Palestine Assignment Example | Topics and Well Written Essays - 250 words - 1

Palestine - Assignment Example The regimes belonging to Britain and France referred to as mandates, in this context. France garnered mandate over Syria just after carving out the Lebanon as a state with a Christian majority. Britain took mandate over areas towards West Bank, Israel, Gaza Strip, and Jordan. In the year 1921, Britain subdivided the region into two parts, from the East of Jordan River transformed into the Emirates of Transjordan, ruled by Faysal’s brother. The other part was from West to the Jordan River, which changed into the Palestine Mandate. Palestine at this time was a unified political unit, for their first time in contemporary history. Agreements should unite all citizens regardless of religion or culture. Nonetheless, the failure to implement article 14 and 15 promoted religious conflicts. It meant that the state never had a defined code for religious claims and rights. Therefore, it led many of the people to oppose the Britain and French oppression as violations of their democratic rights towards self-determination. The state of Palestine worsened as the British failed to fulfill an agreement in the support of the initialization of Jewish national code. Therefore, the divergent opinions by the Palestinian Arab towards the British Mandate thwarted much anticipation for self-rule. In accord, they opposed the Jewish immigration as they considered it a threat to their religious positions. Such feeling of animosity led to the rise of clashes between the Jews and the Arabs in Palestine. Therefore, the failure of Britain to owe up to its promises led to discrepancies that are even continuing in the civilized state in the world. Therefore, rather than preparing the country for self-rule the mandate agreement it sowed the seeds of Arab-Israeli

Science and Society Essay Example for Free

Science and Society Essay Science has come a long way since the existence of man. It made several breakthroughs that made life on earth more convenient and profitable. Science has advanced knowledge and applications in medicine, transportation, environment, space, technology and others. More so, it has provided solutions to many problems of mankind as well as offered opportunities that have enhanced the purpose of man on earth. But all of these would not be possible if humans have not utilized their capability to innovate and discover new things. In the modern society, majority of the people became highly dependent on science to help them navigate their lives. Without science, people would be at lost in the complexities of the world Moreover, it is a fact that science has influenced how humans live, interact and think. It has become an indicator of a countrys power and wealth. Because of this, global leaders strive to develop science in their own territory to gain worldwide status as a powerhouse nation. More so, having citizens who are well versed in science would be very advantageous for any country in achieving development and success. Also, in the saying â€Å"two heads are better than one,† suggests that the greater the number of people who are involved in the process, the more likely that the result would be notable and substantial. In this case, many minds can contribute to the amplification of scientific knowledge that can be of general significance. As a result, their outputs can deliver a contemporary understanding of the relationship between science and society and cultivate a superior quality of existence and a

Disruptive Behavior in Classroom

Disruptive Behavior in Classroom According to Utley (2002), the statistics of violence and discipline problems in public school showed that aggressive and violent behaviors are increasing among children and youth in schools and that school discipline is critical to the prevention of student behavior problems. Leaders of educational organizations are attempting to solve the problems through research and then implementing various solutions. Disruptive behaviors are occurring more frequently in educational facilities. Disruptive behaviors interrupt classroom instruction which in turn has a significant negative impact on all students. Students with behavioral problems may strain even the most competent classroom teacher. More children from troubled homes are bringing well-developed patterns of antisocial behavior to school. Their disruptive, aggressive, and defiant behavior (a) wastes teaching time, (b) disrupts the learning process of other students, and (c) threatens the safety of others (Walker, Ramsey, Gresham, 20 03). Knowing that students perform better in classrooms that are safe, secure, and orderly is one of the most important concepts teachers learn and strive to maintain Need to add references (Christensen, Marchant, Young, 2004; Horner, Sugai, Lewis-Palmer, Todd, 2001; Utley,Kozleski, Smith, Draper, 2002). However, general education classroom teacher surveys routinely identify discipline as one of the topics considered most important or in need of improvement (Witt, VanDerHeyden Gilberston, 2004). A study indicated that general education teachers reported on average, one in five of their students exhibited disruptive behaviors and one in twenty exhibited aggressive behaviors to the point intervention was necessary (Myers Holland, 2000). Those that are significantly at-risk for school failure are children who exhibit behavior problems at an early age. Disruptive behavior is a student-initiated act that ranges from tardiness to violence. It may consist of behavior that is disrespectful, offensive, or threatening and may present itself physically, verbally, or psychologically. It has a negative impact in any learning environment and interferes with the learning activities of the perpetrator and other students. It must be kept in mind that all disruptions, regardless of perceived seriousness, detract from academic learning time. Even small, annoying problems such as tardiness can create a serious problem for educators and fellow students and must be dealt with promptly (DeFrance, 1997). Numerous labels exist when describing types of behavior children exhibit such as violent, aggressive, oppositional, challenging and disruptive. According to Kaiser and Rasminsky (2003), psychologists often define aggression as behavior that is aimed at harming or injuring others. Each of these behaviors, impact the student, teacher and classroom envi ronment. There are numerous reasons for the negative behaviors that more and more students are exhibiting (Greene, 2001). According to Adelman and Taylor (2002), between 12-22 percent of all children in schools suffer from mental, emotional, or behavioral disorders. Many of these students do not respond to behavior strategies and expectations that work with the other students. Hardman (2003) stated that for most secondary school teachers, maintaining classroom discipline is a daily concern that can be rewarding and also a source of frustration. On a regular basis, teachers and staff members are affected by the extreme challenges that these students create. These extreme challenges include continuously talking out of turn, inattentiveness, fidgety, acts of defiance, noncompliance, and belligerence (Boynton Boynton, 2005). The Association of School Counselors reports that 18% of students have special needs and require extraordinary interventions and treatments that go beyond the typical resou rces available to the classroom (Dunn Baker, 2002). Although classroom teachers may not be in a position to directly service students with these types of needs, teachers must be well-equipped to meet the needs of all students. A number of factors can influence students classroom behaviors, and teachers have to be prepared with methods and models to manage the classroom successfully to ensure an environment conducive to learning. Educators continue to rely on traditional discipline practices that generally involve punishment, especially for the most challenging behaviors. The assumption is that punishment-based discipline implemented in response to rule violations will deter future occurrences and somehow teach and promote more pro-social skills (Sugai Homer, 2002). The zero tolerance approach to discipline has proven ineffective in reducing problem behavior (Skiba, 2002). Zero tolerance policies began being adopted in reaction to an increase in violence in schools as well as society. Schools are in charge of educating students; however, they are constantly suspending students for minor infractions (Cox, 2009). It was reported in 2008 in USA Today, that tens of thousands of students are suspended each year from Maryland schools for minor infractions under the zero tolerance policy. Nine percent of students were suspended with the higher rate being African Americans, special education and boys. There is increased interest in programs designed to decrease problem behavior and behavioral referrals (Tidewell et al., 2003). The Classroom Management Checklists (appendices A, B, C) provides teachers with descriptions of effective models and methods in which teachers can utilize and monitor in their classroom daily. Although the importance of classroom management is widely recognized in research, its definition is elusive (Marzano, 2003). Marzano (2003) defined classroom management as the following: Classroom management is the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures, (2) carrying out disciplinary actions, (3) maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management. Only when effective practices in these four areas are employed and working in concert is a classroom effectively managed. (p.18) One analysis of five decades of research on classroom management reviewed some 228 variables influencing student achievement. Nothing, it found, affected student achievement more than skillful classroom management (NEA Today, 2004). In addition, research has shown us that teachers actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, Marzano, Pickering, 2003). Unfortunately, the implementation of positive and proactive behavioral approaches in our public schools is rare (Snell, 2005). Instead schools often rely on less effective reactive and exclusionary approaches that hinder students educational progress (Christle, Jolivette, Nelson, 2007). END OF INTRODUCTION School discipline has always been perceived as essential for the proper functioning of a public school. Expectations are clear that discipline is necessary for students to learn and that educators are expected to establish and maintain well disciplined schools (Covin, 2007). All stakeholders historically have taken pride in maintaining well disciplined schools. The following highlighted are comes from resource saved as disst Resource 2.8.10 According to Sugai (2007), schools are complex environments where skills, knowledge, and practices of a culture are taught, shaped, encouraged, and transmitted. Educators are challenged to provide effective and explicit instruction that maximizes students knowledge of concepts and skills. In the educational environment, students are challenged to remain focused, responsive, and engaged to benefit from instruction. These goals are enriched and complicated by students with diverse learning styles, unique strengths and weaknesses, and defining cultural influences. Additionally, schools, students, and families must adapt to maximize benefits from the school experience. Nevertheless, there continues to be a growing concern about the number of disruptive behaviors and lack of discipline in the educational facility (Covin, 2007). These disruptive behaviors make it more challenging for educators to accomplish goals. Luiselli, Putnam, Handler, and Feinberg (2005) stated, Many students attending public schools exhibit discipline problems such as disruptive classroom behaviors, vandalism, bullying, and violence. . . Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment (p. 183). According to McAdams and Lambie (2003), public schools are facing increasing challenges with regards to the rise in disruptive behaviors amongst children. Curwin and Mendler (1999), includes unclear limits, student boredom, sense of failure and attacks on student dignity, lack of acceptable outlets for feelings and a sense of powerlessness as basic causes of discipline issues. Students at the elementary level are becoming more violent. They are kicking, biting, scratching, and hitting both their classmates and teachers (Toppo, 2003). Many educators are extremely concerned about the danger and disorder in school environments. Unbelievable scenarios of violence in schools have made teachers, administrators, parents, and children aware that violence can happen anywhere in the United States. However, compared to other settings in terms of physically safety, most schools are safe environments (Dwyer, Osher, Hoffman, 2000). Approximately, 3% of teachers and students in urban schools and between 1% and 2% of teachers and students in rural schools are attacked physically or robbed each month (Cotton, 2007). These types of extreme disruptive behaviors in a school setting are an ever-increasing concern (Eber, Sugai, Smith, Scott, 2002). Elementary school principals say theyre seeing more violence and aggression amongst their youngest students, than ever. In Philadelphia, 22 kindergarteners were suspended in the first part of the year (Toppo, 2003). Violence in schools is an urgent problem. In school settings, it is an extension of the violence that occurs among children in communities throughout our Nation. The effects of school violence take a toll on the education of the poor and minorities. On reviewing research on youth violence, some of the risk factors within the school setting were; negative peer influences, low commitment to school, academic failure, and certain school environments/practices, such as undisciplined classes, and lax enforcement of school rules (Rosenberg, 1999). Prior to age 13, children who exhibit violent behaviors are confirmed to be on a path of criminal tendencies and escalating violence throughout childhood (U.S. Surgeon General, 2001, chap.1). It is easier to recognize behaviors, that suggest a child is troubled than to predict that the childs behavior will lead to violence. Theres no single sign or early warning signs that can accurately predict whether a child will be violent or not (Dwyer, Osher, Hoffman, 2000). There are identifiable risk factors in individuals that increase the likelihood for developing problem behavior. Risk factors include poor anger management skills and lack of academic interest (Hunt, Meyers, Davies, Meyers, Grogg, Neel, 2002). Other identifiable risk factors include disruptive classroom behavior, defiance of adults, and poor school readiness (Walker, H., Severson, H., Feil, E., Stiller, B. Golly, A., 1998). According to Porter (2009), some reasons for student discipline problems are boredom, powerlessne ss, unclear limits, lack of acceptable outlets for feelings and attacks on diginity. School violence affects all of society and interferes with the learning process (Taub, 2002). In a Greensboro elementary school, parents are concerned that well-behaved students are having difficult times learning because of the continuous outburst and violent acts in the classroom (Benscoter, 2007). Some students who exhibit aggressive reactions often overreact to even small incidences and have a limited threshold for frustration (McAdams Lambie, 2003). If any of these negative reactions or incidences is repeated over a period of time towards others, it is considered bullying. Bullying behaviors can include physical, verbal, sexual or social ostracism (Boynton Boynton, 2005). Students who exhibit these behaviors are often viewed by educators and parents as unpredictable (McAdams Lambie, 2003). Statistically, children who engage in bullying behavior are more likely to commit crimes as adults (Taub, 2002). There are studies that show that bullies are five times as likely to have serious criminal records by 30 years of age (Boynton Boynton, 2005). If youth violence is not averted, it will be costly to society (Connor, 2002). The longer a child continues to use aggressive behavior, the more difficult it becomes to change his direction (Kaiser Rasminsky, 2003). Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and control in schools (Rose Gallup, 2005). School administrators, parents, community members and policy makers all recognize that the safety of public schools is of the utmost importance (Barnoski, 2001; Snell, 2005). The Juvenile Offenders and Victims: National Report (Synder Sickmund, 2006) describes continuing concerns with violence in schools; even though, there has been some increase in public school safety. The survey reports that there are less severe forms of school violence that is problematic. In a survey conducted in Washington State, teachers indicated that decreasing disruptive behavior was one of the top three priorities at their schools (Barnoski, 2001). Disruptive behaviors were noted as having a significantly negative effect on students learning ability. Some of those behaviors are considered of low-severity. Those behaviors may include noncompliance, classroom disruptions, teasing, theft bullying. Of these behaviors, bullying is the most prevalent (Whitted Dupper, 2005). According to Bowman (2001), 30% o f students reported being bullied, bullying others, or both, in grades 6-10. According to Snell (2005), 29% of schools reported bullying to be a serious problem. Approximately one third of students reported being involved in fights, being victimized by theft, or vandalized while at school (Synder Sickmund, 2006). These disruptive behaviors negatively affect student learning (Barnoski, 2001). As a result, schools establish policies that try to increase discipline and control, often by adopting get tough practices. When the initial policies prove ineffective, schools often respond by getting tougher. That is, they invest in other security and punitive measures that actually have little impact on student behavior (Skiba Peterson, 2000). As administrators seek ways to address behavior problems in their schools, the norm is to be a reactionary approach rather than a proactive approach (Tidewell, Flannery Lewis-Palmer, 2003). The methods used are often a get tough approach to problem behaviors rather than efforts grounded in experimental research (Muscott, Mann, Benjamin, Gately, 2004; Sugai Homer, 2006). Researchers have found that general approaches to disruptive behaviors are often successful and may actually exacerbate these behaviors (Tidwell, et al.). Common solutions to continuous discipline problems such as suspending and expelling students from school do not solve the problem (Muscott, et al.). As previously mentioned, schools are meant to be places that provide students with a safe, secure, and orderly environment. However, school professionals have recently seen as an increase in violent behaviors that have taken place in a setting that was once considered safe (Metzler, Biglan Rusby, 2001). Although behavior issues in the school setting are not a new problem, there has been a plea for more effective discipline procedures especially in the face of recent school violence (Muscott, et al, 2004.). The reform and accountability of schools has added new demands for restructuring systems of discipline as well as restructuring the school day (Frey, Lingo, Nelson, 2008). According to Metzler, et al (2001), the search for plans and procedures to impact increasing behavior problems is not just an issue of safety but is also associated with other issues including school failure and delinquent behavior. In the need to increase student achievement, many administrators, educators, and counselors are spending much of their time and effort addressing students negative or problem behaviors (George, Harrower, Knoster, 2003). A variety of models and approaches have been used in an attempt to decrease discipline referrals due to the complex problems created by students disruptive behavior. The decrease of problem behaviors allows the students quality of life in other areas to increase (Hendley Lock, 2007). Effective behavioral models have included a variety of strategies structured in multilevel process (Muscott, et al., 2004); however, in the last 25 years, many schools have adopted more punitive approaches to violence prevention in public schools. These include the use of metal detectors, video surveillance, searches and zero-tolerance policies (Van Acker, 2007). All 50 states have enacted zero-tolerance legislation that requires suspension or explosion and provides for no administrator discretion in determining appropriate punishment for certain types of infractions (Yell Rozanski, 2000). In some cases students are referred to law enforcement agencies for infractions. These methods are not effective at preventing or reducing disruptive behavior; however, they are associated with student dropouts (Wald Losen, 2003; Yell Rozanski, 2000). The Federal Government included in its Goals 2000: Educate America Act, that by the year 2000, every school will offer a disciplined environment conducive to learning (Marzano, 2003). Teachers have been receiving additional training on how to handle classroom misbehavior (Tuleya, 2002). Having a solid tool (behavior plan) and continuous staff training will be key in averting negative behaviors. Providing these students with the tools to monitor their own feelings may assist in halting some of the explosions before they occur (Smallwood, 2003). According to Gartrell (2004), in appropriate teaching practices, teachers facilitate the development of self-control, social skills, and self-regulation in children by using positive guidance techniques. These activities include modeling and encouraging expected behavior, redirecting children to more acceptable activities, setting clear limits, and intervening to enforce consequences for unacceptable, harmful behavior. In appropriate teaching practices, teachers expectations respect childrens developing capabilities and teachers are patient, realizing that not every minor infraction deserves a response. When dealing with students exhibiting reactive aggressive behavior, adults must be cognizant of the following: relationship building, stimulus control, cognitive restructures, self-control training, and social skill training (McAdams and Lambie, 2003, p. 129) Conroy and Davis (2000) discuss the importance of taking a proactive stance when dealing with inappropriate behaviors. Leadership plays an important role in dealing with students exhibiting explosive behaviors. To increase the likelihood of success, a learning environment has to be created that promotes positive interactions and focuses on teaching the skills necessary to prevent outburst. According to Smallwood (2003), one will significantly increase effectiveness if comprehensive prevention strategies are put in place. An intervention process that emphasizes problem solving, not punishment, and facilitates collaboration between all stakeholders will also increase the likelihood of success. Smallwood (2005) provides the following strategies for averting and/or solving issues. Have teachers introduce expectations at the beginning of the year and regularly incorporate opportunities for learning coping skills into the school day. Give students praise when you see them make a good choice. Model the skills you want the students to learn. Provide teachers and support staff, cafeteria monitors and bus drivers with training. Develop a problem solving team approach with the staff. Designate an office or special place as a time out room for students who need to regain self control. Students should know where the room is and what adult(s) will be there to help them. This is often the counselors office or the administrators office. Build trust with students by being accessible and encouraging. Many teachers turn to the Special Education department because chances are the student will be identified as a Special Needs student and will receive specific services. A specific plan and strategies are developed to help the staff work together for the students benefit (Boynton Boynton, 2005). Prevention and early intervention are key in the process of reducing and ultimately eliminating many of the issues that continually require the attention of the classroom teacher and those that prevent the occurrence of academic and social skills instruction. Early intervention for school violence is favorable because the behaviors are found to increase over time (Stormont, 2002). However, for early intervention to have an impact, we have to provide the at-risk children with environments that both directly teach and actively support adaptive behaviors. Its not the children that we should focus on modifying; it is the environment that needs modification. Effective intervention takes into account child characteristics as well as the characteristics and cultural expectations of the setting in which they live and learn (Hester, Baltodano, Hendrickson, Tonelson, Conroy, Gable, 2004). According to Elliott (2003), many of the school programs geared towards preventing these type behaviors have not been thoroughly evaluated or have been evaluated and found to be ineffective. Less attention has been devoted to assessing social validity of primary prevention efforts such as school-wide positive support plans (Lane, Kalberg, Edwards, 2008). As a result, a review of primary prevention program with a behavioral component was conducted on the elementary level. This review suggested that approximate one-third of the school-wide primary prevention efforts mentioned and reported social validity. Social validity had been assessed using surveys wit h unknown psychometric qualities which makes it unreliable (Lane, Kalberg, Bruhn, Driscoll, Wehby Elliott, 2009). END OF EXAMPLES OF NEGATIVE BEHAVIORS What does the literature indicate as the key elements to include in a successful discipline plan to affect student behavior and achievement? Discipline in the 21st century should be proactive. This type of discipline should not be focused on one punishing behavior. The focus should be prevention of conflicts and disruptions. Students have to be taught responsibility, self-management, problem solving, and decision-making. External control and compliance are not congruent with the 21st century values. Self-control should be the goal of discipline for todays student (McLeod, Fisher Hoover, 2003). According to Hester, et al (2004), to ensure system-wide intervention, changing the structure and culture of the school, the classroom and curriculum of daily instruction in ways that teach, reinforce, and otherwise strengthen appropriate student behavior is necessary. A system-wide change requires that teachers establish nurturing classroom environments that are conducive to learning. The following highlighted are comes from resource saved as disst Resource 2.8.10 In order for schools to achieve effective and explicit instruction that maximizes students knowledge of concepts, skills, and information and ensure students are challenged to remain focused, responsive, and engaged, the following must take place: increase instructional accountability and justification improve the alignment between assessment information and intervention development enhance use of limited resources and time make decisions with accurate and relevant information initiate important instructional decisions earlier and in a more timely manner engage in regular and comprehensive screening for successful and at-risk learners provide effective and relevant support for students who do not respond to core curricula enhance fidelity of instructional implementation (Sugai, 2007). Accomplishing that goal requires integrating social behavioral and academic aspects of group-individual instruction. A successful educational environment is punctuated by clear expectations, high rates of engagement and academic success, high rates of student and teacher praise statements, acknowledgements of appropriate behavior (e.g., verbal and nonverbal positive feedback) and direct systematic instruction that included modeling and role playing activities to replace behavior that disrupts classroom instruction (Hester, et al, 2004). It is evident even in schools, where the most serious offenses have occurred, that there is lack of a proactive plan. A review of information regarding school discipline procedures revealed that of 25 schools, only 2 had a comprehensive and proactive approach to managing student behavior after shooting incidents. The remaining 23 schools had adopted reactive and punitive approaches (Gagnon, Rockwell, Scott, 2008). Schools need something more than a r eactive approach to behavior management (Crone Horner, 2003). The capacity to identify, adopt, and sustain systems that are effective and efficient in meeting the needs of students is what many schools lack. The research showed that, without a successful plan to handle these disruptive behaviors of children, the learning of all children within the environment can be negatively affected. Others affected by these significant disruptive behaviors are school personnel, families and community (Sugai et al., 2000). Thats why its important to have a school-wide, positive, behavior support program. Six thousand schools in 37 states use Positive Behavior Support (PBS) (Danielson, Cobb, Sanchez, Horner, 2007). In Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS, Scott Barrett (2004) describe positive behavior support as the application of positive behavioral interventions and systems to achieve social change. Walker, Cheney, Stage and Blum (2005) describe PBS as a 3-tiered model for early intervention with students to prevent school failure due to behavioral difficulties. According to George, et al. (2003), the focal point of PBS is problem behavior prevention using a 3-tiered approach that includes primary, secondary and tertiary prevention. Tier 1 aims at school-wide prevention by setting behavioral expectations, teaching students and reinforcing expectation. Tier 2 is for those students who did not respond favorably to Tier 1 and are at risk of social and behavioral problems. Tier 3 is for extreme nonresponders who continue to struggle. These students require individual interventions (Gagnon, Rockwell, Scott, 2008). The Office of Special Education Programs (2004) recommends that the PBS team include an administrator, teachers from each grade level, support staff and parents. They are responsible for developing school-wide behavioral expectations and plans for teaching and reinforcing appropriate behavior. The PBS team is also instrumental in problem solving and data-based decision making. The teams critical role is to ensure that the program is being implemented and any new information is being delivered to the staff (Netzel Eber, 2003). PBS professional development will help the staff understand the program; therefore, commitment and support will arise. This professional development should take place before staff begins planning (Luiselli et al., 2005; Metzler et al., 2001; Netzel Eber, 2003; Oswald et al., 2005; Scott, 2001). Brainstorming activities such as setting behavioral expectations and planning teaching and reinforcement activities is an approach that helps engage the staff (Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). To increase the likelihood of the plan being followed, ensure that the PBS action plan is one thats agreeable to the staff. Program implementation can be promoted by reinforcement of staff for helping to implement the action plan (Netzel Eber, 2003). According to Scott (2001), in order to be effective, all school personnel must be committed to the program. The effectiveness of PBS has been the focus of research. Evidence shows that PBS is an effective approach to student behavior in regular public schools (Sugai Horner, 2005). Cohn (2001) believed that PBS is an empirically validated, function-based approach to eliminate challenging behaviors and replace them with prosocial skills. The use of PBS decreases the need for more intrusive or aversive intervention (i.e., punishment or suspension) and can lead to both systematic as well as individualized change. According to Hendley and Lock (2007), when schools properly and effectively implement PBS, students benefit by improved academic achievement and increased appropriate behaviors. Horner, Sugai, and Todd (2001) indicated that office referrals for discipline decrease on average 40-60% when schools implement PBS effectively. Students with behavioral concerns receive increased positive support through behavior interventions that focus on the teaching and reinforcement of appropriate behaviors and social skills development and result in the prevention of behaviors of concern. Numerous studies of office discipline referrals and suspension data indicate that PBS is effective in reducing behavior problems (Kartub et al., 2000; Metzler, Biglan, Rusby, Sprague, 2001; Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). These studies also show that PBS reduces the number of students with repeated behavioral incidences not just those with behavioral problems. Scott and Barrett (2004) studied the impact of reduced disciplinary problems on instructional time and found that following PBS implementation, students experienced many hours of instruction. This is a result of less student time spent in exclusionary punishment and less instructional time was spent on behavioral concerns. Horner et al. (2001) stated that the framework of PBS The following is from resource marked red star dated 1/20/10 pg1 Progress has been made in understanding and developing solutions for disruptive behaviors (Burns, 2002). Teaching experience has been found to be helpful, but not always necessary, when relating to teachers and fostering positive school environments (Smith, Crutchfield, Culbreth, 2001). Recognizing the seriousness of behavior in a classroom is an essential part of teaching. Teacher preparation programs should understand the problems confronting teachers with regard

The Thematic Significance Of The Floral Images In Wide Sargasso Sea. :: essays research papers

Wide Sargasso Sea is the story of Antoinette Cosway, a Creole heiress who grew up in the West Indies on a decaying plantation. When she comes of age she is married off to an Englishman, and he takes her away from the only place she has known--a house with a garden where "the paths were overgrown and a smell of dead flowers mixed with the fresh living smell. Underneath the tree ferns, tall as forest tree ferns, the light was green. Orchids flourished out of reach or for some reason not to be touched."(p.16). Floral Images are central to the theme in the novel Wide Sargasso Sea. They are present throughout the entire novel and also have an effect on the atmosphere. There are several examples. The first and most prominent floral image in the novel is of the garden at Coulibri, "But it had gone wild. The paths were overgrown and a smell of dead flowers mixed with the fresh living smell." (p.16). Antoinette describes the garden as being full of life but now everything is dead, this symbolizes something that is beautiful but gone back or is not going to last long. The garden is also compared to the garden of Eden, "Our garden was large and beautiful as that garden in the Bible-the tree of life grew there"(p.16). When she refers to the "tree of life growing there" it is as though she is looking back and relating to the former slave owners. She also says "The scent was very sweet and strong. I never went near it."(p.16). This excerpt is symbolizing her constant fear to ever be close to giving love. Another floral image is that of pink roses, "There where two pink roses†¦touched it the petals dropped."(p.72), "have all beautiful things sad destinies."(p.72). These quotes are referring that Antoinette is beautiful like her mother but look at their destinies. Another image is that of a falling flower, "One morning a small flower fell†¦looked like snow.

Cvs Annual Report Essay

Executive Summary/Company History/Products and Services CVS/Pharmacy has shown a consistent growth for the last three years. Three years ago CVS/Pharmacy has merged with Longs Pharmacy and Caremark to form the largest retail pharmacy chain in the United States. CVS/Pharmacy- CVS/Pharmacy began operations in 1963, and added the pharmacy department in 1967. In 2007, CVS merged with Caremark Rx, Inc. Finally, in 2008, CVS bought the Longs Drug Store chain. CVS has over 7000 stores(Cvs.com, 2010). At the end of 9 months of 2010, the company has lost 9.25% against 2009 net income. However, the company has increased their assets and liabilities by .1% against 2009 figures(Cvs.com, 2010). As the company stands now in trends, Net revenues for this 7,100-store drugstore retailer were $23.9 billion for Q3 2010, down 3.1% from $24.6 billion in the prior year’s period. Poor performance by the company’s Pharmacy Services segment—its revenues dropped 8.5%, to $11.9 billion—was a major contributor to the company’s woes. CVS’ Retail Pharmacy segment revenues actually increased 4.1%, with total same-store sales climbing 2.5%(Trendwatch, 2010). CVS/Pharmacy is in the process of transitioning their leadership at CEO. Tom Ryan will be stepping down at the end of the year as CEO, and Larry Merlo will be promoted to CEO. Tom Ryan has been the CEO of CVS/Pharmacy Inc. since 1994, and it has been the consistency at the top that has lead to the expansion of CVS/Pharmacy as being largest retail pharmacy chain in the United States. Now that Tom’s tenure is coming to a close, a new dawn is  occurring for the corporation with Larry Merlo taking the helm. Competitor Analysis In the retail pharmacy industry, there are only three pure pharmacy firms: CVS/Pharmacy, Walgreens, and Rite-Aid. Pure pharmacy firms are pharmacy retailers whose business is built around the pharmacy. Wal-Mart, Kroger, and local grocery stores have pharmacies as an extension of their business plan, but it is not the focus of their company. CVS/Pharmacy and Walgreens have been battling over the top position for years, and Rite-Aid has been ranked at a steady third in the market place. Walgreens- Walgreens is CVS/Pharmacy’s chief competitor. Founded in 1901, Walgreens is considerably older. Unlike CVS/Pharmacy, Walgreens began with the pharmacy department. With 6000 stores, Walgreens is smaller than CVS. In 2010, Walgreens has increased sales against last year by 6.4%, and net earnings by 4.2%(Walgreens.com, 2010). Moreover, they have posted 36 straight years of sales gains, and 35 straight years of dividend payments(Walgreens.com, 2010). Finally, Walgreens has posted net earnings for 5 consecutive years. Despite Walgreens smaller size, it has a bigger market share at 31.2% compared to CVS/Pharmacy’s 25%(Wikinvest.com, 2010). The last 10 years has been the first decade that a Walgreens family member was not at the helm of the Walgreens Pharmacy chain. Charles Walgreens retired from the CEO position in 1998, but stayed on a member of the board of directors. Mr. Walgreens will officially retire for the company this year. Gregory D. Wasson is the Chairman of the Board and Chief Executive Officer. Mr. Wasson has worked with Walgreens for 31 years. In conclusion, Walgreens & CVS/Pharmacy are the giants in retail pharmacy. Their strengths, weaknesses, successes, and failures have brought them to a virtual dead heat. The purpose of this research is analyze the financial strength of both to determine which is in the best financial health. Common Size Statements We will first compare CVS/Pharmacy and Walgreens through common size financial statements. Commons size financial statements allow for comparisons to be made between companies of different sizes and volumes in order to see the true performance. CVS/Pharmacy has over 7000 stores, and Walgreens Pharmacy only has 6000 stores. The difference in size will have an  impact on expense, revenue, and income. Every company plans to get the most out of every dollar spent. Consequently, we will be comparing the their financial performance from 2007-2009. From the beginning, Walgreens has yielded a better gross profit by an average of 8% over CVS/Pharmacy. Gross profit is the amount left over after cost of goods sold is taken from revenue. Although, both have been steady with their percentage gross profit, CVS/Pharmacy 21% & Walgreens 28%, Walgreens has gained more. However, Walgreens’ celebration is short lived because the balance statement is more than gross profit. In fact the 8% edge in gross profit they gave back in operating expenses. Walgreens’ operating expenses took, on average, 22.5% away from their total revenue. CVS/Pharmacy operating expenses took only 14.5% away from their total revenue. Moreover, other indicators of return on investment to the company are higher for CVS/Pharmacy than Walgreens. CVS/Pharmacy has had a higher operating income than Walgreens since 2007. For the last two years CVS/Pharmacy has posted higher income before taxes than Walgreens. Finally, the biggest trend difference between the two firms is that CVS/Pharmacy’s net income has increased three years in a row, while Walgreens’ net income has steadily decreased three years in a row. As a company, CVS/Pharmacy received a 20% gross profit margin. The next biggest payment went to operating expenses at 14.12%. After the expenses, income before taxes and operating profit account for 13% and net income accounts for nearly 4%. In 2009 alone, Walgreens’ gross profit and operating expenses nearly cancel each other out. There is only a 4% variance between gross profit and operating expenses for Walgreens. Operating profit and income before taxes accounts for only 10% of the revenue, while Walgreens’ net income accounts for barely over 3%. On the key financial statements, Walgreens’ performance has been diminishing over the last three years, and CVS/Pharmacy’s performance has risen. The reason behind the growing strength of CVS/Pharmacy has been the general, consistent financial growth. This will be illustrated by the financial ratios. Liquidity is the firm’s ability to meet its current obligations(Marshall, McManus, Vielle, 2010). Working capital is the excess of a firm’s current assets over its current liabilities(2010). In this case, Walgreens’ has higher working capital than CVS/Pharmacy. On other tests of liquidity,  Walgreens’ out performs CVS/Pharmacy. Walgreens has a higher current ratio, acid test ratio, and they turn over their assets 8 more times a year than CVS/Pharmacy. Although Walgreens has yielded their lowest net income in three years, they have a high comparable liquidity. Moreover, the higher net income for CVS/Pharmacy has not translated into higher liquidity. However, the increased in income has translated into a higher inventory turnover for CVS/Pharmacy. Conclusion The findings of this paper are illustrating the transition in the marketplace between CVS/Pharmacy and Walgreens. For the last 20 years, these retail pharmacy firms have battled for supremacy in the industry. Over the last decade, CVS/Pharmacy has had one Chief Executive Officer, Tom Ryan. However, since Tom Ryan took over in 1999, Walgreens has had 3 CEO changes. The result of inconsistency in their leadership has translated to a lower return on investment. Walgreens has higher liquidity, but they have shown three years of decreasing net income. As a result, they are getting weaker as an organization. However, CVS/Pharmacy has shown consistent growth over the last three years. Their increasing strength has been represented by their purchases of Long’s Pharmacy and Caremark. It is my conclusion that this trend will continue

Heritage Assessment Essay

The culture of a person can change the way one views different aspects in life. Medical professionals are not exempt from this. Patients may be treated by one medical professional differently than they would be treated by the next just based on the culture the medical professional grew up in. This paper will examine the usefulness of applying the heritage assessment tool in evaluating the needs of the whole person. This author’s family and two other families have been interviewed and in this paper it will be explained how the cultures differ from one another, as well as showing many similarities regarding ones view on healthcare. Healthcare in America has changed drastically over the years. One reason for this is the recent trend in immigration and migration to the United States. With this, the United States is experiencing many different cultures that bring different values and beliefs. This brings a challenge to healthcare professionals as they attempt to care for patients a s individuals. The heritage assessment tool is a list of 29 questions that can be asked regarding family, religion, traditions, demographics and food choices. The more positive answers one gives the greater the person’s identification with traditional heritage is. This tool is unique due to the fact that unless you are siblings no two people’s answers will be the same. The questions are the same but the answers are individual. This assessment tool was beneficial when interviewing these families because it helped the interviewer to see how ones heritage sways their values and beliefs and their outlook on the importance of health care. Using this tool also shows the uniqueness of different cultures and how beliefs are passes from generation to generation. Another interesting thing the assessment tool does is that it shows interesting similarities between people from different cultures as well. The heritage assessment was used in analyzing the writer’s heritage and all 29 questions were answered with mostly positive answers. This writer’s family has high expectations regarding their healthcare. Modern medicine is the choice for this family and healthcare is very important to them. Yearly checkups with a primary care provider are sought out. Healthcare is paid for using an insurance health plan and cash to cover deductibles. However, this family’s heritage also includes some older home remedies. The elders used to believe that if you had fever they could use rubbing alcohol and bath you in it and it would make the fever go away. This culture also believes you should avoid chocolate to prevent acne. There is also a belief that eating carrots could make your eyesight better. These wives tales have been passed from generation to generation. The preferred food for this family was red meats and the only common health problem appeared to be hypertension. The second family assessed came to the United States as migrant workers in the early 1960’s from Mexico and started having a family here and have been In the United States since. This family also had mostly positive results on the assessment tool. This family has high beliefs in preserving their ancestor’s traditions. This family did report that due to finances modern medical treatment was not of great importance to them. This family reported that being of lower income they had to use what they call a Curandera( witch doctor) for medical purposes. The Curandera is trusted in the Mexican culture to give healthcare advice and remedies. This family prefers using the Curandera for reason such as being in the states illegally and they feared being turned in if they went to modern medical clinics. The heritage of the Mexicans also has many home rituals that are bel ieved to work besides medicine. This culture uses candle burning for healing purposes. The fat from a cow’s udder is also used for killing pain according to this family. The diet of the Mexican culture is high in fat. This culture also believes in the â€Å"evil eye† and believes that this can cause illness or curses and they were black charms to keep this evil away. One common health problem this family reported was a trend with diabetes. The third person interviewed immigrated to America in 1969 from Greece. This family came to America Due to military purposes. The woman interviewed explained that she grew up in Athens Greece and that family and the Greek culture is very important to them. This person also reported that teaching her children to speak Greek even though they grew up in the US was a must. The woman interviewed, explained that health care is very important to the Greek culture. She stated that there is free health care for the poor. Some people have private insurance, but she talked of her family being farmers and they paid into a private insurance once a year that covered anything medical that they needed. She reports that they get a book and all their medical treatments and illnesses are kept in this book. According to the woman interviewed many people in this culture also turn to a witch doctor for health care treatment and advice. This culture also believes in the evil eye; however this family report wearing a blue eye, or gem around their neck or on a bracelet to protect them from the evil This family reports that one of their favorite staples is lamb. There are many things learned from a person’s heritage that affect the way we think of others and of health care needs. Being aware of the differences in cultures may help medical professionals to provide better quality healthcare. Reference Edelman, C. L. (2010). Emerging Populations and Health. In Health Promotion Throughout the Life Span. Healthy People 2010 (2009). Goal 2: Eliminate Health Disparities. Retrieved on October 5, 2012 from http://healthypeople.gov/data/midcourse/html/exesummary/Goal2.htm Spector, R. E.(2009). Cultural Diversity in Health and Illness (7thed.). Upper Saddle River, NJ: Pearson Education,Inc.