Pathway to Personal Growth and Development for Teachers

Pathway to Personal Growth and Development for Teachers It takes a lot of hard work and dedication to be an effective teacher. Like other careers, there are those who are more natural at it than others. Even those with the most natural teaching ability must put in the time necessary to cultivate their innate talent. Personal growth and development is a critical component that all teachers must embrace in order to maximize their potential. There are several different ways that a teacher can enhance their personal growth and development. Most teachers will use a combination of these methods to solicit valuable feedback and information that will guide their teaching career. Some teachers may prefer one method over another, but each of the following has been proven to be valuable in their overall development as a teacher. Advanced Degree Earning an advanced degree in an area within education is a fantastic way to gain a fresh perspective. It is also an excellent way to learn about the newest educational trends. It provides tremendous networking opportunities, can lead to a pay increase, and allows you to specialize in an area where you may have more interest. Going this route is not for everyone. It can be time-consuming, costly, and sometimes overwhelming as you try to balance the other aspects of your life with those of earning a degree. You must be organized, self-motivated, and adept at multi-tasking to use this as a successful way to improve yourself as a teacher. Advice/Evaluations from Administrators Administrators by nature should be excellent resources of advice for teachers. Teachers should not be afraid to seek help from an administrator. It is essential that administrators are accessible for teachers when they need something. Administrators are typically experienced teachers themselves who should be able to provide a wealth of information. Administrators, through teacher evaluations, are able to observe a teacher, identify strengths and weaknesses, and offer suggestions that when followed will lead to improvement. The evaluation process provides natural collaboration where the teacher and administrator can ask questions, exchange ideas, and offer suggestions for improvement. Experience Experience is perhaps the greatest teacher. No amount of training can truly prepare you for the adversity that a teacher can face in the real world. First year teachers often wonder what they have gotten themselves into over the course of that first year. It can be frustrating and disheartening, but it does become easier. A classroom is a laboratory and teachers are chemists constantly tinkering, experimenting, and mixing things up until they find the right combination that works for them.  Each day and year brings about new challenges, but experience allows us to adapt quickly and make changes ensuring that things continue to operate efficiently. Journaling Journaling can provide valuable learning opportunities through self-reflection. It allows you to capture moments in your teaching career that may be beneficial to reference at other points along the way. Journaling does not have to take a lot of your time. 10-15 minutes a day can provide you with a lot of valuable information.  Learning opportunities arise almost daily, and journaling allows you to encapsulate these moments, reflect on them at a later time, and make adjustments that can help you become a better teacher. Literature There is an overabundance of books and periodicals dedicated to teachers. You can find a plethora of terrific books and periodicals to help improve in any area you may struggle with as a teacher. You can also find several books and periodicals that are inspirational and motivational in nature. There are excellent content driven books and periodicals that can challenge how you teach critical concepts. You will probably not agree with every facet of every book or periodical, but most offer sensational tidbits that we can apply to ourselves and to our classrooms. Asking other teachers, talking to administrators, or doing a quick online search can provide you with a good list of must-read literature. Mentoring Program Mentoring can be an invaluable tool for professional growth and development. Every young teacher should be paired with a veteran teacher. This relationship can prove to be beneficial for both teachers so long as both sides keep an open mind. Young teachers can lean on a veteran teacher’s experience and knowledge while veteran teachers can gain a fresh perspective and insight into the newest educational trends. A mentoring program provides teachers with a natural support system where they are able to seek feedback and guidance, exchange ideas, and vent at times. Professional Development Workshops/Conferences Professional development is a mandatory component of being a teacher.  Every state requires teachers to earn a certain number of professional development hours each year. Great professional development can be critical to the overall development of a teacher. Teachers are presented with professional development opportunities covering varying topics throughout the course of each year. Great teachers recognize their weaknesses and attend professional development workshops/conferences to improve these areas. Many teachers commit a portion of their summer to attending professional development workshops/conferences. Workshops/conferences also provide teachers with invaluable networking opportunities that can further enhance their overall growth and improvement. Social Media Technology is changing the face of education inside and outside of the classroom. Never before have teachers been able to make the global connections that they are able to make now. Social media such as Twitter, Facebook, Google , and Pinterest have created a global exchange of ideas and best practices amongst teachers. Personal Learning Networks (PLN) are providing teachers with a new avenue for personal growth and development. These connections provide teachers with a vast array of knowledge and information from other professionals across the globe. Teachers struggling in a particular area are able to ask their PLN for advice. They quickly receive responses with valuable information they can use for improvement. Teacher-Teacher Observations Observations should be a two-way street. Doing the observing and being observed are equally valuable learning tools. Teachers should be open to allowing other teachers in their classroom on a regular basis. It is necessary to note that this will not work if either teacher is egotistical or easily offended. Every teacher is different. They all have their individual strengths and weaknesses. During observations, the observing teacher is able to take notes detailing the other teacher’s strength and weaknesses. Later they can sit down together and discuss the observation. This provides a collaborative opportunity for both teachers to grow and improve. The Internet The Internet provides unlimited resources to teachers with the click of a mouse. There are millions of lesson plans, activities, and information available online for teachers. Sometimes you have to filter everything to find the highest quality content, but search long enough and you will find what you are looking for. This instant access to resources and content makes teachers better. With the Internet, there is no excuse for failing to provide your students with the highest quality lessons. If you need a supplemental activity for a particular concept, you can find likely find it quickly. Sites like YouTube, Teachers Pay Teachers, and Teaching Channel offer quality educational content that can improve teachers and their classrooms.

Sutherlands Differential Association Theory Explained

Sutherland's Differential Association Theory Explained Differential association theory proposes that people learn values, attitudes, techniques, and motives for criminal behavior through their interactions with others. It is a learning theory of deviance that was initially proposed by sociologist Edwin Sutherland in 1939 and revised in 1947. The theory has continued to be enormously important to the field of criminology ever since. Key Takeaways: Sutherland's Differential Association Theory Sociologist Edwin Sutherland first proposed differential association theory in 1939 as a learning theory of deviance.Differential association theory proposes that the values, attitudes, techniques, and motives for criminal behavior are learned through one’s interactions with others.Differential association theory remains important to the field of criminology, although critics have objected to its failure to take personality traits into account. Origins Before Sutherland introduced his theory of differential association, the explanations for criminal behavior were varied and inconsistent. Seeing this as a weakness, law professor Jerome Michael and philosopher Mortimer J. Adler published a critique of the field that argued that criminology hadn’t produced any scientifically-backed theories for criminal activity. Sutherland saw this as a call to arms and used rigorous scientific methods to develop differential association theory. Sutherland’s thinking was influenced by the Chicago School of sociologists. In particular, he took cues from three sources: the work of Shaw and McKay, which investigated the way delinquency in Chicago was distributed geographically; the work of Sellin, Wirth, and Sutherland himself, which found that crime in modern societies was the result of conflicts between different cultures; and Sutherlands own work on professional thieves, which found that in order to become a professional thief, one must become a member of a group of professional thieves and learn through them. Sutherland initially outlined his theory in 1939 in the third edition of his book Principles of Criminology. He then revised the theory for the fourth edition of the book in 1947. Since then, differential association theory has remained popular in the field of criminology and has sparked a great deal of research. One of the reasons for the theory’s continued pertinence is its broad ability to explain all kinds of criminal activity, from juvenile delinquency to white collar crime. Nine Propositions of Differential Association Theory Sutherland’s theory doesn’t account for why an individual becomes a criminal but how it happens. He summarized the principles of differential association theory with nine propositions: All criminal behavior is learned.Criminal behavior is learned through interactions with others via a process of communication.Most learning about criminal behavior happens in intimate personal groups and relationships.The process of learning criminal behavior may include learning about techniques to carry out the behavior as well as the motives and rationalizations that would justify criminal activity and the attitudes necessary to orient an individual towards such activity.The direction of motives and drives towards criminal behavior is learned through the interpretation of legal codes in one’s geographical area as favorable or unfavorable.When the number of favorable interpretations that support violating the law outweigh the unfavorable interpretations that don’t, an individual will choose to become a criminal.All differential associations aren’t equal. They can vary in frequency, intensity, priority, and duration.The process of learning criminal behaviors thr ough interactions with others relies on the same mechanisms that are used in learning about any other behavior. Criminal behavior could be an expression of generalized needs and values, but they don’t explain the behavior because non-criminal behavior expresses the same needs and values. Differential association takes a social psychological approach to explain how an individual becomes a criminal. The theory posits that an individual will engage in criminal behavior when the definitions that favor violating the law exceed those that don’t. Definitions in favor of violating the law could be specific. For example, â€Å"This store is insured. If I steal these items, it’s a victimless crime.† Definitions can also be more general, as in â€Å"This is public land, so I have the right to do whatever I want on it.† These definitions motivate and justify criminal activity. Meanwhile, definitions unfavorable to violating the law push back against these notions. Such definitions can include, â€Å"Stealing is immoral† or â€Å"Violating the law is always wrong.† The individual is also likely to put different weight on the definitions they are presented in their environment. These differences depend on the frequency with which a given definition is encountered, how early in life a definition was first presented, and how much one values the relationship with the individual presenting the definition. While the individual is most likely to be influenced by definitions provided by friends and family members, learning can also occur at school or through the media. For example, the media often romanticize criminals. If an individual favors stories of mafia kingpins, such as the TV show The Sopranos and The Godfather films, the exposure to this media may impact the individual’s learning because it includes some messages that favor breaking the law. If an individual focuses on those messages, they could contribute to an individual’s choice to engage in criminal behavior. In addition, even if an individual has the inclination to commit a crime, they must have the skills necessary to do so. These skills could be complex and more challenging to learn, like those involved in computer hacking, or more easily accessible, like stealing goods from stores. Critiques Differential association theory was a game-changer in the field of criminology. However, the theory has been criticized for failing to take individual differences into account. Personality traits may interact with one’s environment to create outcomes that differential association theory cannot explain. For example, people can change their environment to ensure it better suits their perspectives. They may also be surrounded by influences that don’t espouse the value of criminal activity and choose to rebel by becoming a criminal anyway. People are independent, individually motivated beings. As a result, they may not learn to become criminals in the ways differential association predicts. Sources Cressey, Donald R. â€Å"The Theory of Differential Association: An Introduction.† Social Problems, vol. 8, no. 1, 1960, pp. 2-6. https://doi.org/10.2307/798624â€Å"Differential Association Theory.† LibreTexts: Social Science, 23 May, 2019. https://socialsci.libretexts.org/Bookshelves/Sociology/Book%3A_Sociology_(Boundless)/7%3A_Deviance%2C_Social_Control%2C_and_Crime/7.6%3A_The_Symbolic-Interactionalist_Perspective_on_Deviance/7.6A%3A_Differential_Association_Theoryâ€Å"Edwin Sutherland’s Differential Association Theory Explained.† Health Research Funding. https://healthresearchfunding.org/edwin-sutherlands-differential-association-theory-explained/Matsueda, Ross L. â€Å"Sutherland, Edwin H.: Differential Association Theory and Differential Social Organization.† Encyclopedia of Criminological Theory, edited by Francis T. Cullen and Pamela Wilcox. Sage Publications, 2010, pp. 899-907. http://dx.doi.org/10.4135/9781412959193.n250Matsueda, Ross L. â€Å"The Current State of Differential Association Theory.† Crime Delinquency, vol. 34, no, 3, 1988, pp. 277-306. https://doi.org/10.1177/0011128788034003005 Ward, Jeffrey T. and Chelsea N. Brown. â€Å"Social Learning Theory and Crime.† International Encyclopedia of the Social Behavioral Sciences. 2nd ed., edited by James D. Wright. Elsevier, 2015, pp. 409-414. https://doi.org/10.1016/B978-0-08-097086-8.45066-X

Adolescent Issues Post Class Assignment Essay Example | Topics and Well Written Essays - 3000 words

Adolescent Issues Post Class Assignment - Essay Example ecode the word, meaning cannot be extracted, when the child cannot decode fluently and automatically, reading is slow and laborious and memory for read material is poor, when the child cannot decode and it taught to rely on â€Å"context cues† or to â€Å"guess† at words, comprehension is compromised (2008 para.2). Reading comprehension problem contributes to an underlying issue of inferential thinking or language comprehension problem. People with non-verbal or right hemisphere disorder are usually brilliant decoders. In this case, people do not have problem in remembering the precise details of read material. Such students do well in early educational period but they face difficulty with the increasing need of reading comprehension. Problems in notes taking during lectures arise due to the fact that there lay a complex comprehension difficulty and inferential thinking. Physiological and psychological impairment can also cause difficulties in comprehension. Reading comprehension is associated with tracking and scanning problems of vision. Psycho educational evaluation should be executed to identify and root out the issue (Kay, 2008 para.3, 4, 6). Joining a gang is a matter of honor and desire among teens today. Some gangs are family based while some are mercenary. Both kinds of gangs have different motivations and attractions for teens. So are the reasons of joining them. According to Wiener (1999) joining a gang is not always the choice of people gangs recruit and initiate the membership process. They protect and formulate the gang structure for their special needs. Twenty seven percent of the youth survey resulted in the result of ‘recruited’ into the current group of friends. They join gang by result of combined approaches push and pull (p.60). †¦The pull—or that which attracts the person to join—often involves four primary attractions: the lure of money, the sense of family, the assurance of protection, and the enticement of family. Of course, these

Organizational Buyer Behavior Essay Example | Topics and Well Written Essays - 1500 words

Organizational Buyer Behavior - Essay Example A corresponding product specification is either developed or searched. Then Comes the step of searching for a supplier who can provide goods and / or services for the requirement. The suppliers are then sought for proposing the solutions for the needs of products or service. Based on Proposals a Supplier is selected. An Order routine is finalized. Performance is reviewed. Buying Center: There are often multiple decision makers involved in organizational purchases. This requires that the marketer is aware of the needs of the various Players involved in making decisions. Users: A user is the end consumer of a product. Influencers: An influencer is someone who has influence over what is purchased. Deciders: A decider is someone who ultimately has authority if or what to purchase. Buyers: A buyer is someone who arranges the transaction. Gatekeepers: A gatekeeper could include anyone in the organization who can control the flow of information. Factors influencing Industrial Buyer Behavior (Telecommunication) There are various factors which influence the Buyer Behavior. Following are the factors which primarily influence the selection of a Supplier for leading telecom companies in Telecommunication market: 1. Data on reliability of the product : Proof of reliability about the suppliers company and its transmission products is of utmost importance. 2. Technical capability: the kind of technical capabilities to accommodate future product developments and enhancements also plays an important role in deciding about the supplier. 3. Ease of Maintance: Most of the Telecom companies require pre usage steps to be done by the network providers (suppliers of the network) and therefore might have significant amount of... 4. Ease of Operation and Use: The supplier should be well equipped to provide the Know-how on operations and use and should also have inbuilt people and technical resources to accommodate any operations related request.

My Big Fat Greek Wedding Essay Example for Free

My Big Fat Greek Wedding Essay In order for counsellors to help their clients evaluate their values in either work or personal issues, they make them look towards both their values and interests. In a study conducted by Neville and Saber (1986), it was found that â€Å"values are the objectives sought in behaviour, whereas interests are the activities in which values are sought. † Therefore, values determine why an individual may undertake a certain activity, whereas interests dictate what a person chooses to do. It has also been suggested that values are more correlated with work satisfaction (Rounds, 1990) as opposed to interests, which are more connected to the choices one may make in their career. The film, My Big Fat Greek Wedding, broaches the subject of values in a very intricate manner. The protagonist, Toula Portokalos, is brought up on three essential values; `Marry a Greek boy, have Greek babies, and feed everyone. ’ As a result, she begins to resent everything Greek, as she feels that being Greek has overtaken everything she wants for herself. To the extent, that when she meets a man who is a regular American, she is almost ashamed of disclosing the fact that she comes form a Greek family. Dating a non-Greek and then eventually her decision to marry him evokes a guilt within her. This is because her parents have always taught her that marrying a Greek man and inevitably bearing his children is one of the fundamental points to her existence, the reason her parents had worked so hard to give her the comfortable life she has had. Therefore, she is made to feel indebted to them. At this point, we see a classic incongruence between values and interests. On the one hand, we have her intrinsic values, what she wants for herself, personally, juxtaposed to the extrinsic values she needs to fulfil in order maintain her prestige, status, etc. It is interesting to see how despite the fact that Toula resents the Greek values she has been brought up with, it is her values that Ian, her fiance, adopts when they decide to get married. For example, he converts to her faith, the wedding and reception take place in the Greek manner, and even at the end of the film, when they have a daughter, she is sent to Greek school. Ian is depicted as a ‘WASP-ish’ individual with a very middle-upper class up-bringing. He comes from a family of lawyers and has rebelled against what is expected of him by becoming a teacher and then by marrying a Greek. However, Ian doesn’t demonstrate the same guilt that is seen in Toula. In his academic study A Critical Analysis of Values Clarification, David Lipe argues that Moral education generally has been regarded as an integral part of institutions such as the family, the church and the school. This is very much evident in the film, as both Toula and Ian seem to be products of their environments. Therefore, if this couple were to receive counselling, the values that they have accumulated throughout their lives would be an integral part of the process. This is because values are a direct reflection of our attitudes and therefore our beliefs. For example, if we take Toula’s love for Ian as an example, she is willing to work hard to sustain that love, and to even make sacrifices. She has clearly learnt this ability from her mother, as this is also conveyed within the film. This childhood value therefore becomes a pillar within her personality. If a counsellor was to overlook this whilst counselling her, he would miss a vital component to her personality and therefore risk prescribing the incorrect treatment for her. Values can be assessed by either a values inventory or a values clarification, and counsellors generally utilise these processes to treat people who feel confused or uncomfortable with their values. Both treatments focus on the patient examining their internal blueprint and direction of their lives. These processes provide the means to both be retrospective and evaluating the values that have been instilled within us, which then in turn aids us to set goals and prioritise. Both exercises are carried out in the form of a questionnaire aimed specifically towards the individual’s needs. This allows the patient to decide which goals are important and which may be left aside. The clarification of our values would inevitably help us to strengthen our core values and achieve a wholeness. Inevitably, for the couple depicted in the film, this process would be vital if they were to ever need counselling. As essentially, their values are what makes the essence of them. References http://www. apologeticspress. org/rr/reprints/Critical-Analysis-of-Values-Cla. pdf retrieved 22/01/09 Hood, A. B. and Johnson, R. W. 1997, Assessment in Counselling: A Guide to the use of psychological assessment procedures, American Counselling Association, 3 ed

Henrik Isbens A Dolls House Essay -- A Dolls House Essays

In many literary works, there are characters in which portray both similarities and differences. In the Play "A Doll's House," by Henrik Ibsen, two of the characters have many oppositions and congruencies. These characters go by the names of Nora Helmer and Mrs. Linde. Ibsen characterizes these women by describing their comparable and contrasting personalities. He does this by describing their financial situations as well as their family lives. He describes these women, as opposites while in fact there are some distinct similarities. They share many of the same values and goals. Both Nora and Mrs. Linde are strong women with a weak exterior. Nora is described as a fragile woman that has been spoiled throughout her lifetime. The men in her life, her father and husband, have taken the roll of the authority figures. Nora is accustomed to relying on men to support and pamper her. She never has a care in the world. Though she appears to be content, in her heart she is not happy. She feels the urge to be set free to live her life the way she wants to, not they way her male authorities tell her to. A childhood friend of Nora's, Mrs. Linde, shares many of the same qualities. Both women have been having recent financial problems. Nora even mentions that she had to find a job as well as Mrs. Linde. She states, "Yes; odds and ends, needlework, crochet-work, embroidery, and that kind of thing (Ibsen 360)." She says this as if she is disgusted by the fact that she must work to...

Humanities Essay: American Dream vs. Filipino Dream Essay

I think when most people think of the American Dream they think of the part in the Declaration of Independence where is says that all men are created equal and that they have the right to life, liberty and the pursuit of happiness. But that’s the rub, what is happiness. I think now-a-days most people would equate it with making as much money as possible to have the â€Å"good life†. Of course, this can mean different things to different people. I think most people would like to own their own home and have enough money to provide their family adequately. In 2006, my husband and I were privileged to be able to make a trip to the Philippines to pick up my son who served a two year mission there for our church. From what I saw there, what my son told me and remarks made by our native Filipino guide, Beth Grafilo, I have concluded that the Filipino people envy the American people and would love to be able to live the American Dream. (J. Saxton & B. Grafilo, personal communication, 2006). The unfortunate fact is that the majority of them live in abject poverty and will never attain it. Mrs. Grafilo is affluent in contrast to most Filipinos. She owns a van, which is considered a luxury there. For her it is her means of livelihood and therefore a necessity. The Filipino people are hardworking and good at figuring out ways of making money. If they have a good job, they have to lean over backwards to keep it. Therefore, customer service is exemplary there. Entrepreneurship is valued also because often the best way to make money is to have your own business. A couple of interesting things that I noted were that in the most humble homes that we visited they still had a TV. I also noted that there is basically no homelessness in the Philippines because they will live anywhere they can put up a shelter. Shanty Towns abound there. Lucky for them the Philippines has a very temperate climate. I have never been out of the United States before and to go to essentially a third world country was quite eye opening. I did go on the internet to read more about the Philippines and Filipino culture. Reference: Roxas-Lim, A. Cultural Heritage in Philippine Society . PDF. University of Philippines. Retrieved from http://fahnoe. ph/filer/toledo-cebu/Cultural-Heritage-in-Philippine-Society. pdf.

The Shawnee Tribe

The Shawnee Tribe Did you know that the Shawnee Indian tribe is a fascinating tribe? I recently have learned that they are nomads. Nomads are people who travel instead of settling in one place. Southern Ohio, West Virginia, and western Pennsylvania were a couple of states they once lived in. Until around 1660 Iroquois drove out the tribe to southern Carolina, Tennessee’s Cumberland basin, eastern Pennsylvania, and southern Illinois. They had tried to return, but again they were forced to leave by American settlers.The settlers pushed them first to Missouri and then to Kansas, but the Shawnee people settled in Oklahoma after the Civil War. The Shawnee survived using various methods of hunting and gathering. Both men and women had responsibilities in providing food. They hunted many animals including deer, squirrel, turkey, raccoon, bear, muskrat, rabbit, and ducks/geese. They set traps for the animals, and they disguised themselves to blend in with their surroundings to get clo se enough to club or shoot them. People never wasted anything; they used all the different parts for different things.In January and February they hunted beaver for their pelts and meat to trade with the settlers. In the summer time they, and during fall, groups of men and women would leave the village and hunt. Small temporary lodges were used. Another way to get food was to plant or gather it. They planted beans, squash, corn, pumpkins, and melons but corn was their main food. They gathered wild berries, nuts, maple, roots, and wild honey. In the springtime women planted crops and summer through fall they gathered wild plants and fruits.Tapping maple trees for sap was another thing they did. Raiding beehives was also popular to get honey. The women were mostly responsible for planting, harvesting, and taking care of crops. Roles for people are very important because the people would know what their job was and what other’s jobs were. Men were very important because they mos tly hunted, carved wood into ladles, bowls, and spoons, were in charge of politics and war, and were warriors. Women had many roles, but some were harder than others. They built homes and fires, dressed the game, cooked, lanted crops, scraped skins and tanned hides, made clothing, wove blankets, and made vessels of clay. They also served as advisors of peace and war. They managed all farming activities and ceremonies in the village. Both men and women took part in storytelling, artwork, music, and traditional medicine. Young girls learned from their mothers how to gather wild foods, plant crops, care for children and perform household duties. Boys were taught to hunt and fight from their fathers. At age nine, boys began special training and self-discipline. Parents were strict, and the children were seldom punished.They were expected to be the judge of their own behavior. However, the parents expected high standards of behavior and responsibility. Special jobs of the Shawnee tribe i ncluded being a chief. Chiefs would handle problems and activities, good or bad and also dealt with problems that could not be resolved by individuals or families. War chiefs protected the tribe from enemy attack and decided when to go to war. They had to prove themselves in battle as leaders and warriors. Chiefs inherited their positions as peace, clan, or war chiefs. Peace chiefs could also call-off a war.The Thawikila and Chalaakaatha divisions were in charge of governing the people and chiefs came from one of the two divisions. Membership for one of the five divisions was inherited by the father’s side. Clothing of the Shawnee was homemade and you had to make your own clothes in order to stay warm. Deerskin clothing was what most Shawnee people wore. During the winter, men and women added loose shirts and leggings and would also wrap themselves in buffalo robes or fur cloaks made of bear or moose skins. Decorations were important to the tribe. They dyed clothing, porcupin e quills; and feathers and points were also used.Men wore headdresses made of animal fur and decorated them with feathers from a bird of prey such as an eagle, hawk, or owl. Men mostly wore shirts and leggings and women wore shirts with leggings or dresses. After contact with the European traders, the Shawnee began to own glass beads which they used on their clothing. Jewelry included silver pins, necklaces, and bracelets for women. Men liked to wear silver nose rings and earrings. Dances, music, and ceremonies were all important to the Shawnee tribe. Spring held a dance named â€Å"Spring Bread Dance† in which they prayed for plentiful crops.In the summer they held the â€Å"Green Corn Dance† in celebration for the growing of corn. Fall held the â€Å"Fall Bread Dance† where they prayed that game would be plentiful also and gave thanks for the harvest. Musical instruments included skin drums, gourd rattles, deer-hoofed rattles and sometimes reed flutes. Many di fferent tools were used by the Shawnee and they needed them to survive. They used hammers made of stone or other hard substance, some had handles and some did not. Knives and saws were made of shells, stone, or other materials. Borers were natural tools used for making holes in soft or hard objects.An axe was another tool made of shells, iron, or copper. The blade could easily turn at a right angle. It was held with your hands or attached in various ways to a handle by a rawhide. Some other weapons are bows and arrows, stone tomahawks, spears, and chipped flint arrow points. Homes and shelters were another item that was needed by the Shawnee. The home they lived in was called a wegiwa which were tree poles covered by bark or animal skin. The frame of the house was made of sapling tied together and covered with bark from elm or birch trees.When bark was not available animal skin was used. There were no windows and there was only one opening in one end for a door and a hole in the mid dle of the roof for the smoke from the cooking fire. In a pit in the middle of the floor is where they burned the fire. Inside walls were lined with raised wooden platforms that were used as beds. Homes were sometimes furnished with shelves, benches, and tables. The Shawnee’s way of life came to an end by splitting into small bands and moving away from others. The Shawnee had many wars with American settlers over land rights.One Native American named Tecumseh, who was an excellent communicator and military strategist, was admired greatly by the Shawnee. They followed his every command. During the Battle of Thames in 1813, Tecumseh was shot and killed. With his death the Shawnee people lost their spirit to fight. They then scattered and drifted in small bands into Missouri, Kansas, Arkansas, Oklahoma, and Texas. Some remained in Ohio. Between 1825 and 1900 the United States Government took more land rights away through various treaties. This led to more movement and most Shawn ee became part of a non-native society.The Shawnee tribe is so interesting and amazing. Shawnee people believe in one female God, Our Grandmother, and she created the earth and made people. When people grew old she scooped them up in nets and brought them to the sky. Also, the most sacred spirits to the Shawnee were Tobacco, Fire, Water, and Eagle. Daniel Boone was one of the most famous prisoners taken in war and was held for several months. During that time he made friends with them and participated in their games. When he went back to the settlers he realized that the Shawnee tribe was a friendly tribe.Another interesting fact about the Shawnee is that parents would plunge their babies into snow or freezing cold water every day for several months because they wanted to make their children tougher. The Shawnee tribe was fun to study and I learned a lot about their way of life and history. BIBLIOGRAPHY Bial, Raymond. The Shawnee. Tarrytown, New York. Benchmark Books, 2004. Flanagan , Alice K. The Shawnee. Canada. Children’s Press, 1998. Mattern, Joanne. The Shawnee Indians. Manakato, Minnesota. Bridgestone Books, 2001. Yacowitz, Caryn. Shawnee Indians. Chicago, Illinois. Heinemann Library, 2003. Additional research includes many websites

Distillation Lab Report Essays

Distillation Lab Report Essays Distillation Lab Report Paper Distillation Lab Report Paper If the boiling points are too close, this method will not work because the two compounds will begin evaporating at close temperatures and will condense down to the receiving flasks at relatively the same times. This will not create an ideal separation. The apparatus used for this type of distillation is longer than that of a simple distillation experiment because this kind of apparatus creates more efficient separation. This happens because the fractional distillation apparatus is longer, and allows for several simple distillations to occur within the column itself to more accurately separate liquids. The inside of the column is said to have theoretical plates, or equilibrium stages that are created by the vapor and liquid stages of a compound that create this accuracy. The column must also be insulated with cotton and aluminum to reverent any heat loss that may lead to inaccurate temperature readings or even effect the evaporation of the different compounds. When heating the stillest, blameless heating should be used along with a magnetic stirrer. This is important to control the temperature of the mixture and keep the heat smooth and constant. Heating the mixture too fast could result in no fractionation in the column and lead to no separation. Likewise, if the mixture is heated too slowly, the vapors might now make it all the way to the condenser, and the liquid will fall back into the stillest. Fifth mixture is heated correctly and constantly, the vapors should condense through a condenser and into a receiving flask. This condenser should have water running through it at all times to keep it cool and keep the condensed vapor flowing down into the receiving flask. As a whole, the entire apparatus works perfectly for two different volatile liquids with 40-ICC boiling point differences because as the liquid with the lower boiling point is distilled out, the higher boiling point liquid will remain in the stillest as the other is evaporating and distilled. Then, it will be able to evaporate later as the temperature rises, after the other has more than completely distilled out. As I conducted this portion of the experiment, I noticed that while taking the three fractions, fraction A filled up the full 15 ml and continued distilling through fraction B, and eventually stopped. Because of this, I hypothesized that all of fraction A and most of fraction B consisted of the low boiling point compound. As I raised the temperature of the hotplate, I was able to collect fraction C, and I predicted that it was composed of mostly the high boiling point liquid. To test this, the experiment called for the use of gas chromatography. The chromatography would not only show the relative concentrations of each impound in the fraction, but could also help confirm the identification of the compounds we thought were in the fractions based on the temperatures that each liquid boiled. Before trying to guess the correct compounds of the mixture, one must run each individual fraction through the machine to clearly see the composition of each. Gas chromatography works because as the liquid runs through the machine, its different components run through and exit at different times due to changes of temperatures that measure high and low boiling points. The machine records these using peaks of retention time that identify these different components. After obtaining this data, there was enough information to choose a reasonable match for each of the components. Once both the fractions and the guessed compound were mixed, the retention recordings should not differ in the number of peaks because ideally the compound mixed should have the same retention time as one of the other previous peaks. If the compounds were to differ in the number of peaks, then it shows that another compound must be present with different properties. As I conducted this portion of the experiment, guessed cyclopean for my low boiling point liquid and toluene or heptanes for my high boiling point squid based on the fractional distillation observations. For cyclopean I mixed it with fraction A, since it predominantly consisted of my low boiling point liquid, and observed two peaks in my results. Therefore I concluded that cyclopean was the low boiling point liquid. However, for the second liquid I guessed heptanes first, and my results showed three peaks. Knowing that I had guessed wrong, I tested toluene mixed with my fraction C and only got two peaks. The high boiling point liquid proved to be toluene. In conclusion, my results all matched the main ideas and theories presented in the experiment.

Upside-Down Question and Exclamation Marks in Spanish

Upside-Down Question and Exclamation Marks in Spanish The upside-down or inverted question marks and exclamation points of Spanish are unique to the languages of Spain. But they make a lot of sense: When youre reading in Spanish, you can tell long before the end of a sentence whether youre dealing with a question, something that isnt always obvious when a sentence doesnt start with a question word such as quà © (what) or quià ©n (who).   Upside-Down Question Marks Not Always at Start of Sentence The important thing to remember  is that the inverted question mark (or exclamation) goes at the beginning part of the question (or exclamation), not at the beginning of the sentence if the two are different. See these examples: Pablo,  ¿adà ³nde vas? (Pablo, where are you going?)Quiero saber,  ¿cundo es tu cumpleaà ±os?  (I want to know, when is your birthday?)Estoy cansado,  ¿y tà º? (Im tired, are you?)Eso,  ¿es verdad? (That, is it true?)Sin embargo,  ¡tengo frà ­o! (Nevertheless, Im cold!)Pues,  ¡llegà ³ la hora! (Well, its about time!) Note that the question or exclamation part does not begin with a capitalized letter unless its a word that would normally be capitalized, such as a persons name. Note also that if words not part of the question come after the question, then the closing question mark still comes at the end:  ¿Adà ³nde vas, Pablo?  (Where are you going, Pablo?)Pablo,  ¿adà ³nde vas, mi amigo?  (Pablo, where are you going, my friend?) ¡Eres la mejor, Angelina! (Youre the best, Angelina!) If a sentence is a question and an exclamation at the same time, something for which the English language has no good written equivalent, it is possible to combine the question and exclamation marks in ways shown below. The Royal Spanish Academy prefers the usage in the third and fourth items:  ¿Cà ³mo lo hace! How does she do it? (To translate the Spanish well, this might be said in an incredulous tone. An alternate translation might be I dont see how she does it!) ¡Me quieres? You love me? (The punctuation may indicate a lack of belief in what is being responded to.) ¡Ã‚ ¿Quà © veste?! What are you seeing? (The tone of voice may suggest What in the world do you see?) ¿Ã‚ ¡Quà © ests diciendo!? What are you saying? (The tone of voice may indicate disbelief.) To indicate an extremely strong exclamation, it is acceptable to use two or three exclamation points but not more:  ¡Ã‚ ¡Ã‚ ¡Idiota!!! (Idiot!)Es imposible.  ¡Ã‚ ¡Ã‚ ¡No lo creo.!!! (Its impossible. I cant believe it! Word Order in Questions Most questions begin with an  interrogative pronoun  such as  quà ©Ã‚  or on interrogative adverb such as  cà ³mo. In nearly all such cases, the opening question word is followed by the verb and then the subject, which will be a noun or pronoun. Of course, it is common to omit the subject if it isnt needed for clarity.  ¿Dà ³nde jugarà ­an los nià ±os? (Where would the children play? Dà ³nde is the interrogative adverb, jugarà ­an is the verb, and the subject is nià ±os.) ¿Quà © significa tu nombre? (What does your name mean?) ¿Cà ³mo comen los insectos? (How do insects eat?) If the verb has an direct object and the subject is not stated, the object typically comes before the verb if it would in the equivalent English sentence:  ¿Cuntos insectos comià ³ la araà ±a? (How many insects did the spider eat? Insectos is the direct object of comià ³.) ¿Quà © tipo de celular prefieres? (Which type of cellphone do you prefer? Tipo de celular is the direct object of prefieres.) ¿Dà ³nde venden ropa guatemalteca? (Where do they sell Guatemalan clothing. Ropa guatemalteca is the direct object of venden.) If the question has a stated subject and an object, it is common to use a verb-object-subject word order if the object is shorter than the subject and a verb-subject-object order if the subject is shorter. If theyre of similar length, either order is acceptable.  ¿Dà ³nde venden ropa los mejores diseà ±adores de moda? (Do the best fashion designers sell clothing? The subject, los mejores disenà ±adores de moda, is much longer than the object, ropa.) ¿Dà ³nde compran los estudiantes los libros de quà ­mica farmacà ©utica? (Where do the students buy the pharmaceutical chemistry books? The subject, los estudiantes, is shorter than the object, los libros de quà ­mica farmacà ©utica.)

Are Women Really Better Leaders Essay Example | Topics and Well Written Essays - 500 words

Are Women Really Better Leaders - Essay Example Thus, this paper intends to explore the issue of the difference in leadership styles between the two genders to answer the question: Are women better leaders? In 1996, Belenky made a study on organizations run by women and identified how female leaders assumed their functions differently that from men. Belensky (1996) noted that women leaders â€Å"developed themselves as public leaders by extending and elaborating women’s traditional roles and women’s ways to an extraordinary degree† (p. 412). This statement can be supported by the case of Anne Mulcahy, former CEO of Xerox who influenced people by working side by side with them through hard times. Xerox then was in a time of financial bankruptcy; in fact, she herself worked for two consecutive years without a weekend off. Her passion and perseverance kept her going on despite the warnings of financial advisors that Xerox would not be able to make it. Mulcahy was not just an ordinary leader, she was very extra-ordinary that gender did not matter at all. Amazingly, she was able to change the course of Xerox and her successor is even a woman too. It is easy to manage people when they are satisfied; however, good leaders emerge when the scenario is full of adversity. This is what made Mulcahy different since she rose from the ranks and took the helm without doubting herself. However, this does not mean that Mulcahy is a good leader because she is a woman; instead, she performed beyond her traditional role that is why she became a great leader. Sex-typing of leadership abilities does not place women in higher position nor does it give them more respect. Rather, society should view women as â€Å" people†, not â€Å"men and women† (Debate, p. 151). Women are managers and good leaders because they worked hard to educate themselves and earn professional experience. The successor of Mulcahy is Ursula