Jackie Roosevelt Robinson

Jackie Roosevelt Robinson was born on January 31, 1919, in a small town of Cairo, Georgia, to a family of sharecroppers. Jackies mother, Mallie Robinson, single handedly raised him and his four siblings. They later moved to Pasadena, California, where they encountered much racial discrimination. They were the only black family living on the block at that time so Jackie did not have a very pleasant childhood. He had no friends and never went out into the neighborhood. He grew up excelling in many different sports though, such as: football, basketball, baseball, and track. He went to high school at John Muir Technical High and played all four sports there. He then went on to college at University of California at Los Angeles or better known as UCLA. At UCLA he was the first athlete to be on four varsity teams. In 1941 he made the All-American football team. After college, he became a professional football player for the Los Angeles Bulldogs. He then enlisted in the ! U.S. Army due to financial pressure on his family. He eventually became a second lieutenant. Not long after that, Jackie was court-marshaled for speaking out on racial discrimination. He then was given an honorable discharge. In 1945, Jackie played in the Negro Leagues of baseball. He traveled all over America with the Kansas City Monarchs. He and his friends, Satchel Paige and Josh Gibson, heard about a man who was trying to integrate baseball. Jackie never thought that the man, Branch Rickey, would choose him. Jackie started his professional baseball career with the Dodgers. By the end of his first season with the dodgers he had married his love, Rachel Isum, had gotten 12 homeruns, 29 steals, and a .297 batting average, which means that every ONE-THOUSAND times he batted he got a hit 297 times. He also got the Rookie of the Year Award, given to the rookie with the best statistics. In 1949, he was selected as the National League Most Val...

3 Common Types of Phrasal-Adjective Hyphenation Errors

3 Common Types of Phrasal-Adjective Hyphenation Errors 3 Common Types of Phrasal-Adjective Hyphenation Errors 3 Common Types of Phrasal-Adjective Hyphenation Errors By Mark Nichol One of the most ubiquitous categories of error in written composition is failure to provide a visual clue to readers that two or more words preceding a noun are temporarily functioning as a single unit of information. After each of the sentences below, a discussion explains one of several types of such mistakes, and revisions demonstrate correct usage. 1. This new work will represent one of the highest profile projects. The basic phrasal adjective consist of two words combined to modify a noun, and the basic error in the use of phrasal adjectives is to omit a hyphen, which is often (but not always) necessary: â€Å"This new work will represent one of the highest-profile projects.† (Exceptions include terms listed in the dictionary as open permanent compounds, such as â€Å"income tax.†) 2. The agency recommends removal of the four-business day limit. Another type of hyphenation error with phrasal adjectives is hyphenating only the first and second words in a three-word string that modifies a noun. Here, the sentence is revised to reflect that the reference is to a limit of four business days, not a day limit of four businesses: â€Å"The agency recommends removal of the four-business-day limit.† 3. This guide includes a special supplement on the first of its kind regulation requiring certification and screening programs. Errors also occur when a writer fails to acknowledge that an entire phrase- which, like other phrasal adjectives, needs no hyphenation in isolation (For example, in â€Å"This regulation is the first of its kind†)- requires the connective symbols in before-the-noun mode: â€Å"This guide includes a special supplement on the first-of-its-kind regulation requiring certification and screening programs.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsDriver License vs. Driver’s LicenseOne "L" or Two?

Business Development Case Study Example | Topics and Well Written Essays - 1500 words

Business Development - Case Study Example All the departmental manager in the branch will report directly to him and he will be assisted by a secretary. Followings are description of two jobs from each department respectively. Finance Manager He/She takes care of all financial issues. His department will collect money from the cashiers and put them into bank. Besides, they will have to document all the financial transaction including prepare the costing, balance sheet and estimate the profit and lost of the business. Costing Executive He/She will do the calculation of the costing of the operation of the whole business. Her work coordinates all aspect related to cost example the electricity and water usage, man power usage, compensation to customer, cost of goods and etc. Human Resource Manager He/She is in-charged of the human energy. The main role is to do workforce planning, recruit and select suitable employee and to provide training and motivate them. Payroll Assistant He/She calculates the salary of all employees, checking attendance and performance of the people in the organization. The work is very confidential in the company. Logistic and Warehouse Manager He/She will be responsible of the goods lodging and receiving, taking care of the warehouse and inventory in the branch. General Wokers He/She will help to load or unload goods, help to arrange them in warehouse and deliver it to departments that need the goods. Sales and Marketing Manager He/She is managing the sales in the branch. He needs to achieve the sales target preset by the group marketing manager, help to organize events and promotions to increase sales. Cashiers He/She collects money from customer for purchasing goods. Comparison of Debenhams Plc's organizational chart and a grocery shop In comparison to Debenhams...Besides that there are a lot of management and financial skills involved. A good businessman should continuously seek improvement in his work as in Debenhams Plc. The organizational chart for Debenhams Plc was shown in figure 1. In each branch, the management is lead by a branch manager. He overlooks the operation of the whole branch. All the departmental manager in the branch will report directly to him and he will be assisted by a secretary. Followings are description of two jobs from each department respectively. He/She takes care of all financial issues. His department will collect money from the cashiers and put them into bank. Besides, they will have to document all the financial transaction including prepare the costing, balance sheet and estimate the profit and lost of the business. He/She will do the calculation of the costing of the operation of the whole business. Her work coordinates all aspect related to cost example the electricity and water usage, man power usage, compensation to customer, cost of goods and etc. In comparison to Debenhams Plc, a grocery has a very simple organizational chart. The leader in the chart is the owner himself. He will be assisted by one or two general workers. The owner will be the HR, finance, sales, marketing and cashier himself. His workers will help him to load and unload goods.

Contract law exam Essay Example | Topics and Well Written Essays - 750 words

Contract law exam - Essay Example Mistake is another vitiating factor and it has be operative in order to render a contract void or voidable At common law it will render the contract void ab initio and nullify any property passed or obligations created.Mistake at equity may make the contract voidable for mistake which means that the contract has an option of being avoided and will be The law relating to mistake is not statutory and can be inferred from a number of case law.It has often been stated that the categorization of the types of mistake etc is confusing and should be reformed.The effect of mistake is that if the contract is void at law then the there is no remedy of specific performance available either.(Nutt v Read (1999) The Times, December 3.) Consideration is an integral part of a contract essentially what really makes an agreement a fully enforceable contract.It has been defined in many case law authorities such as the statement of Lush J. in Currie v Misa (1875) LR 10 Exch 153: " some right, interest, profit or benefit accruing to one party, or some forebearance, detriment, loss or responsibility given, suffered or undertaken by the other."Another has been given by Frederick Pollock, approved by Lord Dunedin in Dunlop v Selfridge Ltd [1915] AC 847, is as follows:"An act or forebearance of one party, or the promise thereof, is the price for which the promise of the other is bought, and the promise thus given for value is enforceable." Consideration is called "executory" where there is an exchange of promises to perform acts in the future and if one party makes a promise in exchange for an act by the other party, when that act is completed, it is executed consideration.The court will however not inquire into the quantity or value of consideration here (Chappell & Co Ltd v Nestle Co Ltd [1959] 2 All ER 701.).Secondly the law as it stands requires that the consideration must move from the promisee or that it was provided for him.Finally it does not have to move to the promisor.(Price v Easton (1833) 4 B & Ad 433). . Books consulted Gibson, A & Fraser, D 2007, Business Law, 3rd edition, Pearson Education, Australia D.G.Cracknell(2001)Obligations; Contract Law ,Old Bailey

“On Being Sane in Insane Places” Essay Example for Free

â€Å"On Being Sane in Insane Places† Essay It was very interesting to read about Rosenhans study and how psychiatrists, who go through big coursework and training, could wrongly classify a patient. It surprised me how some psychiatrists couldn’t say they don’t know what’s wrong with patients instead they could possibly diagnose someone as insane. Though reading this chapter I found the strange things from Rosenhan’s study that was hard to believe. Slater states, â€Å"The strange thing was, the other patients seemed to know Rosenhan was normal, even while the doctors did not. † (69). I believe patients can know that better than doctors because they are in that situation already and some doctors don’t analyze their patients carefully to know what’s actually happening with them. For example, if someone studies about one culture doesn’t mean that person knows way better that person who actually lives with that culture. Both chapters I found interesting because it relates to my life very well. I found out Elliot Aronson, Darley and Latane all kind of try to show that people needs to find reason for their actions. I believe each person as a human have to help everyone no matter what. Darley and Latane’s mention is about how to help someone in an emergency that relates with Catherine Genovse murder. Slater says, â€Å"You must interpret the event as one in which help is needed† (95). We read about Catherine’s murder and saw that after she had asked for help, someone yelled, leave that girl alone, instead of helping, and the only thing that happened was that the killer ran away (95). I agree with Darley and Latane’s that we need to know which help is needed and what help is not. The person may have helped with getting the killer away, but Catherine needed the help the most, so she wouldn’t die. I been in so many situations that someone needed my help and I helped as much as I could, but knowing what helped was needed help me a lot. Leon Festinger talked about how people really pay attention to what is going on in their life and around them. I think some people just pay attention to what they want. Its true most of the people like to listen to people who agree with them and ignore who doesn’t. The chapter also discussed how people can believe in something they can’t prove such as God working through  a person. I think even for believing a god it has many prove to make a person to believe it. I believe for believing on something need to have something as prove. This section is a really great one however I didnt prefer how the experiments were described. I additionally didnt prefer the experiments and there result. Harlow was a fascinating man and I preferred how the author discusses the experimenter and how they grew up on the grounds that it permits me to understand their conclusions about their examinations and why they are imperative to them. I thought it was interesting that the monkeys adored the cover yet when they were displayed a face they might be scared and yell or cry about it. What I establish fascinating was that when they were babies they existed like a typical life however when they got older they went insane. A percentage of the monkeys were introducing a mental imbalance, gnawing them, and one of the monkeys bit off his hands. This discovering was entertaining since Harlow was supporting the surrogate moms and this wound up going terrible for him. I wish the author might stick more to the investigations and less to her editorializing. I cant agree with what Zola-Morgan does say â€Å"our human lives are intrinsically more valuable; monkey studies yield information that helps those lives† (153). Of course humans are more valuable than the monkeys, but still monkeys are animals and I think it’s so cruel to hurts them only because to do the experiment. If that kind of research saved the life of loved then I will be okay with that. I still feel awful with doing that type of experiment on poor animals that didn’t do nothing wrong.   This is another important finding because it just shows that psychiatrists may not have any idea about what they are doing, but no one questions them because of their authority. Of course after whom goes through big coursework and training, don’t expect someone to tell them they are wrong but from Rosenhan’s study they may be wrong too.

An Inspector Calls by J.B. Priestley Essay -- Papers

An Inspector Calls by J.B. Priestley In Priestley's play An Inspector Calls, the two main characters, Arthur Birling and the Inspector, both show certain features of real people but, in particular the Inspector seems to be representative of political and social issues that were relevant in 1912. What seems like a simple detective thriller, with an inspector asking questions and the other characters answering them in order to find the person responsible for the suicide of Eva Smith (alias Daisy Renton), gradually develops into a complex investigation of political stances, of capitalism and socialism. To answer this question fully, we have to consider many different aspects of Mr Birling and the Inspector's characters. We need to look at the views they express, but we also need to look at their interaction with other characters before we can fully decide whether they have a rounded personality and can thus be considered to be real people or whether they merely represent social and political concepts. We also need to consider the time the play was set in, the events, the setting and the ritual associated with it. In An Inspector Calls many different issues are brought up about social attitudes and political views, but the most important has to be responsibility. In this particular context, Birling and the Inspector clearly have to be seen as representatives of two opposing definitions of responsibility. While Birling sees it as "a man has to make his own way, has to look after himself and his family", thus excluding responsibility for anybody else, the Inspector represents the idea of social responsibility in a society where t... ...a Smith to commit suicide. The Inspector never forgives nor punishes but just tries to warn the Birlings of their doings so that they can say the right things to the real Inspector, and to know what they have all done. I believe that Priestley has meant to not go into detail on the Inspectors feelings and beliefs, as this almost adds a sought of mystery around the Inspectors character, it mainly gets you thinking towards the end, is the Inspector real or are the Birlings just hallucinating, or could the Inspector be a ghost or a Goole which his last name could represent (Inspector Goole). But the question was can the Inspector represent a real person, to a certain extent yes, but not as fully as Mr Birlings character can, so in my opinion he is not a very good representative of real people in the era of the play.

Linguistics and Child Essay

Language is a human tendency to communicate with others and this could underlie the emergence of language. Montessori said, â€Å"To talk is in the nature of man. † Humans needed language in order to communicate, and soon, the powers that come with language were revealed. The evolution of the human language began when communication was done through pictograms or pictures and drawings. It then developed into ideograms when pictures began to turn into symbols. Later, these symbols became words, words involved letters, vowels emerged, one symbol came to represent one sound, an alphabet was created, and then came the alphabet we now use today. And just as language evolved hundreds of thousands of years ago, it also changes with each generation. The importance of language is essential to every aspect and interaction in our everyday lives. We use language to inform the people around us of what we feel, what we desire, and question / understand world around us. We communicate effectively with our words, gestures and tone of voice in a multitude of situation. Communication drives our lives. The Language Development of the Child To help the child in his development in language, the Montessori classroom is designed to help the child reach the 3rd period of consciousness. Because the learning of language is not done through subjects as in a normal classroom, the child is learning at his own rhythm. This allows the child to concentrate on the learning of each important step in language so that each progressive step is done easily and without any thought on the part of the child. The special material also plays an important role in aiding the child develop the powers of communication and expression, of organization and classification, and the development of thought. But the most important tool in the child’s learning of language lies within the directress. She must support the child in his learning; give him order to classify what he has learned, to help the child build self-confidence, and to provide the child with meaningful activities. The directress is the child’s best source in language development As the child leaves the Montessori classroom after the age of six, he will have become an articulate person, being able to communication his feelings in well-formed sentences and in writing. He will be able to write these thoughts and feelings in a skillful handwriting. He will have the ability to write in different styles and about a variety of subjects. The child will have total reading and a sense of the home language at a level where he will be the master of his words. How do children acquire language? Number of Children acquires language quickly, easily, and without effort or formal teaching. It happens automatically, whether their parents try to teach them or not. Although parents or other caretakers don’t teach their children to speak, they do perform an important role by talking to their children. Children who are never spoken to will not acquire language. And the language must be used for interaction with the child; for example, a child who regularly hears language on the TV or radio but nowhere else will not learn to talk. Children acquire language in stages, and different children reach the various stages at different times. The order, in which these stages are reached, however, is virtually always the same. An excellent guide to this moment in life is linguist Dr. Charles Yang’s book The Infinite Gift: How Children Learn and Unlearn the Languages of the World. Dr. Yang, who teaches at the University of Pennsylvania, ably reveals the complexities of the process while also showing us why these complexities are mastered so naturally—and so beautifully—by children all over the world, regardless of the language they’re learning. Following his guided tour of language learning, we can even begin to appreciate the astonishing truth that, as he says, â€Å"Children are infinitely better at learning languages than we are. † -Dr. Charles Yang Montessori Prepared Environment | | | | | The â€Å"prepared environment† is Maria Montessori’s concept that the environment can be designed to facilitate maximum independent learning and exploration by the child. In the prepared environment, there is a variety of activity as well as a great deal of movement. In a preschool classroom, for example, a three-year-old may be washing clothes by hand while a four-year-old nearby is composing words and phrases with letters known as the movable alphabet, and a five-year-old is performing multiplication using a specially designed set of beads. In an elementary classroom, a small group of six- to nine-year-old children may be using a timeline to learn about extinct animals while another child chooses to work alone, analyzing a poem using special grammar symbols. Sometimes an entire class may be involved in a group activity, such as storytelling, singing, or movement. In the calm, ordered space of the Montessori prepared environment, children work on activities of their own choice at their own pace. They experience a blend of freedom and self-discipline in a place especially designed to meet their developmental needs How Is Language Encouraged In Montessori Prepared Environment Language is a communication that human beings have cooperated with each other to solve common problems. This is through communication based on written and oral language in particular that each generation has passed on its accumulated wisdom to the next. â€Å"Language, we may say, grow with human thought. -Dr. Maria Montessori The learning of language is truly the child’s most amazing intellectual achievement, and is remarkably skilled rapidly in a very short period of time. â€Å"By merely living and without any conscious effort the individual absorbs from the environment even a complex cultural like language. † -Elizabeth G. Hainstock .The language explosive happenings and eruptions in his powers of expression the baby is aware that human voices from the mouth and they will cries differently for different needs and smiles when sees us, this things all will happen from birth till 3 months old . While at about 4-6 months old they will start to babbling sounds more speech-like with many different sounds, including p, b and m While they will chuckles and laughs vocalizes excitement and annoyance. At about 10 month old, Montessori believe that children may understood that there is purpose for the voices which coming out from mouth of a human. In conclusion we can say that as the child leaves the Montessori classroom after the age of six, they will have become a communicative person, being able to communication his feelings in well-formed sentences and in writing. He will be able to write these thoughts and feelings in a skillful handwriting. He will have the ability to write in different styles and about a variety of subjects. The child will have total reading and a sense of the home language at a level where he will be the master of his words. The Montessori Teacher and Her Role â€Å"The teacher, when she begins to work in our schools, must have a kind of faith that the child will reveal himself through work. She must free herself from all preconceived ideas concerning the levels at which the children may be. The many different types of children . . . must not worry her. . . . The teacher must believe that this child before her will show his true nature when he finds a piece of work that attracts him. So what must she look out for? -Dr. Maria Montessori The Montessori teacher is known as a directress because of her role within the setting. She will guide and direct the children through their studies, and observation is paramount to the approach. She plays more of an active role with the younger children, demonstrating the use of equipment and presenting opportunities for development. She intervenes less and less as the child’s independence grows as he develops. The relationship between a Montessori teacher and a child is very important. Her qualities should consist of a calm, warm, friendly manner and a pleasant appearance. Although we do not aim to be perfect, a lack of self-awareness in a teacher can put barriers between herself and a child, such as anger and pride. Of course we are human and do feel angry at times, but it is down to the teacher to deal with her emotions and put those feelings away safely. Children need to know what to expect from a teacher and feel secure if she is firm, but kind. The Montessori teacher waits patiently, watches the child, anticipating his needs, but neither fusses or interferes; she only does what is appropriate. She must give the child opportunity to lean through doing himself; through this he can construct independence. The teacher becomes a direct link between the child and his environment. She will show him how to use the materials and how to wait to have a turn. The Montessori teacher must care for the environment and uphold a safe, loving atmosphere. She must watch and direct the children down spontaneous learning paths and be responsive to a child’s changing needs, assisting him to acquire independence and self-discipline. The Absorbent Mind and the Sensitive Periods Montessori saw the absorbent mind in two phases. During the first phase, from birth to three years old, the young child unknowingly or unconsciously acquires his basic abilities. She called it the period of unconscious creation or the unconscious absorbent mind. The child’s work during this period is to become independent from the adult for his basic human functions. He learns to speak, to walk, to gain control of his hands and to master his bodily functions. Once these basic skills are incorporated into his schema, by about three years old, he moves into the next phase of the absorbent mind, which Montessori called the period of conscious work or the conscious absorbent mind. During this period, the child’s mathematical mind compels him to perfect in himself that which is now there. His fundamental task during this phase is freedom; freedom to move purposefully, freedom to choose and freedom to concentrate. the physical baby developed in utero, the mental or psychic baby must complete his embryonic growth outside the womb. Montessori said that a man, â€Å". . . is like an object turned out by hand. â€Å"6 Once he is born, the baby’s specific interaction with his surroundings casts his mental life and uniquely shapes him. It is now that he absorbs his mother tongue and comes to love his place of birth. Thus, this spiritual embryo needs a concentrated relationship with his parents and milieu to form his individual self. Montessori observed that adults often fail to do what is essential at this time, † . . . because of the habit we have of thinking the child has no mental life. † -Dr. .Maria Montessori The sensitive period for movement is most intense during the first year of life. Montessori reminds us that, â€Å"(n) o other mammal has to learn to walk. â€Å"18 The baby, unable at birth to control any of his movements, doesn’t even know he has hands and feet. But by about twelve months many babies take their first steps. Walking develops without it being taught. An infant’s need to walk is so strong that he becomes upset if he is impeded. The final sensitive period is that for language. No one teaches the child to talk. His language, â€Å". . . develops naturally like a spontaneous creation. â€Å"Of all the auditory stimulation surrounding the baby, it is the human voice that he deeply hears and imitates. By six months, he’s uttering his first syllables, by one year his first intentional word. By one year, nine months he uses a few phrases, and by about two years old he â€Å"explodes† into language. 26 He talks and talks non-stop. By the time he is three years old he is speaking in sentences and paragraphs with proper syntax and grammar. He can fully express himself to get his needs met. During the period of the conscious absorbent mind he will expand his vocabulary immensely. He wants huge words and funny words and rhyming words and words in songs. Our Montessori environments, rich in vocabulary, meet his word hunger perfectly. . How do the language materials prepare the child and which language materials prepared for writing and reading? Montessori uses to develop these cultural skills are to build on the sounds of which speech is made. The earliest language activities prepare the child for writing and reading by first augmenting the toddler’s existing speaking skills. These preparatory language activities may Begin as soon as the child is talking with meaning in phrases and short sentences. The language activities enhance the child’s attention to and use of words in every speaking and train the child to hear the component sounds in all spoken words example I SPY GAME, at this point, the child is provided with the bridge between the spoken word and the written word: the component sounds in spoken words are individually associated with particular visual and tactile images, that is letters example SAND PAPER LATERS. After this early preparation, the activities that actually introduce writing and reading are conducted simultaneously. The key activities that introduces writing is the use of the MOVABLE ALPHABET, the child applies the lessons of the sand paper letters – that is, the association of specific sound with particular images – to make words. A word is sounded out as in the I SPY activity, and plastic letters, shaped exactly like the sand paper letters, are lined up on a mat represent the sounds. The presentation of the movable alphabets stresses that writing is used to record a thought, and that thought can be written instead of spoken. Introducing writing by means of pre- formed plastic letters allows the child to begin to express thoughts in written form the before fully developing the manipulative skills needed to write with pencil and paper. While the child becomes familiar with the act of written expression, the manipulative skills of handwriting are gradually developed through the tactile tracing of the sand paper letters and the creative use of the METAL INSETS, and other later activities facilities the transition from Movable Alphabet to blackboard writing and then to pencil and paper. It is important to note that at this early stage of learning to write, words that the child writes spelled phonetically, as best as the child can. The adult must refrain from making spelling corrections to the child’s composition in these activities. The child is allowed to misspell because correct spelling will come naturally with reading, and because the effort anxiety connect with learning to spell may be enough to cancel the simple pleasure of expression. In these early stages, it is plenty of time later for refining basic skills. The key activity that introduces reading is the presentation of the OBJECT BOXES. The ‘objects’ these refer to are placed out on a mat, and the child is invited to guess which of these objects you are thinking about. Then the child is given the object’s written name as a clue. This approach clearly stresses that the purpose of reading is to find out another person’s ideas. What makes this first instruction to reading easy for the child is that there are only a few things that you might be thinking of, and all of them are on mat. So when it’s time to sound out the word, the sounding need not be entirely accurate, since the child is all the while looking over things, and looking over things of their names. Staring to read is normally so difficult because the word which the child is struggling to pronounce could be virtually and word in the English language. So writing and reading are introduced as fun and a useful activity to children’s with the language materials, which can also help us understand and appreciate the world, and share ideas and experiences with other people.

Classroom †Toelf Essay Essay

In general, most people tend to view things differently, even whether if classrooms environment should be interactive or not. To some people, they may think that classrooms are places where teachers lecture and the students listen. However, in my opinion, I believe that classrooms should be interactive. The following cases and examples will help support my point of view. People have different backgrounds. Students, especially in international schools, have varying backgrounds, which may result in different views. A classroom is a place for learning experiences, therefore, it is crucial that varying opinions are brought to the table. Take the example of a business class. In discussing whether or not coffee stands should be locate within the campus or outside, the teacher may Do you think that students will always understand every single thing the teacher lecture about if they weren’t allow to ask questions? In complicated classes such as math or science there are many things that usually confuse the students. It is nigh impossible for the teacher to be able to make sure that everyone understands, let alone knowing whom doesn’t what. Courage. When your kids grow up, they do not work alone. Courage is an important aspect in working with others, whether it is to lead or just to follow. In the case of Pearson Hardman, an international law firm, they seek not only people with knowledge but also people who have individuality, people who could think for themselves and are not afraid to express their opinion. Where is a better place to develop those traits than in classrooms. Classrooms where students are allowed, and encouraged, to speak out their mind. In conclusion, it is hard to make all people view things in the same way, even in the case of whether or not classrooms should be interactive. Some people may agree that it should not be because discussions may lead to the teacher not being able to teaches everything he intended to. However, to me, I strongly agree that classrooms should be interactive. The examples and cases mentioned above have supported my point of view to the best.

A Token Economy That Supports Both Behavior and Math Skills

A Token Economy That Supports Both Behavior and Math Skills A Point System is a token economy that provides points for the behaviors or academic tasks that you want to reinforce either for a students IEP, or to manage or improve targeted behaviors. Points are assigned to those preferred (replacement) behaviors and rewarded on an ongoing basis to your students. Token Economies  support behavior and teach children to defer gratification. It is one of several techniques that can support good behavior. A point system to reward behavior creates an objective, performance-based system that can be straightforward to administer. A Point system is an effective way to administer a reinforcement program for students in self-contained programs, but can also be used to support behavior in an inclusion setting. You will want to have your point system operate on two levels: one that targets specific behaviors of a child with an IEP, and another that covers the behavioral expectations of the general classroom, as a tool for classroom management. Implementing a Point System Identify the behaviors that you want to increase or decrease. These can be Academic Behaviors (completing assignments, performance in reading or math) Social Behavior (Saying thank you to peers, waiting patiently for turns, etc.) or Classroom Survival Skills (Staying in your seat, raising a hand for permission to speak.Its best to limit the number of behaviors you want to recognize at first. Theres no reason you cant add a behavior each week for a month, though you may want to expand the cost of the rewards as the possibility to earn points expands.Determine the items, activities or privileges that can be earned by the points. Younger students may be more motivated for preferred items or small toys. Older students may be more interested in privileges, especially privileges that give that child visibility and therefore attention from his or her peers.Pay attention to what your students prefer to do in their free time. You can also use a reward menu, to discover your students preferen ces. At the same time, be prepared to add items as your students reinforcers may change. Decide on the number of points earned for each behavior, and the time frame for winning prizes or earning a trip to the prize box. You may also want to create a time frame for the behavior: a half hour of reading group free of interruption may be good for five or ten points.Determine the reinforcer costs. How many points for each reinforcer? You want to be sure to require more points for more desirable reinforcers. You may also want some small reinforcers that students could earn every day.Create a Classroom Bank or another method of recording accumulated points. You might be able to make a student the banker, though you want to build in some deterrence to fraud. Rotating the role is one way. If your students have weak academic skills (as opposed to Emotionally Impaired students) you or your classroom aide may administer the reinforcement program.Decide how points will be delivered. Points need to be delivered continuously and unobtrusively, immediately after the appropriate, target behavior. Delivery methods might include:Poker chips: White chips were two points, blue chips were five points, and red chips were ten points. I awarded two points for being caught being good, and five points were good for completing assignments, returning homework, etc. At the end of the period, they counted their points and rewarded them. After 50 or 100 points they could trade them in for a reward: either a privilege (use of my CD players during independent work for a week) or an item from my treasure chest.A record sheet on the students desk: Use a specific colored pen to avoid counterfeiting.A daily record on a clipboard: This would be most effective for young children who would either lose the chips or not be able to help with record keeping: the teacher can record their daily points on a class chart at the end of the day/period.Plastic money used to teach counting: This would be great for a group that is acquiring money counting skills. In this system, one cent would equal on e point. Explain the system to your students. Be sure to demonstrate the system, explaining it thoroughly. You may want to create a poster that explicitly names the desired behavior and the number of points for each behavior.Accompany points with social praise. Praising students will pair praise with the reinforcement and increase the likelihood that praise alone will increase targeted behaviors.Use flexibility when administering your point system. Youll want to reinforce every instance of the target behavior to start but may want to spread it out over multiple occurrences. Start with 2 points for each occurrence and increase it to 5 points for every 4 occurrences. Also pay attention to which items are preferred, as preferences may change over time. Over time you can add or change target behaviors, as you change the reinforcement schedule and reinforcers.

Microwaveable Food You Can Make in Your Dorm

Microwaveable Food You Can Make in Your Dorm Having a microwave in your residence hall or in your dorm room  is nearly as important as having a bed. You can cook ramen, reheat coffee...and what else, again? Dont let your usual routine prohibit you from cooking lots of tasty food in your dorm room microwave. Try these alternatives, for a bit of variety. 25 Things to Cook in Your Dorm Room Microwave Quesadillas. Easy, cheesy. Lay a tortilla down, sprinkle some cheese on it, microwave. Add salsa if youre feeling extra fancy.Taquitos and burritos. You can buy pre-cooked, ready-to-go taquitos and burritos in the frozen food section of the grocery store- and heat them up in usually less than a minute.Microwave dinners. They can be the diet kind, the healthy kind, or  the made-for-large-appetite kind. And they can be tasty.Baked potatoes. Grab a potato. Wash it. Poke it a few times with a fork. Wrap it in a paper towel. Microwave it for a few minutes. Youll know its done when you can easily poke the fork past the center. Top with a little shredded cheese right away, and itll melt just fine. You can also zap some frozen broccoli as a topping or some ham. Its not just for cold sandwiches.Popcorn. Perfect for a movie or a late-night study session.Pasta (and sauce). You dont need a stove to boil water. Get the water hot (as in boiling) in a microwave-safe bowl. Add pasta. Put back into the microwave until the pasta is as done as youd like. Add pasta sauce (which can also be microwaved, although the heat from the pasta usually works just fine), and youre done. Oatmeal. Perfect for breakfast or a post-workout snack. Add brown sugar, dried fruit, and/or nuts- all of which you can keep on a shelf in your room- for some extra punch.Soup. Possibly one of the easiest things to microwave. Make sure to read the label, though, and see if youre supposed to add water. Caution: The bowl will be really hot when its done.Frozen veggies. Feel like a healthy pick-me-up? Grab a bag of frozen veggies- whatever you like- and toss them in a bowl with a little bit of water. Microwave until theyre hot. Some veggie combinations come dressed in a light sauce or include chickpeas for protein.Nachos. Always perfect for late at night, and all you need is chips and cheese (plus any toppings you prefer, of course).Mac cheese. You can make a homey bowl of macaroni and cheese in less than five minutes. Just check to see if youll also need butter and milk before you start.Poached eggs. These sometimes require a special microwave egg poacher, but you can easily find them at the grocery store or a department store. Bacon. Grab a plate, put down several paper towels, lay down a few strips of bacon, and cook until done. Added bonus: the paper towels absorb most of the fattening grease.Scrambled eggs. Cracking  some eggs, putting them in a bowl, mixing with a fork, and cooking (sometimes mixing while cooking) is easier than you think. Throw in some of that bacon you also cooked, too, for some extra pizazz.Brownies/cake. Several companies make a delicious brownie/chocolate cake–like product that you can cook in a microwave inside of a little tray that comes in the box. Look for them by the cake mixes.Pudding. All you need to make pudding is some milk and hot water. Follow the instructions, place the bowl in your fridge, and a short time later youll have an instant classic.Hot chocolate/coffee. Easy to make, either from a mix or an individual bag (like a tea bag, but with coffee in it) and great for a late night study session.Rice. Several companies make rice that you can microwave in a bag . It can be tasty on its own (with butter, veggies, soy sauce, milk, and cinnamon, or even canned chicken) or as an addition to that leftover Chinese food  you have from the other night. Beans. A can of refried beans along with some cheese and tortillas can make a tasty, filling snack or meal. Additionally, baked beans can be a great side with...Hot dogs. You can even cook em frozen. Just wrap them up in a paper towel and cook until hot.Fresh veggies. Many grocery stores offer things like green beans that you can cook right in the bag. Just make sure the bag says its okay before you try it!Tuna melt. Make some tuna (tuna mayonnaise tuna), sprinkle some mozzarella cheese on it, zap for a few moments, and...voila! Tuna melt. You can easily transfer it to a piece of bread or use crackers to gobble it up, too.Hot fudge. Who said microwaveable things had to be meals? Grab some ice cream, heat up some hot fudge, and splurge to your hearts content.Frozen appetizers. You can buy these- ranging from little quiches to pigs in a blanket to spanakopita- in the frozen section of the grocery store. Microwave em up for a quick and tasty snack you can eat while reading or working at your computer. Mashed potatoes. If youre craving comfort food, grab some instant mashed potatoes. Theyre usually by the rice in the grocery store and can easily be made in a microwave. Add salt, pepper, and lots of butter for a nice big bowl o happy.

Nike shoes Research Paper Example | Topics and Well Written Essays - 250 words

Nike shoes - Research Paper Example Nike shoes have a great influence in the athletic world. This has been achieved through the Nike Company inclusion of the youths in the cities in their advertisements. The company should also consider the poor people in the society and produce brands which have the comfortability and shows a sense of prestige. This will have the company increase its sale across all people in the society hence increasing its (Odies 389). In addition to flexibility, quality and transportation issues should be addressed by the company to meet the demands of the community in time. This will enhance customer loyalty and discourage customers opting for other brands from other companies. This can be achieved through; establishing companies near their sales strong holds and where raw materials are available to cut the cost of production hence have a chance to produce Nike foot wears which will be appearing to the people and which will go for an affordable price(Odies 400). In conclusion, the company should mostly concentrate on a monopoly that will consider the rich and the poor to increase their sales. Also, ensure that the brands are available to its consumers in good time to meet the customers’

History Essay Example | Topics and Well Written Essays - 750 words - 21

History - Essay Example During the Middle Ages, Europeans had become keenly aware of the wealth existing outside of Europe, particularly in the Far East. Moreover, improvements in navigation and maritime technology during the 1400s meant that Europeans could access riches in other parts of the world with far more efficiency and effectiveness than ever before (McCannon 2008, 208). Spain and Portugal were the first European nations to venture across the Atlantic (Page and Sonneburg 2003, 481). Spanish reaction to the New World cultures across the Atlantic is characterized as mixed. Spanish ranchers, miners and farmers saw the Indians as a source of fre labor and set about attempting to and ultimately achieving these ambitions. Other Spaniards, particularly Spanish missionaries preferred to treat the New World Indian natives with a degree of compassion and to convert them to Christianity. Spanish bureaucrats were frequently at a crossroad, attempting to temper the call for compassion and conversion with the a desire to secure wealth by virtue of exploiting free labor (Benton 2002, 84). The Portuguese systematically took control of Asia building a commercial empire in the region. The Portuguese essentially established a monopoly over the Asian spices and other valuable products by seizing maritime control over Asian ports and acted as the sole trader between Asian nations and Europe (Love 2006, 27). Essentially, Spain and Portugal’s different treatment of their respective conquests were dictated by their respective discoveries. The Spanish encountered human capital rather than rich resources and therefore put their attention to reaping benefits in terms of free labor. The Portuguese encountered rich resources and focused their energies on taking control of those resources. In each case, the goal was to advance and improve economics and each conquering nation focused on how best to advance their economic positions by reference to the sources