Describe the employment of women in Britain in 1914 at the outbreak of war

As war broke out in 1914 about 1/3 of women were in some type of paid employment. The majority of this was domestic service or secretarial work and most people accepted, there was no place for women in manual labour e. g. dock-labouring, mining or road -digging. A woman's role was very much as the homemaker. They were regarded as the weaker sex and the sex that had fewer rights than men. Decent women were expected to stay at home and rear the children of the family. They had to obey their husbands. Britain's leisure class was kept in comfort by an army of domestic servants. A large landowner with a wife, two children and a 62-roomed house n the West End required an indoor staff of 36. Some of the servants accompanied the family to its other homes – the country house, the seaside villa, the ‘shooting box' in Scotland – each of which also had its own separate staff, containing many women. The working day could be a gruelling 17 hours long. The most important female servant of the household was the housekeeper, known by the title of ‘Mrs', she commanded a platoon of female domestics like lady's maid, housemaids, kitchen maids and the scullion who washed the dishes. Upper class women were not expected to work. They therefore were involved in charity work and voluntary work also they were heavily involved with the suffragettes. Many working class women worked all day at jobs in their own homes, however some working class women worked in factories, to supplement the men's income, which often wasn't enough. Workrooms were often crowded, dirty, ill lit, ill ventilated and insufficiently heated. The hours permissible under the Factory Acts in 1901 were long. Women and girls over 14 years could be employed 12 hours a day and on Saturday 8 hours. In addition, in certain industries, and dressmaking was one, an additional 2 hours could be worked by women on 30 nights in any 12 months. At the outbreak of war women earned about 65 per cent of the male wage. The employment of little errand girls, usually only 14 years of age was common. Their work was very varied – running errands, matching materials, and taking out parcels, cleaning the workrooms, and often also helping in the work of the house. To be running around doing ‘odd jobs' for the employees of a busy workshop was hard work and tiring. It was not surprising that the young women in those workshops often looked weary and overdone; but there were plenty of girls to take their place, so they would not give in. Many others were employed to work on the surface of coal mines or on fish docks at hard, tiring, physical labour. A sexist outlook upon women in the workplace operated throughout this period. It resulted in skill definitions and pay differentials. Women's work was usually considered unskilled, where as a man doing the same job would be considered skilled. For example welding was perceived as a skilled job when men did it but when women became welders during the First World War it was seen as unskilled, with women being paid half the male rate. Middle class women attempted to get into professions as doctors, lawyers, accountants and bankers but found it incredibly difficult. The opinion of men was that they were not intelligent enough and too weak emotionally therefore unable to cope with the work. They did find employment easier to find as teachers, as this was dealing with children and they were able to find employment in the white-collar industries as clerks, telephonists and secretaries. However female clerks would earn less than one third of the male wage, and a female typist would earn i1 a week compared to i3 a week earned by a man. Women from the upper and middle classes came to have more opportunities in the late nineteenth century. This was particularly so in education. Higher education was open to women, although they were restricted in taking degrees in either Oxford or Cambridge. Most women lacked such opportunities. Women mainly moved into the low-skill, low-pay ‘sweat shop' sector as they were denied access to the new technologies. Female factory workers were generally worse treated than men in pay, training and opportunities, and the trade unions mainly male organisations co-operated with the management or the definition of skills, which affected pay, were controlled by men and favoured them; skilled women were poorly recognised. Women were also paid piece rates and found their wage lowered if they earned too much. One factory inspector remarked that ‘What can one do when a girl is earning as much as 15 shillings a week but lower the piece rate? ‘ In a survey just before the war the social commentator and reformer, S. Rowntree, had argued that i1 a week was necessary in order to live above poverty but few women received this amount. In J. M Barrie's comedy What Ever Woman Knows (1908), John Shand, the railwayman turned MP, owes his success as a debater to his wife Maggie, who has transformed his boring speeches when she typed them up. Women had achieved some degree of marital equality and been given some educational opportunities by 1914. They had also begun to make some inroads into traditional male occupations and they had focused political action on winning the vote.

Genetically Modified Foods Essay

The world is slowly running out of food. Impoverished people have nowhere to turn. Biotechnology researchers think they have found a way to reverse the world famine. This way is through genetically modified foods which are foods that come from genetically engineered organisms. Examples of such organisms are sheep, cows, and fish. However, since it is a new invention, it is being met with harsh and legitimate concerns. While it may help the world’s food crisis, it may also do that at the expense of human health. Moreover, In the 90’s in the USA, the Food and Drug Administration decided that genetically modified food was safe and did not require special regulation. They stated that is was, â€Å"not inherently dangerous. † (FDA, 1998). This allowed genetically modified food such as soybean oils and tomatoes to enter the market. There are lots of ideas about the GMF. Some scientists say that it is no harmful affects of GMF and it may be a solution for scarcity of food and even it is healthy. However, some others say that GMFs are dangerous for public health. And It can damage biodiversity. Genetically modified foods may be a good solition to increase the amount of food. The problem is there are lots of people go to sleep hungry everyday and the number of hungry people is getting bigger. And International Food Policy Research Institute state there are â€Å"120 devoloping countries† which are very close to limit of hunger and â€Å"57 of which with a serious or worse hunger situation. (Global Hunger Index, 7) The reason of this hunger is there is not enough food to feed them and because the world population is getting higher but the areas which use in farming are getting smaller. Farmers could not find suitable area to plant their crops. That is why, They have to find a different solution to be productive. Conko argues that biotech agriculture is the method by which we can increase agricultural productivity without resorting to increases in harmful chemical fertilizers, herbicides, and pesticides. In the Genetic Modification it says that genetic modification provides a means to confer resistance to broad-spectrum herbicides into crops where current weed control is considered difficult. In this way, farmers can be more productive and they can get more product on their fields. â€Å"In the United States, in 2002 about 5. 5 million farmers in 145 nations were planting more than 145 million acres worth of GM crops. † (Conko) On the other hand, genetically modified herbicide tolerant crops might have a negative impact on biodiversity. Genetically Modified crops have an impact on birds and insect. A crop plant modified to be toxic to insect pests can have a direct harmful effect on non-target insects if they eat the plant. It can also have an indirect effect by reducing the insects that are a food source for other wildlife, such as farmland birds. Genetically Modified crops that are tolerant to herbicides could also lead to a reduction in weed populations that act as refuges for beneficial insects, and those that are eaten by birds. This process takes time because of this GM crops evaluate as a good solution but it can destroy the biological diversity. And US conservation organization Royal Society,founded in London In 1660 is a learned society for science, support it. They state that the likelihood of the spread of Genetically modified into the wild populations, the risk of superweeds being produced, the impact Genetically modified introductions might have on the colonies of micro organisms living in the soil and how such risks can be assesed and analysed. Also John Innes Centre, Founded in England is an independent centre for research and training in plant and microbial science, state that Monarch butterfly larvae fed only on leaves covered in pollen from Bt corn grew more slowly and suffered higher death rates and pink bollworm fed on cotton producing the Bt toxin. Aphids fed on Genetically Modified potatoes producing a different toxin were also reported to have a harmful effect on ladybirds feeding on the aphids. Genetically Modified crops can be beneficial for health in terms of their food value. Foods include lots of vitamins which are necessary to our body. In early days, our foods were full of vitamins, proteins, carbohydrate and they were occupied with value. However, now there are not enough foods which are full of value. Because there are lots of environmental factors like global warming which causes to summers takes long time, and scarcity of water, and also some pests. These factors effect the crops and farmers have to use pesticide and this cause to decrease food value. And it leads lots of health problems. And the one of the most important health problem is Vitamin A deficiency. This is the cause of at least â€Å"1 million childhood deaths† each year and is â€Å"considered the single most serious cause of blindness amongst children† in the developing countries. â€Å"A possible solution to this problem is the genetic modification of rice. † ( Potrykus, quoted inGenetic Modification) Although GM foods are benefical for the food value, in some circumstances, it can be very harmful for human health. Without too much control eating genetically modified food can be dangerous and it can lead lots of diseases like Eosonophil Myalgia Syndrome. In this debate, the Physicians and Scientists for Responsible Application of Science and Technology, is a website to educate the general public about genetic engineering in general and foods, revealed that After eating a food supplement produced by genetically engineered bacteria, â€Å"37 persons were killed 1500 people were permanently disabled† in the US in a disease called Eosonophil Myalgia Syndrome. It was caused by one or more extremely poisonous substances that unexpectdedly appeared in this food supplement. This accident confirms the predictions of molecular biologists that genetic engineering can cause the appearance of dangerous unexpected substances. As a Conclusion, there are lots of arguments in the GMF. Maybe It can be a solution for lots of problems, maybe it can be invention of the this century. I think, however, without too much researching about GMF we cannot use it to gain profit. Because human health is important than anything. We have to more careful. In the future, After very deep research about the GMF, we can solve the sustanibility problem.

CASE 2 TUX 101 INFORMATION LITERACY AND ACADEMIC INTEGRITY Essay

CASE 2 TUX 101 INFORMATION LITERACY AND ACADEMIC INTEGRITY - Essay Example With so many of us pleasing in gaming as an interest, it is now commencing to adjust the world in ways that were never seen approaching (Baker, 2014). While scrutinizing and criticizing games like future soldier, ghost recon and modern warfare, and other games, seen with plentiful issues of DLC, and  opinions  for and against DRM, it might instigate those that take it upon ourselves to disapprove game studios and draw own conclusions on how games ought to be made, to take a step and get a start at spinning it into a career (Baker, 2014). Many people have  expansively  studied military expertise and technology, researching all features of his hit gaming authorization (Baker, 2014). Many will gets to pick up about the abundant military technology developments very long before the public does. It can be shocking to see a Humvee furnished with a .50 caliber gun bartizan that is controlled by what appears like a deviously familiar device - an Xbox 360 controller (Baker, 2014). These Video games manipulating the way of military service  may seem astonishing, but the US military has since been employing this rather exceptional skillset for some years. Military flight simulators have a semblance to their video game matching part, and  have taken more than a few indicators over the years (Voakes, 2014). Formerly using canned training content that wouldn’t go some reasonable time without an update, the unrelenting advancement of video games has provided the military ready-made tools for organizing new recruits. The mechanics of First Person Shooters are now being applied to create extremely specific tutorials that will allow recruits to understand who they were fighting better (Voakes, 2014). Many have criticized this mode of using video game technology to equip and train military recruits, quoting it as a method of desensitization that tends to make the taking of existences

French Revolution, the terror, and the rise and fall of Napoleon Essay

French Revolution, the terror, and the rise and fall of Napoleon - Essay Example The Tennis Court Oath was signed on 20th June, 1789 which was in the early days of the French Revolution. The Third Estate singed the oath with the fears that the king was holding onto his rule of absolute government. The importance of this oath was twofold in that it showed that sovereignty was embedded in people and their representatives and it forced the king to convene a meeting to discuss the writing of a constitution (Perry 42). The storming of the Bastille was important because it showed the capacity of the people to prevail over the attempts of King Louise XVI to exercise his absolutism. A parliamentary Assembly had recently been appointed and the king was dissatisfied with it. He dismissed his minister of Finances and the people caught word that the king was intending to fight back at the appointed parliamentarians. They stormed the Bastille in search of gun powder to use on the guns they had stolen from the Invalides. The storming was all the more important because Louis XVI’s soldiers that were sent to rescue the Bastille refused to fight the revolutionaries hence leading to further defeat of the king (Pavlac 24). When requested to become a constitutional monarch, King Louis XVI started by resisting. The king thought that this and other proposed reforms would reduce his authority. After a while though, risk of bankruptcy was imminent and the King consented to the election of the Estates-General. However, the king refused to recognize the Third Estate as the self-proclaimed legitimate National Assembly. As a constitutional monarch, he was going to rule in consultation with the people (Perry 43). The Consulate system is the government that took over after the fall of the Directory government in 1799. The Consulate system of government was instituted after a successful coup orchestrated by Sieyes that toppled the Directory government.

Do you think that Crito is being a good friend to Socrates by trying Research Paper

Do you think that Crito is being a good friend to Socrates by trying to convince him to escapeThe focus on your reflection should be the nature of friendship.What does it mean to be a good friend - Research Paper Example 196). This statement would have us believe that Crito was not really interested in the philosophy of Socrates and thus does not qualify as a friend at all. However, in real life, friends may not understand our attitudes Critics have also pointed out to the role of Crito in the financial affairs of Socrates, which they use as a point to accuse Crito of false friendship. â€Å"Crito suspects that people will say that he had cared more for his money than for his friend†¦most scholars, failing to understand the depth of Crito’s concern, have picked out this argument to dismiss Crito as caring only for appearances† (West 71). Crito’s concern for his friend, has however been proved beyond doubt by his subsequent questions to Socrates. These questions include ones where he enquires of Socrates whether his refusal was because of the risks that he would run; â€Å"justice demands that friends run such risks† (West 73). That the concern that Crito expresses for Socrates is thus that which would be expressed by any true friend is evident from this. From the above analysis, it is fairly evident that the actions of Crito were totally selfless. His inability to completely understand the philosophy of his friend should not be held against him, since such instances are very rare where two friends are of the same intellectual

In 2014, why women still earn less than men in Canada Annotated Bibliography

In 2014, why women still earn less than men in Canada - Annotated Bibliography Example Additionally, the article describes changes in the female graduate earning across different years from 1988 to 2007. The trend facilitates easy comparison and understanding of the various differences that prevail amidst gender disparity. Based on the article, the first two to five years after graduation have female graduates earn 6% to 14% less than men. The distribution furthermore links job attributes and observable personal characteristics found in women as major drivers of gender wage differences between men and women. In this respect, Boudarbat and Connolly article proves worthwhile in not only explaining but also detailing reasons why women still earn less than men in Canada. Chapter three of Hobbs and Rice’s book focuses on poverty as a major problem in the Canadian society. The social assistance resulting from the process makes it difficult to ascertain employment security, housing and working conditions. Hobbs and Rice reiterates that the difference forces unequal distribution of wealth in the society especially in Canada where there is less social infrastructure. Based on the book, regardless of occupation, women earn less as compared to men. The risk is mainly prevalent in Aboriginal women who face illumination from policy antecedents. In addition, Hobbs and Rice identify unattached and limited involvement of the Canadian authorities as major factors that influence the ability of women to remove poverty from the Canadian society. Evidently, the rate of poverty is higher in the country as it was in the past 30 years. The main reason according to Hobbs and Rice directly links to wage disparity, which leaves women with no capital and investment. Therefore, the book is important for the research as it brings into light several factors that contribute to uneven earnings while providing effects in the hind sight. Chapter four of the book describes the role, effects and

International Business Environment Assignment Essay

International Business Environment Assignment - Essay Example Outsourcing is viewed by some countries as labour exploitation but a closer look at the impact this practice have to the host country, it is beneficial to the host country in many ways. To start with, there is creation of employment to the host country's population who could otherwise be unemployed if the firm did not relocate to host country. This in turn means there is improved standard of living to the employed individuals as they can now afford a decent life and meet their basic and other needs such as education, health and food. Through employment, people can afford to support themselves and pay taxes to the government through income tax which would be used for social welfare and development purposes. This is the case with American textiles firms in China where they have been able to provide employment to thousands of unemployed Chinese in their factories thus, a source of livelihood. The same case applies to Bangladeshis in Korea who are happy to have found job in American textiles firms in Korea which they save and send some to their family back home. The firm's investment to the host country requires business registration, and meeting other legal requirements which are source of revenue to the host country's government. ... Other countries where firms have been outsourcing labour confirm the positive contributions of these multinational firms to government revenue collection. Multinationals have a tendency of contracting local firms to do for them a number of businesses such as supply of vital locally produced raw materials, transportation, insurance and other services. This in turn has increased the volume of trade in host nations which translate to increase GDP. Shell Oil Company in Nigeria apart from having its own trucks now and then it hires the services of local transporters for critical supplies. This way the firm saves on insurance cost and transport logistics which are the responsibility of the contracted transporters. This is just an oil drop in the sea, there is much more business partnering with local firms where foreign firms are located across the globe. In addition, outsourcing earns the host country foreign exchange through exports of products produced by these companies. The realisation of this venture is of great importance to the host country in improving its balance of trade than when these companies are out of the country. Countries like china, Korea among others, will tell of increased earnings from foreign exchange through exportation of foreign firms products to their home countries markets or elsewhere since most of the products are not meant for local markets. Furthermore, the multinational firms may direct some of their product to the local market thus providing the local consumers with a wider consumer basket to choose from. Variety of goods in the market is a positive business environment and the country may diversify in its consumption thus real socio-economic development. It is a clear phenomenon when we see

Breast Feeding and Childhood Obesity Essay Example | Topics and Well Written Essays - 2000 words

Breast Feeding and Childhood Obesity - Essay Example It has been estimated that 80% overweight adolescents continue to be obese in adulthood (Noller and Paulk, 2005). Added to these problems, childhood obesity imposes huge health care costs on the nation (The Role of Media in Childhood Obesity, 2004). Childhood obesity and overweight also increase the risk of cardiovascular disease in adulthood (Eisenmann, Bartee and Wang2002). Obesity usually begins at 5-6 years of age and then during adolescence. There are reports that obesity between 10- 13 years of age is likely to advance to adult obesity (AACAP, 2008). Thus, measures to prevent childhood obesity become very essential to decrease mortality and morbidity in adulthood. One such measure is breast feeding. Research has shown that breast feeding has several benefits both to the mother and baby. One such benefit is protective effect of childhood obesity. In this study, the protective effect of breast feeding during infancy on the development of obesity in childhood will be evaluated and ascertained. The observations made by the researcher during clinical practice and field visit placements have inspired him to conduct this research. Childhood obesity is a challenge to the society and the physicians. It leads to adult obesity and is associated with mortality and morbidity. This aspect inspired the author to conduct research. As Burns and Grove (1997) stated, clinical experience frequently gives rise to the identification of a research topic and expands scope for reflection. Reflective practice is essential to clinical practice and provides a retrospective look at current practice and questions the reason for doing so. Thus, it is because of reflection that the author was able to raise questions which prompted to this research study. Literature review Several studies have been conducted in the past to ascertain the impact of breast feeding in early years of life on the development of obesity later in life. According to a study conducted by von Kries, Koletzo, Sauerwald et al (1999), there exists a clear dose-response relationship between the duration of breast feeding on the prevalence of childhood obesity and overweight. According to the study, breast feeding has a protective effect on the development of obesity and overweight. In their study, the prevalence was "3.8% for 2 months of exclusive breast feeding, 2.3% for 3-5 months, 1.7% for 6-12 months, and 0.8% for more than 12 months" for obesity and overweight. The authors concluded that prolonged breast feeding is a useful preventive measure for the development of childhood obesity and overweight and that such a measure will decrease the prevalence of cardiovascular diseases and other morbidity and mortality associated with obesity. According to a systematic review conducted b y Arenz, Ruckerl, Koletzko et al (2004), breast feeding h

Illegal Immigration Essay Example | Topics and Well Written Essays - 1000 words - 1

Illegal Immigration - Essay Example The federal government, to no one’s surprise, has been no help. The fundamental reason for the flood of immigration from Latin America, specifically Mexico, is the disintegration of the Mexican economy predominantly resulting from free-trade strategies employed by the North American Free Trade Agreement and the International Monetary Fund (IMF). The rampant corruption within the Mexican government has also contributed significantly to the collapse of the Mexican economy. â€Å"Due to IMF policies regarding Mexico, its economic output dropped 33 percent in the past two decades† (Small, 2005). During this period, its foreign debt rose 359 percent because of widespread looting of the national coffers. These factors caused the â€Å"collapse of all areas of productive economic activity and employment, is the primary driver of the flood of emigrants desperate to leave Mexico, to find some livelihood for themselves and their families in the United States† (Small, 2005). Stopping immigration into the U.S. from Mexico would further cripple the Mexican economy as evidenced by data collected from the Gallup World Poll. â€Å"Thirty-two percent of Mexican respondents in the Dec., 2005 poll claim to have relatives living abroad, and 15percent of those say their households receive a monthly cash aid from such relatives.† (Rios, Crabtree, 2006) According to the poll, approximately five percent of Mexican households, about 20 million people, obtain financial aid from relatives who immigrated to the U.S. Ending this flow of this greatly needed money southward would be harmful for poor Mexican citizens living in depressed city and rural regions. Obviously Mexicans take immigration laws and American attitudes towards immigration personally, how could they not? They do not understand what harm illegal immigration causes for Americans. â€Å"Mexicans believe that migration benefits not only the home countries and the families of

Genocide in darfur Essay Example for Free

Genocide in darfur Essay In 2003, a genocide began in the Darfur region of Sudan. According to the website, â€Å"World Without Genocide† the Sudanese government armed arab militia groups to attack ethnic affair groups. This has escalated to the mass slaughter of 480,000 people. The Sudanese government called this campaign â€Å"getting at the fish by draining the sea†. This is why countries around the world should open up their eyes and help a country that is going through a genocide. The genocide is occurring in the western region of Sudan. This area is referred to as Darfur. The area consists of about six million people from nearly 100 tribes. Some of them are farmers, others nomads, all of them are Muslim. The bordering countries around Darfur are Libya, Chad, and the Central African Republic. In 1989, General Omar Bashir took control of Sudan by military coup. Soon after conflicts increased between African farmers and many nomadic Arab tribes. The main reason the genocide started is because in 2003, two Darfuri rebel movements were created. The Sudan Liberation Army and the Justice and Equality Movement were created to inform the Sudanese government about the marginalization (to put or keep someone in a powerless or unimportant position within a society) of the area and the failure to protect sedentary people from attacks by nomads. This angered the Sudanese government who soon unleashed Arab militias known as Janjaweed, or â€Å"devils on horseback†. These militias attacked hundreds of villages throughout Darfur with help from the Sudanese army.. Over 400 villages were completely destroyed and millions of civilians were forced to abandon their homes. All of the thousands of lives taken by the Janjaweed are mostly to be blamed on the Sudanese government. Sudanese President Omar al Bashir is to blame for the massacre that has been created. He allowed The National Islamic Front to inflame regional tensions. This caused a flow of weapons into Darfur straight to the Janjaweed. The Janjaweed leader Ali Kushayb is also to blame for leading his militia group to murder thousands of people. Two of the biggest countries in the world are to blame. Russia and China have blocked off any resolutions, sent by the United Nations, to please the Sudanese government. They are doing this because China exports all military equipment to the Sudanese military and they invest heavily into the Sudanese oil. Russia protects the Sudanese government because they Sudan’s strongest investment partner and political ally in Europe. Another big country is trying to help the Darfuri citizens, even though Russia and China are trying to stop them. Britains Prime Minister Tony Blair wrote a letter to the members of the European Union calling for a unified response to the crisis. He supported the United Nations Security Council Resolution in 2007 authorizing the deployment of up to 26,000 peacekeepers to try to stop the violence in Darfur. British Prime Minister Gordon Brown said in a speech to the United Nations, that the Darfur crisis was the greatest humanitarian disaster the world faces today. He has also endorsed the International Criminal Court’s ruling regarding Sudanese president Omar al-Bashir and has urged the Sudanese government to co-operate. The United Nations (an intergovernmental organization established to promote international co-operation) and the UNAMID (United Nations – African Union Mission in Darfur) have been the main supporters. The U. N. authorized up to 26,000 troops and police for the new hybrid force. Although only 60% are on the ground, they are still trying there best to protect the citizens of Darfur. The UNAMID has been unable to adequately protect civilians on the ground because of the obstructionism on the part of the Sudanese government and lack of supplies, funding and equipment by the international community. With the proper supplies and support from other countries, the UNAMID would be a lot closer to ending this genocide. People around the world are clueless about this issue. A mass murder is going on everyday and they have no idea about it. If they were to open their eyes and see the various support groups the they could help fund they could make a difference in this world. Doing this would have a greater impact than expected. You would be helping stop one of the greatest humanitarian disaster the world faces today but, you could also help show the big countries controlling the Sudanese government and helping them get away with this massacre that what theyre doing is wrong.

Improve your paragraphs by varying the complexity of your sentences

Improve your paragraphs by varying the complexity of your sentences Exercise name: 1 Exercise type Input Copyright info Instruction In this module you will: learn about how to revise your argument through re-outlining, learn how to improve your paragraphs by varying the complexity of your sentences, learn how to eliminate wordiness review where the passive voice is appropriate, reflect on your word choice practise proofreading your text for punctuation. Module 15: Revising academic writing Exercise name: 2a Intro Exercise type Input Copyright info NA Instruction NA Many students think of writing as a process that ends when they take the last sheet of paper out of the printer. This is not entirely true. Good writers make thorough, and, when necessary, radical revisions. There are three steps to be carried when revising your paper: Reoutlining, that is re-examining the structure of your argument Re-examining thestyle of your prose Proofreading, that is checking the check the correctness of your paper Exercise name: 2b Reoutlining Exercise type Input Copyright info NA Instruction Reoutlining You may have begun your project with an outline. Re-outlining, that is, writing an outline on the basis of what you have written, helps you see if you have achieved your goal. Compare your two outlines, and ask yourself the following questions: Have I made the thesis or focus clear? Are the ideas and details arranged in the most effective order? Have I divided the text into appropriate segments? Have I made clear the connections between the segments? Do I use appropriate cohesive markers to relay the connection of thoughts? Do I have sufficient support, sufficient evidence for my assertions? Do I have any irrelevant information? Do I need to rewrite my introduction or conclusion? Exercise name: 2c Removing tangents Exercise type Input Copyright info NA Instruction NA Removing tangents Every sentence in your paper should advance your argument, whether by presenting your thesis, introducing subsidiary points, explaining logical relationships between points, presenting and explaining textual evidence, or drawing conclusions. In other words, if you elaborate on an interesting idea, which does not, however, directly advance your argument, you are going off on a tangent. Tangents may be acceptable in some forms of informal writing, e.g. letters, but they are inacceptable in academic English. Here, arguments have to be linear. Anything else is a filler and should be removed. For example, in a paper on Shakespeares imagery, you would not include biographical information about his family, unless this information is directly and clearly related to your argument about Shakespeares imagery. Exercise name: 3 Removing tangents Exercise type MC V1 Copyright info NA Embedded Pop-up text included. See next page! Instruction Click on â€Å"Read Text† to view the results of a history students re-outlining of a paper on the origins of the World War One. Then, decide which entries below are tangents to the students thesis. [C] Platos political theories [] Bank failures in Germany [] French democracy vs German autocracy [C] Economic repercussions of World War I [] Naval race between Great Britain and German [C] Pre-War European Art Embedded Pop-Up Text to 3 Outline: History dissertation proposal The Origins of World War I I Introduction Thesis: World War I was started by a number of factors which had their origin in the natural rivalries between the European countries II Economic rivalries A. Grain tariffs in Germany and France B. Economic repercussions of World War One III Political rivalries A. French Democracy vs German autocracy B. Platos political theories IV Military rivalries A. The â€Å"naval race† between Great Britain and Germany B. Triple Entente vs. Triple Alliance V Pre-War European Art A. Impressionism B. Expressionism VI Conclusion war was inevitable Exercise name: 4a Re-examining at the sentence level Exercise type Input Copyright info NA Instruction NA The overall structure of your paper is very important. So, too, is the organization at the sentence level. As you become an experienced writer, the more you will develop your own prose style, your own distinctive patterns of sentence length and structure. While you are developing your style, remember that there are two bad habits to watch out for: Too many simple subject-verb-object sentences in a row Though a few such sentences can be useful to punctuate longer ones, long strings of them tend to sound unintelligent. If you spot a long sequence of simple, short sentences, try to link sentences together by relating their ideas to one another. Spaghetti sentences At the opposite extreme, some writers write overly long and complex sentences in the belief that this is a convention of academic writing. A few very long sentences can be effective in an argument. However, if most of your prose is made up of very long sentences even if they are carefully structured your argument will be weakened. Exercise name: 4b Using the active voice over the passive voice Exercise type Input Copyright info NA Instruction NA Using the active voice over the passive voice Study the two sentences below. Which sentence do you find to be clearer? Passive: The survey was returned by the subjects by email. Active: The subjects returned to survey by email. Most readers would prefer the second sentence as sentences written in the active voice are generally easier to understand. This is because the actor and the action are clearer. This does not mean that one should avoid writing in the passive voice entirely. The passive important when putting an emphasis on the object in a sentence or in situations where the subject is not known. For example: The subjects were observed over an eight year period. The test dogs were given three large doses of the chemical. Exercise name: 4c Avoiding impersonal â€Å"it† Exercise type Input Copyright info NA Instruction NA Good writers avoid sentences with phrases that begin with â€Å"it†. Instead, they attempt to clarify the action and focus on actors and actions. Phrases like â€Å"It is suggested† or â€Å"It may be recalled†can often be deleted in favour of the known subject. For example: In the report it is suggested that good nutrition is the key to happiness BETTER: The report suggests that good nutrition is the key to happiness It may be recalled that this topic is discussed in Chapter 2 in greater detail. BETTER: Chapter 2 discusses this topic in greater detail. Stopped here need to replace an exercise Exercise name: 5 Sentence structure extremes Exercise type MC V1 Copyright info Instruction [] Paragraph contains too many short sentences. [] Paragraph two has too many spaghetti sentences. [C] The first sentence of paragraph 1 would be better as: â€Å"As a result of the Prime Ministers remarks, the audience, composed exclusively of diplomats, believe that this governments position would be similar to that of its predecessor † [C] The first sentence of paragraph 2 would be better as: A greenhouse is a building made out of glass where plants grows. [C] The last sentence of paragraph 1 would be better as: â€Å"The Prime Minister failed to understand the gravity of the situation. He acted as if this problem could simply be ignored.† [C] The last two sentence of paragraph 2 could be better if combined to â€Å"The retained radiation heats the earths atmosphere and keeps the planet warm.† Not a very challenging exercise, since all of the reformulated sentences are supposed to be better. Rollover Text 1 Impressions formed from the remarks of the Prime Minister, difficult enough as they were to understand, only confirmed the audience, which was composed exclusively of members of the diplomatic corps, in its belief that the government, which had only been in office for a short while, would not take a stance differing from that of the previous administration, which most of the diplomats found depressing, although they had not liked the previous government. The Prime Minster, however, failing to grasp the gravity of the situation, acted as if this problem, which will certainly accompany his administration for the duration of its term, could simply be ignored. Rollover Text 2 A greenhouse is a building where plants grow. A greenhouse has transparent glass. The glass allows the sunlight to enter, but does not allow the heat inside to escape. The same effect occurs on the earth. The earths atmosphere functions like the glass. The suns radiation passes through the atmosphere to heat the earths surface. The earths surface then produces infrared radiation. This radiation has a longer wavelength than that of sunlight. This radiation rises into the atmosphere where gases such as carbon dioxide, prevent the infrared radiation from escaping into space. These gases are called greenhouse gases. They control how much infrared radiation escapes the atmosphere. The retained radiation heats the earths atmosphere. This radiation keeps the planet warm. Exercise name: 6 Passive and active sentences Exercise type Drag to Category Correct answers in bold. Copyright info NA Instruction Drag the sentences where it would be appropriate to rewrite in an active form to the appropriate box (passive voice, active voice) [The water was poured into the test tube.] [Nuclear power plants are opposed by many voters.] [Reductions of up to 80% in heat and mass transfer coefficients were measured.] [In my department the advice on clear English has been disregarded.] [In the 19th century a fundamental belief in God was taken for granted by most people.] [A reduction in nuclear weapons was proposed by a number of states.] [Each subject was given three injections] [The rats were fed a protein-free diet for 21 days.] [Appropriate use of passive voice] [Sentence should be reformulated in the active voice] Exercise name: 7 Removing impersonal â€Å"it† and â€Å"there† Exercise type Copyright info Instruction In the text written by Giddens it is said that peer pressure among teenagers can lead to violence. [According to Giddens peer pressure among teenagers can lead to violence. This does not mean that it should be prohibited to write about or to show pictures of the celebrities in the mass media. [Writing about or showing pictures of celebrities in the mass media should not necessarily be prohibited.] It is guaranteed that there is freedom of expression in Germany. [Freedom] [of] [expression [ [is] [guaranteed] in [Germany] It certainly seems that Shakespeare intended to suggest that Macbeth was weaker than his wife. [S. certainly suggested that Macbeth was weaker than his wife.] Are we allowed to design connect it exercises where you have almost twice as many options on the right-hand side than on the left? All the other exercise types dont really work with these sentences. My first association was a missing words or text checker exericse, but that wouldnt work here. What did Jeffrey originally want the learner to do here? Exercise name: 8 Find the actor and agent Exercise type Text MC (Là ¼ckentext mit DropDown) Correct answer always bold. Copyright info NA Instruction Find the actor and action for each sentence below. Actor Action In several books it is described how Mahler screamed at the musicians in his orchestra. [books, Mahler, musicians] [describe, scream, play music] It will be beneficial for the Physics Department to expand its internet facilities as more and more communication is web-based. [Physics Department, internet, web-based] [benefit, expand, communicate] It is hoped by both parties that further delays can be avoided. [It, both parties, delay] [hope, delay, avoid] It has been decided by the government of Great Britain that it should make an approach to the World Bank with a view to the possible granting of a loan. [Great Britain, government of Great Britain, World Bank] [decide, approach, grant] It is now incumbent on the United Nations to focus its attention on tasks of the highest priority in order to achieve success within the parameters of its goal expectations. [The United Nations, tasks, goals] [focus, achieve, expect] A recommendation was made by the European Parliament that consideration be given by the Member States to a simplification of the award procedure. [recommendation, European Parliament, Member States) [recommend, consider, simplify] The foregoing table is intended to assist readers in understanding the costs and expenses that the university will bear directly or indirectly. [Table, readers, costs] [intend, assist, understand] Exercise name: 9 Reformulate the sentences Exercise type Unscramble sentences Copyright info NA Instruction Unscramble the improved version of sentences from the previous exercise [Several books] [describe] [how] [Mahler] [screamed] [at] [the] [musicians] [in] [his] [orchestra]. [The United Nations] [must] [now] [turn] [to top-priority] tasks] [in order to] [reach] [its] goals]. [This table] [describes] [the] universitys] [costs] [and] [expenses]. [The European Parliament] [recommended] [that] [the member states] [consider] [simplifying] [the award procedure]. [The Physics Department] [should] [expand] [its] [internet facilities] [to meet] [the growing need]. [Both parties] [hope] [to avoid] [further] [delays]. [Great Britains] [government] [has] [decided] [to ask] [the World Bank] [for] [a loan]. Exercise name: 10a Selecting the right words Exercise type Input Copyright info NA Instruction NA In 1944, George Orwell came up with a number of rules for writing well. One of these rules is: â€Å"Never use a long word where a short one will do. If it is possible to cut a word out, always cut it out.† For example: The Ministry of State has reached the conclusion that it should make an application to the Federal government with a view to the possible granting of a loan Could be cut down to: The Ministry of State has concluded that it should ask the Federal government for a loan. and The experiment had to be postponed because of the unfavourable climatic conditions. Could be rewritten as: The experiment was postponed because of the bad weather. Citation: George Orwell, â€Å"Politics and the English Language† Exercise name: 10b Exercise type Input Copyright info NA Instruction NA Finding the right word is one of the most important tasks of good writing. Use words accurately, with precision, and avoid gobbledygook and jargon. When revising, look for phrases and words that dont stand up to scrutiny. Generally speaking, it is a good rule to use the more common and simpler word if no loss in meaning is involved. For example: Stratford is the locality where Shakespeare was born. Better: Stratford is the place where Shakespeare was born. Below is a list from the â€Å"Plain English† website of simpler, more common words which may be used in place of words which may at first sound more â€Å"academic† ascertain find out axiomatic obvious endeavour try expedite hasten, speed up facilitate make easier, help formulate work out, devise, form for the reason that because locality place optimum best, greatest, most strategize plan www.plainenglish.co.uk (The â€Å"Plain English† campaign was begun by a British civil servant inspired by Orwell.) Exercise name: 10c Commas Exercise type Input Copyright info NA Instruction NA After you have done the work of reorganizing your structure and of editing your style, you need to proofread. It is very important for that first impression that you make no mistakes in spelling or punctuation. Some of the most common mistakes that can be quickly caught are commas after introductory elements and semi-colons between two complete sentences. Remember the rules: A comma is generally used after an introductory element, especially if this element is long or if the speaker would normally pause at this point in speech. Remembering what Berlin was like in spring, she looked forward to returning. When mentioning a word for the first, a comma is placed in front of any abbreviations, acronyms of that word. [Give an example, e.g. with GNP] However, a comma is misplaced if it comes between the verb and its object. This mistake is especially common before â€Å"that† Incorrect: I doubt, that she understands how to use commas correctly. Correct: I doubt that she understands how to use commas correctly. Exercise name: 11 Exercise type Text checker Copyright info NA Instruction It is axiomatic (obvious) that English has become the worlds most spoken language in science, politics and commerce. It was difficult to ascertain (find out) from the corpora whether the women use more deictic expressions than men. Berlin is the capital of Germany for the reason that (because) it was once the capital of Prussia. The optimum (best) advertising strategy is often only discovered after extensive market research. Subjects who utilize (use) †¦ the library correctly will help facilitate (speed up) your work. Adding this chemical will expedite (speed up) the reaction. Exercise name: 12 Comm

Essay --

As the policy pyramid shows, the best security begins with upper management creating an actual policy or mandate to implement security. The policy should be based on industry standards and regulations such as ISO 17799 and HIPAA. Procedures, practices and guidelines form the basis for all security technology. Products such as ESM measure policy compliance with policies and modules for operating applications, systems and databases. These then interact with the actual computer environment. the components of an effective information security policy : †¢Security accountability: Stipulate the security roles and responsibilities of general users, key staff, and management. Producing accountability within these three staff categories will help your organization comprehend and manage expectations and provides a foundation for enforcing all other ancillary policies and procedures. This section should also define various classes of data, such as inner,basic and external, and confidential. By classifying the data, you can then make stipulations as to what varieties of employees are accountable for, and capable to modify or distribute, certain classes of information. For example, you may send out memos that say, "No confidential data may be circulated outside the business without management sign-off." †¢Group service plans: Generate policies for protected remote access, IP address administration and router, switch and configuration security procedures, and access listing (ACL) stipulations. Before they can be implemented, Indicate which important staff have to review which change procedures. For example, your security staff should review all recommended ACL modifications before your network administrators implement the changes. Define your r... ...n making options about method configuration and employ. This method will help you create specific safety goals along with a plan to tackle them. Before you manage protection you have to have a method to measure its usefulness. Your corporate security plan provides the suitable baseline standards against which to calculate compliance. There is no need to commence from scratch. Instead of analyzing each and every risk, take a look at what others are doing. Meet up with standards of due treatment by using current standards and industry "greatest practices". Focus on regulations and requirements from industry, partners and government. Some small companies have the propensity to outline security policy from the bottom up, beginning with the features of the equipment at hand. Medium and large businesses know that noise security guidelines begin in the top straight down.

Assyrian Crisis Essay -- essays research papers

THE ASSYRIAN CRISIS, A TIME OF GROWTH   Ã‚  Ã‚  Ã‚  Ã‚  The Assyrian Crisis in Judah appears, from the surface, as a time of great luck for the people of Jerusalem. However, by examining the situation with a more powerful lens, one can see the powerful religious infuence such an event could have on a resident’s theology. If I were a Judean during this time, my faith would have faced the toughest test of my life. Going into such a conflict with a nation as strong as Assyria, I could not help but be afraid. My bones would tremble at the thought of destruction of the Holy City of Jerusalem, of the people of Judah, and of my own being. Although I would have believed in God, I would still be filled with fear. This fear would escalate when I heard a messenger for the king of Assyria, as stated in Isaiah 36, mocking God, insulting His power and doubting His saving grace on Jerusalem. He goes on to try and convice us, the people of Jerusalem, that Hezekiah is not trustworthy, and that we will not find help in Egypt becau se they are not reliable. Finally, knowing the path of destruction that Assyria has already created, and their hunger for more, in addition to the messenger’s statement that the Lord has commanded Assyria to go and destroy Jerusalem, my feelings of fear and doubt would uncontrollably well up inside me. We are, after all, only human, and fear is a common feeling, despite where we stand with God. No man lives without fear, but though fear our faith is tested and strengthened.   Ã‚  Ã‚  Ã‚  Ã‚  Upon hearing and experiencing the truth of Isaiah’s claim that God will spare Jerusalem and force the Assyrians back home, my faith in God would be fortified. In the times of fear, I would have realized how weak, how immature, and how far I must go in my faith and trust in God. But once I heard Isaiah’s prophecy, I would use it as a way to do away with my fear. Knowing that God was going to save His Holy City, and that He was going to continue with His perfect plan for mankind that dated back as far as the times of Abraham and held a future for the arrival of the Messiah, I would know that my God follows His plans and keeps His promises. Through this, I would have peace. I would soon learn that I can trust Him in everything because as it says in Scripture, “if God is for us, who can be ... ...of mockery and insults directed towards God. By attacking the Christian faith in this way, the king of Assyria was trying to prove the Christian’s God was just like all other gods, powerless. Similarly, Paul persecuted Christians by going to Damascus to capture them and bring them back to Jerusalem. He hated the Christian faith and persecuted it without mercy. He, however, converted to Christianity later and became an awesome tool of God’s for spreading the Gospel. Living such a life against God in his past, Paul could have easily compare himself with the king of Assyria. Paul would gain great peace and thankfulneess when he realized God’s punishment to the king of Assyria was death, and that he escaped such punishment and was saved by God. Additionally, seeing the successes of Hezekiah, like returning Judah to the luxury it once experienced, being saved from the Assyrians, and being given 15 extra years to live after his illness, Paul would soon realize that th e only reason God was so gracious and merciful with Hezekiah was because he kept his eyes on Him. This would teach Paul that, if he were to be successful, he must keep his focus in life on God. Assyrian Crisis Essay -- essays research papers THE ASSYRIAN CRISIS, A TIME OF GROWTH   Ã‚  Ã‚  Ã‚  Ã‚  The Assyrian Crisis in Judah appears, from the surface, as a time of great luck for the people of Jerusalem. However, by examining the situation with a more powerful lens, one can see the powerful religious infuence such an event could have on a resident’s theology. If I were a Judean during this time, my faith would have faced the toughest test of my life. Going into such a conflict with a nation as strong as Assyria, I could not help but be afraid. My bones would tremble at the thought of destruction of the Holy City of Jerusalem, of the people of Judah, and of my own being. Although I would have believed in God, I would still be filled with fear. This fear would escalate when I heard a messenger for the king of Assyria, as stated in Isaiah 36, mocking God, insulting His power and doubting His saving grace on Jerusalem. He goes on to try and convice us, the people of Jerusalem, that Hezekiah is not trustworthy, and that we will not find help in Egypt becau se they are not reliable. Finally, knowing the path of destruction that Assyria has already created, and their hunger for more, in addition to the messenger’s statement that the Lord has commanded Assyria to go and destroy Jerusalem, my feelings of fear and doubt would uncontrollably well up inside me. We are, after all, only human, and fear is a common feeling, despite where we stand with God. No man lives without fear, but though fear our faith is tested and strengthened.   Ã‚  Ã‚  Ã‚  Ã‚  Upon hearing and experiencing the truth of Isaiah’s claim that God will spare Jerusalem and force the Assyrians back home, my faith in God would be fortified. In the times of fear, I would have realized how weak, how immature, and how far I must go in my faith and trust in God. But once I heard Isaiah’s prophecy, I would use it as a way to do away with my fear. Knowing that God was going to save His Holy City, and that He was going to continue with His perfect plan for mankind that dated back as far as the times of Abraham and held a future for the arrival of the Messiah, I would know that my God follows His plans and keeps His promises. Through this, I would have peace. I would soon learn that I can trust Him in everything because as it says in Scripture, “if God is for us, who can be ... ...of mockery and insults directed towards God. By attacking the Christian faith in this way, the king of Assyria was trying to prove the Christian’s God was just like all other gods, powerless. Similarly, Paul persecuted Christians by going to Damascus to capture them and bring them back to Jerusalem. He hated the Christian faith and persecuted it without mercy. He, however, converted to Christianity later and became an awesome tool of God’s for spreading the Gospel. Living such a life against God in his past, Paul could have easily compare himself with the king of Assyria. Paul would gain great peace and thankfulneess when he realized God’s punishment to the king of Assyria was death, and that he escaped such punishment and was saved by God. Additionally, seeing the successes of Hezekiah, like returning Judah to the luxury it once experienced, being saved from the Assyrians, and being given 15 extra years to live after his illness, Paul would soon realize that th e only reason God was so gracious and merciful with Hezekiah was because he kept his eyes on Him. This would teach Paul that, if he were to be successful, he must keep his focus in life on God.

Advertising Essay examples -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  School, family and church all have an effect on teenagers, but nothing will ever measure up to the effect that advertising has on our nation’s youth. The advertisements target our youth by way of radio, television and newspaper. Advertisers use special tactics to persuade youth to buy their products.   Ã‚  Ã‚  Ã‚  Ã‚  With the ever growing world of mass media becoming more accessible to children, we must realize the effect advertising has on the youth of today. Multiple television sets are commonplace in today’s homes. â€Å"Today, at least one television set is in 98.2% of American households.† (Television Bureau of Advertising, 2001) Television viewing is no longer a family activity. â€Å"Fifty-six percent of thirteen to seventeen year olds have a television set in their bedrooms.† (Gentile & Walsh, 2002) Advertising reaches more and more people every year.   Ã‚  Ã‚  Ã‚  Ã‚  Children spend more time watching television than any other activity except sleeping. â€Å"By age 18, the average American teenager will have spent more time watching television-25, 000 hours-than learning in the classroom.† (American Academy of Pediatrics) Children are also bombarded by ads every day through television, radio, and print. Advertisers now focus their ads more heavily towards children and teens than adults. Many ads that are â€Å"adult† ads are now appealing to younger people by having young attractive people in the advertisements.   Ã‚  Ã‚  Ã‚  Ã‚  Television is the fastest growing market with advertising. It has grown so quickly because the message can appeal to the eye, the ear, and the mind. Television ads are quick, persuasive, and enticing. The advertising and marketing budgets aimed at children approached $12 billion dollars. â€Å"Four hours of television programming contain about 100 ads.† (Minneapolis Star Tribune, 1999) The cost of owning a television has dropped, therefore making ads reach more people than ever before.   Ã‚  Ã‚  Ã‚  Ã‚  Radio advertising has always profited well in the United States for many reasons. Radio is very cheap and effective to a certain point. Radio does not have the visual aspects that television has but it can contain catchy phrases or jingles. Radio is better than television in the aspect of targeting and audience. Many radio stations have local advertisements to appe... ...wn on that station. Parents can set the v-chip ratings to suit the age group of their children, so only the acceptable maturity rating television stations will appear on the screen.   Ã‚  Ã‚  Ã‚  Ã‚  Many steps made by the government have helped the screening of inappropriate material to youth. Technologies such as v-chip, parental controls, and television age ratings help to a certain extent but media will always search for new ways to influence young Americans.   Ã‚  Ã‚  Ã‚  Ã‚  Television is the most effective way to advertise in most cases but certainly not the only way. The cheap, appealing, and accessible advertising through the internet has been growing every year. â€Å"Evidence about the effectiveness of this advertising has come mainly from industry reports. Five recent reports conclude that internet advertisements build brands (i.e., increase advertisement awareness, brand awareness, brand image, or intent to purchase). These studies suggest that size, use of interactive elements (such as flash or DHTML), and advertisement position increase branding† (Interactive Advertising Bureau, 2002).]   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

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Donglian Yuan Assignment 4 This assignment will give you taste of how I want certain calculations performed and shown on the upcoming exam. I would like you to perform the required steps as done in the PowerPoint or in homework answers. Use function notation as done in Assignment 2. Show all calculations – find z-score (when appropriate) and such, use function notation correctly, with correct mathematical syntax. Round probabilities to four decimal places. The work required to show may require the use of fractions.You have two choices both acceptable. You can either write a step involving a fraction as (20 – 15)/2 or using MathType as [pic]. MathType was mentioned in the module Course Introduction, Course Requirements. There are three problems here. Scenario – I go to an internet site that has a random number generator set to produce random real numbers from a uniform distribution with the user picking the values of the endpoints. I set the random generator to pr oduce numbers in the following interval: 25 < X < 48.If the the distribution is indeed uniform, and the sampling method is unbiased, then figure 1 shows the theoretical mean and standard deviation. 1. I gather a sample of ten from random sampling and I get the following set of numbers. Sample result |25. 02 |34. 58 |28. 29 |38. 75 |34. 95 |33. 16 |30. 95 |40. 23 |38. 99 |37. 69 | | The question that will be posed concerns using my sample average from the ten values I generated, assuming that indeed, (x = 36. 5 with ? x = 6. 64 and the distribution is uniform. a.What is the probability of getting a sample average as low or even lower than the one we got from our sample of ten. [pic] [pic] About 4. 2% of getting a sample average as low or even lower than the one we got from our sample of ten. Grading – Correct answer 70%. Correct notation 20%, required components of problem/neatness 10%. Scenario – I go to an internet site that has a random number generator set to produc e random real numbers from a uniform distribution with the user picking the values of the endpoints.I set the random generator to produce numbers in the following interval: 25 < X < 48. If the the distribution is indeed uniform, and the sampling method is unbiased, then figure 1 shows the theoretical mean and standard deviation. I gather a sample of ten from random sampling and I get the following set of numbers. Sample result |25. 02 |34. 58 |28. 29 |38. 75 |34. 95 |33. 16 |30. 95 |40. 23 |38. 99 |37. 69 | |

Ebt Classroom Management Essay

This is a free additional chapter for ‘Evidence Based Teaching’ by Geoff Petty (2006) Nelson Thornes. It can be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies work best, and explains these strategies with examples. See the notes at the end of this chapter for more detail. Can I get my students to behave better? The evidence is emphatic, yes you can! And we know how. There are of course very many strategies designed to improve classroom management and discipline, but which ones work? Robert Marzano (2003) summarised the findings of over 100 reports on classroom management, including 134 rigorous experiments designed to find out which classroom management techniques work best. These experiments were carried out with real teachers in real classrooms. This chapter draws heavily on this ‘meta-study’ of Marzano’s, and compares strategies to find out which is best. Such studies of studies are the best source of evidence on what works as they include and integrate all reliable evidence. For a full account see ‘Classroom Management that Works’ Robert Marzano et al (2003) for the detail, it is well worth reading. These experiments tell us what teachers have made work, rather than reporting hunches and wishful thinking. No special training is required to use these strategies. If you are a reasonably experienced teacher, just experiment with the following methods, and you should get positive results quite quickly. You will need to give them a fair try for a few lessons before you and your students get the hang of them. The investment will be well worth it as their improved behaviour and motivation will begin to show. Less experienced teachers may need more time to make the strategies work. Marzano’s meta-study describes four basic approaches that have been found to improve behaviour in classrooms. Their effectiveness is compared in the table below. Comparing the effectiveness of aspects of classroom management| Average effect-size| Number of students or pupils| Number of studies| Decrease in number of disruptions(Average for the studies)| Summary of experimental data from Marzano (2003)| | | | | Rules and proceduresStrategies to clearly and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teacher’s and students’ point of view. For greatest effect the rules are negotiated with students| 0. 76| 626| 10| 28%| Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student| 0. 87| 1110| 4| 31%| Disciplinary interventionsThe effective use of ‘sticks and carrots’ to enforce the rules described above| 0. 91| 3322| 68| 32%| Mental setStrategies to develop your awareness of what is going on in your classroom and why. A conscious control over your thoughts and feelings when you respond to a disruption. | 1. 3| 502| 5| 40%| Marzano grouped high quality research studies on classroom management into the four categories above, and then calculated an average effect size for each. â€Å"Effect size† is explained in chapter 4, they are a measure of how effective a strategy is. If you don’t know about effect sizes look instead at the last column in the tables: ‘percentage reduction in the number of disruptions’. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising explicit rules and procedures. In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are unique! You might not get the same results as an average teacher. So the best results will probably come from concentrating on the category that you or your students have most difficulty with, or that you have considered least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens! I will now look at the strategies that have been found to work best in each of Marzano’s four categories. I will only outline these, and if you want more detail please read the following chapters in my ‘Teaching Today’, which have more strategies and more detail. I am relieved to say these chapters are very much in line with the Marzano findings. Alternatively follow up one of the Chapters in ‘Teaching Today’ that might be helpful: 7 The teacher – learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and problem solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself prevent disruption. Or that if the teacher is entirely benign and respectful of students, conflict will simply melt away. This isn’t the case. We often start our teaching careers with these assumptions, but enlightenment usually doesn’t take long. All teachers experience problems with behaviour, it’s just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in the margin: Improving your use of rules and procedures You might be forgiven for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary. However, experiments show that classrooms become much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious! So: 1. Create rules: Decide for yourself what rules and procedures will maximise learning, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of â€Å"don’ts†. There should be a maximum of about 8 rules at secondary level, some say less at the elementary level. 2. Justify rules. Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. I’m afraid ‘because I say so’ is not a persuasive justification! Very early on, perhaps in your first meeting with the class, explain that you want an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main ways to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss why we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it! ) What would happen if we didn’t have rules? Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure people enjoy the class. 4. Negotiate to get commitment. Suggest your set of rules as a start, asking for deletions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice board. These can then be used as a reminder in subsequent lessons. * Students could literally ‘sign up’ to the rules as political leaders sign treaties. Refer to the rules as ‘our rules’ not as ‘mine’. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may help to start this process off if you give them issues such as ‘how can we make sure everyone gets the help they need? ’. Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials; talking; attendance and punctuality, etc * The class can then discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every right to the last say of course. If you reject a popular suggestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own: 1. Treat others as you want to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other people’s property at least as well as you would treat your own. 3. Hands up if you want to say something when the teacher, or another student is talking. 4. Don’t distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you can’t resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to ‘buy into’ the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptive activity. This is more positive than only responding to disruption and has been found to reduce disruption by about 25%. You could even gather students around the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, â€Å"we agreed†¦.. † and remind them that they are part of a team so must keep to team rules. Be a ‘team player’ could be a heading on the list of rules * Get students to self assess their own behaviour against the rules with a self-assessment form. Then use this to set themselves targets for improvement. See the example below Self-assessmentIs†¦((student name here))†¦Ã¢â‚¬ ¦. a team player? | I kept to this rule:| | always| often| some-times| never| Treat others as you want to be treated yourself| | | | | Hands up if you want to say something when the teacher is talking| | | | | Don’t distract others from their work| | | | | Etc.. | | | | | | | | | | Improvement since my last self assessment:What I need to work on most is: | If you use self-assessment consider the following: * Asking students to remind themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above). Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average. Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to accept rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So even if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you don’t detest them quite as much! What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage ‘be strict but fair’. Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, friendly and fair), but they are neither to extreme. This is shown diagrammatically below. The Ideal teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition. * Treats students as the enemy * Expresses anger and irritation * Need to ‘win’ if there is a disagreement between teacher and students Cooperative * Great concern for the needs and opinions of students. * Helpful, friendly * Avoids strife and seeks consensus Too cooperative * Too understanding and accepting of apologies * Waits for students to be ready * Too desirous to be accepted by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely unassertive, rather glum and apologetic The diagram tries to show that the most effective teachers have found an optimal balance between cooperation and dominance. They are not so dominant that they fail to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class; some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or indeed any other style. Wubbels has found that teachers new to the profession tend to start too cooperatively and with insufficient dominance. However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. Are you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult home circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well trying the strategies that follow. This goes beyond the scope of this chapter. The ‘FATE’ approach in ‘Teaching Today’ may help, as will Marzano (2003). Strategies to increase your dominance (leadership) Don’t be put off by the word ‘dominance’. It means to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground Rules If you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for studying it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is done well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement. By ‘grade’ I mean an improvement equivalent to a GCSE or ‘A’ level grade, but just for that topic of course. ) Strategy| Effect size from Marzano| Goal setting before introducing a new topic. E. g. ‘your goal is to use the information in this topic to solve this problem in the case study†¦. ’| 0. 97| Goals which the students are involved in designing| 1. 21| Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it)| 0. 48 for easy topics0. 78 for more demanding topics| Highly specific behavioural objectives â€Å"At the end of this lesson you should be able to†¦Ã¢â‚¬ | 0. 12| Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, especially when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conveyed by ‘body language’. This includes proximity, confident posture, and tone of voice (not shrill or angry, but authoritative. ) In Teaching Today I describe the ‘PEP’ approach, which stands for: * Proximity: dominance is increased by walking closer to the student. Walk around the classroom, if you notice students about to misbehave stand by their desk. When you talk to students stand a little ‘too close for comfort’ but don’t invade ‘personal space’. This is not an easy judgement. * Eye contact: Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more seriously if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * Posing questions. Rather than telling a student off for not working, ask questions such as ‘Why have you not started? ’ Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustained eye contact can be very powerful indeed, so don’t over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious cycle to deal with here, but with determination we can turn it into a virtuous cycle: Vicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or†¦ The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your life much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of emotional generosity and/or patience and restraint. If you cannot muster the generosity, try acting! Probably the only part of the cycle you can break is: ‘You are less positive, friendly and fair towards the student’ here are some strategies that break the cycle here: 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. ‘Well done, you’ve made a start’. Many students who misbehave are attention seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving. You can even bribe such students: â€Å"That’s an interesting start, when you’ve finished the question let me know and I will have a look at it† A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into ‘intensive care’. There is a violent method to do this, which in your darkest moments often appeals! Here is a legal way. As well as ‘catching them doing something right’: Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response. Make a point of looking at their work, and comment favourably about any genuine effort or achievement. Talk to them about it. ‘That’s an interesting point, what made you think of that? ’. Keep high expectations however: ‘I know you can do this’. Be patient and helpful. If you react like this it shows you are not ‘rattled’ by their misbehaviour. Warning! The above advice can be overdone. Don’t try too hard with ‘intensive care’ especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone. So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals: 3. Learn and use their names 4. Communicate informally with students, Don’t just talk about learning issues. When they are coming into, or going out of the classroom ask their opinion: â€Å"Do you think your haircut would suit me? †Ã¢â‚¬ ¦. â€Å"What do you think of the new library? †Ã¢â‚¬ ¦. Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6. Negotiate difficulties with the class. â€Å"I am having problems with students not giving in work, what’s the problem? What can we do about this? † The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use mild punishments, or should only give students praise and recognition for appropriate behaviour. You may not be surprised to find that Marzano’s meta-study, having statistically compared these approaches, shows that you are best doing both. However, while nearly all teachers will use mild punishments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003)| Average effect-size| Number of studies| Decrease in number of disruptions| Disciplinary Interventions| | | | RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity | 0. 64| 70| 24%| ‘Sticks’ Mild punishments| 0. 78| 40| 28%| ‘Carrots’ Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. | 0. 86| 101| 31%| ‘Carrots’ plus ‘sticks’Using both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. | 0. 97| 12| 33%| Reminders. Many teachers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots: strategies to reinforce appropriate behaviour. This works better than just telling students off, and most of us don’t do it enough. Try these strategies: 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with five behaviour ‘points’. Or they might only do this with two or three problematical students. The students write five ‘1’s on a piece of paper on their desk. During the class the teacher places an extra ‘1’ if the student is working well, and crosses one off when they are not. Students often don’t need an explanation for the removal of a point if the class rules are clear. Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why: ‘to help you become better and more mature learners’. It should not be seen as a bribe even when privileges are given. These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include: * A ‘thumbs up’ sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * ‘Official Pat On The Back’, this can be public or private. It is fun to ‘say this with capital letters’ and administer it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause†¦ or even standing ovation! * Encouraging words * ‘Open microphone’. The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges: e. g. â€Å"I’m an improver† â€Å"The gal done good† * Displaying work * Letters home saying that behaviour is good or has improved. Most students regard this as very significant and it doesn’t cost that much. You could also use e-mail, text message, or phone message, but letters are permanent and you don’t even need to put a stamp on as students will be keen to take them home. They can be used to earn: * Privileges such as sitting where you choose, helping to give out materials, leading groups, being allowed to present to the class, etc * â€Å"Class pressure points† which the class can ‘spend’ to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc. * The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour. These can be given in half-termly ‘award ceremonies’ presented by the head of department * Being chosen to present to another class, or at parent’s evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game. This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards: These makes use of peer pressure to improve behaviour: a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the Art Department’s final show of work. Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. â€Å"We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, don’t talk to him. If Philip doesn’t get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. † ‘Sticks’: strategies that involve mild punishment. This works best in conjunction with the ‘carrots’ above. Marzano’s metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as ‘autistic’ or having ‘Attention Deficit Hyperactivity Disorder’ (ADHD). He believes their poor attention span etc is due to being too tired to work after spending four to five hours a night watching TV or playing computer games. 20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD! He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the student’s behaviour/tiredness does not improve. Harper himself made seven such removals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students’ behaviour, thinking and learning. Try Googling ‘sleep student attainment’. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with ‘dominance’ mentioned earlier and means that when you deal with class management you are firm, unemotional, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats. Being hostile angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive: 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face. Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. â€Å"I want you to move next to John now. † â€Å"But Pete started it† 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the student’s duty to keep the class rules despite difficulties. Repeat what you want. â€Å"Even if Pete did start it, you should not have talked again. Please move now. † â€Å"But that’s not fair† (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the ‘broken record’. ) You remain firm unruffled and business like. â€Å"We all agreed our class rules are fair. Please move. † 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class. In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still don’t move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers; defiance is a health and safety issue as they might not even stop doing something dangerous when you tell them to. 6. Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a ‘Discipline Plan’ Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.

Career Service

Allyssa Snyder Career services 9 am class 1-9-13 Employability skills in an office My paper is going to be focused on the topic how will you use employability skills and in your career. Employability skills are very important in my career because you are around people all the time. If you didn’t have communication in a dental office you wouldn’t get anything done if you didn’t have teamwork in an office you would have to pay more people to do it individually if you don’t solve problems the there will always be problems in the office.Initiative in an office is important so that people can get tasks done faster and shows responsibility and politics. Planning and organization is also needed in an office so that you can schedule appointments and organize where the supplies and office equipment goes in the office. Self-management is how you keep yourself on time, responsible, and in self-control essay writer premium 3d. Learning in an office is important becaus e you learn new things and new techniques and you are never too old to learn new things.Technology is very important and office because you have you are growing every year and you need to keep up with the new technology and office. Communication in an office is important, between the boss and their employees, between the employees and the patient’s. The communication between the boss and their employees is important so that they know what to do in the office and how you want things were on. The communication between the employee and the patient is important so they know what’s wrong what they need. It is also important during scheduling.When you are working in an office you should also be a people person, you don’t want to have a negative attitude around patients. If you have a bad attitude when you are around patients they won’t want back to your office. That is why I think communication is important in an office. Teamwork in an office is common between the dental assistant and the dentist. If there wasn’t teamwork in the office there would be no dental assistants and the dentist would be working alone. It would take longer for the patient to be seen and also the octor would be tired by the end of the day. The dental assistant and dentist work together to examine the patient, do procedures on the patient. The dental assistant handles the paper work and scheduling for the doctor. Problem solving is an important skill to have, when you’re in an office and something happens you have to know how to handle is calmly, quietly and quickly. You don’t want the office to find out what happened and they worry what’s going on. When there is a problem with the insurance company that is when communication skills come in. ou have to know how to talk to them to resolve the problem. If there is a problem with the doctor then you have to remain calm when you talk to him and you have to know how to ask questions and listen to what they say. That’s why problem solving is important in a dental office. Organization and planning is useful in an office. When you are organized you know where things are in the office. You wouldn’t have a problem knowing where charts are, supplies and equipment is. Planning is useful in a office so that you know what the schedule is for the day and what the doctor is doing.Without those two skills the office would be very chaotic. You would not know where anything was or when appointments are. That’s why organization and planning is useful in an office. Self-management is when you are responsible for yourself and you go to work on time, do what your suppose to and take on new commitment. If you don’t make it to work on time or do not show up then the office would be short handed and you would of left then in a tight spot with less employees to see the patients for the day.If you don’t do what your suppose to then that means someone else has to do it, and that is not fair. That’s what you need to have good self- management skills or you would will not make it far in life. There are new techniques and technology that you have to learn. The technology is important so that you can know how to schedule appointment, know how to do the charting and most important emails and phone calls so that you can keep in touch with the employees and the patients.All these skills are important so that you can have a successful career in anything you do. All my examples are in the dental field because that’s the field I am going into. The three most important to my success is communication, so you can ask questions. Team work, not all the stress is not me if we work as a team. The last skill that is important to me is learning, so I know what the office is doing, what technology and also what techniques the doctor uses.