Concepts of Effective Leadership

Concepts of Effective Leadership Meaning of leadership; the characteristics and qualities of effective leaders The success of any corporate body or organisation depends on its leader’s ability to coordinate and manage the utilisation of its resources, for achievement of common organisational goals. Therefore, an effective leader should be able to coordinate and manage all affairs of an organisation, through supplying and setting in an organisation achievable visions and coordinating all employees’ efforts, for purposes of achieving common organisational goals. Advertising We will write a custom essay sample on Concepts of Effective Leadership specifically for you for only $16.05 $11/page Learn More In addition, an effective leader should ensure that, in the long run both an organisation and employees’ goals or needs are achieved. On the other hand, an effective leader is a king leader who provides positive influences to a company. Considering this, effective leadership entails the practice of influencing or coordinating employee’s efforts, for purposes of achieving â€Å"extraordinary† organisational goals. To achieve success beyond the set standards a leader must hold high standards of integrity, be motivating, creative, influential, a good problem solver, and have ability to formulate achievable goals and appropriate communication channels within an organisation. Further, a good leader must be hardworking and have the ability to create a good working environment; environments that will encourage innovativeness and cooperation between all organs of an organisation. Personal Experience For me, the most valuable leadership practice was my initiative to organize and to improve a professional course for the analysts of HNA Group. HNA Group is a large Chinese based company which has developed itself from a single purpose airline company to a diversified corporation across 8 different industries. In 2009, the company planned to expand its territory to the international Hospitality Industry, since the world had suffered a great economic recession, making the value of the entire industry generally low. At the time, I was an analyst and an assistant for the COO of the company and faced a lot of difficult in doing my job when the company started looking for target companies to acquire. Traditionally, a successful investment requires exhaustive financial analysis to understand the target industry and the performance of the target company. It also requires analysts who are suddenly thrust in the new position to evaluate businesses based upon unfamiliar technology and financial system. Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Throughout my research about the hospitality industry, I struggled to grasp the significance of core technologies but did not get the clue, a fact that I discovered was common among colle agues. The investment bankers offered us many valuable options but, without proper researches, the core intelligence team could not convincingly evaluate the options and define the ones that were bests for our company. I thereby realized that the analysis team needs technical support to improve their knowledge. As an analyst, it was hard for me to get enough attention and support from the head of the management team, forcing me to get the information through collecting opinions from my colleagues. Through coordinating with my colleagues I was able to write a business proposal, which provided solutions to the problem to the management team. After analysing the proposal, the management supported the solution plan, because after that the management team arranged a series of seminars that were led by the industry experts of the company. At the beginning of the seminars, the internal experts enlightened us about the nature of the industry and the particular interests of the company; h owever, I soon realized that internal experts were not qualified to teach us about international finance and cross-board acquisition since of their experiences were primarily China-based. In response, my colleges and I started to communicate with other analysts to discover the alternatives. After collecting responses from the analysts, I realized that the most effective alternative for the company was to hire technology consultants from the outside sources, because in this way, the analysts could get more comprehensive and technical knowledge. Although the new solution was good, unlike the old one that was less costly, to implement the new one the company had to incur extra costs. This made it very hard fro the managers to approve it, because it required wide consultation among all top management organs. Therefore, I decided to make a complete proposal to the managers to convince them that the company needed expensive alternative to help the analysts perform their duties effective ly. To make sure that I had the necessary convincing power, I also consulted with my superiors who were very beneficial in helping me to improve my convincing power. Through persuasion, the management team approved my alternative plan, after reviewing the analysts’ responses about the seminars and my research on the alternatives. Using my colleague’s comments and the managers’ evaluation report, the external experts greatly improved the company’s ability to analyze target companies as well as advised the managers more intelligently on how to enhance their practise.Advertising We will write a custom essay sample on Concepts of Effective Leadership specifically for you for only $16.05 $11/page Learn More Areas I Plan to Develop This experience made me to acknowledge that, communication is a very important component of any organisation; because it is through communication that one can pass any message they want to pass effectively, for purposes of winning the confidence of others. This is something I realised, because of the difficulties that I faced in selling my expensive alternative to the management. In addition, to the significance of communication, I also learnt the significance of developing solid professional relationships with workmates. Therefore to enhance my communication and convincing skills, I intend to do more researches on how to become an effective business communicator and learn more about the art of writing and presenting convincing business proposals.

Vygotsky Scaffolding What It Is and How to Use It

Vygotsky Scaffolding What It Is and How to Use It SAT / ACT Prep Online Guides and Tips If you’re an educator or have a student in school, you may have heard of the concept Vygotsky scaffolding. It may sound like a construction term, but Vygotsky scaffolding and the related concept of the zone of proximal development are teaching methods that can help students learn much more information much more quickly than they would with traditional instruction. However, Vygotsky scaffolding is only effective if you know how to properly implement it; otherwise it can actually hinder a student’s learning.Read this guide to learn what scaffolding and the zone of proximal development are, what the scaffolding psychology is, if studies have found these teaching methods to be effective, and how you can use these methods in the classroom to promote learning. What Is Instructional Scaffolding? Instructional scaffolding, also known as â€Å"Vygotsky scaffolding† or just â€Å"scaffolding,† is a teaching method that helps students learn more by working with a teacher or a more advanced student to achieve their learning goals. The theory behind instructional scaffolding is that, compared to learning independently, students learn more when collaborating with others who have a wider range of skills and knowledge than the student currently does.These instructors or peers are the â€Å"scaffolding† who help the student expand her learning boundaries and learn more than she would be able to on her own. Vygotsky scaffolding is part of the education concept â€Å"zone of proximal development† or ZPD.The ZPD is the set of skills or knowledge a student can’t do on her own but can do with the help or guidance of someone else. It’s the skill level just above where the student currently is. ZPD is often depicted as a series of concentric circles. The smallest circle is the set of skills a student can learn on her own, without any help. Next is the ZPD, or skills a student wouldn’t be able to do on her own, but can do with a teacher or peer helping her. Beyond that are skills the student can’t do yet, even with help. For example, say there is a kindergartner who is learning how to read and write. He knows all the letters of the alphabet, but he can’t yet read or write words. No matter how much guidance he was given, he could never read a novel on his own at this point, but with a teacher’s help, he can learn how to read and write short words like â€Å"at,† â€Å"boy† and â€Å"dog† because this skill is within is ZPD. It would have taken him much longer to learn this skill on his own, but it’s still simple enough that he can understand it if he has someone to explain it to him.The student’s ZPD is reading and writing short words, and the teacher who helps him learn them is the scaffolding. Proponents of ZPD and instructional scaffolding believe they are highly effective ways to maximize a student’s learning. Scaffolding can be used to help a person of any age learn something new, but in the classroom it is most often used with younger students (preschool and elementary school) since they are learning new skills and concepts they haven't been exposed to before most frequently. What’s the History Behind Vygotsky Scaffolding? Lev Vygotsky (1896-1934) was a Soviet psychologist who coined the term â€Å"zone of proximal development† and conducted many studies that led to instructional scaffolding. This is why the concept is often referred to as â€Å"Vygotsky scaffolding.† Vygotsky focused his work on developmental psychology, and it was in the 1920s and early 1930s, towards the end of his career, that he developed the concept of ZPD. Vygotsky believed that educators should help students learn within their ZPD so that they can increase their skills and knowledge without becoming frustrated by things that are currently too difficult for them to accomplish. Vygotsky came up with the idea of ZPD after extensive studying of how young children learn and the effectiveness of different teaching methods. He found that individual knowledge-based tests are often an inaccurate way to measure a young student’s intelligence since children need to interact with others who are more intelligent than they currently are in order to learn. He cited many examples of cultures where young children are taught new skills and knowledge passed down by older generations. For example, when infants are learning how to walk, they often start by holding onto the clothes or hands of an adult or older child, who guides them. The infant will continue to do this until they have enough skills and strength to walk on their own. This way they’re able to learn to walk much faster than if they were expected to learn without being able to hold onto anything. Vygotsky instead believed that the proper way to test young students was to test their ability to solve problems both independently and with the help of an adult.Dr. Maria Montessori, who established the Montessori education philosophy, also published similar research several decades before Vygotsky.Vygotsky died in 1934, less than a decade after he introduced the idea of ZPD, and after his death research on his ideas greatly decreased. In the 1960s, Vygotsky’s work was revived by a new group of psychologists studying developmental psychology. Dr. Jerome Bruner coined the term â€Å"scaffolding† and connected it to Vygotsky’s work. Dr. Bruner and other psychologists began studying the use of ZPD in different educational contexts, and they found that encouraging students to tackle the most difficult tasks within their ZPD leads to the most learning. Today scaffolding continues to be studied and used in schools, and much recent research has focused on how to use scaffolding to make classes (including online classes) more effective. Does Vygotsky Scaffolding Work? Over the past several decades, numerous studies have been conducted to study the effectiveness of using ZPD and scaffolding as teaching methods. Overall, research has shown that these methods can often help students learn more than they would compared to traditional teaching methods, but they require the instructor to have a good grasp of the student’s ZPD so they can adapt the teaching method to them. An early study from 1975 found that four-year-olds whose mother’s interacted with them and gave them advice were able to build significantly more complicated block towers than those who worked alone. The children who were most successful were those whose mothers adapted their strategy based on how well their child was completing the task. They made different comments based on whether the child was doing well or was struggling. A 1990 study found similar results when children were asked to put dollhouse furniture into the correct room. Children whose mothers gave them guidance were significantly more successful than those who completed the task on their own. A study published in 2000 that focused on a teacher using ZPD and scaffolding to teach a Farsi speaker English found that these methods can be an effective way to teach someone a new language. As the student improved his English skills, his teacher went from teaching individual words and phrases, to asking yes/no questions, to asking questions that required more in-depth responses. This gradual increase in difficulty helped the student improve his English skills while reducing feelings of frustration from attempting language skills beyond his current level. A similar scaffolding psychology study published in 2014 found that, in a group of 30 Australian language students, those who had tutors that used scaffolding techniques made significantly more progress in their writing quality and strategy application. Two studies, one from 2003 and one from 2010, found that ZPD and scaffolding can be effective, but if the instructor doesn’t know how to implement them correctly, she is at risk of helping students too much which turns them into passive learners and hinders their growth. Tips for Using Vygotsky Scaffolding in the Classroom From the studies discussed above, we know that instructional scaffolding can be an effective teaching tool, but only if the instructor understands how to use it. Below are four tips for using scaffolding in the classroom. Know Each Student’s ZPD In order to use ZPD and scaffolding techniques successfully, it’s critical to know your students’ current level of knowledge. Without this information, you won’t be able to teach them in their ZPD or provide effective scaffolding support. Before you begin a lesson with ZPD or Vygotsky scaffolding, find their baseline knowledge by giving a short quiz or having an introductory discussion on the topic where you ask students questions to figure out what they already know. Also remember that each student will have a different ZPD for each topic you teach. If a class has widely varying ZPDs for a specific topic, it can be more effective to have them work in groups or individually while you walk around the classroom and provide guidance so that you can tailor your techniques to each student’s ZPD. Encourage Group Work Group work can be a very effective way of using scaffolding principles in the classroom because students can learn from each other while working together on a project. More advanced students can help others learn while improving their own skills by explaining their thought process.Try to create groups that contain students with different skill sets and learning levels to maximize the amount students learn from each other. Make sure each student in the group is actively participating. If you see one student doing most of the work, have her ask the other students for their opinions, and emphasize the importance of everyone contributing. Don’t Offer Too Much Help A potential drawback of Vygotsky scaffolding is the possibility of providing too much help. This causes the student to be a passive, instead of active, learner and actually reduces the amount the student learns. If you’re using scaffolding techniques, don’t jump in right away and start offering advice. Let each student work on their own first.When they begin to struggle, first start by asking them questions about what they’ve done and what they think they should do next. As much as possible, ask open-ended questions that encourage them to find a solution on their own, as opposed to just telling them the next step. For example, if a student is trying to build a block tower, it’s much more helpful to say things like â€Å"How do you think you can make this tower stronger?† or â€Å"Why do you think the tower fell down?† than â€Å"You need to make the base bigger.† If after you’ve had the student think through the problem, then you can begin offering concrete advice for what to do next, but be sure to continue to ask questions to help increase the student’s understanding. For example, after giving advice on how to improve the block tower, you can ask â€Å"Why do you think making the base bigger helps the tower stay up?† Have Students Think Aloud Having students discuss their thought process is one of the best ways to figure out where their current skills are (and thus determine their ZPD) and make sure they’re actively learning.As a student is working on a project, have her talk about why she’s making certain decisions, what she thinks she should do next, and what she’s unsure about.When you give advice, make sure you also explain your own thought process so students can understand why you’re making the decisions you did. Summary:Vygotsky Scaffolding and the Zone of Proximal Development Vygotsky scaffolding is a teaching method that uses instructors and more advanced peers to help students learn. The Vygotsky theory of cognitive development states that students will learn more when they receive guidance from someone with more skills in the subject they’re learning than they would if they were tackling the subject on their own. Vygotsky scaffolding is part of the education theory the zone of proximal development. The zone of proximal development states that each student, for each subject, has three levels of learning: things the student can accomplish on her own, things she can accomplish with help from someone else (the zone of proximal development) and things she can’t accomplish no matter how much help she has. The ZPD and Vygotsky scaffolding theory is that students learn the most when they’re in their ZPD. Soviet psychologist Lev Vygotsky developed the ZPD and the Vygotsky theory of cognitive development, while Jerome Bruner developed scaffolding psychology several decades later.Studies have shown that scaffolding can be a very effective teaching method, as long as the teacher understands the concepts behind it and doesn’t provide too much guidance. If using scaffolding and the zone of proximal development in the classroom, remember to know each student’s ZPD, encourage group work, don’t offer too much help, and have students explain their thought process out loud. What's Next? Are you a teacher writing recommendations for your students? Read all about how to write an outstanding recommendation letter for your students, along with what not to include. When do colleges start looking at a student's grades? Do colleges look at middle school grades? Read our guide to learn how middle school grades are important for college admissions. Writing a research paper for school but not sure what to write about?Our guide to research paper topics has over 100 topics in ten categories so you can be sure to find the perfect topic for you.

Comparison between training day and adjustment buerau Essay

Comparison between training day and adjustment buerau - Essay Example Crime refers to an unlawful activity that is done in law violation, where moral inclusiveness is used in ensuring criminal justice. Criminal justice system is a composition of a group of professionals, who exercise power and authority bestowed to them over other parties, to use force and physical coercion against them. Application of ethical values in rational decisions made in the criminal justice is also critical so that right decisions are made after serious critical thinking is employed to address the important issues of ethics, and the code of conduct within the law (Ethics in Criminal Justice Administration, 2012). When ethical values are effectively applied or incorporated when making serious and critical decisions, the decisions made are bound to be correct and very appropriate to the situation under consideration. Ethics are very critical when making critical decisions, because they help in guiding the decision which in most cases, if not well guided, may be wrong or inappro priate. Each field has its own ethics to be followed, though there are various ethical standards which are common in almost all the disciplines or which are universal. These universal standards of ethics or ethical standards guide a lot in decision making. In criminal justice just like any other field, proper decisions are critical because they aid in facilitating success. Adjustment bureau and the training day film critically analyzing the various issues of the ethics, crime and criminal justice where various decisions are made by significant actors in the movie. Here, the adjustment bureau does everything to stop David and Elise from being together using their considerable power. David in the destiny of all manners of fate is presented with a scenario where he has to do all that he can to ensure that he fulfills his desires regardless of the adjustment bureau (School of Criminal Justice, 2008). David as depicted in this scenarios is a go getter, who won’t let anything stop him from achieving what he wants or intents to achieve in life. His determination to achieve is clearly demonstatated in this scenario where he works so hard to ensure that none of his desires go unsatisfied in the end. The kind of determination exhibited here by this character is overwhelming, and is of great encouragement to those people who easily give up before achieving their targets or before satisfying their desires. In the idea of criminal justice, The Adjustment Bureau and The Training Day present the process of claims that dramatizations in media are so often misrepresent, and distort concepts of criminal justice. They also present the various legal systems leveled in various fictional bureau, such as the police officers implementing criminal justice in the movies, Adjusting Bureau and Training Day. In understanding all the connections in terms of decision making and critical and rational decision making, it’s very critical for one to be very considerate. According to the film and the instruments of criminal justice in line with ethical codes of conduct, the following discussion exemplifies the issues ironed out (United NationsOffice on Drugs and Crime, 2009). Justifying beliefs and decisions In validating the ways of life and decisions made in the criminal justice system, explaining what such decisions and who

Alternative Therapy for Rheumatoid Arthritis Research Paper

Alternative Therapy for Rheumatoid Arthritis - Research Paper Example The classic symptoms of RA are swelling, stiffness and pain in the joints. [1] Characteristics RA is characterized by inflammation of the synovium, progressive bone erosion, joint malignant, and destruction of surrounding tissues and muscles. Quality of life Some factors that effect the RA patient’s quality of life are endemic to the disease. This helps to rule out the possibility of other disease. Patients rarely have RA as their only medical problem. It is estimated that seventy percent of the RA patients who are on DMARDS (disease-modifying ant rheumatic drugs) have at least one other disease. The combination of the RA and another co-existing disease ultimately leads to a higher rate of mortality as compared to healthy people. In other words, RA patients age faster than healthy people. This may or may not be the result of the initial onset of RA or whether the premature aging precedes the onset of RA. Statistics 2.1 million Americans (0.5% - 1.0%) are affected by rheumatoid arthritis. Women are twice as likely to have the disease as men. The onset of RA occurs between thirty to fifty-five years of age with a median age of fifty-five years. Forty-nine billion dollars is spent annually for direct medical and lost wages and productivity. This amounts to $8500 per RA patient per year as the average cost of pharmaceutical therapy for rheumatoid arthritis which amount to 9 million physicians’ visits and 250,000 hospitalizations per year. [2] Alternative Therapies Yoga Yoga is an alternative therapy that has its roots in ancient India. It was used by the Indian culture as a sort of psycho-spiritual treatment for various diseases. Yoga is considered to have a positive effect on mental and spiritual health. The National Health Interview Survey of 2002 on Yoga use in the United States discovered certain traits endemic to people who where regular practitioners. It found that yoga users were primarily Caucasian (85%) and female (76%) with a mean age of 39. 5 years. [3] In this study, it was found that the practice of yoga has a â€Å"modulating effect on physiological and neurophysiologic symptoms.† [4] Some of the documented effects of yoga practice found in this study were; decrease in resting heart rate, increase in baro- reflex sensitivity in healthy elderly patients in addition to significant blunting of heart rate and blood pressure. Other benefits included decreased symptoms of stress, enhanced quality of life, and normalization of mean daily cortical levels in patients with prostate and breast cancer. Yoga is used to treat depression, improve muscle strength, increase endurance, improvement of balance and flexibility. It has also been shown to reduce pain associated with osteoarthritis of the hand, osteoarthritis of the knee, carp tunnel syndrome and localized lower back discomfort. RA patients reporting depression and anxiety disorders saw significant improvement in their mental health. By decreasing disease activity, the RA patient has a decreased perception of pain. It was concluded that a yoga program may slow the progression of the disease, enhance physical function, and decrease the risk of falls. Exercise Exercise can be defined as a planned regime of physical activity with the aim of having the outcome of a positive health benefit. [5] Regular exercise is crucial in the battle against RA. The

Play and Game Essay Example for Free

Play and Game Essay The title of this article kind of makes it seem like I’m about to encourage you to cheat, but that’s not what I’m here to do. I’m here to tell you what you can do when it comes to poker that allows you to get ahead of the game. While some of these tips might not be necessarily applicable to online poker, for poker where you are sitting around a table, these tips can tip the scales into your favor. Know the People If you find yourself at a table somewhere where you don’t know the other players, take a little time to know the tendencies of each player. One might only bet big if he has a good hand, one might be very hesitant no matter what card he has and the other might flick his hair when he is lying. Every single person at that table has a ‘tell’ for when they have something good or for when they are bluffing, especially in Poker, when you are all trying to beat each other. Take some time, get to know the people at the table and even get them talking. It could create a way in which you can win more money, just from being able to read the other players. Be conscious of your own tells If you have the chance, play a friendly game of Poker and have a friend watch you as you play. Have them after the game tell them what you are doing in the way of body movement depending on the hand you are on. It’s extremely important to know what you do, and be able to stop it. Especially if you know you touch your face when you might be able to use this to your advantage in ways I don’t even want to explain. While these two tips don’t work online, they can change the balance in your favor during an offline game of poker. Just Give Up If it is not your night, if you have been fighting with your significant other, just don’t play. Whether offline or online you might feel the urge to do so, but try to resist. While it might act as your stress reliever; your mind will not focus on the game and in a game where your money is on the line, this is a serious issue. From here you have to make sure to change any habit that you think is costing you money, whether that is staying up until 3 in the morning to play and feeling fatigued while playing or not drinking enough water. If you feel you aren’t in peak Physical condition, don’t bother playing. It’ll end up being a waste of time and money. Know the Rules; Know the Hands. In Poker, the best hand is a four of a kind and an ace combination. That is the best possible hand (figuratively) but the probability of getting it is very low. Know this when you go into a game and you will see your play improve dramatically. Know what you can have and what your opponents can have. Use probability and their reactions to make sure that if you are going into a hand that you can win, but going into a hand that is a calculated risk and has a chance of winning is better than hoping for the best. Just watch your play and keep everything in mind. Poker is as much a game of outwitting your opponent as staying mentally sharp yourself. You have to know what to do and when to do it. You have to make sure you are watching your own play as well as others. You have to know when to ‘hold’em’ and when to ‘fold’em’ Author Bio: Jeremy Henderson is an expert in all forms of poker and this is possibly because he is so passionate about the game. His expertise has helped him win at a number of tournaments and in turn he has made a comfortable living playing the game. He is also a voracious reader and an avid writer.

Essay on Twelfth Night: A Gender-Bending Journey -- Twelfth Night essa

Twelfth Night: A Gender-Bending Journey      Ã‚   Shakespeare enjoyed writing passionate plays about young lovers, but, after a while, the formula became exhausted and the Bard was forced to dig deeper, creatively speaking. Twelfth Night is an example of a Shakespearean love tale with a slight twist to keep things interesting. This play was the â€Å"Tootsie† of its time. Twelfth Night takes the audience on a gender-bending journey, while maintaining all the elements of true love throughout. At one point, Olivia wears a disguise in order to take on the traditionally male role of wooing her romantic interest, Cesario, who is also disguised. Although Olivia flirts with Cesario and tells him that his â€Å"scorn† only reveals his hidden love, she is mistaken. Her misinterpretation of Cesario’s manner is one of many problems contained within the drama. Cesario’s true gender, Olivia’s active pursuit of him/her, and the ambiguity of words with double meanings in this passage threaten to turn who lesome, romantic conquest on its head, or as Olivia says â€Å"turn night to noon† (139).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Perhaps the bigge... ... Erasmus, Desiderius. In Praise of Folly. Trans. Hoyt Hopewell Hudson, Princeton, New Jersey: Princeton University Press, 1970. Hotson, Leslie. Shakespeare's Motley. New York: Oxford University Press, 1952. Potter, Lois. Twelfth Night: Text & Performance. London: Macmillan, 1985. Shakespeare, William. The Norton Shakespeare. Edited Stephen Greenblatt et al. New York: W. W. Norton & Company, 1997. Zijderveld, Anton J. Reality in a Looking-Glass: Rationality through an Analysis of Traditional Folly. London: Routledge & Kegan Paul, 1982.

Problems in American Education

The American system of education has often been criticized in many circles. By objective measures, such as standardized test scores, the United States lags behind other industrialized nations in scores on subjects such as math and science. The most recent comparisons have the United States ranked sixteenth in a field of the thirty wealthiest nations in science. (Glod, A07) They ranked twenty-third in the same field with respect to math scores. (Glod, A07) The regions with which these students were compared were, for the most part in Western Europe and East Asia.(Glod, A07) The popular American culture makes light of how uneducated the general population is. Shows like the Late Show with Jay Leno take to the streets and ask people relatively simple questions, which they cannot answer. Game shows such as â€Å"Are you Smarter than A Fifth Grader† make light of adult ignorance, and news organizations emphasize the problems in America’s schools. A close examination of the m otives, methods and goals of public education in the United States along with a review of public attitudes toward learning shed light upon some of the reasons for the substandard reputation of America’s schools.It can be argued that in terms of economic benefits, our schools are adequately successful, but in terms of a social and cultural tool, American schools fall well short of their foreign counterparts, as well as their own stated goals. (Rebell, 37)The reasons for this are lack of proper funding, the treatment of teachers, and the localized control of schools attempting to achieve unrealistic Federal mandates. Schools in America across the board are under-funded. Many studies have demonstrated that the quality of education is greatly enhanced by low teacher-to-student ratios.The National Education Agency recommends a ratio of no more than 15 students per teacher in Elementary schools. (Roza, Miller & Hill) Across the nation, the average class size for elementary school i s 22-25 students per teacher. (Roza, Miller & Hill) Given numerous studies that prove that the smaller ratio yields real, tangible improvements in math and science scores, it is clear that more qualified teachers and more facilities wherein they might teach are needed. (Roza, Miller & Hill) These assets, however, cost money.(Roza, Miller & Hill) The states and localities are expected to find money for schools, and the method of choice for funding schools has been the property tax. (Roza, Miller & Hill) Coupled with the fact that schools generally serve the neighborhoods in which they are located, and the endemic problem becomes clear: Schools from poorer neighborhoods will have less money because property values are lower. (Roza, Miller & Hill) Both the States and the Federal government have attempted, with limited success to solve these inadequacies.(Roza, Miller & Hill) The federal government, through the Title I program, has allocated $18 billion to â€Å"fill the economic holes † in funding for impoverished districts, but these programs have failed, as the money is often either diverted, or never moved owing to loopholes in the existing laws. (Roza, Miller & Hill) Federal studies have shown that school districts generally favor financially those schools who have the fewest challenges, and that Title I money is frequently funneled to schools with little or no financial need.(Roza, Miller & Hill) Teacher pay is another area in which the lack of funds has hurt educational outcomes in America. Thirty-six states have a funding gap, with a nationwide dispar ¬ity between high-poverty and low-poverty districts of $1,348 per student. Funding gaps and the lack of progress in eliminating them continue to contribute to the overall lack of relative success in America’s public Schools. (Carey, K. ) In twenty-five of a forty-nine state study, the highest-poverty school districts get fewer re ¬sources than the lowest-poverty districts. (Carey, K. ) Even m ore states have a gap for high-minority districts, thirty-one in all.Those thirty-one states educate six out of every ten poor and minority children in America. The shortfalls, some exceeding $1,000 or even $2,000 per student, are greatly at odds with national goals for closing the achieve ¬ment gap. (Carey, K. ) They fly in the face of any reasonable, rational notion of how to support our public schools. (Carey, K. ) Until state policymakers get serious about fixing these problems, they can ¬not in good conscience pretend to have fulfilled their basic obligations to those students who are most in need of a high-quality public education. (Carey, K.) Moreover, these numbers ac ¬tually understate the true extent of the problem because they don’t reflect the added cost of educating children in poverty. (Carey, K. ) School funding experts gener ¬ally agree that high-poverty schools need more resources to meet the same standards. (Carey, K. ) School funding comparisons tha t reflect this fact have been a mainstay of academic research and various technical analyses of school finance for a number of years. (Carey, K. ) Recent examples of such analyses include publi ¬cations from both the U. S. Department of Education and the U. S. Government Ac ¬countability Office.(Carey, K. ) The average teacher salary in the United States is between $39 and $43 thousand dollars a year, depending on location. (Average Salaries)It typically takes a four-year degree and additional study of content to qualify to be a teacher. (Porter, C) In contrast, other professionals with four-year degrees earn over twice that amount, particularly if their area of study is math or science –related. (Cowan, K. ) It shouldn’t be surprising, then, that qualified math and science teachers are in high demand. The money necessary to lure these types of people into education simply does not exist in the current budgets.Critics of this analysis argue that substantial raises in teacher pay would be â€Å"throwing money† at the problem, and over-compensating a population of underperforming teachers. (Porter, C) This argument is precious. The current population of teachers do not represent the best available, largely because of low salary; as better quality educators become available, the job market will become competitive, and with a very short time, the overall quality of those teachers would rise to the level appropriate to the pay. Related to the low salaries of the teachers are the cultural attitudes that America has toward schools, teachers and education.It is these attitudes that contribute to the problems that Educators in this country face when trying to compete with other nations. (Porter, C) Americans have long been used to the notion that a â€Å"free and appropriate† education for their children was a fundamental right. (Porter, C) As a result, many schools have devolved into nothing more than quasi-educational daycares for all American children. (Porter, C) The fact that American parents express more satisfaction with the schools than do their European and Asian counterparts illustrates the US cultural complacency with respect to education.(Porter, C) Students in these foreign schools work harder for a number of reasons. First, they are under more parental scrutiny, second, their cultures do not denigrate learning and academic achievement, and third, admission to favorable careers and higher education is based on close assessment of learning achievement in high school. (Bishop, J. ) In contrast, students in US schools do not recognize the benefits of education for a number of reasons. (Bishop, J. ) First, the U. S. labor market does not reward high school achievement. (Bishop, J.) Statistics indicate that for the first eight years after high school, achievement does not correlate to increase in wages for the high school educated. (Bishop, J. ) Most employers do not look deeply at grades of high school gra duates, and many schools do not send transcripts to prospective employers, even when requested to do so. (Bishop, J. ) Another key contributing factor to the lower expectations of benefit for American students in high school is the fact that college admissions are not based on high school performance as much as on aptitude tests. (Bishop, J.) The result is that neither students nor parents are motivated to push for higher academic standards, since they would jeopardize GPA, SAT scores and class rank, the three key statistics examined for university admission (Bishop, J. ). The fact that parents and students to not regard the field of education as important in its own right is caused by several factors. The first is the sense of entitlement that parents have about education. (Bishop, J. ) They feel that students have a â€Å"right† not to learn, but to get a Diploma, go to college, and achieve the financial success associated with college education.(Porter, C. ) Parents and st udents across the board assume that this is an entitlement, rather than something to be earned through effort and ability. (Porter, C. ) The basic notion is that education is something â€Å"done to† a child, rather than something the child â€Å"does†. (Porter, C. ) This attitude, shared by parents, students and even some administrators dovetails into the lack of respect for educators that is reflected by poor pay. In no other profession, are professionals questioned, criticized and scrutinized by their clients than in education. (Porter, C.) Despite teachers having obtained a four-year degree, additional training for teaching, and how ever many years of experience they might have, their clients (parents) are still convinced that they know more than the professionals as to how their student might learn. (Porter, C. ) The notion that â€Å"those who can’t do, teach† and the underlying notion that teachers have that job because they cannot do anything else contributes to this lack of professional respect. (Porter, C. ) Low salary validates this viewpoint. The underlying assumption is that if a teacher were competent, they would be doing something else that yields better pay.Often, this attitude is displayed by school administrators, who often treat teachers as fungible units of work, with little or no consideration for their abilities, expertise, experience or suggestions. (Porter, C. ) The fact that administrators are often acting according to governmental or budgetary guidelines does not detract from the perception created by their conduct. (Porter, C. ) In European cultures, as well as many Asian ones, the opposite assumption is held. Parents expect very high output from not only teachers, but students as well. (Bishop, J.) The question is not â€Å"can you teach my child,† but rather, â€Å"can my child learn from you what he or she needs†. (Bishop, J. ) While salaries for European or Asian teachers may not be as hi gh comparatively, the level of respect afforded to the profession is much higher. (Bishop, J. ) This begins with students believing and understanding that education is their responsibility, not that of their teachers. (Bishop, J. ) This causes the students to put in maximum effort to learn, which in turn solves a vast majority of the problems experienced in the American system. (Bishop, J.) A teacher who is unable to perform in an environment of students who are highly motivated to learn is not competent, and would need to be retrained or replaced. (Bishop, J. ) The recognition of the real value of education by the public makes the raising of funds to pay for quality teachers and facilities much easier as well. Since all of the community and the government recognize the economic need for quality education, it is given budgetary priority. (Bishop, J. ) Despite these deficiencies, the political will to spend the money needed to improve schools is not present.When a study is done which ranks US education as below international standards, there is often an outcry, and much talk about improvement, but very little actually happens. The Federal government has issued edicts such as â€Å"No Child Left Behind† which articulates goals without a roadmap or funding to achieve them. (Neill, M. ) This mandate has contributed significantly to the inability of schools to meet their educational goals. It is taken as a given, even by proponents of the â€Å"No Child Left Behind† program that it is under funded, but that is just the tip of the iceberg in terms of this issue.(Neill, M. ) The federal government has, in this law, issued what is known as an â€Å"unfunded mandate† by insisting the States meet certain standards without providing the means to do so(Neill, M. ). This is merely one of numerous problems with the â€Å"No Child Left Behind† concept. (Neill, M. ) Modeling the concept after an initiative in Houston, the â€Å"No Child Left Behin d† program has been unable to reproduce that success in other places. (Neill, M. ) Studies of the Houston plan show that the success illustrated there was never really present to begin with (Neill, M. ).Results were manipulated by excluding non-performing students from counts, and even with that provision, the race-gap was not addressed in Houston. (Neill, M. ) By dividing student groups up by race and other demographics, studies have also shown that the more diverse the culture of a school district, the less likely they are to meet the â€Å"No Child Left Behind† standards of achievement. (Neill, M. ) In fact, some studies have shown that given current demographic shifts, virtually all schools will eventually fall short of the improvement standards set by the initiative. (Neill, M.) Since the sole measure in the â€Å"No Child Left Behind† initiative is standardized tests, the entire focus of education has become test preparation. (Neill, M. ) This narrows curri culum, and puts undue pressure on students, teachers and administrators. (Neill, M. ) It also forces curriculum away from higher level thinking skills which are far more useful assets for future academic, financial and social success. (Neill, M. ) â€Å"No Child Left Behind† demands that English-language-impaired and special-needs students meet proficiency standards without any means of making this happen.(Neill, M. ) The theory is that the mere institution of the requirement, coupled with the threat of punishment for failure, will force the schools to improve in this area. (Neill, M. ) By privatizing tutoring and support funding, â€Å"No Child Left Behind† not only takes money away from public schools, but also promotes the perception that failures of student performance are based on incompetent or lazy teaching, rather than anything associated with student efforts, or any other factor. (Neill, M.) â€Å"No Child Left Behind† labels certain schools as failures , which causes the quality teachers within such schools to transfer out, and creates a difficult climate for the schools to recruit quality teachers. (Neill, M. ) The initiative in no way addresses socio-economic causes of academic struggles, making no effort to feed, clothe or house underachieving students in order to make them able to focus on academics. (Neill, M. ) Finally, the remedies offered by â€Å"No Child Left Behind† have failed to â€Å"fix† schools which prove to be â€Å"in need of improvement† according to their own standards.(Neill, M. ) In fact, the initiative actively prevents measures which have proven to offer improvement for schools with poor performance records. (Neill, M. ) Portfolio assessment, teacher training, proactive parent involvement, and other proven methods of improvement are shoved aside in favor of artificial standards based on tests that fail to address the actual goals of education, and whose contents are ridiculously unrepr esentative of competent content. (Neill, M. )Lack of proper funding, the treatment of teachers, and the localized control of schools attempting to achieve unrealistic Federal mandates have caused United States Schools to under perform in comparison to their European and Asian counterparts. The culture of contempt for education professionals and disengaged parents have created a system which is deeply flawed. Resolution of these problems would involve wholesale restructuring, massive rebuilding and huge amounts of money.Given the continued economic strength of the United States despite perennial failures in education, it is likely that the government will allow the â€Å"top ten percent† to gain benefits from public education, while everyone else, including parents, teachers, administrators and most students are left mired in a tangle of misguided regulation, spurious funding, unrealistic expectations and public contempt for their efforts. Bibliography â€Å"Average Salaries of Public School Teachers† The National Education Agency Website 2004-5 The National Education Agency 2002. http://www. nea. org/edstats/RankFull06b.htm Bishop, J. â€Å"Incentives for Learning: Why American High School Students Compare so Poorly to Their Counterparts Overseas† Center for Advanced Human Resource Studies (CAHRS) CAHRS Working Paper Series 1989. Accessed November 14, 2008. http://digitalcommons. ilr. cornell. edu/cgi/viewcontent. cgi? article=1399&context=cahrswp Carey, C. â€Å"The Funding Gap 2004: Many States Still Shortchange Low-Income and Minority Students† The Education Trust Website 2004. The Education Trust. 2007. http://www2. edtrust. org/NR/rdonlyres/30B3C1B3-3DA6-4809-AFB9-2DAACF11CF88/0/funding2004. pdf Cowan, K.â€Å"List of Best Degrees by Salary† PayScale Website 2008 PayScale, Inc. 2000. http://blogs. payscale. com/salary_report_kris_cowan/2008/07/list-of-best-co. html Glod, M. â€Å"U. S. Teens Trail Peers Around World on Math-Science Test† The Washington Post Wednesday, December 5, 2007; Page A07 http://www. washingtonpost. com/wp-dyn/content/article/2007/12/04/AR2007120400730. html Neill, M. â€Å"No Child Left Behind†Ã¢â‚¬ ¦ After Two Years: A Track Record Of Failure† Time Out from Testing Website. 2008 Performance Assessment 2001 http://www. timeoutfromtesting. org/pr/PR_Neil_NoChildLeftBehind.pdf Porter, C. Interview (personal) 12 November, 2008. Rebell, M. â€Å"Professional Rigor, Public Engagement and Judicial Review: A Proposal for Enhancing the Validity of Education Adequacy Studies. † Teacher College Record Volume 109, Number 6, 2007 Pg. 1-73. http://www. schoolfunding. info/resource_center/research/professional_rigor. pdf Roza, M, Miller L. & Hill, P. â€Å"Strengthening Title 1 to Help High-Poverty Schools† The University of Washington website 2005 The university of Washington,2008 http://uwnews. org/relatedcontent/2005/August/rc_parentID11695_thisID11712 . pdf

Academic Achievements Essay

THE PROBLEM AND ITS BACKGROUND In every student’s life, academic excellence as well as co-curricular involvement is very essential. The two aspects would help them attain their goal of being part of the honor roll. Balancing these two is one of the problems honor students of today are facing. This process is intended to know how important co-curricular involvement is and what its effects to the students’ academic achievements are. Since 1985, Colegio San Agustin (CSA)- Bià ±an has been providing its students quality Catholic education that enriches their knowledge academically. Besides, CSA- Bià ±an has been offering several co- curricular programs like authorized student clubs or organizations wherein each student is required to join, inside and outside school competitions, sports activities and many more. Prospective honor students, as active as they want to be, participate and take part in both academic and co- curricular programs. CSA- Bià ±an Junior High School Department follows DepEd Order No. 92, s. 2009 for the selection of honor students. The policy states that the 7-3 point scheme (7 points for academic performance and 3 points for co- curricular activities) shall be used in determining the final honors among non- graduating and graduating students. In Academic Year 2013-2014, there were 30 students from grade seven to third year high school who grabbed a spot in the honor roll. Their final ranks were computed based on 70% academics and 30% co- curricular. They, most probably, are equally excellent in both aspects. Co-curricular refers to activities, programs, and learning experiences that complement, in some way, what students are learning in school. Co-curricular activities are usually a way to separate students from their academics. These activities have influence on students’ academic performance but on the other hand, it is questionable whether these activities effect positively or negatively (Millard, 1930). Different school administrations are interested to find out if there is association between academic performance and the involvement in co- curricular activities. (Stephens & Schaben, 2002). This is where the focal point of the study takes place: the effects of co- curricular involvement on the academic achievements of the grade seven to third year over- all top ten students. In view of the fact that the researchers are potential honor students, they see the necessity to make an investigation  about this matter for they are sure that the outcome of this study would be beneficial not only to aspiring honor students like them but also to the administrators of the locale under analysis. Setting of the Study The study will be conducted at Colegio San Agustin-Bià ±an, which is situated at Southwoods Interchange, Juana Complex I, Bià ±an City, Laguna. It is a private school run by the Order of St. Augustine. Theoretical/Conceptual Framework This study was anchored on the following different evaluation and assessment concepts. According to the Pickle Jar theory, when you take an empty pickle jar and fill it with rocks, it appears to be full – until you fill it with gravel. The smaller granules fill the cracks between the rocks, and you can still fit in some sand, and then water. Another theory named the Distraction-Conflict theory (1978), refers to an analysis of performance gains in groups assuming that when others are present, attention is divided between the other things and the task; this attentional conflict increases motivation and so it facilitates performance on simple, well-learned tasks. These theories are relevant to the research because like the Pickle Jar Theory, the rocks represent the academic achievements while the smaller granules like pebbles and sand depict the co-curricular involvements. On the other hand, the Distraction-Conflict Theory attests that when both academics and co- curricular activities are present, a student’s attention may be divided and therefore cannot focus on his priority which is his academic performance. SS Figure 1 The Relationship between the Profile and the Effects of Co- Curricular Involvement to Academic Achievements as Perceived by Grade Seven to Fourth Year Over- all Top Ten Students of CSA- Bià ±an in AY 2013- 2014 After consolidating the ideas and thought of the theories and studying the  concepts presented, the researchers came up with Figure 1 to show that the profile; gender, final general average, over-all rank, and frequency of co-curricular involvements (independent variable) has something to do or may alter the perceived effects of co-curricular involvements on academic achievements (dependent variable) of grade seven to third year over- all top ten students of Academic Year 2013-2014. Statement of the Problem This study sought to determine the perceived effects of the co-curricular involvements to the academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an in academic year 2013-2014. Specifically, it sought answers to the following questions: 1. What is the profile of grade seven to third year over-all top ten students in terms of: a) Gender b) Final General Average c) Over-all Rank d) Frequency of Co-curricular Involvements 2. What are the perceived effects of co-curricular involvement to academic achievements? 3. Is there a significant relationship between the students’ profile and the perceived effects of co-curricular involvement on academic achievements? Statement of Hypothesis The researchers hypothesized that: There is no significant relationship between the students’ profiles and the perceived effects of co-curricular involvement to academic achievements of grade seven to third year over-all top ten students of Colegio San Agustin- Bià ±an. Statement of Assumptions The researchers assume that: 1. Co- curricular involvement has either positive or negative effects on the students’ academic achievements. 2. Over- all top ten students are concerned on the effects of co- curricular to academic achievements. 3. CSA- Bià ±an offered both co- curricular and academic programs in AY 2013- 2014. 4.  Colegio San Agustin- Bià ±an Junior High School Department gives importance to both academic and co- curricular excellence. 5. The effect of co- curricular involvement on academic achievements has certain advantages and disadvantages. Significance of the Study Since this study will be conducted to discover the relationship between the co-curricular involvements and the academic achievements of the grade seven to third year over-all top ten students of Colegio San Agustin-Bià ±an in the Academic Year 2013-2014, the researchers found the following grounds of the study very significant: 1. The information which will be gathered in this study may serve as a guide to the teachers in assessing their students’ strengths and weaknesses, both in the academic and co-curricular fields; thereby, will result to better teaching methods and efficient parent-teacher conferences; 2. The results of the study will provide the Guidance and Testing Center with the knowledge of how their students balance their academics and activeness in co-curricular participation which would lead to adequate seminars regarding this matter; and, 3. Finally, the findings of this study will provide the students with the information on how to manage co-curricular activeness and academics while achieving a high general average; 4. The findings of the study will address the parents’ inquiry regarding their child’s academic standing in the classroom aiming to provide the information on the composition of their child’s general average and the process of evaluating the child; 5. The study will serve as a guide for the administrators in providing better service to their by means of efficient teaching strategies and increasing the students’ participation in co-curricular activities through offering a wide selection of activities that correspond to various talents and interests of the students. Scope and Delimitation The study focuses on the perceived effects of co- curricular involvement to academic achievements of grade seven to third year over- all top ten students of Colegio San Agustin- Bià ±an in Academic Year 2013- 2014. The study’s focal point is the effects of co-curricular involvement to the academic achievements of students. The study was limited to the grade seven to third year over-all top ten students for they are the ones who are  concerned on how co- curricular affects their academic achievements. Also, they are more likely to experience problems concerning the subject matter. The study doesn’t include the fourth year high school students of AY 2013-2014 because it would be inconvenient for the researchers to communicate with them since they now study in several different universities. This study yearns to determine the effects of co- curricular involvement on the academic achievements of students. Definition of Terms The following terms were used within the context of the study. They are defined conceptually and operationally for easier comprehension. Academic Achievements. The students’ excellent performance which is measured by academic disciplines like examinations, quizzes, class participation, projects, assignments and etcetera. This is mirrored by the students’ final general average. Co Curricular Involvement. The students’ participation in activities, programs, and learning experiences that complement, in some way, what they are learning inside the classroom. They are usually a way to separate students from their academics. Over-all Top Ten. Ten students who, among all their batch mates, show the most remarkable excellence in both academic and co- curricular performance. Department of Education. Abbreviated as DepEd (Kagawaran ng Edukasyon) and is the executive department of the Philippine government responsible for ensuring access to, promoting equity in, and improvin g the quality of basic education. Final General Average. Final assessment of the student’s grade which consists of both co-curricular and academic performances. Guidance and Testing Center. The sector of Colegio San Agustin- Bià ±an that is responsible in helping the students with their personal emotional and psychological problems. They are also ought to create programs that would maintain the students well- being emotionally and psychologically. Over- all Rank. Rank of the student over the whole number of their batch according to his academic and co-curricular performance. Academic achievements Essay Experience is the best teacher, as the saying goes. There is no better way to learn and be equipped with life skills and unfathomable wisdom than from our experiences. These experiences maybe bad, like an accident from drunk driving, or good, like winning the spelling bee competition. Either way, the consequences to these actions will always be valuable and it will serve a purpose in our lives. Academic achievements, as shown by those glistening medals that hung in our dressers, the framed certificates that hung on our walls, the trophies that are placed in the living areas of our houses, and the recognition given to us by our school, family, and friends, are always on top of our list in accomplishing. Although they play a very big part in the molding of a child to be motivated to study and graduate with honors, it may not always be a priority for others. Nowadays, the four corners of the classroom are not enough to give a student the learning that he needs in order to be fully prepared to go to college. Colleges do just not want their student applicants to be academic achievers, but well rounded too. Extra-curricular activities, like athletic achievements, musical involvements, writing for the school newspaper, joining various school clubs, the student council, summer camps, leadership trainings, among many others are just a few of the many activities that a student can get involved in to harbor more life experiences and to know where he excels at the most. Activities like those mentioned above do not only hone a student in one direction, but it improves the student’s social skills, especially in dealing with other people as these organizations exist because of its members, in thinking outside the box and letting their creative juices flow, in having passion for something that they believe in and in wanting to make a difference. These things are as important as being scholarly, because in college, you are not only being tested academically; you are being prepared for your encounter with real life in your chosen path – the life after college.

The History and Invention of Water Skiing

The History and Invention of Water Skiing In June 1922, 18-year-old adventurer Ralph Samuelson of Minnesota proposed that if you could ski on snow, then you could ski on water. Ralph first attempted water skiing on Lake Pepin in Lake City, Minnesota, towed by his brother Ben. The brothers experimented for several days until July 2, 1922, when Ralph discovered that leaning backward with ski tips up leads to successful water skiing. Unwittingly, Samuelson had invented a new sport. The First Water Skis For his first skis, Ralph tried  snow skis on Lake Pepin, but he sank. Then he tried barrel staves, but he sank again.  Samuelson realized that with the speed of the boat - a top speed of less than 20 mph - he needed to fashion some type of ski that would cover more water surface area.  He bought two 8-foot-long, 9-inch-wide planks, softened one end of each  and shaped them by curving the ends up, held with vice grips to keep the ends up and in place. Then, according to Vault magazine, he fastened a leather strap in the middle of each ski to hold his feet in place, bought 100 feet of sash cord to use as a tow rope and had a blacksmith make him an iron ring, 4 inches in diameter, to serve as a handle, which he insulated with tape. Success on  the Water After several failed attempts at getting up and out of the water,  Samuelson finally discovered the successful method was to lean backward in the water with ski tips pointing upward. After that, he spent over 15 years performing ski shows and teaching people in the United States how to ski. In 1925 Samuelson  became the worlds first water ski jumper, skiing over a partly submerged diving platform that had been greased with lard. Water Ski Patents   In 1925, Fred Waller of Huntington, New York, patented the first water skis, called Dolphin AkwaSkees,  made out of kiln-dried mahogany - Waller had first skied on Long Island Sound in 1924. Ralph Samuelson never patented any of his water skiing equipment. For years,  Waller had been credited as  the inventor of the sport. But, according to Vault,  clippings in Samuelsons scrapbook and on file with the Minnesota Historical Society were beyond dispute, and in February 1966 the AWSA officially recognized him [Samuelson] as the father of waterskiing. Water Ski Firsts With the invention now a popular sport, the first ski shows were held at the Century of Progress in Chicago and the Atlantic City Steel Pier in 1932. In 1939 the American Water Ski Association (AWSA) was organized by Dan B. Hains, and the first National Water Ski Championships were held on Long Island in the same year. In 1940 Jack Andresen invented the first trick ski - a shorter, finless water ski. The first World Water Ski Championship was held in France in 1949. The National Water Ski Championships were broadcast on national television for the first time at Callaway Gardens, Georgia, in 1962, and the MasterCraft ski boat company  was founded in 1968.  In 1972 water skiing was an exhibition sport at the Olympic Games in Keil, Germany, and in 1997, the  U.S. Olympic Committee recognized  water skiing as a Pan American Sports Organization and AWSA as the official national governing body.

Classroom Rules for High School Students

Classroom Rules for High School Students Rules are an important aspect of every classroom, especially when youre working with high school students. Teenagers- with their budding hormones and complex social lives- can be easily distracted, and though many are mature and highly capable, they can still benefit from structure and rules. Classroom rules provide guidelines that allow students to know what is expected of them. Ideally, they should be simple, easy to follow, and posted somewhere for all of your students to see. One of the keys to writing effective classroom rules is to keep them general enough to cover a variety of situations but also specific to your students, classroom, and school. Key Takeaways: Classroom Rules for High School Students Classroom rules provide the structure and guidelines needed to create a productive learning environment.You can create a set of classroom rules yourself or solicit input from your students and work together to make a list of rules. At the beginning of each school year or semester, go over the rules in class with your students, leaving time for questions and discussion. Students are more likely to follow the rules when they understand the purpose behind them; rules that seem excessive or unnecessary are more likely to be ignored. For this reason, it is important to communicate why you have established certain rules and how those rules will help create an effective, well-run classroom. Sample Classroom Rules for High School Students There are a number of different ways to create a list of classroom rules. You could do it all yourself, setting the rules however you see fit. Another way is to solicit suggestions from your students; you might even have them vote on which rules they prefer. The benefit of this method is that it allows you to learn more about what kind of classroom environment your students favor. Some possible rules for a high school classroom include: Arrive on Time: To keep the classroom running smoothly, everyone needs to be on time and ready to start class. Students  outside the door and rushing in after the bell has begun to ring will be considered tardy. You must be in your seat when the bell rings to be counted present.Turn Off Cell Phones and Electronic Devices: When class is in session, cell phones and other electronic devices (mp3 players, tablets) must be turned off. If they are not turned off, they will be confiscated.No Food or Drinks: Eating and drinking should be reserved for lunchtime and breaks between class. (However, exceptions should be made for students with medical needs.)Attend to Personal Needs Before Class: Use the restroom or stop at your locker before class to avoid causing disruption for your fellow students. Hall passes are limited, so please do not ask for a pass unless you have a true emergency.Bring Required Materials Every Day: Unless you have been instructed otherwise, come to class prepared with all of the required materials you were advised to bring at the beginning of the school year. Do not interrupt the teacher or other students to ask to borrow items you forgot to bring to class. Start Your Assignment When the Bell Rings: Directions will be posted on the board or on the projection screen when you arrive for class. Please do not wait to be reminded to begin your assignment.Use Polite Speech and Body Language: Always behave in a way that is respectful to your teacher and fellow students. Unkind teasing and impolite behavior are unacceptable  at all times and may lead to disciplinary actions. Be respectful of other students when they are speaking. Any form of bullying will not be tolerated.Speak When Permitted: Most of the time, you must raise your hand in class and wait to be called on before speaking. There may be times during group work when quiet talking is permitted. Be aware of when talking is and isnt allowed. It is important that students remain quiet during exams until all students have finished.No Cheating: Students caught cheating will receive a zero and a phone call home. Both the student who shares his work and  the person who copies it will suf fer the same consequences. Be mindful of accidental cheating by covering your paper during exams and preparation of other graded assignments. Listen and Follow Directions: It is important for you to pay attention in class and follow the teachers directions. You will be a more successful student if you listen in class and follow instructions.Never Pack up Before Its Time to Leave: It may be tempting to pack up early when its getting close to the end of class. Nevertheless, you should wait until the teacher has dismissed you before preparing to leave.Turn in Work on Time: Unless you have been given an extension, always turn in your work on time. Late assignments will receive a lower score.Use Technology for Learning: If the class is using a form of technology such as computers or tablets for a lesson, use the technology for its intended purpose- learning. Dont browse the web or use social media.Make up Missed Work: If you have missed a lesson or an assignment, make arrangements with your teacher to complete the work.If You Have a Question, Ask for Help: If something is confusing- such as assignment instructions or something in your reading materials- ask your teacher or another student for help.

What do you understand by the term racism Using examples from one of Essay

What do you understand by the term racism Using examples from one of the areas of policy we have covered, explain the existence of racism in contemporary Brita - Essay Example People in the same race may be very different from each other in terms of appearance and even genes, even more different than someone who is not in the same race. Therefore, dividing people into races makes no sense biologically. (Weston T, 2008) What exactly is Racism? Many people equate this with mistreatment of minorities while some equate this prejudice and stereotyping. It is not that easy to be defined because racism is not a thing. It has no mass and it can have subjective opinions. A lot of different definitions of racism have been given by a lot of different people. For the ease of understanding, we will be using the following definition of Racism throughout this paper. Racism and the theory of evolution have a connection. People justify racism by saying that according to the theory of evolution, the strongest continue to exist. Hence any group that has a advantage over another group has a right to dominate and completely eradicate the weaker faction. Therefore the week cliques get removed from the gene-pool, which makes the species strong and more powerful as a whole. In short, they say that by practising racism, they remove the weak from the society and this in turn benefits the world as a whole. These people either misinterpret the true theory of evolution or use it to justify what their actions. Evolution does not lead to racism - ignorance, fear and bigotry do. (Barnett, A., 1998) What they don’t realise is that racism only creates frustration among the weaker groups and by practising this, the third generation of human rights are breached. The trend in racism has changed dramatically since the 9/11 attacks on the world trade centre. At first it was more of racial discrimination. Now racism is more about religion. Muslims all over the world are now looked down upon and the world has now experienced something called ‘Islamophobia.’ As Kevin Smith said, Access to healthcare should be a right, not