Risk Assessment for Non-profit Hospital Essay Example | Topics and Well Written Essays - 1250 words

Risk Assessment for Non-profit Hospital - Essay Example book as a whole provides the readers with a comprehensive view of multiple risk assessment techniques along with a detailed analysis of current methodologies and concepts in risk assessment practices. It clearly defines the concept of risk assessment giving specific focus to the current day ‘messy business’ environment. Hospital Data Project (HDP) is a project initiated by the European Union Health Monitoring Programme (HMP), and it intends ‘to develop comparable hospital utilization data and indicators between Member States (MS)’. This data, loaded into the Commission’s pilot system has turned to be the hub of health information. The document describes the objectives of HDP with regard to data collection methodology and the creation of a pilot data set. This book is an excellent source of information on emerging trends, legal requirements, and challenges associated with internal information transfers and SSH integration. It gives a good account of SSH2 as a reliable tool that complies with the latest standards of communication security norms. This book is a ‘must read’ for learners of advanced risk assessment practices. This excerpt from online encyclopedia gives a brief account of Nessus-one of the most comprehensive vulnerability scanning program available today. It describes how the program helps clients to assess the level of their system’s vulnerability to data theft or virus attack. The website gives very detailed information about the vulnerability scanning tool-Nessus. The site has included several frequently asked questions and their answers along with the basic instructions for its users. One who goes through the site will get a clear idea of the total functions of Nessus. The relevance of this book is clear as it has been stated in the introduction, â€Å"each technical advance brings new security holes†. It reminds us of the incessant threat persisting over the internet which has the potential to assault thousands of computers in no

The Confederate Flag Essay Example for Free

The Confederate Flag Essay Within the United States of America, arguments, involving the Confederate Flag, are solved every sngle day. However, some controversies have managed to carry on from the 1800’s until present day without any solution. The text and symbolic meaning behind the â€Å"Confederate Flag† is a perfect example. The Confederate Flag is one of America’s most embattled symbolic controversies. Created in 1861in a battle between the South, Confederates, and the North, Union, two men by the name P. G.  T. Beauregard and Congressman William P. Miles designed and created a flag that would represent the true southern pride and demands that would not only bring about conflict with one half of the nation but also with our American society today. The South wanted to fulfill their demands of a new government with a victory, but the North opposed that thought. Today, people in our society misunderstand and misinterpret the true meaning behind the Confederate Flag and what it represents. People have came to believe that the Confederate Flag represents slavery in the 19th century, but in actuality it represents people wanting to govern themselves. The Confederacy had two flags. One being a national flag or â€Å"the stars and bars† and the other to be a battle flag. The southern people believed their national flag was to be respected and not to be used in battle so they wanted a battle flag. Two men by the names, P. G. T. Beauregard and Congressman William P. Miles came up with the design. These men were chosen because of their active duty within the Confederacy. Both showed much pride and served with active duty. P. G. T. Beauregard was chosen as one of the eight full leading generals and led the Confederacy to their first win in battle in the â€Å"battle of Manassas† and commanded at the Battle of Shiloh after Albert Sidney Johnston’s death. Given such great honor, he was chosen to be one of the designers of the flag. William P. Miles was appointed by the Provisional Congress as chairman of the Flag and Seal Committee. William Miles took much pride in the Confederacy and what they represented so was chosen to help design flags for the nation and approval of them as well. Their design was similar in comparison to the national flag. The battle flag would have a blue X on a red field. The flag had thirteen stars to represent the thirteen states in the Confederacy, often referred to as the Rebel Flag,† Southern Cross, or â€Å"Dixie Flag. † It represented a battle for a lesser government, just as P. G. T, Beauregard and Miles followed. These men and their fellow Southerners wanted less taxes and for people to govern themselves. The flag was flown in honor of those fighting for these demands and the pride of the confederacy and their struggle to win. In conclusion, both men shared great dignity in the Confederacy and wanted to represent their people and demands with reason to overturn the government. This flag was first flown in July 21st, 1861 and is still displayed in the United States. Both men, today, continue to receive much honor for their active duty served and creating a flag that symbolizes the Southern nation as one. The typical audiences portraying the â€Å"Rebel Flag,† in a majority, are whites. Back in the 1800’s during the battle of the Civil War, blacks were mainly looked down upon and used as slaves. Blacks had no power amongst the white people in the southern states and were to work for them and follow their orders. Due to this, only white people had taken pride in their flag. Whites were fighting for their demands of a better government. Thus, only white people played a main role during this time period. Yet, blacks, being viewed down upon at this time, are viewed in the audience as well. Today, blacks look at the situation as a major issue with their race at the time and hopes for survival. But why is this? When the flag is presented in our society today, some look at the flag, with disgust, as representation of racism because the flag was flown during a time period in which racism dominantly occurred. Also, based upon the text I had chosen, it consists of white people in battle. The audience of the text promptly follows the text with pride. These audience members were not just white or black people, but also southerners and northerners. In the battle it was the southerners of the thirteen confederate states of America who portrayed the flag as a new government ran by the people when the North portrayed the flag as a banishment of a perfectly ran government. No northerners opposed the idea that the Confederacy should be erased as the no southerners opposed the idea of a new government. Thus, made the issue more complicated due to disagreements. The reaction of the southern white audience would portray anger due to their loss in battle as well as pride in their sacrifice. The audience would have hoped for a different conclusion to the battle giving the Confederates the victory and joyfulness of their people at the time. The northerners reacted the exact opposite. They celebrated their victory and the government was given more dominance. The author intended the reaction of the audience to be very informed because a great amount of information and history was given. The author knew what the flag truly represented and wanted the readers to know the same. Given so much information, the audience would become very informed and learn to understand the flag in a respectful manner. However, people in this present day continue to fly the flag with no knowledge of the meaning or respect. Some, with no knowledge, look at the flag as a gang or group symbol while others respectfully present it as a historical time period. So why get rid of this flag? Being a nation that prohibits slavery in written law, some Americans who continue to believe the false rumor that the flag represents slavery and racism or are less educated with the history behind the flag and want to get rid of it. Our society has represented the Confederate flag in a disrespectful manner and needs to change that. Hear the Northern thunders mutter! Northern flags in South’s winds flutter! To Arms, To Arms, To Arms in Dixie! Send them back your fierce defiance! Stamp upon the cursed alliance! To Arms, To Arms, To Arms in Dixie! Advance the flag of Dixie! Hurrah! Hurrah! For Dixie’s land we take our stand, And we live or die for Dixie! To Arms! To Arms! And conquer peace for Dixie! To Arms! To Arms! And conquer peace for Dixie! –Confederacy chant. Many people praise it, display it, and chant it, yet others view it with pure disgust. Once again, the Confederate or â€Å"Rebel Flag has been shoved onto the table of debate due to the raising of the flag in front of the South Carolina State House. So much debate has arose that President Obama was questioned where this flag should be placed? President Obama replied with a very considerate answer. His answer was, â€Å"In a museum. † But why would he want to take down the flag and retire it? Many have applauded him upon the issue, yet others are left confused as to why? Many people fly the Confederate Flag with pride and none of which are racist. In fact, the flag does not even represent anything considering racism. Only current connotation has led people to believe that. People today do not understand the true meaning and history behind the flag so they are unknowingly spreading false information. It is compared to the Nazi flag as a white supremacy symbol today. Another fact is that the Confederate Flag was never once flown on a slave ship; it was the present American flag that had been flown. The true meaning behind the flag was a lesser or new government. Southern people were getting tired of being overtaxed and wanted to govern themselves. Following these demands, arguments between the North and South grew more intense. Slaves were more acceptable in the south rather than the north. Southerners’ main use of slaves was to work in plantations to help incorporate a better and more profitable farm. This was not ok with the northerners. The northerners’ believed slavery was uncivilized and should be abolished. Prior to his election, Abraham Lincoln said he wanted to â€Å"free the slaves. † This quote developed more controversy especially since Lincoln, at the time, had slaves of his own. Southerners became furious such an ironic statement and began stating their opinions about the presidency towards Lincoln while demanding a lesser government, lower taxes, and to keep slavery. Northerners began to stand behind Lincoln and would speak on behalf of him. More issues and controversies developed which lead to a feud between the North and South. This feud is now known as, the American Civil War (1861-1865). In mix of battle, the Confederacy respected their national flag and did not want it to be displayed in mix of battle. This is when the â€Å"Rebel† or â€Å"Battle† Flag was created. As Confederates would rush into battle, they would carry the thirteen-stared blue X on a red field flag with pride and dignity. The Confederates then formed secession from the United States becoming, the Confederate States of America as the northerners became referred to as the Union. After carrying their flag for four bloodshed/devastating years, the Confederacy fell to the Union. Slavery would then become abolished as would the Confederate States of America. The Rebel Flag then slowly began to disappear. Due to the, all of a sudden, emergence of the flag in our society today, people argue that it should be rid of or as Obama said, â€Å"In a museum. † The flag, to a majority people, is a historical symbol that brings back the thought of their ancestors who fought in battle and our nation falling apart when the North and South fought killing 620,000 of our nation’s people. The flag stood out in Civil War as a symbol of the South wanting a change in government. Our society needs to become more educated when it comes to the understanding of Confederate Flag and learn how to display it in a correct manner. With great debate over the embattled symbolic meaning behind the Confederate Flag, our society has yet to reach a solution. Many people are continuing to spread false information while others are arguing the true meaning behind the flag. Who knows how long this controversy will last. P. G. T. Beauregard and William P. Miles created the flag to represent the southern demands of a lesser government with no disregard towards racism. Confederates used the flag’s symbolic meaning to connect their nation as one and to fight together to overcome this battle with the North. As I previously mentioned, our society needs to learn to become more educated when it comes to understanding the Confederate Flag and learn to display it in a proper manner. As a nation we must learn to solve and consider our issues rather than speaking with fault and resorting to violence.

Maharashtra APMCs: Current Status and Substitute Marketing

Maharashtra APMCs: Current Status and Substitute Marketing Shivaang Sharma In India, the marketing of agricultural produce is regulated by Agricultural Produce Marketing (Regulation) Act 1966, which provides for the constitution of market committees by state government, notification of agricultural commodities as also place of marketing of agricultural produce. Hence, the marketing of notified agricultural produce in areas other than notified areas is illegal. The areas so designed by the state government are known as Agricultural Produce Market Committee (APMC) markets or Mandies. The age old monopoly of wholesale markets under the government’s regulation have essentially curbed the advancement of a competitive marketing system in the country, providing provision of help to farmers in direct marketing, organizing retailing, smooth supply of raw materials to industries specialising in agro processing and the adoption of an innovative marketing technologies and systems. The objectives of this report are to: Examine the current status of state agricultural markets and efforts to strengthen their marketing infrastructure. Examine the progress made by alternative marketing channels such as Shetkari Bazaars and Contract farming. Agricultural markets in the country are established (Table 1) and regulated under each state’s APMC acts. The entire physical area within each state is separated and affirmed to be a market area where Market Committees manage the market yards which themselves are established by the individual state governments. When a specific location within the state is confirmed as a market area, it automatically comes within the jurisdiction of the state’s appointed market committee. Within this area only persons who have been granted licence for operating within the region may be free to engage in wholesale marketing activities. These legally established monopolies of wholesale markets which are government regulated have essentially curbed the growth of a more advanced competitive system of agrarian marketing within the realm of each state. Therefore an efficient system of agricultural marketing is much needed for the expansion of the agrarian part of the economy since it further l eads to incentives and mediums for increased agricultural and allied sectors production thereby helping subsistence farmers to commercialise themselves and their businesses more effectively. Table 1: Division wise distribution of APMC main market and sub market yards in Maharashtra: Source: Director of Marketing (DOM), Pune. As per the policy of Government of Maharashtra, produce of agriculture, whether processed or not, including horticulture, animal husbandry, pisciculture and produce from forests are defined as agricultural produce. From time to time, the agricultural produce of the area are notified as agricultural produce for marketing in designated market place by the Directorate of Marketing and Inspection. In this backdrop, GOI constituted an expert committee on strengthening and developing of Agriculture marketing in December 2000, which was followed by constitution of an inter ministerial task force to review the parent system of Agricultural marketing in the country and to recommend measures to make the system more efficient. The committee in its report of June 2001 and Task force in its report of May 2002 made a number of recommendations not only to improve the existing regulated marketing network but also to promote a parallel marketing network in the private and cooperative sector. These recommendations included: analysing the requirements to provide and strengthen existing marketing infrastructure, promote competitive alternative agricultural marketing infrastructure through involvement of private and cooperative sector, provide infrastructure facilities for grading, standardization and quality certification of agricultural produce and to provide training for farmers, entrepreneurs and market functionaries on agricultural marketing. Consequent upon this development, Ministry of Agriculture and Cooperation, GOI launched a credit linked back ended capital investment subsidy scheme for development/Strengthening of Agricultural Marketing Infrastructure, Grading and Standardization (AMIGS) with effect from 20th October 2004 with the view to creating: Additional Agricultural Marketing infrastructure Strengthening existing agricultural marketing infrastructure Promoting competitive alternative agricultural marketing infrastructure through the involvement of private and cooperative sectors. Since the scheme was linked to market reforms, the states which have amended the APMC Act to include private participation and contract farming are now eligible for availing the benefit of subsidy under the scheme. The state of Maharashtra being one of the leading states to adopt the new policy of Union government has amended its APMC act and the scheme is in operation since 5th September 2006. Some aspects of this scheme include: Grain units – godown, drying yard, site development and machinery; Milk unit- bulk coolers, combine harvesters and auction sheds. Table 2: Geographical coverage of APMCs in Maharashtra: Source: Director of Marketing (DOM), Pune. Considering the geographical coverage of APMCs within the state (Table 2); as of 31st March 2011, 188 proposals having a financial outlay of Rs. 22,671.32 Lakh, bank loan of Rs. 14,191.68 Lakh and eligible subsidy of Rs. 4,692.61 Lakh were received from different banks by NABARD, Maharashtra Regional Office, Pune. In order to review the processes implemented by the APMCS of Maharashtra, a detailed study was conducted by NABARD (National Bank for Agriculture and Development). Progressing to the second objective of this report, we begin by analysing the alternative popular marketing channel which is growing in conjunction with the conventional APMC set up i.e. Shetkari Bazars. The Farmer’s Market (Shetkari Bazar) is an idea of marketing the agrarian produce directly to consumers by producers (farmers). By excluding the intermediaries who in the model appear to be an inflationary force, the agrarian produce reaches its destination in good condition due to minimal in between handlers. As a result, this method leads to better price realization for the farmers and also quality produce reaches the consumers at far lower lower price levels. This format of conducting agricultural marketing has previously been enforced in Andhra Pradesh (which was called Raithu Bazar). This format is meant to assist small scale farmer producers (with fewer quantities of fragile vegetables and fruits) to secure better price levels thereby escaping commercial exploitation in the market yard by Dalals. Since 2nd July 2002, as per the government resolution No. APMC-1099/PC.305/11-c, Govt. of Maharashtra has decided to set up Shetkari Bazars in the state and MSAMB has been appointed as nodal agency for implementing this scheme. The produce brought by farmers will not be levied cess at the Shetkari bazaars in all districts and key taluka places by APMCs from the area. As per this resolution, a state level committee is setup under the chairmanship of Hon. Minister of Marketing, Govt. of Maharashtra, for implementing and monitoring of this scheme. The district level committees are also set up under the chairpersonship of respective district collectors with the following objectives4: To help farmers to get reasonable rates for their produce; To benefit consumers by giving them fresh produce at reasonable prices; Immediate value realization of the produce to farmers without any deductions; To provide produce in appropriate weights and measures to consumers; To being producers and consumers together to avoid chain of middlemen. The MSAMB has planned setting up of 100 Shetkari Bazars in the state by the next 5 years. The cost of setting up a single bazaar is estimated to be around 20 25 Lakh. Hence, MSAMB is providing loan to the maximum extent of 10 Lakh per beneficiary. Interest is subsidized up to 50% of the total loan. The rate of interest for the loan is 5% p.p. with 10 years payback period. To avail this loan, the APMC has to submit the proposal to the MSAMB along with the detailed plan and estimates and get prior approval for the same before beginning construction. There have been some compelling success stories in the realm of Contract farming which have transformed the fortunes of farmers belonging to specific regions of Maharashtra. Manchar village in Pune district of Maharashtra is famous for its high quality potato crops. Pepsico company recently began buying the produce of over 6000 acres of land in the area. The key elements of Pepsico’s success are its unique partnership with local agencies, execution of technology transfer through well trained extension personnel, supply of agricultural implements free of cost, regular and timely payment to farmers and the maintenance of a perfect logistic system. This is especially beneficial considering the amount of PHL minimised and the time saved by farmers who otherwise would need to transport their precious crops to the APMC market yard at the daily risk of losing some of their crops to handling, weather and potential road accidents. Recently, Sanghar Exports, Pune, also entered into contract farming of banana with the farmers in Pune (Phoolgaon) and Solapur. In this case however, the contract is only for the purchase of the agricultural produce. In conclusion, owing to the nature of the APMC marketing pipeline, inflationary practices have become inescapably endemic within the APMC marketing apparatus which can only be removed by a two-fold method. Firstly promotion and financing of alternative marketing channels such as Shetkari Bazaars, Contract farming and direct marketing must be followed. Secondly, by reducing the number of middlemen currently included within the APMC marketing process (such as dalals, auctioneers etc) along with increasing the number of licenses granted to more farmers and dalal shops from operating within the market yard shall lead to considerably reduced auction price rates since it inevitably leads to greater supply and more competitive bidding at the market auction yards at the market yards. Furthermore, there exists a dire need to strengthen existing marketing infrastructure, promote competitive alternative agricultural marketing infrastructure through involvement of private and cooperative sector, promote direct marketing and direct integration of processing units with produces, supply infrastructure resources meant to be utilised for standardization, grading and quality certification of agrarian goods, to introduce negotiable warehousing receipt system, also to promote pledge financing, forward and future markets and to create awareness and provide training to farmers, entrepreneurs and market functionaries on agricultural marketing. Hence, although these APMCs have facilitated the provision of a variety of services and forward linkages to farmers for long time after the opening up of Indian economy in late nineties, but, the age old practices and procedures incorporated within their functioning have invited criticism from all quarters in recent past. Since their incorporation, farmers have lost confidence in APMCs due to number of malpractices like lack of transparency, high charges levied by commission agents, wrong weightments and restriction of marketing licences for farmers and auctioneers alike (which curtails supply thereby exacerbating food price inflation). References and Bibliography: www.msamb.com www.nabard.org www.agmarknet.in http://www.msamb.com/schemes/default.htm All table sources: Maharashtra State Agricultural Marketing Board Director Marketing, GOM, Pune.

Studying Humanities :: essays research papers

Studying Humanities   Ã‚  Ã‚  Ã‚  Ã‚  Throughout life one faces many obstacles against himself and mankind. By triumphing over these conflicts a person develops characteristics in correspondence to his or her experience. Humanities is the study of this basic cycle of life and its effect upon all cultures and nations. Today's generation, like many before and many to come, can attain a better understanding of the present course of history through the study of the past mankind experiences, or Humanities.   Ã‚  Ã‚  Ã‚  Ã‚  The question of time travel into the future is simply a raw thought. Therefore, until one can travel into his or her future, mankind must rely on the past actions of society to determine the future course of life. For this reason, I believe that my enrollment in the advanced placement Humanities course is a necessity in preparing me for my future. Also, my previous academic decisions have been the foundation for this class.   Ã‚  Ã‚  Ã‚  Ã‚  The driving force behind my final decision to apply myself to an advanced placement class is due to the fact that I want to be able to go into the real world with some understanding of how and why it functions as it does on a daily basis. Through the study of humanities, I hope to attain this goal. The past classes which have helped to prepare me for the advanced placement Humanities course have been three years of English honors, one year of United States history honors, and the present enrollment of advanced placement United States history. These classes have challenged me as a student to strive, achieve, and excel beyond my expectations. More importantly, the instructors of the classes have placed in me a better understanding of the world in which I live in and how it came to be. Beyond the classroom, many life experiences have prepared me for this course. In my seventh year of grade school I moved to Dallas, Texas. This was one of the most difficult periods of my lifetime as of yet. I had to learn how to start all over again and still be everything that I

Personal Classroom Management System Essay

Abstract An effective classroom management is essential for the success of the students. The classroom management plan needs to be strong, but also flexible since not every class is the same and the teacher needs to be able to change around the plan to fit the needs of the current class. To construct my own classroom management plan, I have borrowed some ideas from classes I have taken throughout my college career and through my own experiences as a student. My Personal Classroom Management System. In this paper I will attempt to explain my personal classroom management system. I will begin by describing the classroom conditions I will provide for my students. I will specify the behavioral goals for my students and the ways in which I want them to conduct themselves. I will elaborate on how I will grade and assess my students. I will conclude by explaining classroom procedures and how I will intervene when a student is misbehaving. Classroom Environment I believe that it is important to create a safe and encouraging environment for my students. The classroom should be a place where the students feel comfortable asking questions and expressing themselves. No student should feel embarrassed to ask questions or voice opinions. I will explain to my students that we are our own community and everyone has a role to do if the community is to work correctly. I plan to create this type of environment by establishing rules, procedures, and routines for my students to understand and follow. I feel that giving students a daily routine to follow it helps to them to develop personal responsibility. Every morning I will greet my students at the door. By doing this I can see my students in the hallway to make sure that they are following the school rules, but I can also see the students inside the classroom to make sure that they are following our classroom rules and beginning their daily routines. The first thing my students will need to do is find their assigned seating and begin their bell work. This helps them learn responsibility and start the day off productively. I will also have end of the day routines for the students to follow. Twenty minutes before the end of school I will have the students  gather their belongings and pack their backpacks. We will also use this time to clean and organize the classroom so it will be in order for the next day. I want to create an environment where my students and I can learn from our various cultures and backgrounds. I want to have a weekly class session where one student is picked to share something they love about their family’s culture and traditions. This will make all my students feel important and I feel this will also help my students who may be ESL students feel comfortable and help them succeed in school. Parental Involvement  I will develop a relationship with parents at the beginning of the school year. Communication between the parents, students and me is extremely important. I will contact parents to give them good news about their students and not just contact them when their child is misbehaving. I will create a monthly newsletter which I will send home with my students and post on the school website. This newsletter will let the parents know what will be going on in our classroom. This will also give them the opportunity to volunteer for different activities and help them become more involved in their child’s education. Class Rules, Rewards & Consequences In order for my students to be successful throughout the school year, they learn and follow the rules starting on the first day of school. In my classroom the rules that must be followed are: 1. Respect and follow all school rules 2. Respect others and their belongings 3. No hitting, touching or using bad language 4. Raise your hand before speaking or leaving your seat 5. Always do your best These rules will be posted in my classroom on the first day of class. We will create a few more rules together as a class during the first week of school as well. We will spend the first two weeks of school reviewing our classroom rules. According to Wong’s Pragmatic classroom students who spend the first two weeks of school reviewing class rules learn better and conduct themselves accordingly (Charles, 132). This will help give my students ownership on their behavior. I will send two copies of the rules home for the students to give to their parents. I will ask that both the students and the parents sign one copy and return it to me and post one copy at home that can be viewed daily. I will also post a progress chart in the classroom for all students to view. The chart will cover the student’s weekly behavior starting fresh each day. At the end of the week students will be able to choose a reward based on the number of gold stars they have. Some examples of rewards include choosing a book to read when finished with class work, choosing a prize from the treasure box, being the daily helper, and being the line leader for the day. I will also use lots of positive praise and behavioral narration to encourage my students to do their best daily. There will also be consequences when the rules are not followed. These consequences will be discussed with both the students and the parents at the beginning of the year. The following are examples of the consequences: 1. Loss of picking from the treasure chest 2. Time taken from recess 3. Time spent in detention before or after school 4. A call to parents 5. A visit to the principal’s office 6. In extreme cases immediate suspension Grading and Assessment I believe it’s important to use a variety of tools to assess students. This is because all students learn in a variety of ways. I plan to use both informal and formal assessment procedures in my classroom. Homework will be used as a study tool and an extension of the daily lesson and therefore will not be graded. Homework will be used for participation points. Instead of grading it I will stamp the assignment to show that the student was given participation points for effort. All assessments will be aligned with the state standards and curriculum. The grading policy and rubrics will be made available for the students and their parents at all times. When I give tests I will only test students on materials we have covered during that week and never use gotcha questions. Students will be allowed to do make up tests if they fail and would like a better grade. Classroom Procedures Everyday my students will be expected to come into the classroom, take their seats and immediately start on their bell work. All pencils should be sharpened before the bell rings. This means students need to get to class on time. When class work is finished early, students will have the choice of choosing a book from our class library or free writing in their writing journals. Bathroom breaks will be taken individually throughout the day and as a class before and after lunch and recess. These are some of the procedures I will implement: Morning Procedures †¢Greet teacher and classmates as you enter the room †¢Unload backpack, sharpen pencils and place supplies on desk †¢Begin bell work Desk Procedures †¢No food, candy or toys allowed at your desk †¢Keep your hands and feet on/under your own desk and not in the aisle †¢Keep the area around your desk clean Line Up/Leaving Procedure †¢Quietly form two orderly lines †¢Keep your hands to yourself/arms crossed †¢No talking in the hallway †¢No running or pushing while in line †¢When leaving the room one line will follow the other to form one line in the hallway Intervention Plan Before deciding on a plan, I will observe, reflect, consult with the student, parents and coworkers, and outline ideas that may correct problematic behaviors viewed in the classroom. After considering the behavior of the child, I will reflect on the role of the environment and classroom routines, and the interactions of the child with fellow students and teachers. I will  be sure to take advantage of the use of specialized staff members, such as the school psychologist and speech therapist, within the school system who are willing to assist me with my plan. This plan will be constructed on an individual basis as not all students will respond to the same methods. Once the plan is implemented, I will observe for positive changes and make adjustments accordingly after a follow up meeting with the parents, student and specialists involved in constructing the initial plan. Reference Charles, C. M. (1999). Building Classroom Discipline. New York: Addison Wesley Longman, Inc.

Vygotsky and Piaget Pedagogy Essays

Vygotsky and Piaget Pedagogy Essays Vygotsky and Piaget Pedagogy Essay Vygotsky and Piaget Pedagogy Essay Jean Piaget’s theory of cognitive development and Len Vygotsky’s sociocultural perspective have played critical roles in educational psychology. Both of these major frameworks will be analyzed and compared. From these two different standpoints, it will be illustated how a particular concept or cognitive skill can be taught. Russian psychologist Len Semenovich Vygotsky (1896-1934) was a fundamental figure in the exploration of â€Å"the sociocultural theory. † His ideas played crucial roles in the pedagogical framework of children and education. Thoroughly, he examined the sociocultural theory which emphasizes the role in development of cooperative dialogues between children and more knowledgeable members of society. Children learn their culture (ways of thinking and behaving) through these interactions (Berk Winsler 19). Vygotsky believed that our mental structures and processes can be traced back to our interactions with others (Berk Winsler 12-15). Social interactions not only have an influence on our cognitive development, they actually create our cognitive structures and thinking process (Woolfolk 39). During shared activities between the child and another person, higher mental processes are first co-constructed. This is a social process in which people interact and negotiate (usually verbally) to create an understanding or solve a problem (Woolfolk 39). The processes are then internalized by the child and become part of the child’s cognitive development. The final product is shaped by all participants (Berk Winsler 15). For example (Tharp Gallimore 14): A six-year-old has lost a toy and asks her father for help. The father asks her where she last saw the toy; the child says â€Å"I can’t remember. He asks a series of questions- did you have it in your room? Outside? Next door? To each question, the child answers, â€Å"no. † When he says â€Å"in the car? † She says â€Å"I think so† and goes to retrieve the toy. Vygotsky once stated that â€Å"ever function in a child’s development appears twice: first on the social level and then lat er on the individual level; first between people ‘interpsychological’ and then inside the child ‘intrapsychological’ (Berk Winsler 12. )† For instance, the strategy for finding the toy was initially co-constructed by both- the child and the adult. The next time that child loses a toy it is probable that he/she may have internalized a strategy on how to find the toy (by recalling all the previous places that the toy was last seen). This adult guidance provides early support while students build the understanding necessary to solve problems (Woolfolk 59). Eventually the child will be capable of functioning independently in the process of problem solving. In this scenario, perhaps the child may be capable of finding the toy with no help the next time this problem arises. Vygotsky emphasized the importance of cultural tools, which enables the transfer of cognition from the social to the individual plane (Berk Winsler 21). Cultural tools include material tools such as: computers, scales Internet, rulers, ect. On the other hand, psychological tools include: symbol systems, numbers, language, graphs, maps, codes, languages, ect. These tools allow people in society to communicate, think, solve problems, and create knowledge (Woolfolk 41). These tools are used in daily activities by the child in formal and informal settings, with the help from an adult. An example of using a psychological tool to aid in the advancement of development would be the construction of a map. In this scenario, collaboration would occur between the child and the teacher on how to represent the concepts of people and spaces. In return, these co-constructed ideas are internalized within the child and development occurs. â€Å"Learning leads development (Wood 101). † These tools are fundamental in development because they support thinking, which results in the construction of the child’s understanding of the social and physical world (Berk Winsler 23). Vygotsky emphasized the tool of language as a critical factor in development. Initially, speech serves as a regulative communication function (Wood 29). In time, children develop language as the build on other cognitive abilities by trying to make sense in what they hear. Self talk guides the child’s cognitive thinking. This external tool slows down the thought process, allowing concepts, thoughts, or ideas to be more comprehensible- resulting in problem solving. It transforms the way children, learn, think, and understand (Wood 29). Vygotsky believed that thinking is radically transformed when children become capable of linguistic communication. â€Å"At the least, sounds, meanings, words and sequence of words, volume, voice tone, inflection, and turn-taking rule must all be coordinated before a child can communicate effectively in conversation (Woolfield 51). † Because a child’s self-directed talk aids in the thinking and problem solving process, it helps develops child’s self regulation. (Berk Winsler106-108) This is the process of activating and sustaining thoughts, behaviors, and emotions in order to reach goals (Woolfield 621). An example would be the â€Å"taking turn rule,† during a conversation. The child must sustain the behavior of talking while another person is talking in order to have a successful conversation. On the other hand, Swiss psychologist Jean Piaget (1896-1980) developed the theory of cognitive development, which is based on the assumption that people try to make sense of the world and actively create knowledge through direct experience with objects, people, and ideas (Wood 22). Unlike Vygotsky, Piaget believed that the individual construct their own understanding of the work. The child’s development first occurs on the individual level then on the social level. Because we are constantly trying to make sense of the world in which we live, our thinking process change drastically from birth until maturity. Piaget thought that a major influence on the way we perceive and make sense of the world, is through the process of maturation, which is the genetically programmed, naturally occurring changes over time (Wood 21). More specifically, Piaget believed that young people go through four stages as they develop: sensorimotor, preoperational, concrete-operational, and formal operational (Woolfield 57). Conversely, Vygotsky did not believe there was a set stage for development. In the first stage through the exploration of motor activity, infants in the sesorimotor stage (approximately between the ages of 0-2 years) gradually work towards mastering object permanence as well as performing goal-directed activities. Object permanence is â€Å"the understanding that objects exist in an environment whether they perceive them or not (Woolfolk 30. )† For instance, if you take a certain toy away from away from a young infant, they will not acknowledge that that toy exists. Out of sight, out of mind (Woolfolk. )† On the other hand, if an older child sees a package of enticing cookies laying on the table and starts crying for one, even if the adult moves the cookies in the cabinet (clearly out of sight from the child) the child will still know that even though he physically cannot see the cookies- they still exist. The child will begin to make use of imitation, memory, and though t. An example of imitation would be a baby copying the gestures of â€Å"peek-a-boo† with an adult. The preoperational stage occurs between 2-7 years of age. Symbolic thinking gradually begins to develops. For instance, if there is not a toy phone, a child may pick up a block and pretend that that is the phone. During this stage, the child may have a difficult time seeing another person’s point of view. Their concept of space â€Å"is subjective and centered on their own body (Wood 67). † For example, during an experiment, three mountains were placed together. The children were supplied with pictures on how the mountains would look from different positions when observing. They then were asked how another person would view the model from different positions. In most cases, children in this stage are most likely to choose the mountain from the position in which they view the mountain (Wood 67). The concrete-operational stage occurs during the age of 7-11 years (Woolfield 32). The child achieves the principle of conservation during this time. A 5 year old is shown two identical glasses that are wide and short. Both are holding the same exact amount of water, and the child agrees with that notion. The experimenter then pours one of the cups of water into a taller, narrower glass. When the child is asked which glass has more water the second time around, the child declares the taller glass does, â€Å"because it goes up higher (Wood). † Piget believes the child at the concrete-operational stage would have the ability to acknowledge the difference. Also, the child at this stage developes reversible thinking, which is the ability to think from the end to the beginning (Woolfield 31). The last stage is the formal operation stage that occurs from 11 years of age to adulthood. Piaget believed that an individual during this time could become more scientific in thinking, had the ability to solve problems in a logical fashion, and developes concerns regarding social issues and identity (Woolfield 30). Piaget’s theory places action and self-directed problem solving at the heart of learning and development. Learning and development are separate entites. By acting on the world, the learner comes to discover how to control it. Development must be constructed on the basis of knowledge. On the opposite side of the spectrum, Vygotsky believe that they learning and behavior are not separate entities because learning leads development. * * * Piaget puts less emphasis on social experiences and inter-personal behavior as an crucial part of development opposed to Vygotsky. Piaget believed that since the individual construct their own understanding of the work, the child’s development first occurs on the individual level then on the social level. He believed that social facilitation may aid in development because the child is exposed to other points of views, which in return may cause him/her to re-think his individual ideas (Wood 17). However, social facilitation will only be benefital to the child if they are at the â€Å"appropriate state of readiness for change (Wood 17). † (The state of readiness is theâ€Å"stage of development† that was discussed in the previous section. ) Most likely Piaget would not pair two student together to work collaboratively if they were on different levels of development. On the contrary, Vygotsky would most likely pair two students together of different levels so that the students could co-constuct eachothers learning. In my classroom, I would adovate students of different abilities to work together. Both students would benefit in the exchange explanations and questions that each has to offer. In both perspectives, the role of the teacher is to facilitate and guide the students. Both psychologist placed a different emphasis on the importance of instruction. Vygotsky placed instruction in the heart of learning. Instruction is a mayor contribution to children’s growing consiousness and regulation of their own thought processm it prompts a shift to a higher level of cognitive activity (Berk Winsler 106). † The teacher would partake in guided participation, such as walking the students through a complicated problem. For example, if a student was still hesitant on how to solve a math problem, they may do part of the problem and remind the st udent of the proper steps to take to solve it. The teacher should allow revision from the student, offer the student feedback and ask questions. For example, if the students finishs a long division math problem- ask the student to explain what the remainder is. Vygotsky would also encourage a â€Å"think out loud† to assist in learning. For example, if I were teaching a class reading comprehension: first I would read a book aloud, then I would read the same book again only this time modeling my thought process out loud. I would elaborate on the connections I made to the text and to myself. This would demonstrate to the students the revisions and choices a learner undergoes. To scaffold learning in a classroom there are many different approaches such as clues, reminders, encouragements, and breaking down problems into steps and providing examples (Woolfield 49). On the other hand, Piaget believed that instruction can refine and improve structures that have already emerged, but it cannot lead to the development of concepts as Vygotsky believed (Berk Winsler 108). In this case, I would introduce a topic to a group of students together, then I would have them work on follow up activitites to match their learning needs. When devising lesson plans, the teacher would have to be conscious of restructing prior knowledge. To accomplish this, the teacher’s role would be to make connections to what the students already know. For instance, if I were to teach a lesson on the holocaust, if I had previously read â€Å"Number the Stars† by Louis Lowry (a journal of a girl hidden in a attic durning the holocaust), I would first discuss the book before introducing new ideas. In conclusion, Jean Piaget’s theory of cognitive development and Len Vygotsky’s sociocultural perspective have played critical roles in educational psychology. Their framework has provided us with insightful theories regarding learning and development and ways particular concepts or cognitives skill can be taught from these standpoints. Berk, Laura Winsler, Adam(1995). Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Tharp, R. G. , Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press. Pg 14. Wood, David. (1988). How Children Learn and Think: Second Edition. Blackwell Publishing. Woolfolk, Anita. (2007). Educational Psychology: Tenth Edition. Pearson Education. Boston.