Can grading systems influence the motivation of students in further Essay

Can grading systems influence the motivation of students in further eductaion - Essay Example It is hard therefore to determine the extent of the effect of the grades on the student’s motivation. Grades are positive reinforcers that could increase the probability of the behaviour that produced the consequence of reoccurring. He sees grades as powerful judges of students’ success or failure. But he also suggests that grades have limitations as motivators. He discusses research that suggests that grades can interfere with the learning process and the quality of learning when students are only working to get the grade and therefore decrease intrinsic motivation. He even cited research that showed that â€Å"good† grades could also create unmotivated students. Since grades have variable effects on student motivations, Docan suggests that the way the grades are offered may determine the effect on student motivation. The common systems used include competency-based or criterion based grading where students are graded on achieving a certain competency in skills, and the point systems where students earn points for completing work. He cites Bressette (2002) who found that the use of a plus/minus system serves as an â€Å"excellent motivator for students to continue strong efforts on all assignments and examinations right up to the last day of classes†. It was also reported that fear of moving to a lower grade from lack of effort might also motivate the student. The debate of whether grades and any grading system can act as motivators for students continues with Chulkov (2006) who posits that the design of the grading system is not important in motivating the student. Part of his argument is connected to intrinsic and extrinsic motivation. He believes that though grades may provide some extrinsic motivation, they have no power over students who are intrinsically motivated. In this study where grades were used to motivate students to complete coursework, it was found that

Case study on abercrombie and fitch Example | Topics and Well Written Essays - 2250 words

On abercrombie and fitch - Case Study Example A marketing strategy in any business is a tool to a competitive advantage. It refers to setting the marketing plans, objectives and working towards market share. Marketing strategies are dynamic due to the different circumstances or environments companies do business. It is then necessary for a marketing manager to scan the environment before laying the most appropriate marketing strategy. The scan is conducted for both internal and external environments. In the internal environment, a marketing manager will have to consider the marketing mix, performance and any possible constraints that affect its implementation (Roederer, 2013). The most effective marketing strategy features market segmentation, targeting and then product differentiation or positioning. The first step is dividing the market into subsets of consumers with common needs. Consumer grouping is possible through the following segmenting the market. First, market can be segmented geographically, which gives precise features and common characteristics determining the needs of consumers in that particular region. Rainy regions will have high demand for raincoats and gumboots while hot regions will be in great need of summer clothing. Second, segment using variables like age, education and gender that is referred to demographic segmentation (Roederer, 2013). Third, there is behavioral segmentation whereby customers are grouped according to their usage rates and attitudes. The subset then gives the demand level. Fourth, cultural segmentation will consider putting together customer with same belief and moral values. The marketing manager will also be able to understand different culture preferences to provide only what is acceptable in a particular culture. Market segmentation gives some information about the potential customers. The data is useful in defining the target market. Using such data, the marketing manager can know what is needed

The Different Smart Home Technologies

The Different Smart Home Technologies In this report I am going to explain the different smart home technologies EIB also known as KNX and CBUS. I will be giving a full explanation about what each system is capable of and a little about their company background. I will also be comparing both system with the advantages and disadvantages for each system. (Add more) EIB (KNX) System EIB (KNX) is the only worldwide bus system which offers a complete range of transmission media for building control systems, including Twisted Pair, Power line, Radio Frequency (RF), infrared (IR), Coaxial cable and Ethernet IP. This smart home network is designed to work independently on any particular hardware platform. It can be controlled through a network of 8 bit micro controller to a PC. EIB (European Installation Bus) uses the twisted pair functioning which uses a cable with two pairs, using only one pair from the twisted cable for communication. The line voltage for these cables is 36v DC. Each device has a bus coupling unit which is used to connect sensors and actuators to the bus for example a NIC card on a PC. EIB is a field bus technology which is maintained by the Konnex Association. Its topology is the same as the CBUS system. EIB (KNX) has over 176 members and manufacturers in 29 different countries some of which include Ardan smart home, ABB, Armour Home Electronics Ltd, Bosch, Basalte BVBA, CIAT, and many other companies based around the world. You can find the full list of members and manufacturers at: http://www.knx.org/ A field bus is a special form of Local Area Network that implements, not computers but sensors and actuators at its nodes and is optimised for short point to point communication of status and command messages (M C-Wonders). The field bus system is built up in 7 OSI layers (as shown below) which is also known as the protocol stack. However the EIB system does not use all 7 layers it only uses 5 layers (See diagram below) this shows the difference between an OSI Model and the EIB Model. OSI Protocol Stack EIB Protocol Stack Layer 1 The physical layer in the EIB protocol stack defines both the bit by bit transmission of data and the physical media type (how the bits are transmitted depends on the media type) Here is a specification of the twisted pair which is used in the EIB system: RS485 bit communications Twisted pair cable 9.6 kbps 1000m range 64 end devices per line Layer 2 The data link layer defines the device addressing mechanism, making sure each device has its own unique address. It also defines the method of access to the bus arbitration as there must be a control mechanism which has to stop devices from communicating on the bus at the same time. The device address is as follows: Device number: 0 63 Line number: 0 11 Zone number: 0 14 An EIB twisted pair system can only have 15 zones, 12 lines per zone and 64 devices per line. Layer 3 On the Network layer there can only be device to device communications as this allows data packet transmission between devices and connectionless communications. This layer also uses Unicast and Group addressing. Unicast addressing is only used during device installation (system access mode) also using the physical device address. Group address is equivalent of multicast and broadcast addressing as it has normal bus operation mode and allows an input device to control many other grouped output devices. The group address consists of a main group, middle group and a sub group e.g. 2.4.2 Layer 4 The transport layer is responsible for reliable communications as it creates a connection between both the sender and the receiver using positive acknowledgment with retransmission (PAR). The PAR sequence is as follows: A connection between sender and receiver is set up Sender sends data with sequence number Sender waits a set period of time for an Acknowledgment from receiver. If none data is sent again. After 3 attempts to send the data have failed the operation will terminate its connection If the receiver suspects an error at any point it will send and (Nack), which terminates the connection. 2. When all telegrams have been transmitted the connection is terminated. Layer 7 This is the application layer in the EIB protocol. This layer is based around the concept of communication objects. Each device on the networks paired with a software application which has the relevant functions it needs. The application associates objects to particular devices as these objects are the communication methods for EIB which use the group address within the device. Each application on each device stores an association table, this association table links to the group address table and a communication object table for example: Sensor device 1.1.1 sends 1/1/1 to actuators 1.1.2 and 1.1.3 to turn on the actuators (1.1.2 and 1.1.3) Sensor device 1.1.1 sends 1/1/2 to actuators to turn them off Here are some of the advantages of the EIB system with some explanation: It has international standard making it future proof ISO/IEC CENELEC CEN SAC AN SI/A SHRAE With product certification, KNX guarantees interoperability and interworking of products EIB makes sure that each different manufacturer, product and application communicates with each other. Ensuring a high quality of flexibility. High product quality EIB makes sure each manufacturer follows the correct compliances in order gain a KNX Certification. Unique Manufacturer independent Engineering Tool Software (ETS) ETS allows planning, engineering and configuration for all certified products. It is manufacturer independent allowing the system to combine different manufacturers to one installation Can be used with all applications in home and building control EIB can be used for all functions and applications in a home or building control varying from lighting and shutter control to security, ventilation control. Fit for use in different buildings EIB can be easily installed into new or even existing buildings, making it easily extendable making sure it adapts to new needs. Supports different configuration modes E-Mode Easy installation mode S-Mode System installation mode Supports several communication media Twisted pair Power line Radio frequency Ethernet IP Can be coupled to other systems The EIB system can be mapped to BACnet objects or offers a possibility to interface within the DALI technology. Independent form any hard- software technology EIB can be understood on any microprocessor platform and can be implemented from start but only for easy market entrance. It cal also take recourses to providers of the systems components. An EIB system is able to do many things at the touch of one button some examples are shown below: Lighting EIB can store and recall different light moods and scenes by pressing the switch/dim button which controls lights on a central level. Being able to adjust internal lighting according to external brightness levels allows substantial energy savings. Shutters and blinds With automated sun protection, weather protection and time controlled shutters/blinds at the press of a button these can be opened or closed. Weather station This protects the blinds and shutters from destruction by wind, rain or frost, giving automated roof windows closing when raining. It also display wind speed, rain and also temperature and brightness levels. An EIB system can do many things at the touch of a button including heating, ventilation/ climate control, security, overriding functions, communications, and incorporation of audio-visual equipment and also helps in customer service. The twisted pair on the EIB, its bit level collision detection with overriding logical 0 which ensures that in case of a collision, the transmission always succeeds for the communication partners. Some of the disadvantages of the EIB (KNX) system are: can only be controlled through an 8 bit micro controller to a PC only allows up to 64 devices per line can only be device to device communication does not allow loop topologies CBUS System Clipsal BUS (CBUS) is a microprocessor control and management system for homes and buildings. This system is used to control electrical services such as lighting, audio visual devices, motors, etc. Either a simple on/off control for lighting or variable (analogue) type control for example dimmers. CBUS is easily controlled through virtually any type of electrical load. CBUS certifies each of its products has its own built-in microprocessor for reliability and fast operation allowing each unit to be programmed individually. CBUS uses a unique method of updating each unit which involves a method which can not involve a central computer or controller. Each unit device is assigned a specific time frame in which it broadcasts its status which is then synchronised by a self generated system clock pulse. This allows great quantities of data to be passed on in small time frames in low overheads and bandwidth requirements. CBUS is an interconnected system of inputs (sensors) and outputs (controllers) used to allow automatic operation and control of machinery or processes such as environments that can make and execute decisions with or without human interface (MC-Wonders). CBUS uses a UTP cat 5 cable which allows each of its devices to interconnect within the system. The maximum total cable length per network cannot exceed more than 1000 meters with a system voltage of 15v D.C 36v D.C (across any node in a network). Its data rate is 3500 bits/second with 64 byte frames. Its bus contention method uses CSMA/CD with CA. CBUS transmit units and dimmers units connect to the main power supply and other switches/sensors which are used to control a buildings electrical service. The network is electrically isolated from the mains supply operating at a safe extra low voltage level of 36v DC. The CBUS system is develops continuously therefore making it practically unlimited. Networks of 100 units are larger installations which have been divided allowing the system to be managed in sections, up to 1000 meters of cables may be in installed in each network. The CBUS system can be as large or as small as a user prefers it to be and it does not only simplify the design of automations needed but limits potential faults which makes trouble shooting easier. CBUS responds too many of the following devices: Home entertainment audio visual, lighting control Security integrated security, lighting Comfort scene setting, dimming Convenience central point control from touch screens, automated time based control, multiple point control, automated messages CBUS is suitable for many different applications for example: Residential Automation Home entertainment audio visual, lighting control Security integrated security, lighting Comfort scene setting, dimming Convenience central point control from touch screens, automated time based control, multiple point control, automated messages Standalone room lighting control Via a touch screen user interface becomes automated for conference rooms and home theatres Many different scene and mood setting are available Commercial light control In a warehouse high bay control is used for energy saving costs Energy saving costs in high rise buildings is brought to minimum by using fluorescent lighting. For retails and restraints mood lighting is used to set a scene Flexible control of lighting and audio visual used in boardrooms For hotel foyers, ballrooms, etc architectural lighting control is used CBUS supports all multi room audio visuals with a full range of amplifiers and ceiling speakers which are all controlled by switches and touch screens. As all electrics have to return to one central panel it is very expensive to convert existing houses to use CBUS unless renovations are being made allowing reconfiguration. A switch which is placed in the boardroom is programmed with the CBUS group address. When the light switch is pressed an on command is sent to the group address of the CBUS. The command which was sent to the group address from the input switch is then sent on to the CBUS network or all units throughout the network. Only the programmed units respond to the command form the group address. Other units which have not been programmed to respond the message will ignore the command as it was not intended for them. This is only an overview of the flexibility and power of the CBUS system. When using a CBUS system each device has to have a CBUS connection including devices such as the mains power will obviously need connection to the mains. Wiring for the mains and CBUS do not need to be adjoining as the mains can be connected to a different phase or completely different system. Field bus system The advantages of a system include: Less complex installation: this means less hassle with wiring as it can be done through a bus that carries the messages Total ownership cost becomes less: reduced cabling and installation time, easy modification and upgrade and easy to fault find means reduced costs. Offers more flexibility: Each node is a micro controller which is programmable. Each node has its own intelligence making no 1 point of failure. CBUS can have a maximum of 255 sub networks, within each sub network there is a combination of input and output units a sub network allows a maximum of 100 units which can connect to a single sub network. When sub networks contain units it is essential to be able to give each unit a address, there are 4 main levels of addressing which are available for these units these are: 1. Network address This is assigned to each sub network with a 2 digit HEX value 2. Unit address This unit address identifies the individual unit for example light switch 3. Area address Allows division of a sub network, it also enable messages to be sent to areas by the units 4. Group address Really a less specific area addressing scheme, only allows maximum of 255 groups on a sub network. There are two main devices which are needed in order to set up a CBUS system. These are a power supply and a PC interface which is used for programming the units. Some of the advantages of CBUS system are: CBUS can forcefully and reliably control all the different systems with low costs per node. There are many different tools which are used to allow 3rd party companies to interface with both PC and embedded systems. One CBUS connection controls a unlimited number of devices CBUS is very flexible for switching and controlling, for example functions may be removed, changed, added or reprogrammed at any time without bulky hard-wiring through the network itself. Simple installation process CBUS is able to control all different types of load including load, digital and analogue. Some of the disadvantages of the CBUS system are: it can have only one distribution panel does not allow loop topologies each device has to return to one central panel each device has to have a CBUS connection CBUS and EIB Compared CBUS and EIB systems are used to control electrical devices in home and building environments for example both home systems can control lighting, dimmers, audio visuals and many other electrics. They also have the same topologies available which includes the bus topology, star topology and the hybrid topology. Neither of these systems can form loop topologies as this does not allow the system to have a valid distribution panel. The EIB system can only uses device to device communications as this allows data packet transmission between devices making connectionless communication whereas the CBUS system uses a network connection which is set up on each node through each sub network mask. This also means that the CBUS system can have as many devices linked to one distribution panel making it an unlimited as an EIB system can only have up to 64 devices on each line within each zone available. Each CBUS product has its own built-in microprocessor which allows each unit to be programmed individually. As each unit device is assigned a specific time frame great quantities of data can be passed in small frames. In an EIB system there can only be device to device communication as this allows data packet transmission between devices and connectionless communications, within the transport layer is creates a connection between both sender and receiver. Both EIB and CBUS systems have a maximum cable length per network which cannot exceed more than 1000 meters with system voltage of 15v DC 36v DC. CBUS has a maximum of 255 sub networks within which there is a combination of input and output units. Within sub network a maximum of 100 units can be connected to a single network. In an EIB system the twisted pair system can only have 15 zones within those zones there can only be a maximum of 12 lines. There can only be a maximum of 64 devices per line on a zone meaning there is limited space on the system. A typical scene situation: There are two lighting strips within an office. Lighting strip 1 is located by the window, lighting strip 2 by the wall. These lights can be switched on and off manually. If there is sufficient ambient light, the lighting strips are switched off and are locked (i.e., they cannot be switched back on again) automatic switching on again when darkness falls is not required but is manually possible. Before the start of a working day a timer automatically switches lighting strip 2 on to guarantee sufficient light level. This is the layout of the office with strip lights and touch switches and actuators A solution to this problem would be to get bus devices including 1 touch sensor to fold, 1 bus coupling module which will have a brightness sensor and timer (1 channel) which is din rail mounted, 1 controller again it should be din rail mounted, 1switchin actuator 2 fold and a din rail mounted devices installed in the distribution panel When an outside has sufficient light, the brightness sensor will automatically switch off lighting and lock it. In order for this operation to succeed the brightness sensor telegram (address 1/0/3) is AND (gate) linked with the touch sensor telegram (address 1/0/1). The output of the AND gate sends a message (address 1/0/6) to the switching actuator (1.1.4) which will switch lighting strip 1. To avoid the brightness automatically switching the light back on when it is darker the result of the linking (1/0/6), this is why when the sensor is switched off both inputs in the AND gate are set to 0. These are the parameter blocks which are used in the programming of the system: PRICE COMPARISON

Essay on Robert Frosts The Road Not Taken - It Made All the Difference

The Road Not Taken: All the Difference Each person must make many decisions in their lifetime. Some decisions are easy while others are more difficult. The poem "The Road Not Taken" by Robert Frost is a first person narrative tale of a monumental moment in Frost’s life. Frost is faced between the choice of a moment and a lifetime. Walking down a rural road the narrator encounters a point on his travel that diverges into two separate similar paths. In Robert Frost's poem "The Road Not Taken", Frost presents the idea of man facing the difficult unalterable predilection of a moment and a lifetime. This idea in Frost's poem is embodied in the fork in the road, the decision between the two paths, and the speaker's decision. Man's life can be metaphorically related to a physical journey filled with many twists and turns. Through out this journey there are instants where choices between alternate paths have to be made- the route man decides to take is not always an easy one to determine. The fork in the road represents the speaker's encounter of having to choose from two paths a direction that will affect his the rest of his life ( ). Frost presents to the reader a moment in anyone's life where an arduous problematic choice has to be made. There are an abundance of options in life man faces; Frost symbolizes this into the diverging of the two paths in his poem. The decision for which path to choose from can be hard to accept, just as the revelation of the choices. The two paths represent the options man has to choose from. Faced with these decisions, man has to weigh his options carefu... ...e ways. Faced with very similar choices man tries to examine what they have to offer, but often is not able to for tell the consequences. Man can opt to go the common route, which is the more reliable, and have a common life or he can choose the less common route, which is unknown and often difficult, and have a unique life that stands out above everyone else's life. The choices a person makes in life are ultimately responsible for their future, yet at the same time a person can never go back to the past and experience other possibilities. It is unfeasible to predict the outcomes of capital decisions we make; often it is essential to make these decisions fixed on nothing more than questioning which selection will provide fulfillment. In the end, we reflect over the decisions we have made, and like Frost, sigh, discovering they have made "all the difference."

Classroom Management Plan Essay

A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones & Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 – 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James ljames@lovetoread. com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , & Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.

Integumentary System Case Study

Suntans and Sunburns A Case Study in the Integumentary System By WH Cliff and AW Wright A Painful Winter Break On the first day after arriving in Australia for Christmas vacation, a University of Niagara student plays out in the sun for six hours. Later that night he notices that the skin on his trunk, legs and arms becomes red, swollen and extremely painful. By morning all of the afflicted areas have developed numerous blisters. These areas cover about 30% of the trunk (front and back) and 40% of the arms and legs. 1. What organ has been damaged?  ·The Integuemtary System (skin) has been damaged. 2. What general types of tissue have been afflicted?  ·Stratified squamous epithelium in the epidermis, areolar connective tissue, and some dense irregular connective tissue in the dermis have been afllicted 3. What type of burn has the student received? Explain.  ·He has received burns in the 2nd degree which are accompanied by blisters and pain. 4. What type of radiation has caused the burn?  ·Ultraviloet radition (UVA) specifically UBA and UBV. 5. List ALL the layers of the skin that have been damaged?  ·Epidermis: stratum corneum, stratum granulosum, stratum spinosum, and stratum basale.  ·Dermis (upper region): papillary layer . List ALL layers that have been killed?  ·None of the layers have been killed, just damaged in the second degree. 7. What tissue repair process causes the blistering?  ·Tissue regeneration which is the process in which liquid builds up between the epidermis and the dermis layer causing them to separate. 8. Why is this type of burn so painful?  ·Due to the damage of the epidermis many nerve endings in the dermis have been exposed which cause pain. A burn is considered critical and should receive prompt medical attention if: > 25% of the body is covered by 2nd degree burns or > 10% of the body is covered by 3rd degree burns 9. What percentage of the total body surface has been burned? Show your calculations!  ·(36% x 30%)= 11%  ·(36% x 40%)= 14%  ·(18% x 40%)= 7%  ·(11% + 14% + 7%)= 32%; #2% of the body’s surface has been burned. 10. Is the burn critical? Should the student seek medical attention?  ·Yes he should seek medical attention to avoid developing any infections in the lacerations, as well as to receive meds to assist with the pain. 11. List all of the body functions that may be disrupted by such a burn.  ·Integumentary  ·Nervous  ·Lymphatic  ·Muscular Recovery 12. After a few days the skin peels and the burned areas begin to heal. The student notices that the healing areas are more susceptible to injuries due to chafing or trauma. What has happened to the skin that would cause this increased susceptibility?  ·The barrier function has been altered so the skin is more susceptibile to trauma and damage. During the next week after the student returns to the States, his friend tells him that a sunburn prepares his skin for a deep tan. His friend encourages him to quickly begin tanning sessions at a local tanning salon before the effects of the burn wear off. 13. What would you advise him to do? Why? I would advise him not go and to avoid long periods of exposure to sun and other radiation devices. 14. Is a deep tan a sign of skin that is healthy or severely stressed? Explain your answer.  ·A deep tan is a sign of severely stressed skin. When skin is exposed to UV rays, cells called melaoncytes produce brown pigment melanin, which darkens skin the cells of the epidermis. The darkening of the skin cells is the skin natural defense mechanism against further damage for UV radiation. Unrepaired damage like so can lead to an increase risk of developing skin cancer and other skin problems like photoaging-wrinkles, sagging skin, and sun spots.