think about the Australians for a vocation job and just if there should be an occurrence of deficiency of gifted Australian specialists, the business can select an individual from other nation. The discussion of in regards to outside specialists in Australia has been a copying subject more than quite a long while. The Australians have been disturbed because of the inclination of abroad specialists over nearby laborers. This has prompted the nullification of the 457 visa and the usage of TSS visa (Breunig, Deutscher To, 2016). As per Boucher Cerna (2014), these changes will profoundly influence the private companies in Australia as these organizations check their expenses by recruiting abroad workers at lower cost than employing the nearby work. With the ramifications of TSS visa, the standards identified with recruiting an abroad worker will turn out to be exceptionally exacting that will bring about lesser number of foreigners going to the nation. This will clear route for the nearby occupants to secure positions and procure a standard business. The ramifications of TSS visa will guarantee that the laborers selected from abroad countries will meet the ability necessities of the country in a superior way. Execution of the TSS visa will upgrade the nature of the gifted vagrants alongside their monetary commitment. Then again, as per Wright (2014), the usage of TSS visa will get a few changes the enlistment approaches and practices of every one of those organizations that have been recruiting work power from abroad countries. The enrollment strategies will turn out to be progressively severe towards the workers as the nearby work will be favored over them. The organizations will need to scan for the necessary aptitudes and capacities among the neighborhood inhabitants and just on inaccessibility of the necessary gifted work, the organization will be allowed to recruit work from different nations. Also, the abroad candidates will need to experience a few procedures and will need to meet all the prerequisites of TSS visa so as to turn into a qualified up-and-comer. As indicated by Markus (2014), the two enterprises that will be exceptionally influenced by the TSS visa are Information innovation industry and expert administrations industry. A few occupations, for example, creators, painters, natural chemists, vocalists, criminologists, dealers, pilots and numerous others will be totally expelled from the rundown of occupations in the 457 visa. A few experts who have applied for any of these classes will be exceptionally influenced. As indicated by Johnson (2017), the Information Technology industry in Australia has been recruiting increasingly proficient workers from abroad at a much lower wage rate in any case; presently the organizations will need to enlist the representatives from the neighborhood work showcase regardless of whether they are lesser productive. This will build the expenses for the organizations and will likewise affect the working effectiveness of the organization. In actuality, Breen (2016) expressed that execution of TSS vis a will assist the Australians with grabbing openings and improve their aptitudes and capacities that will by implication improve the economy of the country. References: Boucher, A., Cerna, L. (2014). Current strategy inclines in talented movement policy.International Migration,52(3), 21-25. Breen, F. (2016). Australian Immigration Policy in Practice: a contextual analysis of ability acknowledgment and capability transferability among Irish 457 visa holders.Australian Geographer,47(4), 491-509. Breunig, R., Deutscher, N., To, H. T. (2016). The connection between movement to Australia and the work advertise results of Australian laborers. Breunig,

What To Write About With a Democratic Education Essay

What To Write About With a Democratic Education EssayThere are several very common types of the Democratic Education Essay, but each one is used to describe a particular problem that teachers are facing in their classrooms and how to solve them. Let's look at the three main types of the essay:One type of essay is about the topic of the topic. These are usually written for those teachers who are in high school or for college students who have received advanced degrees. These are some of the topics you can write about when writing an education essay. It doesn't matter if you write about history, sports, science, etc. The point is that your students should be able to use the information you provide to come up with his or her own thoughts.The next type of essay is about the problem in the real world. Students can write about various issues that affect different people, such as poverty, racism, environmental pollution, war, poverty, etc. Once again, the content of this topic should be som ething students could actually use. This type of essay usually focuses on coming up with solutions rather than just giving factual information.The third type of essay is your own essay. Many students find this easier than writing an essay for a specific topic because they already know what the problem is. For example, some students find it easier to write about themselves than others, and thus, they write about themselves in their essays. You can also find students that write about other issues in the world, such as their own political views or their favorite culture.There are many websites where you can find Democratic Education Essay Topics. In fact, there are so many sites that it may take you a long time to go through all of them.In order to get the best results from your essay, you will need to write about what you know. This is not the same as expecting your students to learn something that you don't know. Make sure that what you write on your topics are things that you feel c omfortable with writing about.Ask your school administrators for suggestions on what topics you can write about in your classes. Often times, they will be willing to provide suggestions for a particular topic based on what the students have been asking about in the class. They will also often provide suggestions for topics based on the topics they teach. These topics may include politics, science, and history, just to name a few.You can find plenty of ideas on the Internet, but you will also need to take into consideration what the student's needs are. If you want to find out what the most popular topics are, then you should visit a popular site. These sites have many topics that students can choose from and what they want to write about.

A Short History Of Self Esteem - 2742 Words

A Short History of Self-Esteem The history of self-esteem can be traced back throughout time. In this section we have a critical look at the self-esteem movement. Though an overweening conceit of our own merit be vicious and disagreeable, nothing can be more laudable than to have a value for ourselves, where we really have qualities that are valuable . . . it is certain that nothing is more useful to us, in the conduct of life, than a due degree of pride, which makes us sensible of our own merit, and gives us a confidence and assurance in all our projects and enterprises. David Hume, Treatise of Human Nature, vol. 2 As the quotation from the great 18th century Scottish Enlightenment thinker David Hume shows, the idea that it is†¦show more content†¦Seligman argues that the 1960s changed all this. First the rise of wealth and consumerism meant that it was easier to conceptualise the individual at the centre of his/her destiny. And psychology, partly as a result of Seligman’s own â€Å"learned helplessness† experiments, created theories which put the â€Å"self-directed† individual at the centre of his or her own life. The rise of the self-esteem movement From the late 1960s on self-esteem became a fashionable and influential idea. One of the first exponents was a young psychology professor called Stanley Coopersmith from California. A more influential figure was Nathaniel Branden. Branden was a psychotherapist and devotee of the philosopher Ayn Rand. He has written countless books on self-esteem and is considered the intel lectual father of the self-esteem movement. As we shall see in another section, Branden’s work is sophisticated and his definition of self-esteem, and notions of how it can be boosted, is a far cry from the exhortations to feel special that have come to characterise self-esteem building exercises in American schools. Self-esteem may simply have remained a psychological and philosophical concept, debated by academics, if it had not been taken up by politicians in California in the late 1980s. John Vasconcellos was a state assemblyman who believed that low self-esteem was the cause of crime, teenage pregnancy, drug abuse andShow MoreRelatedSelf Esteem By Carol Craig1090 Words   |  5 PagesSelf-Esteem can be harmful and make people very self centered, but others lack confidence and need a boost of self-esteem. Self-esteem is a very important factor in various reasons that happens in people’s daily life. With no type of thought people don’t think or take self-esteem with importance without realizing that self-esteem is a huge thing that us humans depend for our daily activities. Some shifts that have happened toward self- esteem over the past few decades were the fact that many peopleRead MoreSelf Esteem Essay980 Words   |  4 Pageshad low self-esteem because poverty was caused by the Great Depression, a bad economy, and wars. On the other hand, the 1960s was a time when citizens got wealthier. Many consumers bought up luxury items to show how rich and powerful they are, bumping up their self-esteem to a high point! While citizens bought extravagant items, crime rate rose very much. In Carol Craig’s â€Å"Short History of Self-esteem† it states, â€Å"John Vasconcellos was a state assemblyman who believed that low self-esteem was theRead MoreSelf Esteem Essay718 Words   |  3 PagesCan self-esteem really engender success, or does it induce the well-being of individuals? By success, I mean academic achievement and a college degree. Self-esteem is crucial to the well-being and happiness of individuals. However, too much self-esteem makes people become narcissistic, which is destructive and superfluous to becoming successful. Therefore, self-esteem cannot engender success, which is corroborated with the self-esteem movement, but it can cause th e well-being of individuals. TheRead MoreMental Illness Is Nothing But Brain Illness938 Words   |  4 PagesOne of the most important cause of mental illness is our environment. Several environmental components can increase our chances of getting a mental illness. Factors like feeling low in self esteem or anxiety, living in poverty, death or divorce in the family, social or cultural expectations can deeply affect or shape our risks of getting a mental illness. In the article â€Å"mental illness is nothing but brain illness†, Ian Gold mentions about this unique disease called schizophrenia. 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Body image specifically has been suggested to be a crucial factor in the desire to undergo cosmetic surgery. This is based offRead MoreSex Pregnancy Assignment1209 Words   |  5 Pageswritten consent form to participate in this study. Their identity and data will be kept anonymous and confidential. In addition, each participant will receive a $5.00 gift card based on their participation. Measures Childhood Trauma Questionnaire short form is a questionnaire which contains 28 items (Caldwell, J. G., Krug, M. K., Carter, C. S., Minzenberg, M. J., 2014). This questionnaire is used to measure child abuse, which is defined as physical, sexual, or psychological maltreatment or neglect

The Cultural Progression Of Latin America Essay - 1420 Words

Latin America has had a very complex history since being colonized by Spain, aside from Brazil, to its current sociopolitical movements. Unfortunately, Latin America’s cultural progression did not spread and blossom as fast as other countries because they were colonized by the retrograded country of Spain. Due to the general conservatism in Iberian culture, Spain being the cause of that, Latin America did not follow the steps towards modernity, unlike French colonized countries. After the colonization period, Latin America spent its time conserving Spanish culture. The Iberian Peninsula culture did not have the same opening into the modernity that France had. It wasn’t until the 1880’s through the 1910’s that ‘modernismo’, an anti-nationalist literary movement, arose within Latin America itself, making it a homegrown movement. Modernismo was the rejuvenation of the Spanish language and its literature. Modernismo’s literature boom allow ed for the growth of other literature movements including that magical realism movement. Influenced by the European surrealism movement, authors such as Alejo Carpentier and Miguel à ngel Asturias started writing magical realism in the 1920’s and 30’s. magical realism reached it’s peak in Latin America in the 1940’s through 1950’s. During this era, political ideologies such as communism and socialism rose. Marxism was a major contribution and was widely studied by the educated citizens of Latin America. There are many parallels between MarxistShow MoreRelatedGender Inequality During Latin American Countries1373 Words   |  6 Pages How has gender inequality affected women in Latin American countries? Gender inequality has affected the women of Latin America in a multitude of ways, but it can be argued that the division of gender equality is extremely prominent when analyzing reproductive rights and health care access. 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Ncea Level 2 [Nz] No Ordinary Sun and to Sea, to the Mountain, to the River Analysis Essay Example For Students

Ncea Level 2 [Nz] No Ordinary Sun and to Sea, to the Mountain, to the River Analysis Essay For EACH of the texts, analyze how the writer used symbolism and / or figurative language to develop an important idea. In the poems No Ordinary Sun and The Sea, to the Mountain, to the River by Hone Tuwhare, the poet used figurative language to develop the theme ‘destruction of environment. ’ By using simile, personification and imagery, Tuwhare expresses his sadness at the careless action of men and their continual destruction of nature. The Sea, to the Mountain, to the River is about the relationship between land and men. In the poem, workers are building a dam to obtain electricity. Tuwhare wants people to realize that we are destroying the environment for the sake of progress without even caring about the effect and implications it will bring. In No Ordinary Sun, Tuwhare expresses his concern about the deadly effects of an atomic bomb explosion on humanity and nature as a whole. Again, people are destroying the environment for the sake of progress and in doing so; they risk other people’s lives. We will write a custom essay on Ncea Level 2 No Ordinary Sun and to Sea, to the Mountain, to the River Analysis specifically for you for only $16.38 $13.9/page Order now Tuwhare used simile in the poem, The Sea, to the Mountain, to the River, to diminish the status of men to that of unthinking creatures. The example â€Å"as skilled as spiders† not only implies that men are unwanted by nature, like spiders to human, but also that they are considered as tiny, insignificant insects crawling over the face of the earth. Tuwhare wants the readers to see the workmen as a nuisance and pest, the way the nature see them. He’s appealing to the emotional side of the readers and makes them feel sorry for nature. Personification is also used by Tuwhare to stress the interaction of nature and to help the readers see the sea, the river and the mountain as people like them, who feel sad and hurt by the actions of men. Tuwhare wants the readers to empathize with nature and be moved by its feelings. The river was personified as having its tongue torn out: â€Å"†¦ to tear out the river’s tongue. † This describes the damage men are doing to the environment. They are putting an end to the rivers ‘cacophonic†¦ tossing’ by ‘tear out†¦ tongue. Tuwhare aims to make the reader feel angry with the workmen for being violent and destructive towards the river. Another use of personification is â€Å"the sea beckons†¦Ã¢â‚¬  This creates a link between the sea and the mountain, and also provides a positive connotation, making the sea seem friendly. Again, Tuwhare aims to make the readers identify with the sea and feel sorry for the damage the men are caus ing. The same effect is intended with the use of â€Å"austerely the mountains ponder. It makes the mountain seem old, slow and wise, like a living person. The last use of personification, â€Å"smoke-wreathed shoulder of a crouching hill,† aims to not only compare the land to a person but to imply that men have defeated nature. It’s already cowed, submissive. In The Sea, to the Mountain, to the River the use of simile establishes the perspective of the readers about the workmen, Tuwhare leads the readers to see them as despicable- destroying our environment for the sake of progress. Then, he uses personification for the same effect. The readers empathize with the environment and consider the sea, the mountain and the river as people like them who has feelings. By doing this, Tuwhare appeals at the readers’ emotions, making them see how terrible it is to destroy the environment. While in the first poem, Tuwhare appeals to readers by encouraging them to feel what the nature is feeling, in No Ordinary Sun imagery is used to show the effects of a man-made weapon, atomic bomb and make them realize what would happen to them and the environment. Tuwhare used adjective to create images in the minds of the readers. allant monsoon flash† and â€Å"dashing trade wind’s blast† are old-fashioned, positive sounding words that Tuwhare used to describe the monsoon and the wind. He wants the readers to know that compared to the bomb, these two are almost benign, almost nothing. Another example of imagery was in the last stanza: ‘shadowless mountains,’ ‘white plains’ and Ã¢â‚¬Ë œdrab sea floor. ’ This creates an image of a lifeless planet. Tuwhare is telling the readers, this is what happens. Everything will be destroyed- our lives, nature- all because we seek power and progress. .uff5e463edfb1d47fc202a9038d5e8950 , .uff5e463edfb1d47fc202a9038d5e8950 .postImageUrl , .uff5e463edfb1d47fc202a9038d5e8950 .centered-text-area { min-height: 80px; position: relative; } .uff5e463edfb1d47fc202a9038d5e8950 , .uff5e463edfb1d47fc202a9038d5e8950:hover , .uff5e463edfb1d47fc202a9038d5e8950:visited , .uff5e463edfb1d47fc202a9038d5e8950:active { border:0!important; } .uff5e463edfb1d47fc202a9038d5e8950 .clearfix:after { content: ""; display: table; clear: both; } .uff5e463edfb1d47fc202a9038d5e8950 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uff5e463edfb1d47fc202a9038d5e8950:active , .uff5e463edfb1d47fc202a9038d5e8950:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uff5e463edfb1d47fc202a9038d5e8950 .centered-text-area { width: 100%; position: relative ; } .uff5e463edfb1d47fc202a9038d5e8950 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uff5e463edfb1d47fc202a9038d5e8950 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uff5e463edfb1d47fc202a9038d5e8950 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uff5e463edfb1d47fc202a9038d5e8950:hover .ctaButton { background-color: #34495E!important; } .uff5e463edfb1d47fc202a9038d5e8950 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uff5e463edfb1d47fc202a9038d5e8950 .uff5e463edfb1d47fc202a9038d5e8950-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uff5e463edfb1d47fc202a9038d5e8950:after { content: ""; display: block; clear: both; } READ: Exemplification: Welfare, A Vicious Circle EssayTuwhare also used symbolism to help people understand how devastating an atomic bomb can be. He explored the irony of the comparison to show the big difference between ‘our’ sun and the ‘not ordinary’ sun. Our sun gives us life, energy and warmth. We need it to live. The other sun, the one mentioned in the poem, is a ‘monstrous’ sun. It kills people and annihilates the environment. By calling it monstrous, Tuwhare is implying that this sun is an unacceptable product of a merger between nature and man. Thus, what we created for power will destroy us. Also, by using sun as a symbol for atomic bomb, the readers are more affected as the sun is directly related to our everyday lives. In this poem, Tuwhare made it clear how much we are affected when our environment is destroyed. We cannot live alone in this planet. Our hunger for power and progress blind us and we need to stop. Both poems used figurative language to engage the readers and to show the effects of our actions. Tuwhare’s message is very important as in today’s society, especially in New Zealand, destruction of environment for the sake of progress is not uncommon. Earlier on March, news of national parks becoming mining grounds sparked protest from all over the country. The government believes that this will help New Zealand’s economy prosper. But are we really going to forsake the environment for the sake of progress? Also, North Korea’s nuclear testing hasn’t stopped. To further their power, the government of Korea ignores the devastating effects of nuclear bombs. Tuwhare’s poems The Sea, to the Mountain, to the River and No Ordinary Sun urges us to open our eyes and stop destroying our environment.

Slavery Essays (857 words) - Slavery In The United States, Slavery

Slavery A large majority of whites in the South supported slavery even though fewer of a quarter of them owned slaves because they felt that it was a necessary evil and that it was an important Southern institution. In 1800 the population of the United States included 893,602 slaves, of which only 36,505 were in the northern states. Vermont, Pennsylvania, Massachusetts, Rhode Island, Connecticut, New York, and New Jersey provided for the emancipation of their slaves before 1804, most of them by gradual measures. The 3,953,760 slaves at the census of 1860 were in the southern states. Eminent statesmen from the earliest period of the national existence, such as Thomas Jefferson and George Washington regarded slavery as evil but necessary. Individuals and groups of people of almost all sects defended slavery. On the whole, antislavery views grew steadily; but many who personally held strong antislavery opinions hesitated to join actively in abolitionist agitation, unwilling to dispute what many citizens held to be their rights. Those Southern whites who didnt necessarily like slavery supported it because they felt it was the Souths right to be able to have slavery. Slavery thus became an increasingly Southern institution. Abolition of slavery in the North, begun in the revolutionary era and largely complete by the 1830s, divided the United States into the slave South and the free North. As this happened, slavery came to define the essence of the South: to defend slavery was to be pro-Southern, whereas opposition to slavery was considered anti-Southern. Although most Southern whites did not own slaves (the proportion of white families that owned slaves declined from 35 percent to 26 percent between 1830 and 1860), slavery more and more set the South off from the rest of the country and the Western world. If at one time slavery had been common in much of the Americas, by the middle of the 19th century it remained only in Brazil, Cuba, Puerto Rico, and the southern United States. In an era that celebrated liberty and equality, the slaveholding Southern states appeared backward and repressive. This drew most Northerners into the abolitionist moveme nt not so much for the behalf of slaves, but how slavery made the United States look. Despite this, the slave economy grew rapidly, enriched by the spectacular increase in cotton cultivation to meet the growing demand of Northern and European textile manufacturers. Southern economic growth, however, was based largely on cultivating more land. The South did not undergo the industrial revolution that was beginning to transform the North; the South remained almost entirely rural. In 1860 there were only five Southern cities with more than 50,000 inhabitants (only one of which, New Orleans, was in the Deep South); less than 10 percent of Southerners lived in towns of at least 2500 people, compared to more than 25 percent of Northerners. The South also increasingly lagged in other indications of modernization, from railroad construction to literacy and public education. For these reasons, many Southerners felt that slavery was all too necessary because their agrarian economy was based around it. Many feared that the abolition of slavery would result in a Southern economic collapse. The biggest gap between North and South, however, was ideological. In the North, slavery was abolished and a small but articulate group of abolitionists developed. In the South, white spokesmen, from politicians to ministers, newspaper editors, and authors, rallied around slavery as the bedrock of Southern society. Defenders of slavery developed a wide range of arguments to defend their cause, from those based on race to those that stressed economic necessity. They made heavy use of religious themes, portraying slavery as part of God's plan for civilizing a primitive, heathen people. For a white Southerner to go against slavery would also go against Southern society and religion. Increasingly, Southern spokesmen based their case for slavery on social arguments. They contrasted the harmonious, orderly, religious, and conservative society that supposedly existed in the South with the tumultuous, heretical, and mercenary ways of a North torn apart by radical reform, individualism, class conflict, and, worst of all, abolitionism. This defense represented the mirror image of the so-called free-labor argument increasingly prevalent in the North: to the assertion that slavery kept the South backward, poor,

Remembering The Alamo essays

Remembering The Alamo essays The 1836 battle for the Alamo has grown to mythic proportions, bolstered in posterity by those keen to liken the last stand of Davy Crockett, Jim Bowie, and William Barret Travis to the Spartan defense of Thermopylae two and a half millennia hence. Not a particularly shrewd or strategic military ploy, the defense of the Alamo was as much a miscalculation as it was a rebellious last stand. Nonetheless, the heroism and valor displayed by the small band of "Texians" during the siege on the Alamo remains today a source of pride for modern day Texans and Americans alike. Today, new accounts of the battle have surfaced, calling into question what have heretofore been regarded as incontrovertible historical facts. Also, Mexican-Americans have clamored for their place in the history books alongside Crockett, Bowie, Travis and company as opponents of the Mexican tyrant General Antonio Lopez de Santa Anna. As in all things throughout history, a true picture of the Alamo is hard to come by. Sifting through the legends, the lore, and the rumors, however, is an It was the Mexican independence from Spain in 1821 that truly set the stage for what was to become a mini-revolution in Texas. Established at this time as an independent state within Mexico, Texas became a beacon to fortune-seekers, visionaries, and adventurers from the United States and Europe (Grigg 35). In 1824, Stephen F. Austin and the "Old Three Hundred"a complement of three hundred familiesarrived in Texas to settle; around this time, Americans were learning that in Mexican-controlled Texas, slack rule was coupled with few constitutional protections (Grigg 36). By 1830, Mexico's central government was canceling land contracts, imposing a variety of taxes and duties, placing restrictions on coastal shipping, and stationing troops throughout (Grigg 37). In 1832, when Gener...

Biography of Hubert Humphrey, the Happy Warrior

Biography of Hubert Humphrey, the Happy Warrior Hubert Humphrey (born Hubert Horatio Humphrey Jr.; May 27, 1911–January 13, 1978) was a Democratic politician from Minnesota and the Vice President under Lyndon B. Johnson. His relentless push for civil rights and social justice made him one of the most prominent and effective leaders in the U.S. Senate in the 1950s, 1960s and 1970s. However, his shifting position on the Vietnam War as Vice President changed his political fortunes, and his support for the war ultimately played a role in his loss of the 1968 presidential election to Richard Nixon. Fast Facts: Hubert Humphrey Known For: Vice President to President Lyndon B. Johnson, five-term senator, and a Democratic candidate in the 1968 presidential electionBorn: May 27, 1911 in Wallace, South DakotaDied: Jan. 13, 1978 in Waverly, MinnesotaEducation: Capitol College of Pharmacy (pharmacists license); University of Minnesota (B.A., political science); Louisiana State University (M.A., political science)Key Accomplishments: His role in the passage of the Nuclear Test-Ban Treaty of 1963 and the Civil Rights Act of 1964Spouse: Muriel Fay Buck HumphreyChildren: Hubert H. III, Douglas, Robert, Nancy Early Years Born in 1911 in Wallace, South Dakota, Humphrey grew up during the Midwests great agricultural depression of the 1920s and 1930s. According to Humphreys Senate biography, the Humphrey family lost its home and business in the Dust Bowl and the Great Depression. Humphrey briefly studied at the University of Minnesota, but soon moved to the Capitol College of Pharmacy to receive his pharmacists license in order to help his father, who ran a drugstore. After a few years as a pharmacist, Humphrey returned to the University of Minnesota to earn his bachelors degree in political science, then went on to Louisiana State University for his masters. What he saw there inspired his first run for elected office. From Mayor to the U.S. Senate Humphrey took up the cause of civil rights after witnessing what he described as the â€Å"deplorable daily indignities† suffered by African Americans in the South. After graduating with his masters degree in Louisiana, Humphrey returned to Minneapolis and ran for mayor, winning on his second try. Among his most notable accomplishments after taking office in 1945 was the creation of the nations first human relations panel, called the Municipal Fair Employment Practices Commission, to crack down on discrimination in hiring. Humphrey served one four-year term as mayor and was elected to the U.S. Senate in 1948. It was that year, too, that he pushed delegates to the Democratic National Convention in Philadelphia to adopt a strong platform plank on civil rights, a move that alienated Southern Democrats and cast doubt on Harry Trumans chances of winning the presidency. Humphreys brief speech on the floor of the convention, which led to the overwhelming passage of the plank, set the party on a path to establish civil rights laws nearly two decades later: To those who say that we are rushing this issue of civil rights, I say to them we are 172 years late. To those who say that this civil-rights program is an infringement on states’ rights, I say this: The time has arrived in America for the Democratic Party to get out of the shadow of states rights and to walk forthrightly into the bright sunshine of human rights. The partys platform on civil rights was as follows: â€Å"We call upon Congress to support our President in guaranteeing these basic and fundamental rights: 1) the right of full and equal political participation; 2) the right to equal opportunity of employment; 3) the right of security of person; and 4) the right of equal treatment in the service and defense of our nation.† From U.S. Senate to Loyal Vice President Humphrey forged an unlikely bond in the U.S. Senate with Lyndon B. Johnson, and in 1964 accepted a role as his running mate in the presidential election. In doing so, Humphrey also vowed his unswerving loyalty to Johnson on all issues, from civil rights to the Vietnam War. Humphrey relinquished many of his most deeply held convictions, becoming what many critics called Johnsons puppet. For example, at Johnsons request, Humphrey asked civil rights activists to back down at the 1964 Democratic National Convention. And despite his deep reservations about the Vietnam War, Humphrey became Johnsons chief spear carrier for the conflict, a move that alienated liberal supporters and activists who protested U.S. involvement. 1968 Presidential Campaign Humphrey became the Democratic Partys accidental presidential nominee in 1968 when Johnson announced he would not seek re-election and another presumptive front-runner for the nomination, Robert Kennedy, was assassinated after winning the California primary in June of that year. Humphrey defeated two war opponents- U.S. Senators Eugene McCarthy of Minnesota and George McGovern of South Dakota- at the tumultuous Democratic National Convention in Chicago that year and chose U.S. Senator Edmund Muskie of Maine as his running-mate. Humphreys campaign against Republican presidential nominee Richard M. Nixon was underfunded and disorganized, however, because of the candidates late start. (Most White House aspirants begin building an organization at least two years before Election Day.) Humphreys campaign really suffered, though, because of his support for the Vietnam War when Americans, particularly liberal voters, were growing skeptical of the conflict. The Democratic nominee reversed course before election day, calling a halt to bombing in September of the election year after facing accusations of baby-killer on the campaign trail. Nonetheless, voters viewed a Humphrey presidency as a continuation of the war, and chose instead Nixons promise of an â€Å"an honorable end to the war in Vietnam.† Nixon won the presidential election with 301 of the 538 electoral votes. Humphrey had run unsuccessfully for the Democratic Partys presidential nomination twice before, once in 1952 and once in 1960. In 1952, Illinois Governor Adlai Stevenson won the nomination. Eight years later, U.S. Senator John F. Kennedy won the nomination. Humphrey also sought the nomination in 1972, but the party chose McGovern. Later Life After losing the presidential election, Humphrey returned to private life teaching political science at Macalester College and the University of Minnesota, though his academic career was short-lived. â€Å"The pull of Washington, the need I suppose, to resurrect my career and previous reputation were too great,† he said. Humphrey won re-election to the U.S. Senate in the 1970 elections. He served until his death from cancer in January 13, 1978. When Humphrey died, his wife, Muriel Fay Buck Humphrey, filled his seat in the Senate, becoming only the 12th woman to serve in the upper chamber of Congress. Legacy Humphreys legacy is a complicated one. He is credited with setting members of Democratic Party on a path to passing the Civil Rights Act in 1964 by championing the causes of social justice for minorities in speeches and rallies over the span of nearly two decades. Humphreys colleagues nicknamed him the happy warrior because of his indefatigable optimism and spirited defense of the weakest members of society. However, he is also known for acquiescing to Johnsons will during the 1964 election, essentially compromising his own long-held convictions. Notable Quotes We have made progress. Weve made great progress in every part of this country. We’ve made great progress in the South; we’ve made it in the West, in the North, and in the East. But we must now focus the direction of that progress towards the realization of a full program of civil rights to all.â€Å"To err is human. To blame someone else is politics.†Ã‚  Ã¢â‚¬Å"The moral test of government is how that government treats those who are in the dawn of life, the children; those who are in the twilight of life, the elderly; and those who are in shadows of life, the sick, the needy, and the handicapped.† Sources â€Å"Hubert H. Humphrey, 38th Vice President (1965-1969).†Ã‚  U.S. Senate: Select Committee on Presidential Campaign Activities, Historical Office of the U.S. Senate, 12 Jan. 2017.Brenes, Michael. â€Å"The Tragedy of Hubert Humphrey.†Ã‚  The New York Times, The New York Times, 24 Mar. 2018.Nathanson, Iric. â€Å"The Final Chapter: Hubert Humphrey Returns to Public Life.†Ã‚  MinnPost, 26 May 2011.Traub, James. â€Å"The Party of Hubert Humphrey.†Ã‚  The Atlantic, Atlantic Media Company, 8 Apr. 2018.

Biography of Hubert Humphrey, the Happy Warrior

Biography of Hubert Humphrey, the Happy Warrior Hubert Humphrey (born Hubert Horatio Humphrey Jr.; May 27, 1911–January 13, 1978) was a Democratic politician from Minnesota and the Vice President under Lyndon B. Johnson. His relentless push for civil rights and social justice made him one of the most prominent and effective leaders in the U.S. Senate in the 1950s, 1960s and 1970s. However, his shifting position on the Vietnam War as Vice President changed his political fortunes, and his support for the war ultimately played a role in his loss of the 1968 presidential election to Richard Nixon. Fast Facts: Hubert Humphrey Known For: Vice President to President Lyndon B. Johnson, five-term senator, and a Democratic candidate in the 1968 presidential electionBorn: May 27, 1911 in Wallace, South DakotaDied: Jan. 13, 1978 in Waverly, MinnesotaEducation: Capitol College of Pharmacy (pharmacists license); University of Minnesota (B.A., political science); Louisiana State University (M.A., political science)Key Accomplishments: His role in the passage of the Nuclear Test-Ban Treaty of 1963 and the Civil Rights Act of 1964Spouse: Muriel Fay Buck HumphreyChildren: Hubert H. III, Douglas, Robert, Nancy Early Years Born in 1911 in Wallace, South Dakota, Humphrey grew up during the Midwests great agricultural depression of the 1920s and 1930s. According to Humphreys Senate biography, the Humphrey family lost its home and business in the Dust Bowl and the Great Depression. Humphrey briefly studied at the University of Minnesota, but soon moved to the Capitol College of Pharmacy to receive his pharmacists license in order to help his father, who ran a drugstore. After a few years as a pharmacist, Humphrey returned to the University of Minnesota to earn his bachelors degree in political science, then went on to Louisiana State University for his masters. What he saw there inspired his first run for elected office. From Mayor to the U.S. Senate Humphrey took up the cause of civil rights after witnessing what he described as the â€Å"deplorable daily indignities† suffered by African Americans in the South. After graduating with his masters degree in Louisiana, Humphrey returned to Minneapolis and ran for mayor, winning on his second try. Among his most notable accomplishments after taking office in 1945 was the creation of the nations first human relations panel, called the Municipal Fair Employment Practices Commission, to crack down on discrimination in hiring. Humphrey served one four-year term as mayor and was elected to the U.S. Senate in 1948. It was that year, too, that he pushed delegates to the Democratic National Convention in Philadelphia to adopt a strong platform plank on civil rights, a move that alienated Southern Democrats and cast doubt on Harry Trumans chances of winning the presidency. Humphreys brief speech on the floor of the convention, which led to the overwhelming passage of the plank, set the party on a path to establish civil rights laws nearly two decades later: To those who say that we are rushing this issue of civil rights, I say to them we are 172 years late. To those who say that this civil-rights program is an infringement on states’ rights, I say this: The time has arrived in America for the Democratic Party to get out of the shadow of states rights and to walk forthrightly into the bright sunshine of human rights. The partys platform on civil rights was as follows: â€Å"We call upon Congress to support our President in guaranteeing these basic and fundamental rights: 1) the right of full and equal political participation; 2) the right to equal opportunity of employment; 3) the right of security of person; and 4) the right of equal treatment in the service and defense of our nation.† From U.S. Senate to Loyal Vice President Humphrey forged an unlikely bond in the U.S. Senate with Lyndon B. Johnson, and in 1964 accepted a role as his running mate in the presidential election. In doing so, Humphrey also vowed his unswerving loyalty to Johnson on all issues, from civil rights to the Vietnam War. Humphrey relinquished many of his most deeply held convictions, becoming what many critics called Johnsons puppet. For example, at Johnsons request, Humphrey asked civil rights activists to back down at the 1964 Democratic National Convention. And despite his deep reservations about the Vietnam War, Humphrey became Johnsons chief spear carrier for the conflict, a move that alienated liberal supporters and activists who protested U.S. involvement. 1968 Presidential Campaign Humphrey became the Democratic Partys accidental presidential nominee in 1968 when Johnson announced he would not seek re-election and another presumptive front-runner for the nomination, Robert Kennedy, was assassinated after winning the California primary in June of that year. Humphrey defeated two war opponents- U.S. Senators Eugene McCarthy of Minnesota and George McGovern of South Dakota- at the tumultuous Democratic National Convention in Chicago that year and chose U.S. Senator Edmund Muskie of Maine as his running-mate. Humphreys campaign against Republican presidential nominee Richard M. Nixon was underfunded and disorganized, however, because of the candidates late start. (Most White House aspirants begin building an organization at least two years before Election Day.) Humphreys campaign really suffered, though, because of his support for the Vietnam War when Americans, particularly liberal voters, were growing skeptical of the conflict. The Democratic nominee reversed course before election day, calling a halt to bombing in September of the election year after facing accusations of baby-killer on the campaign trail. Nonetheless, voters viewed a Humphrey presidency as a continuation of the war, and chose instead Nixons promise of an â€Å"an honorable end to the war in Vietnam.† Nixon won the presidential election with 301 of the 538 electoral votes. Humphrey had run unsuccessfully for the Democratic Partys presidential nomination twice before, once in 1952 and once in 1960. In 1952, Illinois Governor Adlai Stevenson won the nomination. Eight years later, U.S. Senator John F. Kennedy won the nomination. Humphrey also sought the nomination in 1972, but the party chose McGovern. Later Life After losing the presidential election, Humphrey returned to private life teaching political science at Macalester College and the University of Minnesota, though his academic career was short-lived. â€Å"The pull of Washington, the need I suppose, to resurrect my career and previous reputation were too great,† he said. Humphrey won re-election to the U.S. Senate in the 1970 elections. He served until his death from cancer in January 13, 1978. When Humphrey died, his wife, Muriel Fay Buck Humphrey, filled his seat in the Senate, becoming only the 12th woman to serve in the upper chamber of Congress. Legacy Humphreys legacy is a complicated one. He is credited with setting members of Democratic Party on a path to passing the Civil Rights Act in 1964 by championing the causes of social justice for minorities in speeches and rallies over the span of nearly two decades. Humphreys colleagues nicknamed him the happy warrior because of his indefatigable optimism and spirited defense of the weakest members of society. However, he is also known for acquiescing to Johnsons will during the 1964 election, essentially compromising his own long-held convictions. Notable Quotes We have made progress. Weve made great progress in every part of this country. We’ve made great progress in the South; we’ve made it in the West, in the North, and in the East. But we must now focus the direction of that progress towards the realization of a full program of civil rights to all.â€Å"To err is human. To blame someone else is politics.†Ã‚  Ã¢â‚¬Å"The moral test of government is how that government treats those who are in the dawn of life, the children; those who are in the twilight of life, the elderly; and those who are in shadows of life, the sick, the needy, and the handicapped.† Sources â€Å"Hubert H. Humphrey, 38th Vice President (1965-1969).†Ã‚  U.S. Senate: Select Committee on Presidential Campaign Activities, Historical Office of the U.S. Senate, 12 Jan. 2017.Brenes, Michael. â€Å"The Tragedy of Hubert Humphrey.†Ã‚  The New York Times, The New York Times, 24 Mar. 2018.Nathanson, Iric. â€Å"The Final Chapter: Hubert Humphrey Returns to Public Life.†Ã‚  MinnPost, 26 May 2011.Traub, James. â€Å"The Party of Hubert Humphrey.†Ã‚  The Atlantic, Atlantic Media Company, 8 Apr. 2018.

Biography of Hubert Humphrey, the Happy Warrior

Biography of Hubert Humphrey, the Happy Warrior Hubert Humphrey (born Hubert Horatio Humphrey Jr.; May 27, 1911–January 13, 1978) was a Democratic politician from Minnesota and the Vice President under Lyndon B. Johnson. His relentless push for civil rights and social justice made him one of the most prominent and effective leaders in the U.S. Senate in the 1950s, 1960s and 1970s. However, his shifting position on the Vietnam War as Vice President changed his political fortunes, and his support for the war ultimately played a role in his loss of the 1968 presidential election to Richard Nixon. Fast Facts: Hubert Humphrey Known For: Vice President to President Lyndon B. Johnson, five-term senator, and a Democratic candidate in the 1968 presidential electionBorn: May 27, 1911 in Wallace, South DakotaDied: Jan. 13, 1978 in Waverly, MinnesotaEducation: Capitol College of Pharmacy (pharmacists license); University of Minnesota (B.A., political science); Louisiana State University (M.A., political science)Key Accomplishments: His role in the passage of the Nuclear Test-Ban Treaty of 1963 and the Civil Rights Act of 1964Spouse: Muriel Fay Buck HumphreyChildren: Hubert H. III, Douglas, Robert, Nancy Early Years Born in 1911 in Wallace, South Dakota, Humphrey grew up during the Midwests great agricultural depression of the 1920s and 1930s. According to Humphreys Senate biography, the Humphrey family lost its home and business in the Dust Bowl and the Great Depression. Humphrey briefly studied at the University of Minnesota, but soon moved to the Capitol College of Pharmacy to receive his pharmacists license in order to help his father, who ran a drugstore. After a few years as a pharmacist, Humphrey returned to the University of Minnesota to earn his bachelors degree in political science, then went on to Louisiana State University for his masters. What he saw there inspired his first run for elected office. From Mayor to the U.S. Senate Humphrey took up the cause of civil rights after witnessing what he described as the â€Å"deplorable daily indignities† suffered by African Americans in the South. After graduating with his masters degree in Louisiana, Humphrey returned to Minneapolis and ran for mayor, winning on his second try. Among his most notable accomplishments after taking office in 1945 was the creation of the nations first human relations panel, called the Municipal Fair Employment Practices Commission, to crack down on discrimination in hiring. Humphrey served one four-year term as mayor and was elected to the U.S. Senate in 1948. It was that year, too, that he pushed delegates to the Democratic National Convention in Philadelphia to adopt a strong platform plank on civil rights, a move that alienated Southern Democrats and cast doubt on Harry Trumans chances of winning the presidency. Humphreys brief speech on the floor of the convention, which led to the overwhelming passage of the plank, set the party on a path to establish civil rights laws nearly two decades later: To those who say that we are rushing this issue of civil rights, I say to them we are 172 years late. To those who say that this civil-rights program is an infringement on states’ rights, I say this: The time has arrived in America for the Democratic Party to get out of the shadow of states rights and to walk forthrightly into the bright sunshine of human rights. The partys platform on civil rights was as follows: â€Å"We call upon Congress to support our President in guaranteeing these basic and fundamental rights: 1) the right of full and equal political participation; 2) the right to equal opportunity of employment; 3) the right of security of person; and 4) the right of equal treatment in the service and defense of our nation.† From U.S. Senate to Loyal Vice President Humphrey forged an unlikely bond in the U.S. Senate with Lyndon B. Johnson, and in 1964 accepted a role as his running mate in the presidential election. In doing so, Humphrey also vowed his unswerving loyalty to Johnson on all issues, from civil rights to the Vietnam War. Humphrey relinquished many of his most deeply held convictions, becoming what many critics called Johnsons puppet. For example, at Johnsons request, Humphrey asked civil rights activists to back down at the 1964 Democratic National Convention. And despite his deep reservations about the Vietnam War, Humphrey became Johnsons chief spear carrier for the conflict, a move that alienated liberal supporters and activists who protested U.S. involvement. 1968 Presidential Campaign Humphrey became the Democratic Partys accidental presidential nominee in 1968 when Johnson announced he would not seek re-election and another presumptive front-runner for the nomination, Robert Kennedy, was assassinated after winning the California primary in June of that year. Humphrey defeated two war opponents- U.S. Senators Eugene McCarthy of Minnesota and George McGovern of South Dakota- at the tumultuous Democratic National Convention in Chicago that year and chose U.S. Senator Edmund Muskie of Maine as his running-mate. Humphreys campaign against Republican presidential nominee Richard M. Nixon was underfunded and disorganized, however, because of the candidates late start. (Most White House aspirants begin building an organization at least two years before Election Day.) Humphreys campaign really suffered, though, because of his support for the Vietnam War when Americans, particularly liberal voters, were growing skeptical of the conflict. The Democratic nominee reversed course before election day, calling a halt to bombing in September of the election year after facing accusations of baby-killer on the campaign trail. Nonetheless, voters viewed a Humphrey presidency as a continuation of the war, and chose instead Nixons promise of an â€Å"an honorable end to the war in Vietnam.† Nixon won the presidential election with 301 of the 538 electoral votes. Humphrey had run unsuccessfully for the Democratic Partys presidential nomination twice before, once in 1952 and once in 1960. In 1952, Illinois Governor Adlai Stevenson won the nomination. Eight years later, U.S. Senator John F. Kennedy won the nomination. Humphrey also sought the nomination in 1972, but the party chose McGovern. Later Life After losing the presidential election, Humphrey returned to private life teaching political science at Macalester College and the University of Minnesota, though his academic career was short-lived. â€Å"The pull of Washington, the need I suppose, to resurrect my career and previous reputation were too great,† he said. Humphrey won re-election to the U.S. Senate in the 1970 elections. He served until his death from cancer in January 13, 1978. When Humphrey died, his wife, Muriel Fay Buck Humphrey, filled his seat in the Senate, becoming only the 12th woman to serve in the upper chamber of Congress. Legacy Humphreys legacy is a complicated one. He is credited with setting members of Democratic Party on a path to passing the Civil Rights Act in 1964 by championing the causes of social justice for minorities in speeches and rallies over the span of nearly two decades. Humphreys colleagues nicknamed him the happy warrior because of his indefatigable optimism and spirited defense of the weakest members of society. However, he is also known for acquiescing to Johnsons will during the 1964 election, essentially compromising his own long-held convictions. Notable Quotes We have made progress. Weve made great progress in every part of this country. We’ve made great progress in the South; we’ve made it in the West, in the North, and in the East. But we must now focus the direction of that progress towards the realization of a full program of civil rights to all.â€Å"To err is human. To blame someone else is politics.†Ã‚  Ã¢â‚¬Å"The moral test of government is how that government treats those who are in the dawn of life, the children; those who are in the twilight of life, the elderly; and those who are in shadows of life, the sick, the needy, and the handicapped.† Sources â€Å"Hubert H. Humphrey, 38th Vice President (1965-1969).†Ã‚  U.S. Senate: Select Committee on Presidential Campaign Activities, Historical Office of the U.S. Senate, 12 Jan. 2017.Brenes, Michael. â€Å"The Tragedy of Hubert Humphrey.†Ã‚  The New York Times, The New York Times, 24 Mar. 2018.Nathanson, Iric. â€Å"The Final Chapter: Hubert Humphrey Returns to Public Life.†Ã‚  MinnPost, 26 May 2011.Traub, James. â€Å"The Party of Hubert Humphrey.†Ã‚  The Atlantic, Atlantic Media Company, 8 Apr. 2018.

Do boys have a genetic lack of motivation in Modern Foreign Languages Essay

Do boys have a genetic lack of motivation in Modern Foreign Languages - Essay Example Learning new languages apart from the commonly used or national languages is paramount in enhancing communication with individuals with diverse native backgrounds. The languages that may include individuals second or third communication technique holds relevance in promoting mutual understanding with different personalities and steer trade. Institutions are currently focusing on employing individuals with diverse language background who hold the capacity of interacting proficiently with customers from diverse locations. This is critical since the world is becoming a global village where trade and various activities are jointly undertaken. This essay discusses the role of genetics in enhancing boys interest in learning modern foreign languages (MFLs). Influence of genetics in motivating boys in learning Modern Foreign Languages As noted by teachers in various settings, most male students are increasingly becoming less interested in learning modern languages. The student’s exhib it low motivational aspects and determination that hinders their success in learning new languages compared to female students. They assert that the low interest and motivation in learning modern languages are instigated genetically in most instances (Jones & Jones, 2001, P, 1). In particular, male students have attitudinal complications that affect their capacity in getting absolute acquaintance to foreign languages that demands determination, consistency and time input. According to various studies, boys low motivational and interest levels in learning MFLs is attributable to genetics, attitudinal and social issues. The study depicts that boys are created with inferior innate capacity that motivates further effort towards acquiring proficiency in various foreign languages (Jones & Jones, 2001, P, 1). Boys are associated with complex subjects that require less communication since they hold low social capacity compared to female students. Consequently, boys are known for their inabi lity to sit for a long period as female students. This deprives them the opportunity to acquire optimal support in the process of learning MFLs that require long hours of dedication and corporation with the teachers. Genetically, the brainpower of boys is suitable for tackling complex issues, for example, mathematics and sciences. They are also suitable for tackling sciences and providing solutions to complex matters of great significance (Jones & Jones, 2001, P, 1). They lack the capacity to involve in an intensive narration and learning new languages due to their impatience. They prefer engaging in structured and practical activities or subjects that require systematic approaches. This explains boys’ instrumental motivational orientation that associates them with rewards. Their focus on the reward system limits their motivational ability since languages does not present them with wide opportunities. Culture is an integrative motivational orientation aspect that influences b oys’ interest in learning modern languages. As noted, various communities adopt diverse cultural practices that define their lifestyle and decision-making. The practices also define the activities and duties that either gender is under expectation to perform. These practices have deep-rooted implications and most individuals believe in them. In most settings, boys are associated with complex undertakings and large output in terms of returns. They are regarded as individuals with great brain

European Court on Human Rights Essay Example | Topics and Well Written Essays - 1500 words

European Court on Human Rights - Essay Example The Human Rights Watch (HRW), a global NGO, noted this weakness in implementation of human rights laws. "The development of norms has not been matched by effective means for their implementation." (Hicks, 2007) Implementation is further blocked by the current thinking that protection worldwide, and the threat to human rights continues to grow." (Hicks, 2007) Amnesty International also believes that today, "human rights are not only a promise unfulfilled, they are a promise betrayed." Amnesty International was referring specifically to attempts by various States to justify or conceal their violations of the absolute ban on torture, to the tragedy of Darfur, the failure to stop extreme and widespread violence against women, and the failure to pursue the people's economic, political and social rights (as embodied in the modest UN Millenium Development Goals). In the face of such serious challenges, the Human Rights Watch (HRW) called for UN Member States to rise and assume the role of human rights defenders. Not the US, since HRW believes that the US has compromised itself by human rights violations in its campaign against terrorism and in the war in Iraq (for instance, secret prison camps and ill-treatment and torture of prisoners). Also not Russia or China, since as HRW pointed out, the two countries are themselves major human rights violators, especially the rights of political dissenters. The Human Rights Watch urged the European Union to assume the role since it is "the world's leading collection of democracies, founded on a ECHR 4 commitment to human rights and the rule of law." At the same time HRW chided the EU, stating that "due in part to structural problems and in part to a lack of political will, the European Union's underperformance on human rights has left a gaping leadership hole." (Roth, 2007) EU: Waffling on Human Rights Issues The EU has made undeniable progress in setting up a European human rights system. Its Charter of Fundamental Rights, adopted in 2002, has defined the comprehensive civil, political, economic and social rights of all European citizens and residents, covering the following concerns: dignity, freedoms, equality, solidarity, citizens rights and justice. (Europa) "Human rights, democracy and the rule of law are core values of the European Union. Embedded in its founding treaty, they have been reinforced by the adoption of a Charter of Fundamental Rights. Respect for human rights is a prerequisite for countries seeking to join the Union and a precondition for countries who have concluded trade and other agreements with it." (European Parliament) The European Court of Human Rights (ECHR) is empowered to hear cases filed by individuals who believe that their rights were violated

Gmail from Google and its Potential Ramifications Essay -- Email Inter

Gmail from Google and its Potential Ramifications Internet technology is accelerating the rate of globalization. Email, in particular, is now one of the fastest ways for us to communicate with each other, and to do business, making our world much smaller and more immediate. This same technology that can enhance our lives and accelerates the pace of global change can also destroy our personal privacy at the same rate. The newest web based email service, which has gained more attention than most, is Gmail [1]from Google.com. Google currently hosts the most popular Internet search engine world wide. Google proposes to deploy a unique email service that will give users capability not available with other providers; most importantly 1GB of email storage space. Gmail will use Google’s sophisticated search technology to perform searches on a person’s email saved in their account. This searching feature allows a user to quickly locate and display relevant information from a previous email and not spend time scrolling through long lists of messages in email folders. Despite this new capability, Gmail has raised concerns from Internet users and privacy groups around the world. Another feature that Google plans to implement in the email service is targeted advertising. Google’s engines will search the content of a person’s email and display advertisements that are relevant to key words pulled from the messages. Many people see the idea that a company would scan personal email messages, for any reason, to be a great invasion of privacy and are protesting the deployment of this feature. Some privacy groups are suggesting that Google’s automated searches would violate the privacy laws of certain countries like Germany [2... ...services and Google should strive to remain ethical and committed to the privacy agreements made between the company and the users Bibliography Google.com, 28 Apr. 2004, https://gmail.google.com Jan Libbenga, 8 Apr. 2004 , The Register, 28 Apr. 2004, http://www.theregister.co.uk/2004/04/08/gmail_germany/ Simon Davies, 19 Apr. 2004, Privacy International, 28 Apr. 2004, http://www.privacyinternational.org/issues/internet/gmail-complaint.pdf The Press Center, 2004, Google.com, 28 Apr. 2004, http://www.google.com/press/overview.html Google Zeitgeist, 28 Apr. 2004, Google.com, 28 Apr. 2004, http://www.google.com/press/zeitgeist.html Gmail Privacy Policy, 08 Apr. 2004, Google.com, 28 Apr. 2004, http://www.google.com/gmail/help/privacy.html Dawn Kawamoto, 29 Apr. 2004, CNET News.com, 29 Apr. 2004, http://zdnet.com.com/2100-1104_2-5202120.html

Comprehensive Classroom Behavior Management Plan Essay

The classroom is a dynamic environment wherein nothing is constant except change and the need to continually adapt. This environment affects both students and teachers; students are developing physically, cognitively, and emotionally. Teachers must respond to these changes in the students by adapting the environment, curriculum, instructional style and methods, and classroom management techniques. The process of education and classroom management is therefore one of continual change and reevaluation. The effectively managed classroom is one where a process of planning in several key areas begins before the school year starts. By implementing the management plan developed prior to the start of school and by maintaining the management procedures throughout the year, teachers are more likely to be effective and students react positively to the environment (Everston, Emmer, and Worsham, 2006). Elementary classrooms can become better learning environments when teachers have rules, classro om management skills, and a belief that each child can be successful. Rules help create a predictable atmosphere that limit classroom disruptions and encourage children to use self-control. Children need to be taught that it is their responsibility to make appropriate choices and that they will be held accountable for their actions. Teachers may decide to establish rules or allow their students to assist in formulating them. Teachers who involve their children in the rule making process contend that students are more likely to follow them. One way to involve students in forming rules is to have them brainstorm as a class or in small groups why they come to school and their goals for learning. Then ask them to name rules that will help  them achieve their goals. Write their ideas on the board. If a child states a rule negatively, such as, â€Å"Don’t come to school late,† ask how it could be stated in a positive way. The goal is to assist student in becoming thinking, caring, contributing members of society by providing guidance in developing a moral position, values, and ethics consistent with maintaining a viable society, and by helping students to develop the higher cognitive processes of critical thought, problem-solving, and decision-making. In order to do this the teacher will need to create a safe, caring classroom environment of mutual respect and trust where students are provided the opportunity to create, explore, openly participate, and collaborate on meaningful work, and communicate anything without fear of recrimination of any sort, or being ostracized. This is a fifth grade classroom, with twenty students. It is a very variable classroom in cultural diversity issues. The majority are children that come from Latin families, four children are African American. Looking to the Miami educational environment, this classroom is in the average, because most of the schools in this area share the same characteristics. Classroom Procedures, Rules and Routines Procedures are formalized instructions that support the rules or Classroom Constitution. They represent the expectations and norms of classroom operation and must be taught and practiced. Key classroom procedures can be introduced during first days of class, expanded on and reinforced as the year proceeds. There are five general areas in which students need to be taught to act and that should be supported by procedures; these are: Students’ use of classroom space and facilities. Students’ behavior in areas outside the classroom, such as the bathroom, lunchroom, drinking fountain, and playgrounds. Procedures to follow during whole-class activities, such as whether to raise a hand to speak, where to turn in work, and how to get help during seatwork, Procedures during small-group work. Additional procedures, such as how to behave at the beginning and end of the school-day, and when a visitor arrives.  General classroom procedures include how to walk into the classroom and  what to do then, how to ask for help, how to participate in class discussions, how to make transitions between activities and classes, sharpen pencils, ask for a restroom break or nurse pass, work independently and with others, get materials, address teachers and other adults, address students, walk in the hall, respond in an emergency or fire drill, listen to the teacher and follow directions, how to clean up one’s area, and end of the day routines. The three procedures this writer will focus on are walking into the classroom procedures, transitioning from one class to another, and end of the day routines. To teach walking into the classroom procedures, the writer will start on the first day of school. The teacher will talk about why it is important, list the steps on the board, model the steps, and then have students practice. Students will walk into the room quietly, keeping their hands to themselves. Sit down at their assigned seat at the big tables in the center of the room. (They often come in one at time.) They will raise their hand if they need to go their individual desk to get materials for the next class, of if they have a question. If no materials are needed, they will quietly get to work on an assignment they have with them. If the teacher or paraprofessional talks to them or gives instructions, the student will listen and follow directions. Transitioning from one class to another can be problematic. The goal is to teach students to be independent and responsible during these times. The teacher will start on the first day of school. Will discuss why this is important. List the steps on the board, model the steps, and have students practice them. This activity varies, de pending on the circumstance, so the steps of the procedure are more general than for some procedures. The Steps are: The teacher or paraprofessional says it is time to get ready to go to ___. Clean up area at the table. Gather needed materials from table or desk. Line up at the door in our classroom. Walk quietly toward class when the teacher or paraprofessional gives permission. The end of the day procedures will be taught starting on the first day of school also. We will discuss why this is important. The teacher will list the steps on the board, model the steps, and have students  practice them. The steps are: When the last class of the day is dismissed, walk into the room quietly with hands to yourself. Gather homework or other materials from desk and put things in backpack. Sit at assigned seat at big tables. You may talk quietly. When bell rings, walk to door and walk down the hall to exit. During the first month of school, the teacher will teach these procedures and assess whether students need more teaching and reinforcement in these areas, or not. The teacher will give verbal praise, tickets for the class auction, and points on individual point sheets when students follow procedures correctly. The points add up for daily prizes, or can be saved up for bigger prizes. They also add up toward social and activity rewards. If they don’t need much instruction in these areas, the teacher will focus on procedures that they need help with. Two month later, the teacher will work on reinforcing correct procedures, and start to reinforce accurate schoolwork, so that students see the link between procedures and success in school. Next month, the teacher will keep modeling and reinforcing correct procedures, and emphasize reinforcing successful academic activities. It is required that they understand that success ful social behavior will increase academic performance. During the winter months, the teacher will not continually reinforce correct procedures. Teacher will expect students to be learning how to manage themselves and follow procedures automatically. In December, The teacher will give reinforcement when students are more responsible for their own choices in following procedures. During January the writer will teach again procedures to make sure everyone knows them, and then reinforce independent behavior. In February teacher will review procedures once a week and reinforce correct procedures and independent behavior. Since many field trips occur in spring, during March and April the teacher will teach these routines as they relate to preparing for other settings or events. In May teacher will evaluate the performance of students during the year and review activities that students need practice on. The rules will be shared with the students on the first day of school too. I will use that time to allow my students to create their own classroom expectations, stemming off  of my general list. It is going to be used this time to explore the understanding of each expectation, as well as, to create a list of consequences in case an expectation is violated or disregarded. This method of using expectations and consequences is intended for the purpose of minimizing teacher-directed discipline and fostering student-driven motivation, choice, and discipline. The teacher will continue to convey order in the classroom, but will provide students with the skills and opportunities for maintaining self-classroom behavior management and discipline. (See appendix 4) Classroom Rules or Expectations Speak kindly to others Listen when the teacher is talking to you Follow adult instructions the first time given Keep area clean Keep hands and feet to yourself Do your own best work Classroom Organization Environment Since on the first day of school, the teacher will present a short five or seven minute lesson for each rule. Teacher will talk about the rule and get volunteers to demonstrate following the rule and not following it. Then demonstrate with examples and non-examples. Teacher will have the rules posted in the room and refer to them often during the year. Since rules are general, the teacher will talk about how they apply to different situations as the school year progresses. The timeline and reinforcement schedule for teaching rules is the same as for teaching procedures. The teacher will use this same timeline and emphasize how the procedures are specific actions that reflect the rules. Students are instructed to walk into the room and sit at their assigned seats at the big tables in the middle of the room. If they need materials at their individual desks along the wall, they raise their hands to get permission. Usually students enter one or two at a time, due to their varied schedules. Students each have a desk for their supplies, backpacks, etc. They only have what is needed for the time being on the tables in the middle of the room. This prevents them from getting their things in others’ way and arguing about stuff on the table. The room is not  large, but there is plenty of walking space around the tables and desks. Usually there are only one or two people moving at a time. The desk is in the corner where I can see everyone, and the paraprofessional desks are in the other corner where they can see everyone as well. The computer is in the corner by the teacher’s desk, where it is not vulnerable to students messing with it. A book shelf with curriculum materials is along the wall behind the desk. Students may get things from there with permission. The time out desks are behind a partition, and there is a round table there too. If a student is back there, an adult is at the table to supervise and record behavior. The white board is at the front of the room where it is easily seen by all. A table with supplies for students is located along the wall behind the big tables. They can get paper, art supplies, and classroom books to read from there, with permission. They need to raise their hand for permission to get up for any reason. If they need to sharpen a pencil, they just hold their pencil up in the air to get permission. A student computer table is located next to the supply table. At given times, one or two students may work on this for projects or for free time as a reward. Teacher tells the students that they have to act like the room is full of students, because it is needed to be in the same routine as a larger classroom. Students work individually with the teacher or the paraprofessional, or sometimes in groups of two. They stay at the big table and the teacher presents the lesson from up front, or we work at the tables with them. Sometimes we need to change chairs around to work in a group. (See appendix 5). Classroom Students Work Students are expected to participate in daily discussions and activities, complete assignments required or assigned by the teacher. Students will complete tests over selected material and information. Students will complete various classroom group projects as well as several smaller individual assignments. These smaller assignments are given throughout the year by the teacher, and are used to enhance the students’ content knowledge. Students will have various opportunities for gaining extra credit points. Communicating Assignments and Work Requirements Homework for the current day will be written on the homework  white-board before students arrive at school. Students are responsible for writing their homework assignments in their assignment books after putting away their coats, books, etc., during homeroom. Class assignments are written on the board at the beginning of each class. Students are responsible for getting out the required text and materials and opening books or workbooks to the correct page and being ready to start class. Pencil and white lined paper, journal or workbooks are the typical form and media. Paper headings must include the name of the student, date, subject, assignment name and/or page. Work missed by absent students will be taken home by a designated friend or picked up by parents. If work is not taken home or picked up on the day of the absence, a folder with a list of class work, homework, worksheets, and notes will be compiled for the student. Consequences may include points off, letter or call to pare nts, or reduction in grade. Monitoring Progress on and Completion of Assignments The teacher monitors projects, or longer assignments completed in class, as groups work together during specified times. Those longer-term assignments taken home are the students’ responsibility and the teacher will provide weekly reminders of due dates. Completion of assignments by students will be accomplished by daily homework checks for completion and submission of class work as required. Completed assignments are turned-in by the students by placing them in the teacher’s subject in-baskets. Student work will be maintained in student files. Work retained by the teacher will be in the form of the electronic grade book and behavior journal. Feedback is provided daily, by notation on individual assignments, in the form of grades, and periodic student-teacher conferences or chats. Students will be encouraged to reflect on their progress through the use of KWL charts, open-ended questions, and discussion/review. When students stop doing homework, first step is to ascerta in if there is a specific problem. If the problem is endemic, the teacher will review his or her lessons and/or assignments to determine if there is some shortcoming. Thereafter, for individuals, how to address the problem will vary and be dependent upon the specifics of the situation. Students will take home those materials required to complete homework  according to what has been written on the homework white-board for the day. Student work will be displayed on bulletin boards inside and outside of the room, on lines strung in front of the windows and along the back of the room, and from the ceiling when needed. Students will maintain their own files, by subject. Files will include study guides, quizzes, and tests. Periodic file checks will be completed to ensure students have maintained the requisite documentation. Students or parents with disputes regarding individual projects or tests will be referred to the rubric or test itself. Students or parents with disputes regarding overall grades will be provided a rep ort showing all grades for homework, class work, quizzes, tests, and projects. Gaining Classroom Attention Throughout the school day, the teacher may need to provide the students with important instructions. Some instructions may require the use of direct verbal communication, while others may simply require non-verbal visual communication. Below are a few strategies to use to manage students’ attention. When in need of gaining the entire class’ attention, I will use one of two methods: Clap or Raise. Clap: The teacher will state rather softly, If you hear my voice clap once. If you hear my voice clap twice. Raise: The teacher will simply raise the hand, signaling to the students I need their ears open and their mouths closed. During the training phase, teacher may need to verbally state, â€Å"When the hand goes up, the mouth goes shut†. To inform students a task or lesson is near to ending, teacher will flick the room lights twice while stating, â€Å"One or two more minutes with this activity. We will soon be moving on to our next lesson†. Students are expected to attend school each day. Students are expected to assume responsibility for ensuring their Attendance Stick is removed from the absent jar and placed in the Present jar. The classroom teacher will review the jars to ensure the proper sticks have been moved. If a student forgets to switch their stick the teacher will make a reference to that particular student, but it is the student’s responsibility to fix the mistake. Attendance will be sent to the Main Office. Throughout the day, the teacher will give students various worksheets and homework assignments. After each lesson, the students will place their homework into their designated mailbox, located at the back of the room. At the end of  the day, when the students are called to retrieve t heir homework, they will also remove their jackets, coats, book-bags, or lunchboxes from their cubbies and to return to their seat to quietly await dismissal via the intercom. Timeline and Reinforcement Schedule For each of the rules, the timeline and levels of reinforcement will be about the same. During the first month of school, teacher will teach these rules and assess whether students need more teaching and reinforcement in these areas, or not. Teacher will give verbal praise, tickets for the class auction, and points on individual point sheets when students follow rules correctly. The points add up for daily prizes, or can be saved up for bigger prizes. They also add up toward social and activity rewards. If they don’t need much instruction on certain rules, teacher will focus on others that they need help with. In October, teacher will work on reinforcing correct rules, and start to reinforce accurate schoolwork, so that students see the link between following rules and success in school. In November, teacher will keep modeling and reinforcing following the rules, and reinforce successful academic activities. The teacher wants them to understand that successful social behavior will increase academic performance. During the winter months, will not continually reinforce following the rules. The writer will expect students to be learning how to manage themselves and follow rules and procedures automatically. In December, teacher will give reinforcement when students are more responsible for their own choices in following rules and procedures. During January, this candidate teacher will teach again the rules and procedures to make sure everyone knows them, and then reinforce independent behavior. In February teacher will review rules and procedures once a week and reinforce correct procedures and independent behavior. Since many field trips occur in spring, during March and April I will teach these routines as they relate to preparing for other settings or events. In May I will evaluate the performance of students during the year and review activities that students need practice on. Deliverin g Instruction. (See appendix 1) Strategies for Instruction Identifying students’ learning styles is essential to providing quality  education. When developing a classroom curriculum, the teacher must get to know each student; learning the students’ interests, identifying the various learning styles, and recognizing or researching methods to enhance the learning environment as well as the content material. Providing students with knowledge should be our goal as educators, but it shouldn’t end there. We should strive to not only provide knowledge, but to acquire the materials and tools needed to teach our students and render those tools into our students’ hands. Allow our students to explore with manipulative objects and hands-on tools for learning. We need to also provide alternative educational experiences for our students. Due to the overwhelming variety of learning styles, developmental levels and external interests, our students must be equip to survive basic living situations. Providing alternative learning opportunities, such as trips to the local grocery store, will not only engage our students in something new, but we will be teaching our students the fundamental and basic skills to survive and succeed in life. While developing the classroom management plan, is acknowledged the need for engagement, proximity, structure, support, routine, expectations, consequences and motivation, while incorporating the importance of parental involvement, trust, honesty and a bond of student-parent-teacher respect. It is the goal that by the end of the year students will assume the responsibility needed for their actions; replacing a destructive action with a constructive action as a natural consequence. (See appendix 2) Positive Reinforcement and Consequences Positive reinforcements of appropriate behavior are the preference and used before applying other consequences or punishment. These positive reinforcements of appropriate behavior are in the form of verbal praise, using other students as models of appropriate behavior, non-verbal signals, and rewards. Positive influence techniques are proactive measures that help students maintain or remind them of appropriate behavior. Three methods of positive influence include: supporting student self-control wherein the teacher helps students stay on-task, pay attention and complete their work, offering situational assistance is where the teacher provides immediate help when students are stuck on work assignments, or a break when students become overly tired, and appraising reality is where teachers point out the  underlying causes of students’ behavior, in a friendly way remind them of their obligations, and request continued cooperation. Another proactive measure is positive repetition. Positive consequences are also in the form of facial expressions, positive words or praise, recognition and rewards that are offered when students comply with expectations and classroom rules. Recognition includes public praise, verbal or as in awarding a certificate to an individual or class, sending positive notes home with the student, or phoning the student’s home with positive comments about the student for the parents Effective praise is personal. The student’s name is mentioned along â€Å"with the desired behavior: â€Å"Jack, thank you for working quietly back there.† Effective praise is genuine. It must be related to the situation and behavior, â€Å"and the teacher’s demeanor should show that it is sincere. Effective praise is descriptive and specific. It lets students know when and â€Å"why they are behaving appropriately: â€Å"Good, Susan. You went right to work on your essay.† Effe ctive praise is age appropriate. Young children like to be praised publicly. Older students like praise but usually prefer to receive it privately. Rewards or incentives are another positive reinforcement of appropriate behavior. These can take many forms and all be presented to the students as treasures, both tangible and intangible, to choose from. A fairly comprehensive list, compiled by Sue Watson (n.d.), follows: Become a helper to the custodian, librarian, another teacher or the office staff. Become a class monitor for a specific area of need e.g., hall monitor, room check monitor, tidy monitor etc. Helping a younger student with a learning task for a specified period of time. Earn points for a class video. 15 minutes of free choice activity. Work with a friend. Wear your ball cap or favorite hat for a work period. Read a comic book. Show or tell the class something you have or did. Have lunch with your favorite person or the teacher. Read a story to the principal or to another class. Hand out supplies for a defined number of activities. Free time in another classroom. Receive a positive note for home. Pick something from the prize box. Pick something from the treat box. (Keep it healthy, crackers, animal cookies, fruit, juice boxes, popcorn, granola bars, etc.) Earn tickets toward free time. Free pencil, pen or eraser. Positive phone message or email home. Free poster. Free story for the whole class! (A strategy like this lets others  help the student at risk stay on target. Earn a cooking day for the class. Take the bubble blower out a recess. Free homework passes. Leader for the day. An additional gym period with another class. Listen to the radio or CD with a headset for a specified period of time. Have work posted in the hall or near the office. Enjoy a game with a friend or in another class. Be the leader for the first gym activity. If nothing on this list interests the child, ask what type of incentive he/she believes would help him/her to obtain their behavior goals and help keep them on track. Consequences Consequences are the actions taken by the teacher when students do not comply with the school rules or Classroom Constitution that governs appropriate behavior. There are four types of consequences. These are: logical, conventional, generic, and instructional. Logical consequences are those that this teacher attempts to employ first before more negative or punitive ones. Logical consequences are logically related to the inappropriate behavior and the students are tasked with completing a corrective action for the rule or article they are not in compliance with. For example, if a student does not keep their area or desk neat and clean, they are tasked with cleaning or if the student is discourteous to the teacher, they may be required to take time, reflect on their action and practice ways of being courteous (University of Phoenix (Ed.), 2002, p. 212). Conventional consequences are consequences we see most frequently used and include time-outs, removal from the group or room, or being sent to the office. These can be modified so they relate to the misbehavior by adjusting phrasing such as in the case of a time-out, â€Å"You have chosen time out. You may return to the group when you are ready to learn† (University of Phoenix (Ed.), 2002, p. 212). Generic consequences are often also often positive reinforcement such as reminders, and warnings. Choosing, and planning are consequences that allow students to select from three or four planned options for improving behavior. This behavior plan, established by the student, identifies specific steps the student follows to correct inappropriate, repeated behaviors. It is written, dated and signed by the student. In some literature, this is also referred to as a behavioral contract (University of Phoenix (Ed.), 2002, p. 212). Instructional consequences, the fourth and final, teach students  appropriate behavior. These consequences are often in the form of review and practice. Behaviors such as hand raising, courtesy, and lining-up qui etly, etc. are learned easily when taught and practiced (University of Phoenix (Ed.), 2002, p. 213). Consequences are listed in a hierarchy and imposed by starting with the least severe to the most severe response within the period of one day. Each day, students start new. In order to track infractions or non-compliance with the Classroom Constitution, this teacher assigns each student a pocket in a pocket chart wherein each day all students begin with a green card. For the first and second infraction, there is a non-verbal, then verbal warning or reminder of appropriate behavior and/or a restatement of the article infraction, and the card remains green. For the third infraction, a yellow card is placed in the pocket and the student is sent to the Think-About-It Table and must fill in a My Behavior Form that includes basic questions to help the student identify the inappropriate behavior, the reason it is inappropriate, what corrective action the child can perform, and how the teacher may be able to help the student so they do not repeat the behavior. For the fourth infraction, an orange card is placed in the pocket, the student is sent to the Think-About-It Table, complete a behavior plan, parents are notified of the repeated inappropriate behaviors and informed that the continuation of such behavior will result in more severe actions. For the fifth infraction, a red card is placed in the pocket, the student is sent to the office and parents are again notified. Finally, in cases where the offense is so extreme as in the case of verbal or physical abuse of the teacher or another student, a black card is placed in the pocket, the office is called, the student is removed from the room, and parents are contacted. Classroom Collecting data Strategies ABC data collection uses basic observations and forms to collect data on a specific behavior, as well as the related antecedent and consequence. That information is essential to conducting a functional behavior assessment in order to analyze behavior and determine consequences. Behavior in children can be better managed and more effectively changed when the interventions are based on a functional analysis of ABC data. Data collection forms do not have to be complicated. They can be written in any  format as long as they allow for all of the needed information. The required information on the form should include the name of the person being observed, the date and time of day, and a good setting description. Additionally, observed behaviors, what was happening right before they occurred, and the response or consequence of the behavior should be noted. Many data collection forms for ABC data only have three columns. The columns are for the antecedent, the behavior, and the consequence. However, it is also important to note the time of the behavioral occurrences, their intensity, especially if they involve an emotional response, the duration, and possibly a place to tally the frequency of specific behaviors. The following is an example of ABC data collection. Typically it is a format that is used when an external observer is available who has the time and ability to observe and document behaviors during specified periods of the day. It is time and personnel intensive. From this data, we can see that when the student is asked to end an activity he is enjoying, he screams, refuses to leave, and ignores. We also can see that the response to Joe’s refusal consists mostly of empty threats. If we follow Joe throughout the day, we may find that he is asked repeatedly to follow directions. In addition, the data reveals that Joeâ€⠄¢s family uses threats that are not followed through. Joe has learned that persistence, ignoring, and refusal will wear parents down. (See appendix #3) Behaviors always have a trigger. That trigger could be to escape an unpleasant situation or to gain recognition or acceptance. Behaviors could also be triggered by the desire to fulfill a physical need. Other behaviors could be the result of a deficit in a particular skill area. It is important to note details about what was happening right before the behavior occurred, the antecedent, in order to determine the true trigger for the behavior. Many antecedents are not observable. For example, things like physical ailments, embarrassment or not understanding what to do can all result in a behavioral response. Sometimes, the ABC data collection may need to include getting information from the individual being observed. Of course, they should not know they are being observed so any questioning should be done after the fact or by someone else. Behaviors should always be specifically described in objective terms. Vague descriptions should be avoided. Additionally, any subjective  evaluation of the behavior should be avoided. For example, if a child would not comply with a request, the behavioral description should avoid references to defiance or attitude. However, a good description might be that a student was seated and did not appear to do anything or that a child said â€Å"no† or walked away and did not comply. A lack of a behavior, or not doing anything when a behavior is required, is still a behavior. Teachers sometimes say that a student does not have any concerning behaviors, only to find out that he is failing that class because he refuses to do anything. Behaviors that can be a concern are not limited to disruptive behaviors. It is also important to note any lack of needed behavior. Consequences include any response or result the behavior achieved for the child. For example, the same single behavior occurrence might get a child attention from the teacher and peers, as well as getting him out of doing work. Additionally, it could result in a poor grade. All consequences should be noted. It is important not to ignore any consequence because consequences often serve to promote that same behavior happening again. For example, it might seem obvious that a poor grade was not what a student wanted and so it could not possible be reinforcing. However, it is not unheard of for students to set themselves up for failure due to things like not being emotionally prepared for life after graduation. Never discount a consequence as not being important. Taking good data on the antecedent, the behavior, and the consequences, can provide the essential information for a good functional analysis of behavior. It is the basis for ultimately determining interventions, supports, and consequences that will change inappropriate behaviors into desired behaviors. ABC data collection can make a teacher’s and a parent’s job much easier. As a conclusion this candidate teacher can bring to a close that, purpose of discipline is to aid in this exciting process by explaining expectations to a group with differing ideas of what learning, school, science and good behavior are. By explicitly stating the responsibilities and consequences of actions in the classroom teachers can smooth these differences enough to focus on teaching students the excitement of discovering new ideas. Discipline is a part of the learning process rather than separate from it. Students’ brains are busy organizing and processing information all the time. There are layer upon layer of lessons to be taught, a whole world of  examples to be set and ideas to be sparked and I am thrilled with challenged and the opportunity to teach students so much. References Everston, M., Emmer, E., and Worsham, M. (2006). Maintaining an Effective Learning Climate [Custom Edition e-text]. Boston, MA: Allyn and Bacon, Pearson Custom Publishing Scholastic (n.d.). Our Classroom Standards. Retrieved from http://teacher.scholastic.com/LessonPlans/unit_teamworkstandards.pdf Teachers Tips Training. Retreived from http://deborah-o-banion.suite101.com/antecedent-behavior-consequence-abc-data-collection-a282857 Teachnology (n.d.) Classroom Rules: Elementary Level. Retrieved from http://worksheets.teach- nology.com/misc/back/rules/elem/ The Essential Elements of Cooperative Learning in the Classroom. Retrieved from http://www.ericdigests.org/1995-1/elements.htm University of Phoenix. (Ed.). (2002). Maintaining an Effective Learning Climate [University of Phoenix Custom Edition e-text]. Boston, MA: Pearson Custom Publishing Appendixes Apendixe 3 |Antecedent |Behavior |Consequence | |Parent asks Joe to stop playing on the |Joe screams, â€Å"NO!† and refuses to|Parent tells Joe to leave the computer again. | |computer. |leave the computer. | | |Parent tells Joe to leave the computer. |Joe again refuses to leave. |Parent starts counting to 10 as a warning to | | | |get off the computer. | |Parent starts counting to 10 as a warning to|Joe does not move from the |Parent finishes counting to 10 and again warns| |get off the computer. |computer station. |him to get off the computer. | |Parent finishes counting to 10 and again |Joe stays at the computer and |Parent threatens that Joe lose computer | |warns him to get off the computer. |refuses to leave. |privileges in the future. | |Parent threatens that the Joe will lose |Joe ignores and continues working|The parent count to 10 again and again | |computer privileges in the future. |on the computer. |threatens future computer use. | |The parent counts to 10 again and again |Joe ignores and continues |The parent becomes angry and leaves the room. | |threatens future computer use |computer use. | | Appendix A Checklist 2 Norms, Expectations, Rules, and Procedures Check WhenProcedures/ Complete SubjectExpectations _ What are my short- and long-term goals for myself this year? _ What are my short- and long-term goals for my students this year? Room Use How will I establish basic procedures in the following areas? _ A. Teacher’s desk and storage areas _ B. Student desks and storage areas _ C. Storage for common materials _ D. Drinking fountains, sink, pencil sharpener _ E. Restrooms _ F. Centers or equipment areas _ G. Computer stations _ H. Board Individual Work and Teacher-Led Activities _ A. Attention during presentations _ B. Participation _ C. Talk among students _ D. Obtaining help _ E. When individual work has been completed Transitions into and out of the Room _ A. Beginning the school day _ B. Leaving the room _ C. Returning to the room _ D. Ending the day Procedures for Small-Group Instruction _ A. Getting the class ready _ B. Student movement _ C. Expected behavior in the group _ D. Expected behavior of students out of group _ E. Materials and supplies Procedures for Cooperative Group Activities _ A. Roles of group members _ B. Expected behavior _ C. Interaction to include each member _ D. Interaction to move toward instructional goals General Procedures _ A. Distributing materials _ B. Classroom helpers _ C. Interruptions or delays _ D. Restrooms _ E. Library, resource room, school office _ F. Cafeteria _ G. Playground _ H. Fire and disaster drills _ I. Classroom helpers (Everston, Emmer, and Worsham, 2006, p. 39-40) Appendix B Checklist 5 Planning for Instruction Check WhenNotes Complete Before the Lesson Ask Yourself _ A. What are the most important concepts or skills to be learned? _ B. What kind of learning is your goal (memorization, application, appreciation)? Have you communicated this to your students? _ C. What learning style is targeted by this lesson? Are you varying learning modalities? _ D. Are there difficult words or concepts that need extra explanation? _ E. How will you help students make connections to previous learning? _ F. What activities will you plan to create interest in the lesson? _ G. How will you make transitions between activities? _ H. What materials will be needed? Will students need to learn how to use them? _ I. What procedures will students need to know to complete the activities? _ J. How much time will you allocate for the lesson? For different parts  of the lesson? _ K. If activities require that students work together, how will groups be formed? How will you encourage productive work in groups? _ L. What examples and questioning strategies will you use? Prepare a list of examples for explanations and list higher-order questions. _ M. How will you know during and after the lesson what students understand? _ N. What are some presentation alternatives if students have trouble with concepts (peer explanation, media, etc.)? _ O. Are there extra- or special-help students? _ P. How will you make sure that all students participate? _ Q. How will you adjust the lesson if time is too short or too long? _ R. What kind of product, if any, will you expect from students at the end of the lesson? _ S. What will students do when they finish? _ T. How will you evaluate students’ work and give them feedback? _ U. How will the concepts you present be used by students in future lessons? (Everston, Emmer, and Worsham, 2006, p. 109-110) Appendix C Checklist 6 Planning for Cooperative Group Instruction Check WhenNotes Complete Item Room Arrangement _ A. How will student seating be arranged? _ B. How will individual and group materials and supplies be stored? Routines and Expectations _ A. What are your expectations for student movement to, from, and during group work? _ B. What expectations about talk will you communicate to students? _ C. What group attention signals will be used? _ D. Will students have specific roles? _ E. Do any group skills have to be discussed, modeled, or practiced? Monitoring, Accountability, and Feedback Procedures _ A. Will group work have individual products, group products, or both? _ B. How will individual or group work be assessed? _ C. How will you monitor student behavior and work during group activities? _ D. How will students receive feedback about individual and group performance? _ E. How will students receive feedback about their behavior in groups? Group Skills That Must Be Discussed, Modeled, or Practiced _ A. Social skills? _ B. Explaining skills? _ C. Leadership skills? (Everston, Emmer, and Worsham, 2006, p. 130-131) Apeendix 1 Lesson Plan for Classroom Management |KS2004 Correlated Sets | |[pic] | |KS2004.CA.6.1.4.10 |KBI: identifies the topic, main idea(s), supporting details, and theme(s) in text across the content areas and | | |from a variety of sources in appropriate-level texts. | Specific Content Objectives Students will be able to identify the topic, main idea, and supporting details of a grade level passage in a variety of content areas. Language Goal The language goal is to read for comprehension. Expected prior Knowledge Students need to be able to decode words and use context clues to identify words. They need to read at a fourth grade level with 75% comprehension. They need to have a basic vocabulary knowledge level for fourth grade reading material. They need to be able to work with a partner for reading and discussing ideas. Procedures/Management Review procedure for classroom discussion: listen when the teacher is talking, raise hand, listen to others, one person speak at a time. Review procedure for working with partners: taking turns reading (2’s read first, 1’s write), both discussing, raise hand with question after consulting partner. Review procedures for turning in work: classroom clerks for the week collect papers and put in bin. Technology links I got my practice sheets from edHelper.com Students can work at computers in partner groups to: look up unknown words at http://dictionary.reference.com look for Internet articles on related topics of interest Instructional Strategies for learner success The paragraphs and articles students will read include information about science, social studies, music, and art. Students work with partners to read passages and decide what the topic, main idea, and supporting details are. They will first answer multiple choice questions about passages and then fill out graphic organizers together. If there is time, or on another day, they will look up topics of interest on the Internet and determine the topic, main idea, and details. Day 1: Anticipatory Set (Jump-start) I will have chosen a short article of high interest from Scholastic Magazine. I will write several vocabulary words that may be new from the article on the board. I will ask students what the words are and what topic they may be about. We will discuss the words, meanings, and I will assess prior knowledge about the topic from the discussion. Day 1: Purpose/ Motivation I will tell the students that they will be able to identify the topic, main idea, and supporting details about something they read. This matters because they will read for information throughout their lives. They will use this skill when reading about things they need to learn about, as well as items of interest to enrich their lives. Day 1: Modeling/ Direct Instruction After explaining that they should listen for the topic, main idea, and details, I will read a short, high- interest article from Scholastic Magazine while they follow along with copies for each partner group. I will show them a multiple choice question about what the main idea of the article is, and we will answer it as a class. I will write the main idea on the board or overhead. Then I will talk about supporting details and give several examples. I will underline these details on my copy on the overhead. I will ask for input about details and underline them. Day 1: Guided Practice I will guide students as they write the main idea and underline the supporting details on their copies of the article in their partner groups. I will give each group two practice pages. One has short passages with multiple choice questions, and the other has short passages with instructions to write the main idea and underline supporting details. Each partner group will do these together. Students will be numbered 1 or 2. 2’s start with the reading and 1’s start with the writing, and then they switch with each passage. I will have a checklist for each group with tasks for this lesson: Write main idea and underline supporting details for the article I read. Read and answer multiple choice questions for passages on corresponding sheet. Look at/read articles of choice from Scholastic Magazine for 15 minutes. May discuss with partner. Read, write main idea, and underline details on corresponding sheet. Groups can check off each task as they complete it. When they are finished, 1’s put the papers in the bin and students read library or classroom books quietly until the others are finished. I will walk around, observe, informally assess, and give verbal praise and tickets toward a class auction as students work. Groups will also get points for cooperating and being polite in groups. These points will add up toward activity rewards. I make sure they have a lot of reinforcement at the beginning of the guided practice, and as they begin the underlining practice sheet. I will do the first multiple choice question as a class. If necessary, I will do the first one on the underlining sheet as a class. Students at a lower reading level will be given passages at a lower reading level. I will pair very low students with partners that can help them more. My para or I will read the passages to very low groups if needed. Day 1: Assessment I will observe and informally assess students throughout the lesson, and as they do guided practice. I will have a check sheet for students as they do group work. The completed papers will be graded and returned with feedback. After several days of doing other related activities, I will give a test to assess individual comprehension of main idea and details. Day 1: Reflection/ Plans for Diverse learners After instruction, reflection on the engagement level and pacing of the lesson, on the procedures and transitions, and on the assessed level of competency of the students provides the avenue for fine-tuning the next day’s lesson. Tutoring, pre-teaching, re-teaching, and scaffolding are strategies available to ensure success of diverse learners. Once it is evident that learners lack the skills needed for the task, a plan must evolve for building those skills. I will grade the papers and use the results along with the engagement level of the students to determine if students understand the concept so far. I will reflect on whether or not the procedures were understood and followed, and how the transitions went. If necessary, I would re-teach these, or make changes in these aspects. I will also decide whether the lesson was presented at a good pace. If many of them do not get the concept, I will plan to do more multiple choice questions on passages with them before moving on. I could also plan more verbal responses to finding the main idea and details. They could work on reading and sharing verbal responses as a class and in groups. I would do re-teaching and use more examples and have more verbal responses. I could review using context clues to identify unknown words, and review some basic phonics skills. If the students understand and are ready to move on, I will plan to have them read passages and write the main idea and details on a graphic organizer. They will also find articles on the Internet and identify main idea and details. Finally, they would write a short passage and have other students determine main idea and details. Day 2: Anticipatory set (see descriptor above) Day 2: Purpose/ Motivation Day 2: Modeling/ Direct Instruction Day 2: Guided Practice Day 2: Assessment Day 2: Reflection/ Plans for Diverse Learners Day 3: Anticipatory Set Day 3: Purpose/Motivation Day 3: Modeling/ Direct Instruction Day 3: Guided Practice Day 3: Assessment Day 3: Reflection/ Plans for Diverse Learners Day 4: Anticipatory Set Day 4: Purpose/ Motivation Day 4: Modeling/ Direct Instruction Day 4: Guided Practice Day 4: Assessment Day 4: Reflection/ Plans for Diverse Learners Day 5: Anticipatory Set Day 5: Purpose/ Motivation Day 5: Modeling/ Direct Instruction Day 5: Guided Practice Day 5: Assessment Day 5: Reflections/ Plans for Diverse Learners Appendix 2 |SAMPLE PARENT LETTER | |Greetings Students and Parents! | |Starting August , you willing be embarking on an exciting journey; a journey that will lead you to, my classroom! Through several forms of| |instruction, I am committed to educating, engaging, and challenging you who are willing and eager to learn! | |You will be pleased to hear that in my class, there are no rules; only expectations. My classroom expectations are clear, simple, and easy| |to follow: | |Listen attentively and follow directions. Throughout the year, our class will be doing many fun and exciting activities. Some will test | |what you know and others will challenge your mind to explore into ideas that you may not know quite yet. It will be important for you to | |listen and follow my directions. | |Ask for permission. I am very flexible and open to allowing you the chance to explore and learn things through hands-on tasks. Some | |activities may require you to use equipment and tools that you are not familiar w ith. For your safety, it  is very important that you ask | |me for permission before handling materials. | |Be respectful of personal space and property. Students enrolled in my class are guaranteed the right to personal space and respect. To | |ensure our class is engaged and on task, I ask that we each honor the people around us by respecting their space and things. If in doubt, | |use the Golden Rule: Do unto others as you would have them do to you. | |Participate in the group as well as individually. Students are encouraged to succeed and give it their all. My class motto is: I will do | |my best, not be the best, but expect the best from others in the class as well. A student will not be judged by the ability of another | |student. All I can ever ask and expect from the students in my class is that they do their very best—not try to be the best in the | |class—and encourage others to do their best as well. | |HAVE FUN! School is hard work and I believe we are in for a great journey. A journey would not be of any importance unless you had great | |fun along the way! It is my intention to provide several opportunities for you to explore learning through difference perspectives and to | |have a great deal of FUN! | |I plan to use a positive attitude as well as various teaching techniques to meet your needs. I am hoping to create and maintain an | |open-door policy of communication for parents and students. If you have any questions before the first day of school, I encourage you to | |give me a call at home (812.346.7632) or on my cell phone (502.403.7320). | |Make this year count! Come join the fun and see what the party is all about! | |Mr. James Vincent, 5th Grade | |Spartan Elementary School | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Classroom Rules or Expectations | |My classroom rules are: | |1. Speak kindly to others | |2. Listen when the teacher is talking to you | |3. Follow adult instructions the first time given | |4. Keep area clean | |5. Keep hands and feet to yourself | |6. Do your own best work | | | | | | | | | | | | |