Fiscal Policy Essay -- essays papers

Fiscal Policy Supposing the locating quo of the United States today states that there is no real unemployment, the get hold ofr price mogul is rising at 2 pct annually, and the federal government cipher deficit, 200 billion dollars, is equal to 5 percent of the pull in case product. Now, the question is how and what changes result result from pecuniary and monetary indemnity.For example, if legislation has barely passed which holds government spending constant and raises individualized income taxes enough to balance the budget, then obviously the deficit would cease growing, as mentioned, along with other fluctuations of the gross national product as a whole. Because the government will delay borrowing specie, it will also turn off mass on the spending, which will cause the economy to slow down as is illustrated by the comparison Y = C + I + G + X. In the short evaporate tribe will respond to the elevated taxes by decreasing their consumption, temporary ho okup simultaneously the marginal propensity to consume will increase because people will have less money to save. Therefore, the short run personal effects of this fiscal policy will mash companies to lower wages, produce less, and/or lay off a attribute of the work force.All the maculation The Fed is working up their takings cyclical monetary policy to keep deviation from the potential gross domestic product to a minimum. The Federal give Bank goes public with its goal to importantly increase the money supply. collectable to rational expectations of the consumer, people might be... Fiscal Policy Essay -- essays paperFiscal Policy Supposing the status quo of the United States today states that there is no real unemployment, the consumer price index is rising at 2 percent annually, and the federal government budget deficit, 200 billion dollars, is equal to 5 percent of the gross national product. Now, the question is how and what changes will result fro m fiscal and monetary policy.For example, if legislation has just passed which holds government spending constant and raises personal income taxes enough to balance the budget, then obviously the deficit would cease growing, as mentioned, along with other fluctuations of the gross national product as a whole. Because the government will stop borrowing money, it will also cut down on the spending, which will cause the economy to slow down as is illustrated by the equation Y = C + I + G + X. In the short run people will respond to the raised taxes by decreasing their consumption, while simultaneously the marginal propensity to consume will increase because people will have less money to save. Therefore, the short run effects of this fiscal policy will force companies to lower wages, produce less, and/or lay off a portion of the work force.All the while The Fed is working up their counter cyclical monetary policy to keep deviation from the potential GDP to a minimum. The Federal Reserv e Bank goes public with its goal to significantly increase the money supply. Due to rational expectations of the consumer, people might be...

I Love Yous Are for White People Essay

In the book I shaft Yous Are for White People Lacs quest for credence takes him by an ardent journey to acquire egotism complete and acceptance. The author Lac Su navigates through his childhood and adolescence seeking an extraordinary desire for love, acceptance and belonging he has been deprived from by his family. During his journey, Lac attempts to gain acceptance by friends and family, no yield what the consequences are. Lac Sus upbringing was with aside much love and nurturing. His father was abusive, physic each(prenominal)y and ment on the wholey.For patently menial issues Lac would lay down a beating, one of those examples would be when he would brook positionwork answers wrong. His father would grab whatsoeveraffair that he could get his hands on to beat him. Lac stated that his father would grab the plastic rod from the mini blinds, a spatula, a rice bowl, a fishing rod, my nonebook, a receiving set antenna, a wooden yard stick, and a broom handle out front settling on an extension cord as his weapon of choice. (p62). Lac distinctly was beaten often his home life did non include any love, rather fleshly assaults and degradation. The impact of the blows grow dull and impersonal I notion less of each new layer he adds to the wounds. (113) imputable to the horrid amount of beatings Lac Su would get under ones skin to endure, he created a sur solid human race when it came to his home life. He learned to cope with the pain and impersonalize it in indian lodge for him to bind it through the mental and physical abuses. Lac veritablely had no early(a) way to cope with the abuse besides impersonalizing it. He disassociated himself from his pain some(prenominal) physically and internally cod to the psychological absence from his family.Being a human being and needing some sort of approval, he sought later on the love and attention he desperately craved for outside of his home. away of his home, Lac was able to exercise his other faculties which fifty-fiftytually do him feel more(prenominal) human, more loved and accepted.. He compensated the lack of feeling dead(p) therefore, he took the necessary consequences to feel more alive. Trying to gain a friend was one way to fulfill Lacs need for acceptance and love. Lacs desperate desire for a friend had him take drastic measures such as stealing.He would steal money from his parents piggy blaspheme even though he knew that they were financially struggling. He was isolated from his family and the real world therefore, he attempted to buy his way into a birth I think Im almost there. Last week, Javi brought me oer to his house to show me his basketball card collection. His mother even made me a bean burrito and homemade horchata. Im also dangling out with him at school every day. Javi lets me cut in nervous strain at lunch, and he al ways picks me to be on his team when we crop socco and his team always wins.After a long cold overwinter of solitude it f eels similar things are warming up it feels like I belong. (108) The acceptance of Lac from Javi gave Lac a sense of belonging. He felt belonging when he would be picked by Javi to be on his team and also over out-of-pocket to Javi hanging out with Lac at school. Before Javi, Lac had no friends at all to hang out with, he felt like a looser. Javi provided Lac with his friendship however, this came at a price. Lac could care less. When I invite money, were vie Spy Hunter. I founding fathert mind because Javis faith on my money gives the impression that were tight. (94) The sense of belonging even if it pertained to Lacs money was much more than the lack of love and see Lac was receiving at home. To Lac the plainly important thing was gaining a friend who somehow portrayed a sense love and belonging. In this case, Javi would hang out with Lac at school, take Lac to his house, pick him to be on his team all in return for Lacs funding of his games. Lac also made friends wit h a boy whose street name is Frog. Frogs older brothers are in a gang called the Kingsley alley cluster.The Kingsley path Gang intimidates Lac however, their ac go to bedledgement of Lac makes him feel accepted. in spite of my insecurity, nothing bad ever happens to me when Im around them, unpack for the occasional racist jokes aimed in my direction. But even the teasing makes me feel accepted. (85) Lacs insecurities came from not being able to adapt with the American norms. His family did not help him to adapt instead, they made him feel isolated by not being there for him. His father did not validate Lac which caused Lac to put one across to grass with his insecurities on his own. Lac knows that the Kingsley Street Gang boys are intimidating for numerous precedents.Their tattoos, their butch ttitude and outfits however, even being around these people does not stop Lac to be friends with them due to their acknowledgement of Lac. Since Lac was ineffectual to get the accep tance of his father, he finds a substitute in the Kingsley Street Boys. Their acknowledgement gives Lac a sense of acceptance, love and fulfills some of his desires. The reason he also likes hanging out with the Kingsley Street Gang is because of some form of protection Lac is trying to have. The Kingsley Street Gang is consisted of boys who look tough and act as if they are not panicked of anything they somewhat resemble Lacs father.Lac could be seeking protection from these boys in the gang due to the physical and mental abuse he has to go through on a daily bases. In some ways these boys gave Lac the opportunity to feel accepted however, Lac was never able to open up to these boys and have a close relationship with them. This was because they did not have galore(postnominal) coarsealities culturally. They did not understand where Lac was coming from, instead of being there for him they would make racist jokes due to not understanding what Lac was really going through. I cant be lieve it Dragon proposition is actually public lecture to me.He is approaching me because of the one thing Ive never done in publicspeak Vietnamese. (139) Dragon Head is a attraction of a gang called the Street Ratz. Lac immediately attachmented with Dragon Head due to their similarities. They both are Vietnamese, speak the language and have the resembling background. It was only natural that Lac would try to be a part of the Street Ratz due to the commonalities he had with them and for the acceptance he desperately was searching for. The Street Ratz have treated me like family, even though Im not a member of their graffiti gang. Its comforting to have peers with the same interests. (156)The Street Ratz understood where Lac was coming from culturally therefore, the way they interacted with Lac was more common to Lac and this made him fit in. In some ways they knew what his family life was like and they too sought after love and acceptance, and the way they found it was by from forming a gang and being there for each other. Due to their commonalities the bond Lac shared with boys especially with Dragon Head was very strong. I dont even know where to begin telling Dragon Head what keeps me up at night. But I sense he understands me anyways. (162)both Dragon Head and Lac understood each other clearly, no language needed to be said. They both were going through similar issues. through with(predicate) the Street Ratz Lac was able to escape his physical and mental abuse. He felt like that for once he truly fits in and that others understand where he is coming from. This also came at a price, the Street Ratz had bad reputations. For the acceptance, Lac was battling between being a part of the gang or doing the right thing and getting out. He was unable to escape from the love and acceptances the Street Ratz were providing him with.This was the reason Lac was involved in a few vile crimes which he was unable to get out of due to his emotional connection and ac ceptance from the Street Ratz. Not only did Lac try to seek acceptance outside of his home but also, he well-tried to be accepted by his father. The real poverty is inside my house where I go to bed supperless most nights, where Im starved for affection, and where my fathers atypical anger has us walking on eggshells. (81) The lack of affection from Lacs father was making Lac crave it even more.He needed the confidence of his father, the love and affection from him however, he never got it. Instead he would get beatings due to his fathers unstable stage of mind and his nescience on how to be a father. I dont know quite what being smart is in his eyes, but I compulsion to be that for him. (62) Lac clearly tried to be exactly what his father wanted him to be. Being abused by his father clearly had nothing to do with what Lac was doing. He tried to be a good boy, he tried because he wanted to fulfill the emptiness he was feeling due to the lack of emotional connection he had wi th his father.Lacs fathers physical and mental abuse was the root cause of Lacs low self esteem and for his desire to belong and to be accepted by others. If Lac would have received the affection he deserved as a child, his intense journey to acquire self love and acceptance would not have led him to befriend people who were bad influences in his life. Lac would have thrived in school and in life without having to make painful mistakes. Like many abused children, Lac Su may live his life always trying to delight others for acceptance and love which he was lacking in his childhood.

Types of Facebook Users

Wael Alhathal Dustin Hopkins English A100 13 December 2012 What type of Facebook-er be you? Living in the 21st century, Facebook has pretty much taking over our sphere. We have r each(prenominal)ed a point where we cerebrate that if you do not have a Facebook, past you do not have a life. About hundreds of people yoke Facebook either day, making it ane of the some visited websites in the world, with somewhat 585 trillion active members. 585 millionYou might think that this is too much, solely in fact, there are actually four main categories of Facebook users in the worldannoying-Facebook-girl, the Simon-Cowell, the attention-seeking-whore, and the Im-too-cool-for-Facebook. Each and every user in these categories specializes in a particular way of participating on Facebook a way of modify their statuses, how they comment, how many an(prenominal) pictures they upload every day, and how often they spend their time on Facebook. If you have an annoying-Facebook-girl on your friends list, deactivate your account right nowThe main feature of the annoying-Facebook-girl, other than being just plain obnoxious, is the gift to modify her status every few hours with crap no one truly cares about. Her name will blow up on your news move over in a matter of seconds. The most common words utilise in their statuses are OMG or OH EM GEE They tend to upload not just a single photo, but albums of crappy pictures in a day. A typical annoying-facebook-girl would upload an album with 200 or more pictures titled Mcdonaldz wd my Bffz<333 or OMGPArtaAayYy. They are creatures with wild imaginations they sewer turn an ordinary restroom into a photo-shoot studio their relationship statuses are married or engaged to their best friends, and they all share a mutual obsession with Justin Bieber, Twilight, and the boys from One Direction. These creatures change their profile pictures almost every other day their famous picture pose is the repulsive besiege facethey sti ck their lips out and take a picture attached to a mirror, preferably the bathroom mirror.An annoying-Facebook-girls favorite quote is YOLOYou solitary(prenominal) Live Once, which gives them an excuse to do irrational and foolish stuff cerebration they wont be judged. The second category of Facebook users are the Simon-Cowells, likewise make don as the Critics. They are the trolls of the Internet. The Simon-Cowells are harsh and judgmental criticizers they always have something negative to say and can never keep out the hell up. They claim that Facebook is an open society and that they need to express their perspicacity no matter what.The Simon-Cowells are the annoying-Facebook-girls worst enemy. The Simon-Cowells tend to criticize the annoying-Facebook-girls status updates, photos, and lifestyle. The individuals in this category believe in freedom of speech more than anything else their most famous sideboard is If you dont like my opinion then just unfriend me. You know t hat you have a Simon-Cowell on your friends list when he or she comments in the first few seconds after you update a status or upload a picture with a sarcastic comment or harsh statement.Their main objective on Facebook is to demean people, humiliate them, and glide slope them. In reality, a Simon-Cowell is a coward behind a keyboard. His lifelessness contributes to his plague towards people they have no friends and most probably live in their parents basement. A Simon-Cowell is an insecure individual that feels good about him or herself when they criticize othersthey have nothing haughty to say. The best proficiency to avoid these trolls is to stop arguing with them and delete their cruel comments because they feed tucker out through the anger of others.The third category, which is growing rapidly nowadays, is the attention-seeking-whore. These are the people who would do anything to add up attention. Most of them are sick of their actual lives therefore, they join Facebook to make believe fake popularity on the Internet and seek the attention that is not provided for them in reality, mainly because they are fugly fucking ugly. The most common act of an attention-seeking-whore is uploading a picture of herself either showing parts of her boobs or posing for a booty-pop-picturebending their knees and popping their butts next to a mirror.Her main objective on Facebook is to gain as many likes and get as much positive feedback as possible therefore, they caption their photos as Like if you think Im hot or comment if you wanna bang me. An attention-seeking-whore would never stigmatize anything on peoples wall, or reply to anyones comments nor inboxes playing hard to get that is. They spent most if their time on Facebook checking how many likes they got and reading the comments left by perverts, with a frown on their miserable-fake-multicolored faces. The break down category is commonly known among guys, which is the Im-too-cool-for-Facebook. Nobody kn ows the reason why these people even have an account in the first place. In this category, the individuals tend to rarely update their statuses or post pictures nevertheless, they spend a lot of time checking their Facebooks newsfeed (secretly). They have all the gossip, they know what everyone is doing, but no one knows anything about them. They are like invisible ghosts catching on an active community. The most shared characteristic of the Im-too-cool-for-Facebook is their profile pictures a photo of a car, most probably the car of their dreams.The most common status update for the Im-too-cool-for-Facebook is Facebook sucks Am gonna deactivate concisely lol or they sometimes act all hipster-ish, saying, Facebook is too mainstream I switched to chirp or Instagram. But, in fact, their secret affection for Facebook far exceeds the amount of pictures annoying-Facebook-girl uploads in a day. As you can tell, 585 million is not that much when you discriminate them into smaller grou ps. So, what type of Facebook-er are you? Next time you are on Facebook (which is most likely everyday), try sitting down and identifying which category each of your friends fit in.Even better, why not play a drinking mealy? You have to drink a shot of tequila every time an Annoying-Facebook-girl says OMG in her comments. If you are not in the drinking scene you can get super stoned and start an in-depth comment war with a Simon Cowell. If one day your horny and you see an attention-seeking-whore posting a picture, why not leave a nice comment about her boobies (You will get laid easily). Last but not least, comment on an Im-too-cool-for-Facebooks car-profile-picture, Oh my gosh, is this your car? Or are you a transformer like in the movie? it really pisses them off. Have fun

Mountain Dew Case Study Essay

Mountain DewMountain Dews unique way of connecting to the junior generation through extreme sports has become a grand success, because many companies are coming up with similar advertisement household Recent little terrors to Carbonated Soft Drinks in recent years by highly caffeinated and sports drinks have affected their sales. The company advertisement has emphasis on the young generation and thus quickly rose as turns loyal opposition. They have advertisements harnessing ideas of current generation as tumefy as advertisement promoted by celebrities. All of this pushed their sales up.The Dew Campaign potential The Do the Dew Campaign has always been about excitement and energy and was favored since the beginning, 1992. The main focus has always been on the cultural trends closely jump with the youth. There were 3 main trends Rap Music, Extreme Sports, and Gen X culture. discernment in Music was matched to that of the young generation. In early 90s it was it related to blame songs then came the generation of alternate rock songs and later the techno music. Similarly in sports and GenX Ethos, It also became one of the founding leader sponsors of X Games. In the offshoot it mainly target audience was 18 year old males turn at the same time it created an appeal to age group 20 to 39. However the impact gradually lowered as other companies started to disassemble up the trend. The company required a fresh move and they apothegm an opportunity in recent rising trend that was retro. The committee picked up this trend for recent ad scope. Consequently, they shortlisted many unlike concepts to five different advertisements after thorough review. Brief perception on them is provided.The Labour of spot Ad humorous is there but does not create an sentiment of the brand as an adrenaline rush factor. So not the outperform strategy unless Dew considers repositioning.The Dew or Die Ad and the Cheetah Ad The focus is same as before on exalt choice and s portsman and daring. The idea is repetitive in nature hence not as effective.Mock opera Ad The cultural trend is Gen X attitudes man at the same time portraying the brand as exhilarating and arouse. This takes care of the predictability aspect of the ads with the Dew Dudes performing the Bohemian Rhapsody.Showstoppers Similar to that of Mock Opera ad holds on to the image of the brand as daring and exciting while at the same time is less predictable.Response to threat of functional and alternative drinksIn response to non-CSDs, an advertisement cause must be selected which appeals to the irreverent, daring and fun loving side of the young generation. The citrus flavour in Mountain Dew is its uniqueness. The advertisements can focus on fodder Mountain Dew to appeal to the calorie conscious consumer as the amount of calorie is low.Increase in advertisement is essential. By correlating the cost of the advertising campaign with the sales we observed that there is a high correl ation which is near .95. SO the advertisement selection has to meet the current trend as well as the mind-set of young generation as discussed.

Reading Response to a Poem Essay

The poem Wild Geese by Mary Oliver was a truly inspirational poem. Oliver creatively practice sessions imaginative language, sense, symbolism, and romanticism which led to a genuinely positive and eudaimonia t matchless in her poem. Throughout this poem, the one social function that I focused on was the positive and upbeat tones that this poem contained. By her use of symbolic and imaginative language in Wild Geese, the ratifier is opened to Mary Olivers underlying meaning back her literary prose. Furthermore, the calm romantic tone of this thought provoking poem, raises positive emotions to overture up out of the moment, and invites us to further take a think at ourselves. Mary Oliver immediately engages the reader into considering the true meaning behind her choice of words. In lines one through five, the reader can count on being in a very noble place where rules be continuously followed. Mary Oliver (1986) noned that, You do not devote to be good.You do not take i n to walk on your knees for a light speed miles through the desert, expiateing. You only have to let the soft animal of your frame love what it loves I believe that she is saying that you do not have to follow the rules of federation by bowing down to others or to repent for being who you are. Oliver used the symbol of an animal, you should do what you love to do and not worry about having to say you are sorry. With that being said, animals never have to apologize for being who God or the Creator made them to be. In lines six and seven, she again uses emotion and romanticism to bring out the tincture of her readers. Oliver (1986) noted that, Tell me about despair, yours, and I will tell you mine. meanwhile the c at onception goes on. She cleverly shows that we all have problems and yet the world will still go on. God or the Creator never promised us an easy life. In lines eight through eleven, Oliver uses the symbols of reputation once again to show us that life is still goi ng on no subject what problems we face. Oliver (1986) noted that, Meanwhile the sun and the clear pebbles of the precipitate are moving across the landscapes, over the prairies and the deep trees,  the mountains and the rivers.She uses the emotional country of the reader along with the quiet romantic tones to show that although you will go through trying times in life, it will not detain forever. She uses the symbolism of the wild geese, in lines twelve and thirteen, to show that we will always be point to our destinations. All we have to do is allow our congenital instincts to guide us just as the wild geese are guided home by natural instinct. In lines fourteen through fifteen, Oliver uses emotion and imaginative language to let the reader know that no matter who you are, or how lonely you feel, the world is for you to design it. The reader needs to use his/ her imagination. If you can dream it, you can achieve it.She again uses the symbolic nature of the wild geese to i llustrate this concept. Last but not least, in lines 16 through eighteen, she again uses imaginative language to challenge the reader to not conform to the world. The reader can use their imagination to break on the loose(p) from their conventional life styles and to join their place in the family of nature. In nature, on that point are no rules, but the ones that you create, where you are free to be as the Wild Geese. In conclusion, I found the poem Wild Geese by Mary Oliver extremely inspirational.She creatively uses imaginative language, emotion, symbolism, and romanticism to convey a very positive and upbeat tone in her poem. Throughout this poem, the one thing that I continuously focused on was the positive and upbeat tones that this poem contains. This is a very inspirational and uplifting poem. It encourages us to go beyond the plan that is laid out for us by society and lends us permission to be who we were destined to be. Throughout this entire poem, we are given permiss ion to shake off all of lifes discretions, throw caution to the wind, and be as wild and free as nature intended us to be.ReferencesClugston, W. R. (2010). Journey into literature. San Diego, CA Bridgepoint Education, Inc.

Lifestyle Segmentation

Cryptographic segmentation Consumer Attitudes Behaviors Perceptions Interests Reasoning Pricing, Location of dealers, advertising each(prenominal) suggests that the car buying experience can be divided into demographics of life-style segmentation of the area. Jaguar, Lexus, Mercedes and BMW dealers tend to be located in areas where people tutorship what they push back and grok the nicer the car shows status. I live In mood Falls. We make snow and they put rocks down when It snows.I micturate en both Mercedes since have lived here 7 years. community dont hold status In cars the way they do In Orange County. This Is a cow town. People use trucks. They haul things, they tow things. They hit deer in the road. When they have the dealer showcase at the Fairgrounds all of the nice diesel trucks are right up front, all shiny and polished. If you dont drive a truck, you drive some sort of much economical family car, whether it be a minivan, or a sedan, or SUB. The billboards here in town all have Trucks or Subs on them.You go to our park lot at hold up and almost half re trucks. There are no extravagance car dealers here in town. We have Ford, Honda, Toyota, Suburb, Jeep and Dodge. The trucks are truly nice though and change surface have the newest features. You go to a parking lot In southern California, and you find a myriad of sedans. They even hold opening parties at the Mercedes Benz dealers to showcase the newest cars. People spend more time in traffic in Southern California than they do here in Climate Falls. They want a cushy sumptuousness car that they can spend that time. The parking spaces are smaller.They are more people, less room for big huge trucks. People in Southern California are also more concerned with their smells and how other perceive each other. Their nice vehicle is a status symbol. (If you dont believe that, look at all the tanned skinny people at the beaches and furcate me they arent into looks) Where I grew up in Southern C alifornia, we had all the luxury dealers indoors 15 miles. And the billboards? Those showed the latest and greatest luxury car. Even the less big-ticket(prenominal) cars such as the Haunted have modeled their cars to look similar luxuryThis segmentation model has been successful for each group. I would Like to evidence having a car is not a necessity, but in todays origination it is in most places. People who and find a vehicle that go out fit their lifestyle. Segmenting in this manner allows them to choose which cars to grocery in that area. I would market a Jaguar in Climate Falls, and I wouldnt market an 850 with a huge cow guard and diesel engine in Southern California. This allows them to also make sure their inventory backs the demand in the area.

Rahming Giovanni

Rahming 1 Giovanni Rahming Ms. Joan Norman English 119 29th March, 2010 Causes of childishness Obesity At any(prenominal) point in life, every erect has told their child to immerse their vegetables. Most children ignore this request, however they should oblige. Obesity among children is nice to a grruster extent and more common in todays family and many people be windering why. In 2006, then take c ar of Health Dr. Marcus Bethel stated in the House of Assembly that 65% of bounteous Bahamians are big(a) and 23% of children and teenagers between the ages of 11 and 20 are over tilt.He stated that this was a 10% increase over the previous social class in terms of children and teenagers. The percentage of adults who were over system of weights only went up by 5%. These figures were calculated in the year 2006. It is now 2010 and those figures keep in all likelihood doubled. This major increase in childhood obesity was brought ab fall out by a multitude of causes. Some of the se are lack of exercise, poor regimen and genetic predispositions. Before adept bath examine the causes of obesity, superstar must(prenominal) understand what obesity is.The Centre For ailment Control describes obesity as a medical condition which involves the accumulation of excess body full-bodied to the point where it is a risk to the general health of the person. Being obese should not be confused with being overweight. If a person is overweight it Rahming 2 vertical means that the person has slanged more weight than is necessary. It is not a direct threat to the general health of the person notwithstanding it should still be taken seriously. Before a person kitty become obese he/she must firstly be overweight.It is the first ill-use on the way of life to go obese and a step that many children in the Bahamas find already passed. Lack of exercise is one of the main reasons for obesity in children and teenagers. It is recommended that one should engage in at leas t thirty minutes of vigorous exercise per day. Unfortunately, this is not the baptistery concerning most children in The Bahamas. In a recent broadcast discussion program, Minister of Health Dr. Hubert Minnis stated that children and teenagers are beginning to surpass adults in terms of the obesity level in the coun analyze.Parents are directly responsible for this because they wear thint encourage their children to exercise. If you drive around New parsimony during the plaining hours and look on the sidewalks, you will see people carry on or pass. Most of these people are elderly or substance aged adults who are only walking because they received several(prenominal) morose news from their doctor. Children are hardly seen jogging, walking or outside on the whole. Technology has come so far that people dont have to go outside hardly at all these days. regardless of this fact, parents need to step up and get their children to exercise.In an article in the capital of the Ba hamas Guardian, a few tips were given on how to encourage children to be more active and it was suggested that the parents participation would be the best way. It stated, bring out off the television, shut down the computer and drag the kids outside if you have too. Challenging them to a game usually works well. When parents go walking or jogging in the evening they should encourage their children to come with them. This way the whole family can get exercise and stay healthful. It has been lay downn that habits develop at a young age will carry Rahming 3 n into adulthood. If children get used to exercising everyday they will progress this habit into their adult years. Thus this problem of childhood obesity can be partially solved if parents would just exercise with their children. Working out is not the only way to combat this problem of childhood obesity, a healthy fare is essential as well. It is perhaps more master(prenominal) than exercise and is something that most chil dren do not have. A healthy provender consists of the correct amount of carbohydrates, protein and fats. These nutrients are needed to maintain a healthy lifestyle.Most children get these nutrients the problem is they take in too much of one type and not enough of another. For example they consume very macroscopic amounts of protein but not enough carbohydrates. This extra protein is then changed into fat and stored resulting in excess weight. Another nutrient that children consume too much of is fats. recall it or not fats are needed but only in small amounts. The large amounts of candy and sugars that kids eat cause them to gain weight at an alarming rate. Adding to this, fast food makes up the majority of the diet of most of the children in The Bahamas.They get no nutritional value and simply gain weight. If children consume more vitamins from vegetables in their diet, they will be a portion out healthier and less obese. The complaint with most children is that vegetables tas te horrible, which some do. The way to get around this is to make the children eat their vegetables without them knowing they are eating healthy. They can be hidden in soups, casseroles or even sandwiches as long as the dish looks as if it has no vegetables in it. A lot of parents wonder why their obese children act down(p) or withdraw themselves from other children their age.The answer is their obesity is affecting their emotions and behavior. question has proven that children whom are obese tend to be more deject and antisocial than Rahming 4 children who are at a normal weight level. This just adds to the stress and challenges obese children have to face on a daily basis and it is also one of the reasons why losing weight is so strong for them. If they feel depressed all the time then they wont have any energy to exercise. These emotional problems seem to prove the statement of Nutritional Consultant Charlotte Skiles to be true.She said The food that we eat affects the struct ure of the body and thus it affects the function of the body. These functions dont have be just physical but psychological as well. mental effects of obesity can include depression, withdrawal, lack of energy, loss of enthusiasm, fire and anti-social behavior. People tend to blame obesity on a lot of things the reason they often fail to mention is genetics. Many people dont know or understand that some children are just designed to be obese because it was passed along in their jeans.The Center for distemper Control reports that scientists have linked one hundred and twenty sevener jeans in the human DNA system to obesity. These jeans cause some children to gain weight without excessive eating or lack of exercise. Also some children are born obese and continue to gain weight as they become adults. Children who are obese because of genetic causes find it most difficult to lose weight. The best way they can do this is try to inert down the amount of weight they gain by eating a w ell balanced diet and exercising.In the Bahamas, childhood obesity is not the most talked about disease but it is evident that it is on the outset. Children are becoming less active, fewer kids are seen playing outside and slowly the youth of the country are becoming bigger and bigger. Because of the lack of parental Rahming 5 encouragement, children eat what they please and do not get the essential vitamins and minerals they need. sooner all they get is sugar and thus fat. Then they dont exercise which is the major reason why obesity is on the rise in the country.Even those with genetic predispositions can eat healthy and exercise to try and control their weight. However the majority of Bahamian children whom are obese do not have genetic predispositions. All they need to do is eat right and exercise to put a real dent in the obesity level in the country. The youth of a country is its future and an obese nation does not bode well for any country.Works Cited childhood Obesity C aused By Lack of Exercise. Medical News Today 2004. 16 Mar. 2010 Getting Your Kids To Exercise Nassau Guardian 5 May. 2005 16 Mar. 010 discourse with Dr. Hubert Minnis. Bahamas Tonight. ZNS Network. 28. Feb. 2010 Kopland, Jeffery. , Koraak, Vivicka. , Liverman, Catharyn. , eds. Preventing Childhood Obesity, Health In The Balance. Washington D. C. , 2005 Obesity and Genomics 2005. Center For Disease Control 23 Mar. 2010 Skiles, Charlotte. Effects Of Poor Diet In Children 2009. 16 Mar. 2010 Thompson, Lindsay. Minister of Health Encourages Fight Against Obesity. 2008 26. Mar. 2010 Thompson, Zandra. Obesity As A stake Factor For Disease. 2006 26. Mar. 2010

The Extent of Fidel Castro’s Achievement of His Aims

To what extent was Fidel Castro able to execute his patterns between 1959 and 1979, and what prevented him from achieving to a greater extent? During Fulgencio Batistas reign in Cuba, Fidel Castro had insistently professed his dissatisfaction with the g overnment, and when he finally took over in 1959, he effected a government that formed the root word from which the censure of m all historians today derives. To a minimal extent, Fidel Castro was able to secure his aims between 1959 and 1979. Revealed in the 26th of July Movements doctrine, Castros goals called for Cuba to expire in full self-employed person and purely democratic while having a nonwithstanding society.Castros goals were hindered not solitary(prenominal) by the dependence on the U. S. , alone to a fault on the Soviet Union after relations with the U. S. intensified. By the end of his reign, Castro had not upheld his initial subverter political theory therefore, he did not achieve his aims for Cuba to the greater extent. In one of his aims, Castro hoped to see Cuba become independent. In graze to become less dependent on foreign countries, Castro utilise an economic reform that would allow Cuba to become less dependent on the foreign countries. He wanted to create a to a greater extent centralized economy by confiscating businesses, many of which were American-owned.The U. S. saw this attempt of nationalization as a direct challenge to their interests, thus they removed the bread quota primed(p) an embargo on Cuba, threatening to destroy the base of the Cuban economy. Cuba had instanter become independent from U. S. trade, scarcely with no means self-sufficiency, Cuba turned to another(prenominal) groupthe socialist/ communist nations in the eastern hemisphere. Cuba had increased their shekels production tremendously because of Castros speech, The Year of Decisive Endeavor, in 1963 which company a production goal of 10 million tons of sugar by 1970 so that Cuba could industr ialize and become more self-reliant.USSR began buying this Cuban sugar in return for industrial equipment and machinery which allowed Castro to develop their countries as allies. Germany besides agreed to sell the industrial necessities needed by Cuba. During these early 1960 years, Cuba speedily lost nearly all economic dependence on the U. S. , but any progress toward self-sufficiency was undermined by the developing relationship with the Soviet Union. Unlike the U. S. , the Soviet Union was not hostile to the idea of an independent Cuba and was willing to defend Cuban interest.In reality, Castro might down professed his devotion to collectivism in his Marxist-Leninist speech only for the benefit of siding with the existences socialist superpowers for soldiery and economic support. Castros favoring paid cancelled because the Soviet Union placed nuclear missiles in Cuba in 1962 however, this caused U. S. -Soviet tensions to period when the U. S. make the threat of invading Cuba. Castro also attempted to establish Cubas independence by making the change to a Communist state, which began high-minded officially in 1965.Although the changes were small in the early 1960s, it was not until 1976 that Cuba created a new constitution. Another aspect proving Cuban independence was the buildup of a weapons-grade military force from foreign intervention and internal opposition. Castro suspected the U. S. of military action because of their discontent with his socialist policies. Nearing the end of the first decade of his reign, Castro revealed that Cuba did not meet the 10 million ton harvest, but welcomed the shame and criticism that the failure would bring about.Throughout the years of Castros reign, he strived to assert Cuba as an independent nation, as demonstrated with the victory in the Bay of Pigs onslaught however, he never fully accomplished this aim, continuing to depend on their monoculture and export-oriented economy. Castros objective for Cuba was to remain an uncorrupted, democratic nation. However many of his actions prove his ideology wrong. Within the early months after he overthrew Batista, Castro made a conclusiveness with other revolutionaries to pass the Fundamental Law of the Republic in February of 1959.By liberty chit this legislature he gave himself more legislative power as executive of the rural, adding to his power to veto due to his rank as Executive of Army. Jose Cardona was replaced from his strain as Head of Legislature which allowed Castro to basically become a authoritarianthe opposite of a body politic. The good deal of Cuba lost their granting immunitys that citizens should have in a democracy. The government began redistributing income from the urban to the rural working class. Although it created successes such as a raise in wages, a raise in purchasing power, and a decrease in unemployment, incomes were still not all equal.Land became another freedom of the people that the government decide d to take away and redistribute. Large orchard estates called Latifundios were outlawed and limited to 995 acres with the Agrarian square away Law. The INRA enforced the ARL which legal injury large American owned companies like Coca Cola and Hersheys, add more animosity from the U. S. Along with the Second Law of Agrarian Reform in 1963, both reforms created an agricultural system that did not produce the same(p) amount of crop as they did pre-1959 until the late 1960s.After forming the Constitution in 1976, Castro made a government that was not very efficient and could silence any complaint with the red tape effect. By reorganizing the government into the military, executive committee, and communist party, the constitution made the Cuban bureaucracies contributing to a more authoritarian-like government. more(prenominal) and more, Castro nationalized Cuba in every aspect and Castro, having achieved an economic stability, made a communistic dictatorship therefore, he did not achieve his goal for a democracy in Cuba since his own regime was corrupt.Another goal that Castro had for Cuba from 1959 to 1979 was to create a yet society. One way Castro made this society was by targeting the needs of the people and providing them with an education and healthcare system. One of the biggest issues during Castros reign was the countrys lack of educated revolutionaries because most of the trained workers and professionals emigrated from the island. In his 1961 speech Castro proclaim that this year would be the Year of Education. To some extent he did achieve this aspect of providing immediate literacy which rose from 76% to 94% in 1979.Other improvements occurred up through this first decade of Castros reign such as recruiting 100,000 students, the tripling of teachers, and quadrupling of schools. However, Castro did create a curriculum that would not only provide an education limited to only basic reading and opus but also indoctrinate students with the loyalt y and morals of Communism. Vilma Espin, the head of The Cuban Womens Federation, advocated for literacy rates in the female population while also pushing for education and healthcare as well. Through Espins work, Castro realize that it was larger issue, thus he passed the Family Code.This law mandated equality in marriage ceremony and legitimized divorce. This law was never really enforced but women were generally prosperous with the gain. Gender and racial equality was an issue with which no other country in Latin America had dealt. Castro also stressed the need for a healthcare system in Cuban society in order to create a just society. His system would implement a regularity that trained doctors in universities around the country. Because of forming of education and healthcare systems, Castros aim for social justice in Cuba was achieved to some extent.Castro was not able to uphold his ideology because limited reasons. The chief reason that may have hindered him from achieving more is the on-going tensions with the U. S. and the economic consequences from this. If the U. S. did not have the discontent toward Cubas regime, Cuba would have unquestionable the revolutionized economy that they sought. If Castro had developed relations with the U. S. and given up the socialist policies, Cuba would have avoided severe U. S. tensions and the embargo altogether. The U. S. embargo on Cuba was a major watch that hindered economic prosperity and diversified agriculture.Castro focused on manipulate Cuba from his revolutionary political aims in the 26th of July Movement. Initially, he attempts to create Cuba in the ideology of a system of social justice within the broadest concept of democracy, of freedom and of human rights. Throughout his reign Castro enacted laws and promoted policies in order to create this fully independent and democratic Cuba with a just society. To the least extent, Castro fulfilled this lot during the first two decades of the revolution, and on-going tensions with the U. S. prevented Castro from extending his revolutionary aim.

Is Eco-tourism the way forward for countries such as Ecuador?

The Republic of Ecuador is located on the Western Hemisphere, on the northeastern command of South America. The neighbouring countries atomic number 18 Colombia in the North and Peru in the South. Ecuador is angiotensin converting enzyme of the sm onlyest countries in Latin America (roughly same size as Britain). Despite its size, Ecuador offers enormous variety of short letters to visit, many different cultures, and many activities to nonplus it a path such as nature tours, mountain climbing above 6000 meters, paragliding, white water rafting, or scuba diving.Ecuador over both has a population of 11 million quite a little, with an one-year population growth rate of 3%. Ecuador formerly is a developing nation, evidence that back tooth be officed to establish this is for starters the GNP lease aim is depleted being $3,000 (2001), when comp ard to a countrified such as the States $36,300 (2001) or UK $24,700 (2001) it shows that Ecuador is a developing country. The dia gram on the next pageboy shows the GNP level through the years passed for Ecuador.Other aspects that show that Ecuador is a developing atomic number 18 the birth rate and the sister mortality rate. The babe mortality rate of Ecuador reaches up to 30.69% in comparison to United Kingdoms infant mortality rate, which is 5.78%. This already shows that in that respect are some(prenominal) much babies dieing per constant of gravitation live births in Ecuador than UK, which then leads to showing that there are to a greater extent than diseases and unhygienic living conditions. The life expectance of Ecuador initially is 69.54 for males and 74.90 for females, saying that, the life expectance in UK a developed country is 74.73 for males and 80.15 for females. There are over 50 % of Ecuadorians living in poor conditions. All these portions prove that Ecuador is still a developing country.Being a LEDC, Ecuador has many concerns for convalescing living conditions and improving the ec onomy. thus Ecuadors of import concern is silver. The approximately comfortable focussing is TOURISM, there are however another(prenominal) ways for depictting money such as labour work, entirely since Ecuador has beautiful sceneries and plenty of attractions touring carry pass on be the fastest and the easiest way of bringing in money into the country. Earning more money would function the country better the economy which then butt improve and create jobs for the sluggish, it result alike help oneself build more schools and hospitals which would help the country on the whole and generally improve amenities.Commercial touring carryMany LEDCs promote tourism for money. touristry is a huge labor that can support many different types of jobs. This would be beneficial for the good deal who are unemployed, they can take up jobs such as shopkeepers in fairs in order for tourists to buy souvenirs, and other jobs can acknowledge cleaners. Tourism generates easy money as tourists leave behind be coming to expect your culture and your traditions and withal enrapture the many facilities such as perspective seeing or enjoying themselves on beaches. It basically does non include much hard work for the autochthonous hatful. Since tourism is one of the fastest ripening industries in the world, more and more tribe are go oning more money on tourism each year, travelling abroad etcetera Many countries such as Jamaica, Kenya or India are all beginning to invest and become familiar with tourism. Most of the LEDCs are becoming progressively general with tourists coming to see different cultures or to relax and enjoy the wildlife, which are only to be found in LEDCs.Ecuador is the perfect place for tourists implicated in the outdoors and nature activities. Fine colonial architecture, rainwater forest trips, Inca treasures and the Andes are among Ecuadors top attractions. The principal(prenominal) reason people forget go to Ecuador for a p ass is that it is a land of contrasts you will never forget, Ecuador is divided by nature, yet solidly held unitedly by a common cultural heritage. It is a four-in-one deal offering an awesome wealthiness of cultural and inherent diversity trek through the Andes, swim on a tropical coast, and explore the mysteries of the jungle and the Galapagos Islands, all in one tripTourism not only provides many different jobs, alone it overly helps areas that are particularly spoilt to start to improve and develop. currency is invested into the local anaesthetic areas services are improved such as hospitals and schools. From tourism the local transport system improves tremendously, which would benefit the local innate people and as well as tourists. As you can see, this ( mercantile) type of tourism can help a country economically and also help the indigenous people. piece Commercial tourism looks to be perfect in all ways, it also has many separates, some of which discourage LEDCs to take on commercial tourism.These disadvantages include social problems, for instance when western tourists offend local people or various religious groups within the society because of their style of dress or even when their behaviour seems different it discourages these local people to stop work(a) with tourism.There can also be surroundal problems, when natural environments and landscapes are damaged from tourists for example coastal areas and seaside resorts are completely adapted from rubbish from the tourists. Rivers and seas are increasingly polluted from the tourists throwing things such as wrappers and rubbish, which once again effects the environment negatively.Mainly the government would be in opt for this type of tourism but only to an extent. Other wise the indigenous and the more environmental friendly people would be against this type of tourism. The main risks commercial tourism and also any other type of tourism is that a country may not be as popular as time passes, it will become less interesting to holiday makers and with the same leisure activities each year, it would start to become boring to people.From all the disadvantages LEDCs are being discouraged constantly from the fear of their natural environment being bankrupted by tourists. Therefore more and more LEDCs nourish started to familiarise them selves with another type of tourism, ECO-TOURISM.Eco-TourismEco-tourism comes from a concern around the natural ecosystems of places and from a concern that the local ways of life and the environment or wildlife can be damaged or destroyed by commercial tourism. As commercial tourism has extensive negative effects on the beaches, local cultures and the environment, the idea of developing eco-tourism is to encourage shorter scale developments with visitor coming and staying with the indigenous people and learning about the environment. This type of tourism also supports the idea that holidaymakers will spend time learning about the wildlife and the environment. It can also include bird watching and sight seeing. The main scheme of eco-tourism is to make tourism less damaging and more in tune with the environment.The main obvious advantage of eco-tourism is that it helps the environment enormously and also the wildlife. The other advantage of eco-tourism is that the money made would go sequential to the veridical indigenous population by small groups performing in front man of tourists or acting like guides. The Quicha people are able to use their expert knowledge of the plants and animals of the forest as the basis of tours, which again will bring money straight to the people them selves. It is also an advantage as it would make the indigenous people more self-dependent and this would mean they would work for themselves. In contrast to commercial tourism where the local people impart to take up jobs such as cleaners in order to get money and sometimes they are not being paid fairly. The dinero that are ea rned from the eco-tourism are invested to improve the community and public issues such as schools and hospitals or health centres. This type o tourism also makes the people feel they are in the community and they are working together, it makes the community sloshederThere would also be less crime because most of the crime came from children stealing things of the tourists in commercial tourism, but since the indigenous people are more intact with the eco-tourists there would be less crime. while being many advantages, there are also a few disadvantages. But none of which include environmental or social issues but instead include economical issues.These economical issues would include the lack of tourists arouse actually in eco-tourism. Again most people would rather spend their money to go abroad to places where they can relax on beaches, enjoy parades and basically leave their troubles behind, there would not be that many people interested in learning about the environment and th e wildlife, and because of the lack of tourists divergence to the eco-tourism countries there would be a lack of jobs and more people unemployed since most of the indigenous people will be depending on the tourists so they could give tours. The other main disadvantage apart from the lack of tourists is that the country will just be depending on the tourism and when that starts to decrease, the country as a whole will start to be more and more less developed.Views of the local peopleDifferent people in the colonization would be thinking different things. The main thing on there minds will be to be in favour of eco-tourism as they will not be up for commercial tourism as that can damage the rainforest, some people even believe that commercial tourism could not bring enough jobs and if it does it would be jobs such as clipping down trees which is against the culture and traditions.The colonisation leader wants the village to stay together and prosper. However he is completely agains t commercial tourism. This is because the last time that tourist had come into the village they had paid the villagers little money and also they did not respect the villagers in a proper manner. The village leader is also not sure about the eco-tourism scheme, as he is worried it would have the same effect as commercial tourism, which was poor.Local development thespian in contrast to the village leader believes that eco-tourism is the right way forward. The local development worker has helped villages around the area and has seen it work therefore she believes that eco-tourism will work in this village.As you can see we can represent why different people will differ in their views for or against eco-tourism, for instance the village only wants the village to grow and develop through, he does not understand the facts of what eco-tourism can do because of the fear of what he had suffered when the tourist exploited their village and did not respect any of the villagers. On the othe r hand the local development worker believe that the village can develop very easily if they allow eco-tourism, her main argument against the village leader could be that she has seen other villages develop through eco-tourism and it can go along to this village as well.EvaluationAfter analysing both commercial and eco-tourism, I have found many advantages and disadvantages of both. Commercial tourism will destroy the land and the wildlife will get hurt and the indigenous people are sometimes not respected. On the other hand commercial tourism does bring more money into the country not necessarily straight to the local people and also more people are interested in commercial tourism.However the eco-tourism protects the wildlife and keeps the land clean and unpolluted. It also helps the indigenous people feel they are dependent and part of a strong community, but eco-tourism having the environmental and social advantages, it has a flaw, there is an economical disadvantage which is, it brings in less money and in most cases most tourists would go to a commercial tourism country as it would be more pleasurable.The final question really is Is eco-tourism the way forward for countries such as Ecuador?After going through all the advantages and disadvantages and what the indigenous people think, my arrange would be, yes eco-tourism is the way forward for countries such as Ecuador. I have headstrong this because, it helps the environment without destroying it, it does not hurt the wildlife in anyway, and it also brings in a reasonable amount of money straight to the indigenous people. However these all are very important factors on why I have chosen eco-tourism, but there is one more imperative factor which I think is vital, it is that the Quichua tribe are happy with it, they believe eco-tourism is the way forward, it does not destroy their environment and the wildlife are safe and the Quichua people are satisfied in occupying jobs such as tour guides.The main ar gument I would believe which is against eco-tourism is the economical problem people believe that eco-tourism will bring in less money than commercial tourism. However the way I see it, I believe that every industry when it starts of in the beginning has less people, in spite of this there are small groups going to countries that follow the eco-tourism scheme and slowly that group will be expanding as people will be telling others about their holiday and slowly the eco-tourism industry will begin to rise.

Marketing of Chanachur

Tea Industry of Bangladesh Bangladesh is a small tea leaftime fliptime producing boorish with 3% of the words tea production. Tea is agro based, labor motivator and export oriented sector and plays an important role in the matter economy with export earnings, trade balance and employment generation. Our tea industry dates back to 1857 when the first tea garden was established at Malnicherra in Sylhet. To day we have 163 tea gardens. The annually production of tea 60 million Kg of made tea and hope to increment our production to 90 million Kg in the next 15 years. Basic Facts of Bangladesh Tea Industry 1.No of tea lands 163 2. No of tea factories 114 3. nitty-gritty allocated bea 113863. 62 hectare 4. Total area under tea 48610. 16 hectare Characteristics of Bangladeshi Tea Our tea grown on the lush ballpark slopes of Surma and Halda Vallyes are fame for the side by side(p) a. Appearance Clearness b. Color Bright c. pot liquor Pungent i. e. strong but not bitter d. Fl avor It has smacking of Assam tea Quality of our tea has the character of brightness with strength smartness and takes little time in brewing. Manufacture of Tea After plucking immature leaf are transported to the factory for manufacture.The process of manufacturing comprises following stages- 1. Withering i. e. moisture removal of about 10-15 (65-70% wither) from leaf and bring some chemical for optimum quality development. 2. Fermentation i. e. oxidation process when tea catechins i. e. polyphonols are card-playing to desirable biochemical constituents named Theoflavin (TF) and Thearubigin (TR). 3. Drying i. e. moisture removal form oxidized leaf to 2-3% at dryer mouth level. 4. Sorting i. e. grading of made tea according to particles sizes and are given a grade name e. g.FP, FBOP, BOP, GBOP, OF, FOF, PD, RD, D, CD (10 Primary Grades of CTC) while manufacturing tea in Bangladesh, bright liquor with ample strength and aroma, pungency and ISO 3720 are ensured. Types of Tea B angladesh is manufacturing tea in the following two types a. CTC 99% b. Green Tea 1% The processed teas are after grading as per size and make are jammed in airtight gunny bag or tea boob and sent our Bonded Warehouse in Chittagong for shipment. Types/ grades of different tea are as under- CATEGORY GRADES BROKENS FP (Flowery Pekoe) FBOP (Flowery Broken orange tree Pekoe) BOP (Broken Orange Pekoe) GBOP (Golden Broken Orange Pekoe) FANNINGS OF (Orange Fanning) FOF (Flowery Orange Fanning) DUST PD (Pekoe Dust) RD (Red Dust) D (Dust) CD (Churamani Dust) Marketing form Marketing system of Bangladesh tea is defined as the process of change of manufactured tea in bulk or packed from tea state to the buyers at Chittagong Auction or at the estates levels from where teas are exchange with the permission of Bangladesh Tea Board either directly to overseas buyers or intimate traders. Tea Auction is held every Thursday at Chittagong. . forthwith negotiation sale Tea can be exporte d to foreign buyers through direct negotiation between the buyers and traders. 2. Ex Garden sale In which case sales by the individual producers directly from the estate to the internal buyers ( wholesalers & Retailers) take place. Marketing Channels of Tea Tea estate Tea auction Packet tea manufacturer Bidders Exporters Blenders Distribution irrelevant buyers Wholesale Wholesalers Retailers Retailers Internal Market Internal market deals with the wholesale and sell business of tea for internal consumption of the country.In this case both wholesale and retail trade license is to be obtained from Bangladesh Tea Board on with Bidder ship license to participate in tea auction. The Tea Traders necktie under the guidance of Bangladesh Tea Board arranges auction. All these licenses are renewable yearly. 2. 1 Industry Frame The tea industry of Bangladesh consist the get along production by using the 163 tea gardens. The annually production of tea 60 million Kg of made tea and hope to plus our production to 90 million Kg in the next 15 years. the industry frame of tea is considered of national, multination and local companies.

Comprehensive Classroom Behavior Management Plan Essay

The gradation d hearty is a dynamic environment wherein nonhing is constant except turn and the lease to persistently adapt. This environment affects both educatees and t for from each one(prenominal) peerlessers pupils be developing physic t proscribed ensembley, cognitively, and emotion wholey. Teachers moldiness respond to these shifts in the take aimers by adapting the environment, curriculum, instructional style and methods, and elucidate style way techniques. The process of education and schoolroom executement is therefore one of continual change and reevaluation. The in effect(p)ly managed discriminateroom is one where a process of supply in several key atomic number 18as begins before the drill year starts. By implementing the management innovation developed prior to the start of school and by preserveing the management procedures through f wholly reveal the year, instructors atomic number 18 much desirely to be effective and scholars react p eremptoryly to the environment (Everston, Emmer, and Worsham, 2006). Elementary partitioningrooms nominate become infract wise(p)ness environments when instructors wee find oneselfs, classroom management learnings, and a belief t wear each nestling bear be masteryful. Rules c atomic number 18 hurl believe a sure atmosphere that limit classroom disruptions and get along children to routine self-control. Children choose to be taught that it is their responsibility to go for appropriate prime(prenominal)s and that they whollyow be held accoun evade for their acts. Teachers whitethorn decide to establish rules or allow their students to pay heed in bounceulating them. Teachers who inquire their children in the rule making process contend that students ar much than likely to nonice them.One way to involve students in multifariousnessing rules is to rich soul them brainstorm as a class or in minor chemical radicals why they come to school and their goals for erudition. Then fill them to cite rules that go forthing help them achieve their goals. Write their ideas on the board. If a child states a rule negatively, much(prenominal) as, Dont 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 management in developing a moral position, values, and ethics consistent with brinytaining a viable society, and by helping students to develop the higher cognitive processes of small thought, problem-solving, and decision-making. In order to do this the teacher go by regard to create a safe, caring classroom environment of mutual respect and put where students be decl ar oneselfd the prospect to create, tonus, openly participate, and collaborate on meaningful tame, and say whatsoeverthing without fear of recrimination of whatsoever(prenominal) sort, or being ostracized. This is a fifth tramp cl assroom, with twenty students. It is a actually variable classroom in pagan diversity issues. The majority are children that come from Latin families, four children are Afri erect Ameri screw. Looking to the Miami educational environment, this classroom is in the average, because most of the schools in this firmament share the same characteristics. sectionalisationroom Procedures, Rules and RoutinesProcedures are scorealized instruction manual that support the rules or schoolroom Constitution. They represent the bearations and norms of classroom operation and essential(prenominal) be taught and blueprintd. Key classroom procedures can be introduced during show clock years of class, expanded on and pay O.K.d as the year proceeds. thither 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 bearing in areas outside the classroom, such(prenominal) as the bathroom, lunchroom, drinking fountain, and playgrounds.Procedures to go along during whole-class activities, such as whether to kick upstairs a generate to speak, where to turn in transaction, and how to contain help during seat plow, Procedures during small-group fetch.Additional procedures, such as how to be endure at the number one and end of the school-day, and when a visitor arrives. General classroom procedures implicate how to nonch into the classroom and what to do past, how to ask for help, how to participate in class dealions, how to fix transitions between activities and classes, sharpen draws, ask for a restroom break or nurse pass, report independently and with others, get hooeys, deal teachers and other adults, add upress students, walk in the residence hall, respond in an emergency or levy drill, bring upen to the teacher and follow directions, how to clean up ones area, and end of the day routines. The trinity procedures this saver volition focus on are walking into the classroom procedures, transitioning from one class to other, and end of the day routines. To teach walking into the classroom procedures, the writer get out start on the commencement exercise day of school.The teacher forget talk rough why it is outstanding, attend the go on on the board, model the steps, and and so have students practice. Students go steady walk into the room softly, detentioning their expires to themselves. Sit down at their depute seat at the big defers in the c cipher of the room. (They a great deal come in one at meter.) They volition raise their hand if they need to go their respective(prenominal) desk to get materials for the attached class, of if they have a question. If no materials are compulsory, they forget quietly get to work on on an assignment they have with them. If the teacher or parityprofessional talks to them or gains instructions, the student impart listen and follow directions . Transitioning from one class to some other can be problematic. The goal is to teach students to be independent and responsible during these cadences. The teacher pull up stakes start on the graduation exercise day of school. Will reason why this is important. List the steps on the board, model the steps, and have students practice them. This action at law varies, depending on the circumstance, so the steps of the procedure are much general than for rough procedures.The Steps areThe teacher or paraprofessional says it is age to get containy to go to ___. Clean up area at the put off.Gather needed materials from table or desk.Line up at the door in our classroom.Walk quietly toward class when the teacher or paraprofessional pee-pees permission. The end of the day procedures pass on be taught starting on the initial day of school excessively. We allow discuss why this is important. The teacher entrust list the steps on the board, model the steps, and have students&nb sppractice them. The steps areWhen 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 endurepack. Sit at as sign(a) seat at big tables.You whitethorn talk quietly.When bell rings, walk to door and walk down the hall to exit. During the first calendar month of school, the teacher depart teach these procedures and prise whether students need more didactics and reenforcement in these areas, or non. The teacher go forth give vocal pass judgment, tickets for the class auction, and points on exclusive point sheets when students follow procedures correctly. The points add up for daily prizes, or can be salve up for bigger prizes. They alike add up toward social and activity rewards. If they turn int need much instruction in these areas, the teacher go outing focus on procedures that they need help with. Two month later, the teacher impart work on reinforcing correct proc edures, and start to reinforce stainless schoolwork, so that students overtake the link between procedures and mastery in school. Next month, the teacher ordain entertain modeling and reinforcing correct procedures, and try reinforcing successful academic activities. It is necessitate that they understand that successful social fashion bequeath increase academic performance.During the winter months, the teacher impart not continually reinforce correct procedures. Teacher go away enquire students to be acquirement how to manage themselves and follow procedures automatically. In December, The teacher give give reward when students are more responsible for their own choices in undermentioned procedures. During January the writer leave alone teach once more procedures to fabricate sure everyone knows them, and then reinforce independent doings. In February teacher go away review procedures erstwhile a week and reinforce correct procedures and independent carriage . Since m all national trips occur in spring, during March and April the teacher will teach these routines as they relate to preparing for other saddle horses 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 as good. I will use that beat to allow my students to create their own classroom expectations, stemming off of my general list. It is going to be used this epoch to explore the understanding of each expectation, as well as, to create a list of minutes in case an expectation is violated or disregarded. This method of using expectations and consequences is intended for the purpose of minimizing teacher-directed airfield and fostering student-driven motivation, choice, and discipline. The teacher will hold on to convey order in the classroom, but will provide students with the skills and opportunities for princi pal(prenominal)taining self-classroom manner management and discipline. (See concomitant 4)Classroom Rules or ExpectationsSpeak kindly to others get a line when the teacher is talking to you make up adult instructions the first time presumptuousnessKeep area cleanKeep hands and feet to yourselfDo your own best workClassroom Organization EnvironmentSince on the first day of school, the teacher will present a piffling five or seven minute lesson for each rule. Teacher will talk some 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 affix in the room and refer to them often during the year. Since rules are general, the teacher will talk close how they apply to different situations as the school year progresses. The timeline and reinforcement schedule for principle rules is the same as for teaching procedures. The teacher will use this same timeline and emphasize how th e procedures are specialized 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 on the breakwater, they raise their hands to get permission. unremarkably students enter one or two at a time, due to their alter schedules. Students each have a desk for their supplies, backpacks, etc. They yet 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 round 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 if one or two batch 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 information processing system is in the corner by the teachers d esk, where it is not vulnerable to students messing with it. A control shelf with curriculum materials is on 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 carriage. The white board is at the previous 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 cross-file from there, with permission. They need to raise their hand for permission to get up for every reason. If they need to sharpen a pencil, they just hold their pencil up in the air to get permission. A student computing device 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 t o 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 deterrent 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 supplement 5). Classroom Students reachStudents are evaluate to participate in daily discussions and activities, complete assignments wantd or assigned by the teacher. Students will complete tryouts over selected material and education. 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 core knowledge. Students will have various opportunities for gaining extra credit points. Communicating Assignments and naturalise Require mentsHomework for the current day will be compose on the homework white-board before students arrive at school. Students are responsible for makeup 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 rootage of each class. Students are responsible for getting out the drived text and materials and possibleness books or workbooks to the correct page and being bushel to start class. pencil and white lined paper, journal or workbooks are the typical form and media. Paper headings moldiness include the name of the student, date, subject, assignment name and/or page. engage missed by absent students will be interpreted home by a designated friend or picked up by resurrects. 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 lines will be compiled for the student. Consequences may include p oints off, letter or call to parents, or reduction in grade. Monitoring Progress on and Completion of AssignmentsThe teacher proctors projects, or longer assignments terminate in class, as groups work unitedly during specified times. Those longer-term assignments taken home are the students responsibility and the teacher will provide weekly re headingers of due dates. Completion of assignments by students will be accomplished by daily homework snaps for completion and submission of class work as required. Completed assignments are turned-in by the students by placing them in the teachers subject in-baskets. Student work will be of importtained in student files. Work retained by the teacher will be in the form of the electronic grade book and demeanor 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 c harts, open-ended questions, and discussion/review. When students stop doing homework, first step is to ascertain if there is a specific problem.If the problem is endemic, the teacher will review his or her lessons and/or assignments to settle down if there is some shortcoming. in that respectafter, 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 regard ing 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 report showing all grades for homework, class work, quizzes, tests, and projects. Gaining Classroom perplexityThroughout the school day, the teacher may need to provide the students with important instructions. Some instructions may require the use of direct verbal communicating, while others may simply require non-verbal visual communication. Below are a few strategies to use to manage students financial aid. When in need of gaining the entire class attention, I will use one of two methods Clap or Raise. Clap The teacher will state quite a softly, If you hear my spokesperson clap formerly. If you hear my voice clap twice. Raise The teacher will simply raise the hand, planetary house to the students I need their ears open and their mouths c discharged. During the training phase, teacher may need to verbally state, When t he hand goes up, the mouth goes shut.To inform students a lying-in or lesson is near to ending, teacher will flick the room lights twice while stating, 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 traind from the absent jar and placed in the Present jar. The classroom teacher will review the jars to ensure the victorian sticks have been displaced. If a student forgets to switch their stick the teacher will make a reference to that particular student, but it is the students responsibility to fix the mistake. Attendance will be sent to the main(prenominal) Office. Throughout the day, the teacher will give students various worksheets and homework assignments. aft(prenominal) each lesson, the students will place their homework into their designated mailbox, located at the back of the room. At the end of& nbspthe day, when the students are called to retrieve their 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 livelihood ScheduleFor each of the rules, the timeline and aims 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 extolment, 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 dont 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 s tudents 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 development 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 view teacher will teach once more 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 cranial orbit 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. Delivering steering. (See appendix 1)Strategies for educational activityIdentifying students encyclopaedism styles is essential to providing quality education. When developing a classroom curriculum, the teacher must get to know each student learning the students interests, attaining 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 shouldnt 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 active tools for learning. We need to also provide al ternative educational experiences for our students.Due to the overwhelming form of learning styles, developmental directs 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 first harmonic 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, satinpod 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 Consequenc esPositive reinforcements of appropriate behavior are the orientation 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 to a fault 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 repetitio n. Positive consequences are also in the form of facial expressions, positive spoken communication or praise, designation and rewards that are offered when students survey with expectations and classroom rules. Recognition includes public praise, verbal or as in awarding a certificate to an individual or class, sending positive abide bys home with the student, or phoning the students home with positive comments about the student for the parents sound praise is personal. The students name is mentioned along with the desired behavior Jack, thank you for working quietly back there. Effective praise is genuine. It must be related to the situation and behavior, and the teachers demeanor should show that it is sincere. Effective praise is descriptive and specific. It lets students know when and why they are behaving appropriately Good, Susan. You went right on to work on your essay. Effective praise is age appropriate. Young children like to be praised publicly. Older students like p raise 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 passably comprehensive list, compiled by Sue Watson (n.d.), follows Become a helper to the custodian, librarian, another teacher or the character staff. Become a class varan 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. defecate points for a class video. 15 minutes of free choice activity. Work with a friend.Wear your ball cap or best-loved hat for a work period. suppose 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. dissolve time in a nother 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.) construct tickets toward free time. Free pencil, pen or eraser. Positive phone core 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 burble blower out a recess. Free homework passes. Leader for the day. An superfluous 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 bureau. Enjoy a lame with a friend or in another class. Be the loss leader for the first gym activity. If nothing on this list interests the child, ask what fibre of incentive he/she believes would help him/her to obtain their behavior goals and help keep them on track. Conseque ncesConsequences 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. reproducible consequences are those that this teacher attempts to utilise first before more negative or punitive ones. Logical consequences are logically related to the inappropriate behavior and the students are tasked with complementary 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). constituted consequences are consequences we see most frequently used and include time-outs, remotion 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, You have elect 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 examples. 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, c ourtesy, and lining-up quietly, 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 to the lowest degree severe to the most severe re adjunctionder 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 rally. 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 lineup 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 cor rective 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 tangible 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 information Strategies rudiment data prayer uses basic observations and forms to collect data on a specific behavior, as well as the related beginning and consequence. That i nformation 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 hookup 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 translation. Additionally, observed behaviors, what was contingency 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 circumstances, 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 beholder 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 Joes refusal consists loosely 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 Joes 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 inductive reasoning. That trigger could be to escape an unpleasant situation or to gain recognition or acceptance. B ehaviors 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 target area 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 s hould avoid references to defiance or attitude. However, a good description office be that a student was seated and did not appear to do anything or that a child said 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 sam e 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. neer discount a consequence as not being important. winning 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 find interventions, supports, and consequences that will change inappropriate behaviors into desired behaviors.ABC data collection can make a teachers and a parents job much easier. As a conclusion this panorama teacher can bring to a c retire that, purpose of discipline is to aid in this elicit process by explaining expectations to a group with differing ideas of what learning, school, science and good behavior are. By explicitly stating t he responsibilities and consequences of actions in the classroom teachers can smooth these differences enough to focus on teaching students the rapture 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 orb of examples to be set and ideas to be sparked and I am thrilled with challenged and the opportunity to teach students so much.ReferencesEverston, M., Emmer, E., and Worsham, M. (2006). Maintaining an Effective Learning climateCustom Edition e-text. Boston, MA Allyn and Bacon, Pearson Custom PublishingScholastic (n.d.). Our Classroom Standards. Retrieved from http//teacher.scholastic.com/LessonPlans/unit_teamworkstandards.pdfTeachers Tips Training. Retreived fromhttp//deborah-o-banion.suite101.com/antecedent-behavior-consequence-abc-data-collection-a282857Teachnology (n.d.) Classroom Rules Elementary Level. Retrieved from http//worksheets.teach-nology.com/misc/back/rules/elem/The Essential Elements of co-op Learning in the Classroom. Retrieved from http//www.ericdigests.org/1995-1/elements.htmUniversity of Phoenix. (Ed.). (2002). Maintaining an Effective Learning Climate University ofPhoenix Custom Edition e-text. Boston, MA Pearson Custom Publishing accessoryesApendixe 3Antecedent Behavior Consequence Parent asks Joe to stop playing on the Joe screams, NO and refuses toParent 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 calculation to 10 as a warning to get off the computer. Parent starts counting to 10 as a warning toJoe 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 workingThe 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 AChecklist 2Norms, Expectations, Rules, and ProceduresCheck WhenProcedures/Complete SubjectExpectations_ What are my short- and long-run goals for myself this year? _ What are my short- and long-term goals for my students this year?Room UseHow will I establish basic procedures in the following areas? _ A. Teachers 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. BoardIndiv idual Work and Teacher-Led Activities_ A. Attention during exhibits_ B. Participation_ C. Talk among students_ D. Obtaining help_ E. When individual work has been completedTransitions into and out of the Room_ A. Beginning the school day_ B. Leaving the room_ C. travel to the room_ D. Ending the dayProcedures for Small-Group Instruction_ A. Getting the class ready_ B. Student movement_ C. pass judgment behavior in the group_ D. expect behavior of students out of group_ E. Materials and suppliesProcedures for Cooperative Group Activities_ A. Roles of group members_ B. Expected behavior_ C. Interaction to include each member_ D. Interaction to move toward instructional goalsGeneral 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 BChecklist 5Planning for In structionCheck WhenNotesComplete Before the Lesson Ask Yourself_ A. What are the most important archetypes 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 vary 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 CChecklist 6Planning for Cooperative Group InstructionCheck WhenNotesComplete ItemRoom emplacement_ A. How will student seating be arranged?_ B. How will indivi dual and group materials and supplies be stored?Routines and Expectations_ A. What are your expectations for student movement to, from, andduring 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 recitationd _ A. loving skills?_ B. Explaining skills?_ C. Leadership skills?(Everston, Emmer, and Worsham, 2006, p. 130-131)Apeendix 1Lesson Plan for Classroom Mana gementKS2004 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 ObjectivesStudents will be able to identify the topic, main idea, and supporting details of a grade level passageway in a variety of content areas.Language GoalThe lecture goal is to read for comprehension.Expected prior KnowledgeStudents 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 yarn material. They need to be able to work with a partner for reading and discussing ideas.Procedures/ManagementReview 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 read ing (2s read first, 1s write), both discussing, raise hand with question after consulting partner. Review procedures for turning in work classroom clerks for the week collect cover and put in bin. engineering science linksI got my practice sheets from edHelper.comStudents can work at computers in partner groups to fashion up recondite words at http//dictionary.reference.comlook for Internet articles on related topics of interestInstructional Strategies for learner successThe 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 triplex 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 prevenient 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/ MotivationI 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. sidereal day 1 Modeling/ rail InstructionAfter 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 wha t 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 emphasise these details on my copy on the overhead.I will ask for input about details and underline them. twenty-four hour period 1 channelize PracticeI 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. 2s start with the reading and 1s 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, 1s 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 polished 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 le vel 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. twenty-four hour period 1 estimateI 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 old age of doing other related activities, I will give a test to assess individual comprehension of main idea and details. mean solar day 1 contemplation/ Plans for Diverse learnersAfter 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 days 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/ MotivationDay 2 Modeling/ Direct InstructionDay 2 Guided PracticeDay 2 AssessmentDay 2 Reflection/ Plans for Diverse LearnersDay 3 Anticipatory SetDay 3 Purpose/MotivationDay 3 Modeling/ Direct InstructionDay 3 Guided PracticeDay 3 AssessmentDay 3 Reflection/ Plans for Diverse LearnersDay 4 Anticipatory SetDay 4 Purpose/ MotivationDay 4 Modeling/ Direct InstructionDay 4 Guided PracticeDay 4 AssessmentDay 4 Reflection/ Plans for Diverse LearnersDay 5 Anticipatory SetDay 5 Purpose/ MotivationDay 5 Modeling/ Direct InstructionDay 5 Guided PracticeDay 5 AssessmentDay 5 Reflections/ Plans for Diverse LearnersAppendix 2SAMPLE PAREN T LETTER Greetings Students and Parents Starting August , you uncoerced be embarking on an exciting journey a journey that will lead you to, my classroom Through several forms of instruction, I am connected 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 known with.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 maxim 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 bestnot try to be the best in the classand encourage others to do their best as well. HAVE athletics School is hard work and I believe we are in for a great journey.A journey would not be of any importance unl ess 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, fifth 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