Le Chene Et Le Roseau Essays - La Fontaines Fables, Aesops Fables

Le Chene Et Le Roseau Analysis of ?Le Ch?ne Et Le Roseau? ?Le Ch?ne Et Le Roseau,? a poem by Jean de La Fontaine, shows the contrast of the characters while moralizing about hidden strengths that are often overlooked or belittled. In this poem, the oak is personified as having a stubborn sense of strength, while the humble reed is represented as possessing the qualities of endurance, flexibility, and hidden strength. Fontaine teaches the reader his lesson through the use of nature by having the oak and the reed converse about their strengths. In the end the reed proves his point when the north wind uproots the oak, leaving it to die. The theme of ?Le Ch?ne Et Le Roseau? is a universal one, easily recognized and understood by all. The poem's central idea is that strength is not necessarily size and power, but in adaptability, endurance, and flexibility. Fontaine illustrates the theme well in these lines: ?L'arbre tient bon; le roseau plie. Le vent redouble ses efforts, et fait si bien qu'il d?racine celui...? The poet further develops the theme with a moral which implies that humility is more important than pride. Fontaine places most emphasis on idea to help develop this moral. In the end, the pompous oak's strength is his weakness, while the humble reed's suppleness is his fortitude. Jean de La Fontaine develops well the poem's mood, one of pity, compassion, and respect, through sensory images and descriptions of the characters. These lines: ?Un roitelet pour vous est un pesant fardeau; ? and ?Le moindre vent qui d'aventure fait rider la face de l'eau, vous oblige ? baisser la t?te; ?, as well as ?La nature vous me semble bien injuste.? illustrate the sentimental atmosphere of pity that the reader feels for the reed's struggle against relatively small difficulties. Although Fontaine succeeds in creating this sympathetic mood, this line: ?Vous avez bien sujet d'accuser la nature; ? detracts from the intended mood because one does not feel sorry for someone that accuses and complains. Jean de La Fontaine uses examples of personification, imagery, similes, allusions, and symbolism to create a deeper meaning of the poem and to the emphasize the theme. ?Le ch?ne un jour dit au roseau:? is an example of personification that Fontaine uses throughout the poem. He personifies the oak and the reed as humans having a conversation. These lines: ?Le moindre vent qui d'aventure fait rider la face de l'eau, vous oblige ? baisser la t?te; ? show imagery and personification. The image that Fontaine creates, the rippling of the water, is one that the reader can visualize, while the lowering of the head represents a person bowing his head. This line: ?Cependant que mon front, au Caucase pareil,? contains a simile and an allusion. The simile is the comparison of the forehead to the Caucasus Mountains, while the allusion is the Greek mythology's Caucasus Mountains, which represent strength, fortitude, and perhaps danger. ?Des royaumes du vent? is an allusion to the kingdom of the Gr eek wind god Aeolus who usually stirred up strong winds. ?L'empire des morts? is also an allusion to the kingdom of Hades, which was the Greek underworld, representing the death of the oak. This poem expresses irony when the reed is troubled by simple burdens, but the reed is able to withstand difficult predicaments. The oak is symbolized as power, pride, and a false sense of strength, while the reed represents endurance, flexibility, and strength from within. Moreover, the wind is pictured as hardships, challenges, and tests. Fontaine uses logical sequence in developing the characters of the oak and the reed. At first, the reader only sees them as trees, but he soon learns through the oak that the reed appears weak and defenseless, and that the strong oak wishes to shelter and protect the reed. The reader next learns that the reed is confident and not afraid of impending dangers, because he bends and does not break. Then the terrible winds come and uproot the oak, while the small reed survives. Thus, the reader understands that size is not as important as flexibility. Fontaine writes ?Le Ch?ne Et Le Roseau? as a narrative, didactic, and descriptive poem with an irregular number of syllables.

Perception and environment essays

Perception and environment essays The environment surrounding a situation effects every decision made in that situation. How a person perceives these factors is, what in essence makes an individual unique. As a whole a society, by definition, shares many viewpoints. Websters Unabridged Dictionary defines art as an expression of feeling. If one were to look at the artwork of certain time periods, they would note, general similarities. Therefore many pieces of art, of the same time period, will share many of the same elements. Examining these elements can enhance the awareness of events in history. 1960s there were many social actions to which attacked what was to be socially accepted in America. Along with many youth movement, there was a large movement for womens rights. As a result of this womens activisms movement, divorce became much more socially accepted. Therefore divorce was a topic of artwork. John Updikes short story Separating and the Fairfield Porters painting A Day Indoors both contain a comm on theme of separation and separateness. (Lit Book 743) Updike finishes the story with the question, why. This question causes one to think. Why is the family so complacent with the separation? Why is the son the only questioning? Porters painting cause the observer to do the same. One might ask, why is the family sitting together, when they are so secluded. Why is the fireplace burning when it seem like a nice day out the window. One can see many characteristics of the John Updike in Separating. He was married at a young age, like Richard, and also separated after twenty-one years similar to the Maples. Updike finally after a short separation received the first no-fault divorce instated in Massachusetts (Hennings) Similarly, one can see Fairfield Porter in his painting. Porters family, he said in an interview,...

How I lead Essay Example | Topics and Well Written Essays - 500 words

How I lead - Essay Example In any complicated situation, I believe that directed actions and insightful discussion of the issue can lead to productive solution acceptable by all group members. If any conflict takes place in my family, I motivate others to share their opinions about solutions in order to develop a shared vision of the problem. Such strategy makes people collaborate and the problem disappears quickly. In this way, I develop my communication, team building and delegating skills. For instance, my father could not come to the common ground with my uncle and it caused many inconveniences for other family members. I had neutral relationships with my uncle, so I was able to communicate with him in friendly terms. I explained that even though my father seemed to be angry, he was not intended to do anything bad to my uncle. That talk with my uncle was productive because he changed his position and attitude towards my father. In this way, I took a decisive part in the solution of this conflict because I was the only person who managed to make my relatives listed to each other and compromise. I applied delegating skills to reach my main objective and resolve the conflict between the relatives. I apply the same strategy of a â€Å"peacemaker† in communication with my friends. In any critical situation I prefer to slow down everyone and discuss the emerging problem. I am a people-oriented leader; I stress the importance of relationships and friendly atmosphere most of all. In team work good and respectful relationships predetermine success. I have noticed that such personal qualities as selfishness or stubbornness lead to decreased effectives in anything people do together. If people do not wish to communicate or compromise, they usually fail to do anything together. In this respect, I am convinced that communication must be treated as the main factor in leading. Verbal communication is

Honoring Patient Autonomy at End-of-life decisions Thesis

Honoring Patient Autonomy at End-of-life decisions - Thesis Example Thus respect of patient autonomy is based on the informed consent. It therefore follows that where a patient is competent to make a medical decision, it is unethical and unlawful to commence treatment without first informing the patient of the benefits and detriments of the treatment and allowing the patient to determine whether or not he or she wishes to receive the treatment (Harris, 11). In end-of-life situations however, it can be especially difficult for the patient to assess the possible outcomes associated with receiving or not receiving specific medical attention. At the same time, medical practitioners are also confronting conflicts between the duty to save lives and the duty to respect patient autonomy. Moreover, family members often intervene attempting to make the decision for a loved-one who is facing imminent death. This paper examines the literature and the law relative to patient autonomy with a view to identifying how medical practitioners should resolve these challenges and tensions in favour of respecting patient autonomy. Implications for practice and policies will be discussed with a view to strengthening the protection of patients’ right to autonomy. A narrow definition of patient autonomy describes the concept as the patient’s right to determine whether or not he or she will receive a certain recommended medical treatment or whether or not he or she will decline it. The liberal individualist interpretation defines patient autonomy as the patient’s right to â€Å"act intentionally, with understanding, and without controlling influences† (Stiggelbout, Molewijk, Otten, Timmermans, Bockel, and Kievit, 269). Thus the medical practitioner has a responsibility to help the patient understand the pros and cons of accepting or declining medical treatment. At the same time, discharging this responsibility requires

Scientific Management was the product of 19th Century industrial Essay - 1

Scientific Management was the product of 19th Century industrial practices and has no relevance to the present day. Discuss - Essay Example 7). Thus, work needs to become as organised and productive as it possibly can, due to the numerous people involved in it, and division of labour must be assigned properly in order to bring out the best results. However, it was not until the beginning of the 20th century when such needs were attended to. One of the earliest guiding principles that sprang out from the need for workers to become as productive as possible while helping the employer save money is by implementing new strategies that were scientifically-made and can be tested using scientific methods. This kind of workplace management known as is Scientific Management, was developed by Frederick Taylor around the turn of the 20th century in order to advance the methods used in work and make even workers of any skill level to become even more productive (Taylor, 1939, p. 280). While it was a big step in moving from highly-traditional work and management methods to a much more modern and scientific one, its beginnings were ne vertheless controversial, and may even have reversed its original aims (Watson, 2008, p. 31). Also, Scientific Management is seen as one of the earliest blueprints of modernisation and automation of work, yet by somewhat dehumanising the workers and leaning towards the removal of jobs altogether like in automation of factories, and in a way cancels out one of its aims: making human workers even more efficient (Watson, 2008, p. 32). These, among many reasons were the cause of the abandonment of the use of scientific management, as well as deriving new ideas and disciplines out of it. Thus the evolution of the scientific management as the result of 19th century industrial practices may have no relevance to the present day needs of work places and organisations due to the changed needs, strategies and goals of management. Foundations and Goals of Scientific Management Frederick Taylor is the person credited for the creation of the principles of Scientific Management, which went out in public around the year 1911. He was able to come up with the ideas for changing traditional work methods into modernised and simplified actions that do not need additional efforts in skill-building, as opposed to craftsmen undergoing apprenticeship to learn the ropes (Pitsis, Clegg, and Kornberger, 2011, p. 25). Goals that aim for work and management simplification were made for the successful establishment of the principles of scientific management, and are enumerated as follows: Firstly, the old rule-of-thumb in the methods being used at work are replaced by scientifically-proven methods that bypass older ones, making the work a lot easier to finish and eventually increases overall output by workers (Taylor, 1939, p. 280; Watson, 2008, p. 32); Second, the most skilled or capable of the workforce are trained scientifically in learning, as well as teaching and developing the newer and better methods of work, as well as standardising these methods among all of the workforce to improv e their efficiency (Taylor, 1939, p. 280); Thirdly, there is tight cooperation and coordination between the trainers or the management and the workforce in making sure that the principles are properly adhered to at all times; and (Taylor, 1939, p. 280) By doing the abovementioned principles, there would be an equal sharing of labour and

Factors Affecting Wheat Growth And Yield Environmental Sciences Essay

Factors Affecting Wheat Growth And Yield Environmental Sciences Essay Continuous use of inorganic fertilizers affects the soil structure and cause environmental pollutions. Sustainable  agriculture  is one that produces abundant food without depleting the earths resources or polluting its environment. Organic farming provides several benefits to the growers. It reduces production cost and it is an environmentally friendly method of cultivation. Addition of organic fertilizers improves soil structure and enhances activities of useful soil organisms. Agricultural commodities resulted from organic cultivation are good for human health. Organic farming system includes semi organic farming system (low external input) as one alternative for sustainable agriculture. This study will be conducted to evaluate the growth and yield of wheat as affected by integrated nutrients (Organic FYM + Inorganic NPK) and drought stress. In the experiment wheat cultivar (sehar-2006) will be sown in field plots. Treatments included 50% FYM + 50% Inorganic (NPK); 75% FYM + 2 5% Inorganic (NPK); 100% FYM; 100% Inorganic (NPK) will be applied. The field plots maintained at 25mm, 50mm and 75mm water deficit; while recommended dose of both organic and inorganic nutrients applied will be maintained as control. The experiment will be conducted following randomized complete block design with split plot arrangement and three replications. During the course of investigation, observations on stand establishment, morphological traits, yield related traits will be recorded following standard procedures. Data will be analyzed by analysis of variance technique using the computer statistical program MSTAT-C. Agriculture remains the key sector for the economic development for most developing countries. It is critically important for ensuring food security, alleviating poverty and conserving the vital natural resources that the worlds present and future generations will be entirely dependent upon for their survival and well-being (Rothschild, 1998). Use of chemical fertilizers alone does not sustain productivity under continuous intensive cropping, whereas inclusion of organic materials improves physical soil properties (Benbi et al., 1998), builds up soil fertility and increases crop yield (Yaduvanshi, 2003). Continuous usage of inorganic fertilizer affects soil structure. Hence, organic manures can serve as alternative to mineral fertilizers as reported by Naeem et al. (2006) for improving soil structure (Dauda et al., 2008) and microbial biomass (Suresh et al., 2004). Wheat (Triticum aestivum) is one of the most important cereal crops; about 21% of the worlds food depends on the wheat crop, which grows on 200 million hectares of farmland worldwide (http://www.fao.org). The synthetic fertilizers are harmful for soil and aerial environment, because the inorganic fertilizers mainly contain major nutrients NPK in large quantities and are neglecting the use of organic manures and biofertilizers and hence have paved the way for deterioration of soil health and in turn ill-effects on plants, human being and livestock (Choudhry, 2005). Most of the soil applied fertilizers (nitrogenous), leach down below the root zone or into the ground water, which pollute the ground water causing diseases mainly Methemoglobinemia (Choudhry, 2005). As the world water supply is declining, drought is also threatening the world food security. Drought-induced yield losses perhaps exceed the loss from all other causes, as both severity and duration of stress are critical (Farooq et al., 2009a). Drought stress reduces crop growth rate and yield regardless of the growth stage at which it occurs in arable crops (Siddique et al., 2000; Atteya, 2003). The efficient and sustainable cycling of nutrients in an agro-ecosystem can improve crop performance, but achieving this goal is an important challenge for modern agriculture (Cassman, 1999). In order to develop the high intensive agriculture, more chemical fertilizers are applied to the soil that results in soil degeneration and environment deterioration. Application of organic manure combined with chemical fertilizer is an important approach to maintaining and improving the soil fertility, and increasing fertilizer use efficiency. Hence it is very useful to study the effect of application of organic manure combined with chemical fertilizer on the nutrient absorption, soil fertility change, and reduction of fertilizer loss, which have been the research focuses all over the world (Reganold, 1995; Conacher J and Conacher A, 1998; Liu et al., 1996). Application of organic manure combined with chemical fertilizer could maintain the soil nutrients balance amend soil physical and chemical properties, increase the soil organic matter and nutrient availability, decrease fertilizer loss rate, and then enhance soil fertility and ecosystem productivity (Conacher J and Conacher A, 1998; Zhou and Yang, 1992; He and Wang, 1989). Though role of farmyard manure integrated with inorganic fertilizers under drought stress condition in wheat need to be explored according to present need of sustainable farming system. It is hypothesized that integrated nutrients application of farmyard manure and inorganic nutrients may help improve resistance in wheat against drought and increase yield. V. REVIEW OF LITERATURE Cereals are an important dietary protein source throughout the world, because they constitute the main protein and energy supply in most countries (Bos et al., 2005). Wheat is one of the major cereal crops with a unique protein, which is consumed by humans and is grown around the world in diverse environments. Wheat is the worlds second most important cereal crop and an important component of the human diet, particularly in developing countries (Salekdeh Komatsu, 2007). The use of chemical fertilizers has been increased worldwide for cereal production (Abril et al., 2007) due to availability of inexpensive fertilizers (Graham and Vance, 2000). The continued use of chemical fertilizers causes health and environmental hazards such as ground and surface water pollution by nitrate leaching (Pimentel, 1996). So, reducing the amount of nitrogen fertilizers applied to the field without a nitrogen deficiency will be the main challenge in field management. The primary function of soil productivity and fertility restoration through fallow is less effective since intensive cropping is now more common. The use of inorganic fertilizers alone has not been helpful under intensive agriculture because it aggravates soil degradation (Sharma and Mittra, 1991. It is well known that soil fertility is usually re ¬Ã¢â‚¬Å¡ected by the status of soil nutrients and water together in an integrated system (Zheng et al., 2002). The quantity of soil organic matter depends on the quantity of organic material which can be introduced into the soil either by natural returns through roots, stubbles, sloughed-off root nodules and root exudates or by artificial application in the form of organic manure which can otherwise be called organic fertilizer (Agboola and Omueti, 1982). In the current scenario of water scarcity, droughts during the main cropping season in tropical and subtropical regions are thought to become more likely in the near future, and will have dangerous effects on human societies (Funk et al., 2008, Lobell et al., 2008). The drop in precipitation of up to 10% in South Asia by 2030, accompanied by decreases in rice and wheat yields of about 5% (Lobell et al., 2008). In a recent meeting at Stanford University, a group of experts including crop scientists from seed companies concluded as part of their recommendations that particularly for managing moisture stress in rain-fed systems, agronomy may well offer even greater potential bene ¬Ã‚ ts than improved crop varieties (Lobell, 2009). De ¬Ã‚ cits of soil water often have substantially negative impacts on the growth and development of major crops such as spring wheat (Lecoeur and Sinclair, 1996; Asseng et al., 1998). However, crop yields are not necessarily decreased with a moderate l evel of water de ¬Ã‚ cit under irrigation conditions (Zhang et al., 1998). Addition of farmyard manure with half the recommended mineral N produced wheat yield similar to that produced by the full recommended dose of mineral N (Ahmad et al., 2002). Cultivation with and without organic and inorganic sources of nutrients applied differently for a long period may have an impact on the regeneration and rejuvenation of soil structure (Sharma and Bhushan, 2001). Increased utilization of organic soil amendments as a nutrient source for plant production would therefore deliver both agronomic and environmental bene ¬Ã‚ ts (Stockdale et al., 2002). Wheat grains have lower protein content (Gooding et al., 1993; Poutala et al., 1994; Woese et al., 1997) and a smaller loaf volume (Dlouhy, 1981) for bread made from organically grown wheat compared with conventionally grown wheat. The application of farmyard manure meets N requirement provides micronutrients and modifies soil physical behavior (Larson and Clapp, 1984) and thus favours wheat production. Moreover, use of farmyard manure not only acts as a source of N and other nutrients but also increases the efficiency of applied nitrogen (Sarvanan et al., 1987). Organic matter determines the fertility and nutrient status of a soil. Most of the tropical and sub-tropical regions including Pakistan are deficient in organic matter. The maintenance of soil organic matter around 2.5 to 3.0 % is desirable for satisfactory crop production. A good soil should have organic matter content of about 2.5% (BARC 1997). Use of judicious combination of organic and inorganic fertilizer is very important for tropical country (Khan et al., 1986) like Pakistan; this will ultimately economize fertilizer use and maintain soil productivity and grain quality. Positive effects of organic waste on soil structure, aggregate stability and water holding capacity were reported in several studies (Jedidi et al., 2004; Odlare et al., 2008; Shen and Shen 2001; Wells et al., 2000). Furthermore, organic manure has a high nutritional value, with high concentrations of especially nitrogen, phosphorus and potassium, while the contamination by heavy metals and other toxic substances are very low (Asghar et al. 2006). Previous studies showed that the combination of organic manure with chemical fertilizer further enhanced the biomass and grain yield of crops (Sarwar et al., 2007; Sarwar et al., 2008; Cheuk et al., 2003). Furthermore, positive changes have been reported in the quality of wheat flour, because of increasing the amount of gluten after organic manure treatment (Gopinath et al., 2008). The above review concludes that organic nutrients (farmyard manure) integrated with inorganic fertilizers may be employed to increase the yield of wheat and make them ready for future water stress conditions. VI. MATERIALS AND METHODS General details The proposed study will be conducted in Agronomic Research Area, Department of Agronomy, University of Agriculture, Faisalabad. While the analytical work will be done in Agro Climatology lab, Department of Agronomy, University of Agriculture, Faisalabad. The experiment will be laid out in RCBD split plot design with three replications. Well rotten Farm Yard Manure (FYM) will be collected from livestock and dairy Farm, University of Agriculture, Faisalabad while inorganic fertilizer sources Urea , DAP and SOP for Nitrogen, Phosphorus and Potassium respectively will be collected from Agronomy Farm, University of Agriculture. Experiment: Growth and Yield of wheat as affected by different levels of integrated nutrients and irrigation. Seed of wheat cultivar Sehar-2006 will be sown in plots (1.5m x 6m) in open field conditions. At sowing time integrated nutrients 50% FYM + 50% Inorganic (NPK); 75% FYM + 25% Inorganic (NPK); 100% FYM; 100% Inorganic (NPK) will be applied. The plots maintained at 25mm, 50mm and 75mm water deficit, while recommended dose of both organic and inorganic nutrients applied will be maintained as control. The experiment will be finally harvested at maturity. Observations Data on following observations will be recorded during the course of experimentation. A. Stand establishment 1. Time to start germination (days) 2. Germination index 3. Mean germination time (days) 4. Time for 50% germination (days) 5. Final germination percentage (%) B. Morphological traits 1. Plant height (cm) 2. Plant fresh weight (g) 3. Plant dry weight (g) 4. Leaf area (cm2) 5. Number of tillers 6. Total dry matter 7. Crop growth rate (g m-2 d-1) 8. Leaf growth rate (g m-2 d-1) C. Yield related traits 1. Number of fertile tillers 2. Spike length (cm) 3. Number of spikelets per spike 4. Number of grains per spike 5. 100-grains weight (g) 6. Biological yield (g/pot) 7. Grain yield (g/pot) 8. Harvest index (%) Statistical analysis Data collected on all parameters will be analyzed statistically by using Fishers Analysis of Variance Technique and least significantly difference (LSD) test at 5% probability level will be applied to compare the treatments means (Steel et al., 1997) using the computer statistical program MSTATC. VII. REFERENCES Rothschild, M., 1998. The Butterfly Gardeners by Miriam Rothschild and elive farell, Great Britain, pp128-130. Benbi, D.K., Biswas, C.R., Bawa, S.S., Kumar, K., 1998. In ¬Ã¢â‚¬Å¡uence of farmyard manure, inorganic fertilizers and weed control practices on some soil physical properties in a long-term experiment. Soil Use Mgmt. 14, 52-54. Yaduvanshi, N.P.S., 2003. Substitution of inorganic fertilizers by organicmanures and the e ¬Ã¢â€š ¬ect on soil fertility in rice-wheat rotation on reclaimed sodic soil in India. J. Agric. Sci. 140, 161-168. Naeem, M., Iqbal, J. and Bakhsh, M.A.A. (2006). 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Alteration of water relations and yield of corn genotypes in response to drought stress. Bulgar. J. Plant Physiol. 29, 63-76. Cassman, K.G., 1999. Ecological intensi ¬Ã‚ cation of cereal production systems: yield potential, soil quality, and precision agriculture. Proc. Natl. Acad. Sci. U.S.A. 96, 5952-5959. Reganold J P. 1995. Soil quality and profitability of biodynamic and conventional farming systems. American Journal of Alternative Agriculture, 10, 36-45. Conacher J, Conacher A. 1998. Organic farming and the environment, with particular reference to Australia. Biological Agriculture Horticulture, 16, 145-171. Zhou B Y, Yang Z J. 1992. Role and function of organic fertilizer in agro ecosystem. Chinese Journal of Ecology, 11, 53-55. Liu X L, Gao Z, Liu C S, Si L Z. 1996. Effect of combined application of organic manure and fertilizers on crop yield and soil fertility in a located experiment. Acta Pedologica Sinica, 33, 138-147. He D Y, Wang K R. 1989. Role and function of organic fertilizer in agroecosystem. Research of Agricultural Modernization, 10, 12-15. Bos C, Juillet B, Fouillet H, Turlan L, Dare S, Luengo C, N`tounda R, Benamouzig R Gausseres N, Tome D, Gaudichon C (2005) Postprandial metabolic utilization of wheat protein in humans. Am J Clin Nutr 81: 87-94. Salekdeh, G.H. and S. Komatsu. 2007. Crop proteomics: Aim at sustainable agriculture of tomorrow. Proteomics, 7: 2976-2996. Abril A, Baleani D, Casado-Murillo N, Noe L (2007) Effect of wheat crop fertilization on nitrogen dynamics and balance in the Humid Pampas, Argentina. Agric Ecosyst Environ 119: 171-176 Graham PH, Vance CP (2000) Nitrogen fixation in perspective: an overview of research and extension needs. Field Crops Res 65: 93- 106. Pimentel D (1996) Green Revolution and chemical hazards. Sci Total Environ 188: 86-98. Sharma, A.R. and B.N. Mittra, 1991. Effect of different rates of application of organic and nitrogen fertilizers in a rice-based cropping system. 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Summary statement from a meeting at the program on Food Security and Environment, Stanford, CA, held on June16-18, 2009. Lecoeur, A., Sinclair, G., 1996. Field pea transpiration and leaf growth in response to soil water de ¬Ã‚ cits. Crop Sci. 36, 331-335. Asseng, S., Ritchie, J.T., Smucker, A.J.M., Robertson, M.J., 1998. Root growth and water uptake during water de ¬Ã‚ cit and recovering in wheat. Plant Soil 201, 265-273. Zhang, J., Sui, X., Li, B., Su, B., Li, J., Zhou, D., 1998. An improved water-use ef ¬Ã‚ ciency for winter wheat grown under reduced irrigation. Field Crops Res. 59, 91-98. Ahmad, I., Abbasi, M.K., Rasool, G., 2002. Integrated plant nutrition system (IPNS) in wheat under rainfed conditions of Rawalakot Azad Jammu and Kashmir. Pak. J. Soil Sci. 21, 79-86. Sharma, P.K., Bhushan, L., 2001. Physical characterization of a soil amended with organic residues in a rice-wheat cropping system using a single value soil physical index. Soil Tillage Res. 60, 143-152. Stockdale, E.A., Shepherd,M.A., Fortune, S., Cuttle, S.P., 2002. Soil fertility in organic farming systems-fundamentally different? Soil Use Manage. 18, 301-308. Gooding, M.J., Davies, W.P., Thompson, A.J., Smith, S.P., 1993. The challenge of achieving breadmaking quality in organic and low input wheat in the UK-a review. Asp. Appl. Biol. 36, 189-198. Poutala,R.T.,Kuoppamaki,O.,Korva, J.,Varis, E., 1994. The performance of ecological, integrated and conventional nutrient management systems in cereal cropping in Finland. Field Crops Res. 37, 3-10. Woese, K., Lange, D., Boess, C., Bogl, K.W., 1997. A comparison of organically and conventionally foods-results of a review of the relevant literature. J. Sci. Food Agric. 74, 281-293. Dlouhy, J., 1981. Alternative forms of agriculture-quality of plant products from conventional and biodynamic growing. Swedish University of Agricultural Sciences Report 91, 147 pp Larsen, W.E. and C.E. Clapp. 1984. Inorganic Matter and Rice. IRRI , Manila, Philippines. Sarvanan, A., V. Velu and K.M. Ramanathan. 1987. Effect of combined application of bio-organic and chemical fertilizers on physicochemical properties, nitrogen transformation and yield of rice in submerged soils of Cauvery delta. Oryza 24:1-6. BARC (Bangladesh Agricultural Research Council). 1997. Fertilizer Recommendation Guide. Bangladesh Agricultural Research Council, Farmgate, Dhaka. Khan, S.K., S.K. Mohanty and A.B. Chalam 1986. Integrated management of organic manure and fertilizer nitrozen for rice. J. Indian Soc. Soil Sci. 34: 693-697. Jedidi N, Hassen A, Van Cleemput O, MHiri A (2004) Microbial biomass in a soil amended with different types of organic wastes. Waste Manag Res 22: 93-99. Odlare M, Pell M, Svensson K (2008) Changes in soil chemical and microbiological properties during 4 years of application of various organic residues. Waste Manag. 28: 1246-1253. Shen QR, Shen ZG (2001) Effects of pig manure and wheat straw on growth of mung bean seedlings grown in aluminium toxicity soil. Biores Tech 76: 235-240. Wells A, Chan K, Cornish P (2000) Comparison of conventional and alternative vegetable farming systems on the properties of a yellow earth in New South Wales. Agric Ecosyst Environ 80: 47-60. Asghar HN, Ishaq M, Zahir ZA, Khalid M, Arshad M (2006) Response of radish to integrated use of nitrogen fertilizer and recycled organic waste. Pak J Bot 38: 691-700. Sarwar G, Hussain N, Schmeisky H, Muhammad S (2007) Use of compost an environment friendly technology for enhancing rice-wheat production in Pakistan. Pak J Bot 39 (5): 1553-1558. Sarwar G, Hussain N, Schmeisky H, Muhammad S, Ibrahim M, Safdar E (2008) Improvement of soil physical and chemical properties with compost application in rice-wheat cropping system. Pak J Bot 40: 275-282. Cheuk W, Lo KV, Branion RMR, Fraser B (2003) Benefits of sustainable waste management in the vegetable greenhouse industry. J Environ Sci Health 38: 855-863. Gopinath KA, Saha S, Mina BL, Pande H, Kundu S, Gupta HS (2008) Influence of organic amendments on growth, yield and quality of wheat and on soil properties during transition to organic production. Nutr Cycl Agroecosys 82: 51-60. Steel, R.G.D., J.H. Torrie and D.A. Dicky. 1997. Principles and Procedures of Statistics, A biological approach. 3rd Ed. McGraw Hill, Inc. Book Co. N.Y. USA. pp. 352-358.

censorship :: essays research papers

Principles of Censorship in Singapore Administration of censorship in Singapore has been performed in a typically methodical manner with guidelines developed through experience.[8] First, materials going into the home are more heavily censored than those going into the corporate world. The Singapore authorities have drawn a distinction between information for business uses, which should be as free flowing as possible, and information for non-business uses. Information for the home is seen to be of a less critical nature so censorship of such information is regarded to have not as deleterious an effect. Second, materials for the young are more heavily censored than those for adults. This is an admittedly paternalistic principle of protecting the weaker members of society from the possible harm of the materials in question. Third, materials for public consumption are more heavily censored than those for private consumption. This is a corollary of the second principle as it is assumed that the public includes those who are "weaker." Also, regardless of the level of censorship those who are determined can always get their hands on them. Hence private consumption can only be policed to a limited extent. Further, it is more efficient to police public instead of private consumption. It should be noted that private consumption of censorship materials is still policed in that those found in private possession of censored materials can be convicted in court. Finally, materials deemed to have artistic and educational merit are less heavily censored. This is a recently articulated principle and has been applied to movies, which now have an R(A) or Restricted (Artistic) rating. In sum, censorship in Singapore has an element of differentiation: home vs. business, children vs. adults, public vs. private consumption. Further, materials that can be shown to have some tangible and wider benefit--such as for business, art and education--are censored with a much lighter hand. On the other hand, materials deemed to have less tangible benefit--such as "pure entertainment"-- are censored more heavily. To be sure, some of these principles come into conflict in the administration of censorship. The concession to artistic materials is an admission of one such conflict. On the Internet, however, the

High School Analogy Essay

A newly bought camera, one that gives the buyer satisfaction, yet a strange tingling feeling of unfamiliarity with a pinch of nervousness and fear. Now there’s a high school freshman feeling the very same thing looking at a new environment; strangely a camera and high school have a comparable relationship, with very obvious difference and . One such similarity, is that when a student takes their first few strides into the usual two storey building, it resembles him taking his very first picture. Both individuals new and inexperienced, every move is made with caution afraid of what the outcome could be. Perhaps, an embarrassing moment? A broken camera?. Both face criticism inside lowering their inner confidence, he looks at his photographs often ranking them poorly, while she looks at some of her peers judgmentally and the same comes back to her. Another comparison, looks at the ever-changeable lens on the camera representing her ever-changing views on the present and future. An extending lens that looks ahead at the long road that is yet to be journeyed through and short, stubble ones they may remind her of the moment she is in. As she gets comfortable and more confident, the student is met by a whirlwind of opportunities. Each chance that walks past, she begins to see a new path, some that are very clear and some that are not in focus since it seems so far away. As days pass, she begins to see those opportunities in a new light, stopping more often to think and bring it into focus. The buyer also now picks up his camera casually like it belongs in hands just a ring belong on a finger. As an image comes into focus on the screen and her visual mind, the moment is captured in that very time, and stored in their memory. One being natural and the other digital. Finally, when the time comes to buy a new camera or move forward, both him and her view life more positively, raising their head in pride. As the chapter of high school, and his very first camera approaches its close, they take their experiences with them and move on to a firmer ground where the environment is a very familiar one. Their previous chapters soon become forgotten as life leads them elsewhere, but the memories remain, once in awhile reminding them of that one time and they don’t fade unless you willingly reach for the

Importance of a Teacher Essays

Importance of a Teacher Essays Importance of a Teacher Essay Importance of a Teacher Essay 1996). Fritz Redl, a pioneer in working with students with emotional disturbances, emphasized that self-awareness is a key ingredient for succeeding with this population: As teachers we have a room, a group, equipment, materials, a curriculum, instructional methods, and grades, but most of all, we have ourselves.What happens to us emotionally in the process of teaching emotionally disturbed kids is the critical factor in determining our effectiveness. (cited in Long, 1996a, p. 44) Helping youth with emotional and behavioral disabilities begins with understanding ourselves, particularly our own emotional processes that occur in the midst of conflict.Although psychological soundness and effective interpersonal skills are essential characteristics for teachers who work with this population (Kaufman, 1997; Webber, Anderson, Otey, 1991), certain students can provoke even the most concerned, reasonable, and dedicated teachers to act in impulsive, acrimonious, and rejecting ways (Long, 19 96a). Students experiencing stress have the capacity to locate and activate unresolved issues in our own personal lives. Few of us possess the inner peace to respond in a calm and professional manner without conscious effort.Awareness of our primary emotional triggers improves our chances of making rational decisions based on conscious choice, rather than unconscious emotional conditioning. 2. Am I paying attention to what I need to pay attention to? Helping youth with emotional and behavioral disabilities begins with understanding ourselves, particularly our own emotional processes that occur in the midst of conflict. Further, the psychological fit between a teacher’s need to stay in control and a youth’s inability to maintain control can lead to counterproductive power struggles (Long, 1996a).Long asserted that by taking ownership of â€Å"negative† feelings such as anger, frustration, and disdain, we are more likely to recognize the difference between having feelings and being had by our feelings. Teachers who are aware of their own emotional processes are more likely to minimize the frequency and intensity of these counterproductive power struggles (see box, â€Å"Strategy for Identifying and Defusing Emotional Triggers†). Most teachers recognize the power and necessity of using positive reinforcement (Johns Carr, 1995).By consciously noticing and reinforcing positive behavior, the classroom becomes a more positive environment- one in which the recognition of both academic and behavioral accomplishments leads to increased student self-esteem (Fagan, 1996). In an extensive study of effective teaching behaviors for students with disabilities, Larrivee (1982) found that â€Å"giving positive feedback† to be a behavior positively correlated with student performance measures. Johns and Carr recommended that at least 70% of comments teachers give students should be positive.Although researchers have found teacher praise to be linked to improved behavioral and academic outcomes of students with emotional and behavioral disorders, the use of praise in these classrooms is often low (Sutherland Wehby, 2001). Teachers often inadvertently neglect to recognize and build on students’ positive behaviors and strengths. Good and Brophy (1984) found that teachers’ perceptions of students can Strategy for Identifying and Defusing Emotional Triggers Take periodic â€Å"timeouts† before, during, or after both â€Å"positive† and â€Å"negative† interactions with students. Ask yourself: â€Å"What led me to respond this way? â€Å"Is this way of responding helping or hurting this relationship? † â€Å"Is it helping me grow as an educator? † â€Å"Is it helping the youth make better choices? † It is important to remember that we are often unaware of our primary emotional triggers. Actively seek consultation from colleagues and supervisors regarding behaviors a nd/or attitudes which are helping or hurting your effectiveness in the classroom. Ask a colleague or supervisor: â€Å"What do you see as my biggest strength in working with students with behavioral and emotional disorders? † â€Å"What types of problems or student behaviors do I find the most difficult? TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 9 affect teaching outcomes. Teachers who work with students with emotional and behavioral disabilities can become so attuned to problem behaviors and perceived weaknesses, they inadvertently neglect to recognize and build on positive behaviors and strengths. A Minnesota youth poll by Hedin, Hannes, Saito (as cited in Braaten, 1999) revealed that two thirds of respondents believed that they were perceived negatively by the significant adults in their lives. Only 25% believed that adults held positive images of them.Furthermore, a large proportion did not believe the adults’ perceptions of them to be accurate. The researchers concluded that the youths believe that adults do not value or trust them and do not treat them with respect, and this belief increases as the youths grow older. In their study of teacher behaviors, Sutherland and Wehby (2001) found that ongoing teacher self-assessment had a positive impact on teacher praise. The Penny Transfer Technique is one strategy teachers can use to help them Strategy for Shifting Your Focus (The Penny Transfer Technique) Take five pennies and place them in your left pocket.Identify a student in your classroom who regularly needs to be redirected. Ideally, this should be a student whom you find difficult to engage. Every time you are able to verbally encourage that student for something he or she does well, transfer a penny to your right pocket. It is important to avoid phony or superficial affirmations (e. g. , â€Å"I like your new jeans†). Your goal is to move all five pennies to the right pocket by the end of the day. Repeat this exercis e each day for 2 weeks. (Note: You may need to use less pennies or extend the timeframe several days if you are only with the student one period. Richardson (2001) noted that professionals who have used the Penny Transfer Technique have found that (a) they began to automatically notice positive behaviors of problem students and (b) they were able to change their perceptions and thus improve their relationships with these youth. 3. Am I using effective strategies to reduce burnout and nurture my own mental health? uated primarily on their ability to help students make tangible, academic improvements (Long, 1996b); yet they are also expected to assume multiple roles, such as model, disciplinarian, surrogate parent, social worker, and counselor.Many teachers find it difficult to perform all these roles in the midst of decreasing budgets and increasing class sizes. Teachers find themselves struggling to find time to adequately cover each of the learning objectives while also attending t o the emotional needs of their students. Teacher stress can adversely affect the teachers, their students, and the classroom climate. Cheney and Barringer (1995) found that stress â€Å"can be manifested as (a) a reluc- We must develop effective strategies for regularly monitoring and managing our own stress.People often expect teachers to assume not only academic roles, but also those of instructional model, disciplinarian, surrogate parent, social worker, and counselor. shift their focus to more positive student behaviors and attributes (see box, â€Å"Strategy for Shifting Your Focus†). Teaching students with emotional and behavioral disorders is one of the most perplexing and challenging roles in education (Cheney Barringer, 1995). These teachers are faced with enormous pressures and simultaneous challenges (Cheney Barringer; Pullis, 1992) and report high levels of emotional exhaustion (Male May, 1997).They are eval- Strategy for Reducing Burnout and Nurturing Teacher Mental Health Recognize the difference between productive venting and an unproductive pattern of negativity and complaining. Take time to assess your conversations with friends and colleagues about your classroom and students. Ask yourself whether these conversations are helping to reduce or amplify your stress level. Periodically gauge your feelings and coping skills and seek out positive models. Stop and ask yourself, â€Å"What is your vision for the children and youth that you teach? † If necessary, explore new strategies (e. g. exercising, seeking professional help, reframing student behavior, finding humor in potentially humorous situations, commending yourself for ways you are making a difference) for managing your stress and increasing your own morale. 10 COUNCIL FOR tance to consider factors beyond the immediately observable behavior of the student, and (b) a rigid focus on school rules as a way of coping with problematic social interactions† (p. 181). To surv ive and thrive in the classroom, teachers who work with students with emotional and behavioral disabilities must develop effective strategies for regularly monitoring and managing their own stress.Teachers need safe places to express their feelings and frustrations and recharge their emotional batteries. In a survey of special education teachers, Pullis (1992) found that talking with supportive colleagues is one of the most effective coping strategies. In fact, 96% of teachers rated collaborating and talking with special education colleagues as one of their most effective strategies for coping with stress (see box, â€Å"Strategy for Reducing Burnout and Nurturing Teacher Mental Health†). We need to recognize the difference, however, between the need to vent and a pattern of negativity and complaining.Assessing our results will help us make this distinction. Venting is only helping us if we are actually venting pent-up  ¦ EXCEPTIONAL CHILDREN feelings. If this process only adds to our stress level and frustration, we might want to employ a different strategy. A pattern of â€Å"unproductive venting† in the teacher’s lounge, in the copy room, at lunch breaks, and at home is often the most foreboding precursor to burnout. We must regularly assess our coping skills and seek out positive colleagues and role models who will engage in supportive, constructive dialogue. . Am I using an appropriate sense of humor to build relationships, diffuse conflict, engage learners, and manage my own stress? They all seem to take themselves and their jobs too seriously. They seem unhappy when they teach. Ironically, while they have very little tolerance for â€Å"acting-out† behaviors, students tend to act out more in their classrooms. On the other hand, â€Å"teachers with a sense of humor are usually happy, relaxed, fun-loving, and reinforcing to others† (Webber et al. , 1991, p. 291). A recent study supported these observations.Talbot and L umden (2000) found that teachers who were more likely to use humor in their classroom reported lower emotional exhaustion and a higher sense of personal accomplishment. Also, many writers have pointed out that an appropriate sense of humor is an effective strategy for engaging students who seem to be disengaged (Johns Carr, 1995; Sommers-Flanagan Sommers-Flanagan, 1997; Webb er et al. , 1991). These authors also noted that humor is also one of the most effective means of de-escalating potential crisis situations. Webber et al. bserved that it is difficult for a student to continue to act aggressively or destructively while he or she is laughing. Crowley (1993) interviewed students with severe behavioral disorders regarding helpful teacher attitudes and behaviors and found that these students repeatedly talked about the relevance of humor in the classroom. Victor Borge, the comedian, could have been talking about educators and students when he said, â€Å"Laughter is the shortest distance between two people. † Sultanoff (1999) asserted, â€Å"One of the greatest potential gifts we can provide for children is to present ourselves as â€Å"humor beings. By living with a humorous perspective, we teach children to effectively manage life’s challenges with far less stress† (p. 2). A number of educators have stressed that an appropriate sense of humor is absolutely essential for long-term success in working with youth with emotional and behavioral disorders (Richardson, 2001; Tobin, 1991, Webber et al. , 1991). These students often are trying to make sense out of a variety of highly charged emotional stressors (e. g. , poor reading skills, changing family structure, parental abuse and neglect) and will likely direct their hurt and frustration at teachers and peers.Students need to be held accountable for their behavior. If we take their actions personally or too seriously, however, we place ourselves at risk for both overreacting and burnout. Teachers want to approach their jobs diligently and sincerely; however, we need to recognize when we are taking ourselves, our students, or our jobs too seriously. Humor that heals is sensitive, is good natured, defuses difficult situations, and brings people closer together. Having a sense of humor in the classroom is less about telling jokes and more about maintaining a relaxed and upbeat attitude and outlook about our jobs and life’s bizarre twists.Teachers who have an appropriate sense of humor convey to their students that they enjoy their jobs, like their students, relish playful exchanges, and do not take themselves too seriously. Most importantly, they recognize the difference between humor that hurts and Strategies for Assessing Our Ability to Use an Appropriate Sense of Humor An appropriate sense of humor is an effective strategy for engaging students who seem to be disengaged. While working as a high school counselor, one of the authors was informed that 80% of the disciplinary referrals to the assistant principal came from nly 10% of the teachers. When asked if there were commonalities among those teachers, the assistant principal remarked, To assess whether you might be incorporating an appropriate sense of humor into your classroom, periodically ask yourself the following questions: â€Å"How often do I laugh as I teach? † â€Å"Do students seem to enjoy learning in my classroom? † â€Å"For the most part, do I enjoy working with students with behavioral and emotional disorders? â€Å"Do I use humor as a technique to defuse difficult situations or avoid potential power struggles? â€Å"Does humor used in my classroom (by me or my students) tend to bring people closer together or push them further away? † Based on your responses to these questions, it may be helpful to seek consultation or additional resources to more effectively incorporate humor into the classroom. Also, remember that qualifying language was us ed in these questions (â€Å"for the most part,† â€Å"tend to†). You do not need to inject humor into every lesson plan or difficult situation. An honest self-assessment, however, will likely provide you with direction regarding areas where a change in attitude or behavior may be helpful.TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 11 humor that heals. Richardson (2001) noted that humor that hurts is sarcastic, caustic, and pushes people away from one another, whereas humor that heals is sensitive, good natured, defuses difficult situations, and brings people closer together. As educators, we need to periodically assess our use of humor in the classroom and make adjustments when warranted (see box, â€Å"Strategies for Assessing Our Ability to Use an Appropriate Sense of Humor†). 5. Do I regularly acknowledge significant ways I (and others) are making a difference in the lives of students?Strategy for Recognizing Difference Makers: The Starfish Calendar This technique is similar to the â€Å"Penny Transfer Technique†; however, the objective is to recognize the positive behavior of teachers. First, find a calendar. Draw and cut out pictures of yellow and orange starfish. When you recognize another educator making a difference (e. g. , taking extra time after class, encouraging a student to talk to their counselor, using a creative intervention), communicate in some way that you appreciate their efforts. Then, write a brief description of the behavior on a yellow starfish and paste it on the date in your Starfish Calendar.At the end of the day, identify a specific way you made a difference, and paste an orange starfish in the calendar. Make a conscious effort to find one yellow and one orange starfish each day. This should only take a few minutes. If you happen to miss a day, try to find two the following day. tible to this symptom of burnout (Zabel, Boomer, King, 1984). Kaufman and Wong (1991) found that teachers who percei ve themselves as having the ability to bring about desired student results are more likely to perceive their students as teachable and worthy of their attention and effort.One study defined teacher efficacy as â€Å"the extent to which the teacher believes he or she has the capacity to affect student performance† (Bergman, McLaughlin, Bass, Pauly, Zellman, 1977, p. 137). These teachers with a high sense of self-efficacy were also less likely to personalize the misbehaviors of students and more likely to maintain an attitude of tolerance for difficult students. Recognizing ways that they and others are making a difference can affect the teachers’ perceived self-efficacy (see box, â€Å"Strategy for Recognizing Difference Makers†).Although many teachers make a habit of overextending themselves, burnout is just as likely to result from a persistent feeling that they are not truly making a difference. The Starfish Calendar (see box) is one simple way to encourage o urselves and others to be proactive in acknowledging the contributions of teachers. Final Thoughts Many teachers have not received adequate training to recognize how their own psychological histories and personalities affect their interactions with youth with emotional and behavioral disabilities.Although the success of educators to reach and teach these young people depends on many factors (e. g. , frequency and intensity of student behaviors, organizational structure, administrative support), this article focused on an important area in which teachers have more direct control- increasing their own self-awareness. Many goals outlined here are challenging and may not be fully attainable. As vulnerable human beings, teachers will never discover all their emotional triggers, build positive relationships with every student, or completely avoid counterproductive power struggles.If teachers make conscious, ongoing efforts to increase their own self-awareness, they will likely enhance th eir effectiveness and their job satisfaction. Teachers who are willing to take prudent risks and try new strategies will inevitably make some mistakes. We need to view past conflict and unsuccessful interventions as helpful feedback, rather than personal failure. We must remember that the overall attitude of the teacher and the classroom climate affect students much more than most other techniques or interactions. References Bartollas, C. , Miller, S. J. (1998). Juvenile justice in America (2nd. d. ). Upper Saddle River, NJ: Prentice-Hall. Bergman, P. , McLaughlin, M. , Bass, M. , Pauly, E. , Zellman, G. (1977). Federal programs supporting educational change: Vol. VII. Factors affecting implementation and continuation. Santa Monica, CA: RAND. (ERIC Document Reproduction Service No. 335 341) Braaten, J. L. (1999). Self-concept and behavior disorders. Journal of Youth and Adolescence, 39(1), 218-225. Cheney, D. , Barringer, C. (1995). Teacher competence, student diversity, and staf f training for the inclusion of middle school students with emotional and behavioralIn conducting workshops for professionals who work with youth with emotional and behavioral disabilities, one of the authors shared the following story of a young boy rescuing starfish on the beach: A young boy was walking along the beach in the middle of a sweltering, summer day. As the tide was retreating, he noticed thousands of starfish washed up on the dry sand. As the boy began throwing starfish back into the ocean, a man was passing by and said, â€Å"Son, look how many there are- you will never make a difference. † Smiling, the boy looked at the starfish in his hand, threw it into the cean, and declared, â€Å"I’ll make a difference to that one. † The plight of students with disabilities is analogous to starfish washed up on the dry sand. It is easy to become paralyzed by the magnitude of the task and fail to recognize ways teachers are making a difference. It is easy to allow negative television newscasts, periodic setbacks, and seemingly unappreciative students and adults to discolor our perceptions and rob us of the idealism that propelled us to be a teacher. It is also easy to become so busy attending meetings and attending to students, we fail to attend to ourselves and our colleagues.Because of professional role demands, teachers of students with behavioral and emotional disabilities are frequently isolated from interaction with colleagues and particularly suscep- 12  ¦ COUNCIL FOR EXCEPTIONAL CHILDREN disorders. Journal of Emotional and Behavioral Disorders, 3(3), 174-182. Crowley, E. P. (1993). Reflections on â€Å"A qualitative analysis of mainstreamed behaviorally disordered aggressive adolescents’ perceptions of helpful and unhelpful teacher attitudes and behaviors. † Exceptionality, 4(3), 187-191. Fagan, S. A. (1996). Fifteen teacher intervention skills for managing classroom behavior problems.In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 273-287). Austin, TX: Pro-Ed. Gold, Y. , Roth, R. A. (1993). Teachers managing stress and preventing burnout: The professional health solution. Washington, DC: The Falmer Press. Good, T. L. , Brophy, J. E. (1984). Looking in classrooms (3rd. ed. ). New York: Harper Row. Johns, B. H. , Carr, V. G. (1995). Techniques for managing verbally and aggressive students. Denver: Love. Kaufman, J. M. (1997). Characteristics of behavior disorders of children and youth (6th ed. . Columbus, OH: Merrill. Kaufman, J. M. , Wong, K. L. (1991). Effective teachers of students with behavioral disorders: Are generic teaching skills enough? Behavioral Disorders, 16(3), 225237. Knitzer, J. (1993). Children’s mental health policy: Challenging the future. Journal of Emotional and Behavioral Disorders, 1(1), 8-16. Larrivee, B. (1982). Identifying effective teaching behaviors for mainstreami ng. Teacher Education and Special Education, 5, 2-6. Lerner, R. M. (1995). America’s youth in crisis: Challenges and options for programs and policies. Thousand Oaks, CA: Sage. Long, N. 1996a). The conflict cycle paradigm on how troubled students get teachers out of control. In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 244265). Austin, TX: Pro-Ed. Long, N. (1996b). Inclusion of emotionally disturbed students: Formula for failure or opportunity for new acceptance. In N. Long, W. C. Morse, R. G. Newman (Eds. ), Conflict in the classroom: The education of at-risk and troubled students (5th ed. , pp. 116-126). Austin, TX: Pro-Ed. Long, N. , Morse, W. C. , Newman, R. G. (Eds. ). (1996).Conflict in the classroom: The education of at-risk and troubled students (5th ed. ). Austin, TX: Pro-Ed. Male, D. B. , May, D. (1997). Stress, burnout and workload in teachers of children with special edu cation needs. British Journal of Special Education, 24(3), 133-140. Pullis, M. (1992). An analysis of the occupational stress of teachers of the behaviorally disordered: Sources, effects, and strategies for coping. Behavioral Disorders, 17(3), 191-201. Richardson, B. G. (2001). Working with challenging youth: Lessons learned along the way. Philadelphia, PA: Brunner-Routledge. Sommers-Flanagan, J. , Sommers-Flanagan, R. 1997). Tough kids, cool counseling. Alexandria, VA: American Counseling Association. Sultanoff, S. M. (1999). President’s column. Therapeutic Humor, 13(4), 2. Sutherland, K. S. , Wehby, J. H. (2001). The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. The Journal of Special Education, 35(3), 161-171. Talbot, L. A. , Lumden, D. B. (2000). On the association between humor and burnout. Humor: International Journal of Humor Research, 13, 419-428. Tobin, L. (1991). What to do with a child like thi s? Inside the lives of troubled children.Deluth, MN: Whole Person Associates. Underhill, A. (1991). The role of groups in developing teacher self-awareness. English Language Teaching Journal, 46(1), 71-80. Webber, J. , Anderson, T. , Otey, L. (1991). Teacher mindsets for surviving in BD classrooms. Intervention in School and Clinic, 26, 288-292. Zabel, R. H. , Boomer, L. W. , King, T. R. (1984). A model of stress and burnout among teachers of behaviorally disordered students. Behavioral Disorders, 9(3), 215221. Brent G. Richardson, Associate Professor; and Margery J. Shupe, Assistant Professor, Education Department, Xavier University, Cincinnati, Ohio.Address correspondence to Brent G. Richardson, Education Department, Xavier University, Cincinnati, OH 45207-6612 (e-mail: [emailprotected] edu). TEACHING Exceptional Children, Vol. 36, No. 2, pp. 8-13. Copyright 2003 CEC. Available from CEC Teaching Kids With Learning Difficulties in the Regular Classroom Susan Winebrenner Testing S tudents With Disabilities Strategies and Techniques Every Teacher Can Use to Challenge and Motivate Struggling Students Start using this book on the first day of school with the first chapter on making all students welcome in your class!More than 50 reproducible pages of useful forms will make your job easier. Winebrenner, a skilled classroom teacher, also gives concise explanations of various learning differences you may encounter in your inclusive classroom and presents proven techniques for dealing with diverse learning styles, language, literacy, science, math, social studies, behavior problems, and much more. 1996, 248 pages. ISBN 1-57542-004-X #S5188 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $29. 95 Practical Strategies for Complying With District and State Requirements, 2nd Edition Martha L.Thurlow, Judy L. Elliott, James E. Ysseldyke This guide explains how to decide which tests students with disabilities should take; what assessm ent accommodations are, their purpose, and who is eligible for them; how to blend the assessment process with the student’s IEP; and more. Two sections give very useful reproducible forms and suggestions for staff development. 2002, 344 pages. ISBN 0-7619-3809-5 #S5578 . . . . . . . . . . . . . . . . . . . $49. 95/CEC Members $34. 95 TEACHING EXCEPTIONAL CHILDREN  ¦ NOV/DEC 2003  ¦ 13

Irony Of The Setting In The Lottery Essays - Style, Free Essays

Irony Of The Setting In The Lottery Essays - Style, Free Essays Irony of The Setting in The Lottery The setting set forth by Shirley Jackson in the beginning of The Lottery creates a mood of peacefulness and tranquillity. This setting also creates an image in the mind of the reader, the image of a typical town on a normal summer day. Furthermore, Shirley Jackson uses the setting in The Lottery to foreshadow an ironic ending. First, Shirley Jackson begins The Lottery by establishing the setting. To begin, she tells the reader what time of day and what time of year the story takes place. This is important to get the reader to focus on what a typical day it is in this small town. The time of day is set in the morning and the time of year is early summer. She also describes that school has just recently let out for summer break, letting the reader infer that the time of year is early summer. The setting of the town is described by the author as that of any normal rural community. Furthermore, she describes the grass as "richly green" and that "the flowers were blooming profusely" (196). These descriptions of the surroundings give the reader a serene felling about the town. Also, these descriptions make the reader feel comfortable about the surroundings as if there was nothing wrong in this quaint town. Upon reading the first paragraph, Shirley Jackson describes the town in general. The town is first mentioned in the opening paragraph where she sets the location in the town square. She puts in perspective the location of the square "between the post office and the bank" (196). This visualizes for the reader what a small town this is, since everything seems to be centralized at or near the town square. This is also key in that the town square is the location for the remaining part of the story. The town square is an important location for the setting since the ending of the story will be set in this location. Also, Shirley Jackson creates a comfortable atmosphere while describing the residents of the town. First, she describes the children gathering together and breaking into "boisterous play"(196). Also, the children are described as gathering rocks, which is an action of many normal children. She described the men as gathering together and talking about "planting and rain, tractors and taxes"(196). Finally, she describes the women of this community as "exchanging bits of gossip"(196) which is a common stereotype of women. She creates a mood for the reader of the town and residents of this town on a normal summer morning. Up to this point in the story Shirley Jackson has not pointed out anything out of the ordinary which would reflect an ironic ending. Upon further reading of the story, Shirley Jackson gives the reader hints about the unusualness of this town. First, she sets the time of day to be mid-morning. This is a clue to an ironic ending since most occurrences of criminal activity happen during the night. Second, she also points out key buildings that surround the town square. Furthermore, she fails to describe a church or a courthouse which are common buildings to all communities. Also, it is odd for this town to celebrate Halloween but not for Christmas or Easter. These are the largest holidays that "normal" people celebrate. In addition, she points out the fact that the children are building "a great pile of stones in one corner of the square"(196).These points should lead the reader to consider that this town is far from normal. The introduction of the black box is a key turning point for the setting. The black box symbolizes an immoral act to the villagers. This is evident in the fact that "the villagers kept their distance"(196) from the black box. The introduction of the black box into the setting changes the mood and the atmosphere of the residents. After the introduction of the black box the villagers become uneasy around this symbol of evil. Furthermore, the black box is the key that changes the mood from serene and peaceful to ominous. Further foreshadowing by Shirley Jackson leads the reader to consider the town as peculiar. For instance, the names of the residents foreshadow

Economics canada Essay Example | Topics and Well Written Essays - 2000 words

Economics canada - Essay Example (Publishing OECD publishing, 2008 p39) The economy of Canada managed to overcome various obstacles that deter a steady growth in the economy as per the Canadian Economic observer. Most of the funds were earned courtesy of resources. This economy was able to absorb such shocks like those caused by the declining US economy as well as the credit crunch rocking the whole globe. Products from the Agricultural sector realised their biggest increases in the year 2007. While numerous prices in the financial markets and the commodity markets as well were swiveling for over one year, real economic growth especially in the employment and output fronts were all time most steady. As per the statistics the real GDP growth was; 3.1%, 3.1%, 2.8% and 2.7% for the years 2004, 2005, 2006 and 2007 respectively. This growth in GDP is the most stable over four years since 1961. In comparison to the US, Canada’s real GDP growth was 2.7% in the year 2007 while that of US was 2.2%. For the first time in the last decade such a surpassing growth has been witnessed between Canada and US, in favor of the latter. (statcan.gc.ca, 2008) The Canadian conservative government, on its website, says that its legacy has been one of achievements. It has been striving towards achieving a Canada where citizens and their families would have an affordable life. The period of economic turmoil has had the government approaching its long-term goals with various economic weapons. Among the economic policies set by the government is the balancing of major tax cuts coupled with a disciplined reduction in debt, prudent government expenditures and a focused spending. Based on such policies, taxes have declined, disposable income available for households has escalated and thus, citizens have more income to save. To make the process of saving for its nationals easy, the conservative

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