Animalia Vertebrata Mammalia Carnivora Canidae Canis Lupus And Animal :: essays research papers

ANIMALIA VERTEBRATA MAMMALIA CARNIVORA CANIDAE CANIS LUPUS AND ANIMALIA VERTEBRATA MAMMALIA CARNIVORA CANIDAE CANIS NIGER Introduction: Any person who has been able to catch a glimpse of any type of wolf is indeed a lucky man. The wolf is one of the earth's most cowardly and fearful animals, and it is so sly and, pardon the expression, foxy, that it is almost a waste of time to try and catch him in any kind of trap. Although he can be cowardly and fearful, he can also be one the most vicious and blood-thirsty of all animals. Often, they simply kill as much prey as is possible, regardless of hunger and appetite. This is done by "hamstringing" their prey. This leaves them helpless and unable to move. Then the wolf pack can eat and tear him apart at their own will. Although savage and bloodthirsty, wolves are among some of the world's smartest and most perceptive mammals. Where found: Wolves are found all over the world, and on almost every major continent of the earth. The following wolves are types of Gray Wolves (Canis lupus). In eastern Europe the European Wolf (Canis lupus lupus) can be found even though it used to roam most of western Europe as well. In Spain, two wolves have also been identified-Canis lupus deitanus and Canis lupus signatus. While the first is similar to many of the other European wolves, the latter may be more closely related to the jackal (Canis aureus), than to a wolf. The Caucasion Wolf (Canis lupus cubanensis) is found in many parts of eastern Europe and western Asia. The large tundra wolf of eastern Asia, the Tundra or Turukhan Wolf (Canis lupus albus), is very close in relations to the wolves of northern Alaska. In the Arctic Islands and Greenland the Melville Island Wolf (Canis lupus arctos), the Banks Island Wolf (Canis lupus bernardi), the Baffin Island Wolf (Canis lupus manningi), and the Greenland wolf (Canis lupus orion), are all found. Wolves of the Continental Tundra and Newfoundland include the Alaska Tundra Wolf (Canis lupus tundrarum), the Interior Alaska Wolf (Canis lupus pambasileur), the Kenai Peninsula Wolf (Canis lupus alces), the Mackenzie Tundra Wolf (Canis lupus mackenzii), the Mackenzie Valley Wolf (Canis lupus occidentalis), the Hudson Bay Wolf (Canis lupus hudsonicus), the Labrador Wolf (Canis lupus labradorius), and the Newfoundland Wolf (Canis lupus beothicus). However, the Newfoundland wolf has seemed to become extinct. This is strange because there is no evidence of them being intensely hunted by man, of extreme habitat changes, or of lack of food and yet in the early 1900s they became extinct. The wolves of the Western Mountains and Coast of North America include

Changing the Drinking Age to 18 Essay -- Argumentative Persuasive Essa

Young teens all get a bad rep when it comes to drinking alcohol. Especially college students that are considered â€Å"binge drinkers†. When in reality a nation wide survey of students at 168 colleges and university’s found some interesting things about the underage corrupt youth. 93% of all students have never received a lower grade in a class because of drinking too much. 98% of all college students say that they have never gotten into trouble from an administrator from excessive drinking. While the media continually gives the under twenty one community a bad rep, in reality they are continually practicing safe drinking habits and in some cases not drinking at all. According to the National Institute on Drug Abuse by the Institute for Social Research of the University of Michigan, the proportion of non-drinkers in the U.S. just reached a record breaking all time high. The point is that college students drink less than what most people think and are in reality res ponsible drinkers. So what can be done to change the drinking law to eighteen again? These underage students continually spite the law and show that they can handle the responsibility. It is silly to overlook this and maintain a blind law such as the current drinking law. The first step into taking this law and changing it back to eighteen is to start at home and inform the children at a young age the harms and hazards of alcohol. It is not something to take lightly and it can lead to many life long problems. However I feel if this is taught at an early age and drinking is looked at as a privileged rather than a right it will be abused and rather something that will not be taking for granted. This will make drinking in small portions more commonplace and drinking in an excessive manner a rarity. Drinking would no longer be a big deal. Young children start off learning the dangers of drinking and would eventually start drinking at family events like they do in other foreign countries. These countries do this and do not have a major drinking problem in their society. By the time these children get to the age of 18 it will be legal to purchase and legally drink and it will not be a big deal because they have been taught responsible drinking from the start. This is an obvious start to fixing and changing this law, however it would be difficult to change the social and family traditions of A... ... that it is morally wrong to let eighteen year olds to drink legally. They would also argue that more and more deaths would happen due to this law being changed. When in reality if you follow these steps, teach young children at a young age to drink moderately and responsibly, add more harsher penalties to the drinking and driving laws and make defensive driving courses mandatory to graduate in high school, and to finally make a â€Å"permit† for under twenty one drinkers as a test to see exactly how it affects the society. All in all the age of eighteen is thought to be old enough to make such big decisions as getting married and joining the army to defend the country. It would at least show that this country has confidence in the eighteen year olds to be responsible with this new law and to not abuse the power. It would make a uniform â€Å"legal age†. This simplicity in itself will make checking I.D.’s less of a problem. This law needs to be changed and ev eryone knows it. This is a reasonable proposal to try something that has never been tried before and I think that the lawmakers are scared that it would work and it would just make them look foolish for not thinking of it on their own.

Essays --

This section of the paper incorporate the types of analyses, which are fundamental in the systems engineering approach in undertaking elaborate products, new systems and services. These analyses were comprised of feasibility studies, alternative analyses, and trade studies. The design team is able to acquire the desired information to select feasible approaches through investigating the requirements, by which through feasibility studies, they can uncover potential technical approaches and methods quantitatively and qualitatively to qualify feasibility. Alternative analyses allocates accurate methodologies and reasonable objectives, while trade studies allocates administrative processes in enhancing system configurations and the distribution of resources necessary for the system’s intended purpose, by which these approaches will respond and regulated based on stakeholder’s needs, input and the aspects of the system’s duration. Knowing the feasibility of the system will provide the advantage of ensuring the system’s configuration before its production to avoid assumptions and trouble i...

Order: Non-commissioned Officer and Lawful Orders

Following Lawful Orders Lawful orders are given for a reason and you should always obey them. For starters you should always obey lawful orders because you took an oath to do so when you joined the military. A lawful order must be followed, and done so in a timely manner. If you disagree with a lawful order, you must still follow it; you are required to follow a lawful order before you are permitted to question it. All officers and non commissioned officers appointed over you are held responsible for you and are in the keeping of the traditions and doctrines of the armed forces of the United States of America.Discipline is the only way to get a large group of people to do something that could make or break them. The military is all about discipline, which is obeying a lawful order. Military discipline and effectiveness is built on the foundation of obedience to orders. Soldiers are taught to obey immediately, and without question, orders from their superiors. If you fail to obey lawf ul orders there are many consequences. You could get an article 90 of the UCMJ, which makes it a crime to willfully disobey a superior commissioned officer.Article 91 of the UCMJ, makes it a crime to willfully disobey a superior noncommissioned or warrant officer. Article 92 of the UCMJ, makes it a crime to disobey any lawful order. It does not have to be â€Å"willful† under a article 92. The military recognizes that respect for authority is what maintains order and prevent the eruption of chaos and is hence willing to set an example for all who might be tempted to oppose their leaders, by administering punishment first hand without any judicial representatives. The Army and our commanding officers have our best interest at hand and they put in place the orders that they do for that reason.

Bullying and School Essay

Bullying has become one of the most serious issues facing our schools today. We’ve all heard the sad tales of children, some as young as 11, committing suicide because they could no longer deal with the bullying they experienced in school. In July 2008, the U.S. Congress began work on legislation for H.R. 2262, the Safe School Improvement Act, which would require schools to collect data, establish disciplinary guidelines and develop a system for registering complaints to combat bullying in our schools. However, as school counselors we can’t wait for laws to be passed to take action. We need to make a difference now. I started my quest to stop bullying at Midway Elementary School in Midway, Utah, six years ago. I attended conferences, read books and studied various programs. I learned a lot about the statistics and issues but little about specifically what to do. So I began taking steps to develop a program that would help my school and others combat school bullying. In my search for knowledge I discovered a fascinating study by Dr. Kenneth Merrell from the University of Oregon on the effectiveness of school bullying intervention programs. The study results showed that bully intervention programs, especially those aimed specifically at bullies, were effective in raising the level of awareness among students and staff but did little to reduce bullying behaviors. Merrell, along with others, recommend a schoolwide comprehensive approach to bully prevention. According to the U.S. Department of Health and Human Services, programs cracking down on individual bullies rarely work, but when there is a sch oolwide commitment to end bullying, it can be reduced by up to 50 percent. Program Framework As my program evolved over the years I identified four hallmarks of a successful schoolwide bully prevention program. Lead to systemic change: Successful programs bring about systemic change. The factors contributing to bullying in any school environment are complex and nebulous. The only way to have an impact on these critical factors is to cast a wide net. There must be change at all levels in the school environment and in the community. You are literally changing the culture of the entire school. You need to utilize all existing programs and resources such as comprehensive school counseling programs, positive behavior interventions and supports, character education, the parent-teacher organization, schoolwide discipline programs, grade-level teams or professional learning communities and more. Garner commitment from all: Schoolwide bully prevention programs require commitment from all stakeholders. Although your school may have a small team to oversee the bully prevention program, collaboration among administrators, school counselors, teachers, students, parents, secretaries, custodians, lunch workers, librarians, bus drivers, etc. is essential for success. Teach comprehensive strategies and skills: Effective programs are comprehensive. Teaching students about specific issues related to bullying is only one aspect of an effective schoolwide program. There are many supporting concepts and social skills you also need to address, such as conflict resolution, tattling vs. reporting, respect, accepting differences, teasing, cliques, relational aggression, cooperation and more. Effective data analysis will help you identify many of these specific needs. Continue year after year: Many times schools will bring in a pre-packaged bully prevention program, have a big anti-bullying campaign, raise a lot of awareness and then call it good. Effective bully prevention programs are not a one-shot deal. Effective prevention programs are nonstop. They require intervention, data to assess the program’s effectiveness and components, and ongoing specific targeted interventions for bullies, their victims and the bystander population. Key Components Eight key components, best implemented sequentially, have led to the success of Midway Elementary’s bully prevention program. Administrative support: An extremely important aspect of starting a bully prevention program is soliciting the support of your school administrators. Without strong and effective leadership, systemic change is difficult. As leaders in the school, administrators should become experts on bullying issues. They should form a bully prevention team and identify a go-getter staff member to lead this team. The administrators need to develop an anti-bullying code of conduct and communicate it to all stakeholders, especially students. Most importantly, administrators should establish the tone and expectations for students and staff and outline clear and consistent consequences for students who violate the anti-bullying code of conduct. Consequences should be based on a level system for first and subsequent offenses. It is important to follow district guidelines when establishing the level system. School administrators should utilize a behavior referral system to provide valuable data. The behavior referral system should include specific information that will help provide meaningful data to identify areas of concern and needs. Administrators should involve parents of both victims and bullies, especially for repeat offenders, to discuss concerns, outline consequences and form a strategic plan to stop the bullying behaviors. Schoolwide positive behavior interventions and supports program: If your school doesn’t have a PBIS program, I would highly recommend implementing one. Use the PBIS program to establish clear schoolwide rules. The rules should be specific to location, taught to all students and posted throughout the school. Introduce desired behaviors, clearly teach them and then model them. Once you’ve taught the behaviors, reinforce student compliance using a variety of incentive programs. Use data to measure the effectiveness of your program and to identify ongoing areas of concern. Data: I use two types of data, behavioral referral data and surveys given to students, parents and staff. Data can provide baseline information, measure the effectiveness of your program, discover areas of concern and identify chronic bullies and their victims. Online surveys will help gather subjective data to assess stakeholders’ level of concern, to measure student awareness and knowledge, to solicit input from staff members and to assess parent perspectives and concerns. Office behavior referral data provide objective data for analysis. Behavior referral forms or systems should include information directly related to bullying. By regularly reviewing these data, you can identify types of bullying, locations, repeat offenders and victims. Upon identifying specific problems, bully prevention team members should develop a plan of action to deal with the issues. Staff training: All staff members should receive training to include definitions of bullying, types of bullying, effects of bullying on victims, school code of conduct and expectations, legal liability based on state law and, most importantly, how to intervene when they witness bullying incidents or a student reports it to them. Make sure your staff training includes teachers, administrators, specialists, secretaries, lunch staff, custodians, aides and bus drivers. Student awareness and education: Give all students a basic introductory lesson including definitions for bullying, types of bullying with examples, school code of conduct and expectations, what to do when they are bullied or how to help others as bystanders. Students need to learn about the importance of speaking up and supporting each other with the skills they learn. Establish a common language for discussing bullying issues, and post it in every classroom and in key locations throughout the school. Critical social skills training: Once you’ve taught them the basics, students need additional information and skills to increase their level of awareness and to deal with bullying issues. At Midway Elementary, we’ve spent time on topics such as tattling vs. reporting, conflict resolution, teasing, relational aggression/cliques, cooperation, caring, respect and any other topics that come out of the stakeholder surveys or behavior referral data. Develop classroom guidance lessons to specifically address these needs, and teach students the skills and knowledge necessary to reduce the problem. Targeted interventions for bullies and victims: Data analysis will help you identify chronic bullies and their victims. These students most likely will need highly targeted interventions and supports. When it comes to intervention for bullies there is no silver bullet. The factors contributing to the reasons why children bully others are complex and often almost impossible to identify. Research also suggests that interventions such as out-of-school suspension, peer mediation and group counseling for bullies aren’t effective. Effective interventions include individual counseling/education on issues such as developing empathy; perspective taking; social skills training; anger management; conflict resolution; and identification of psychological disorders such as ADHD, depression and anxiety. Teaching bullies pro-social leadership roles and opportunities for self-competence and success may also be useful. Behavioral strategies such as behavior contracts, check-in/check-out programs, parent meetings, etc. may also be required to facilitate change. It is also important to provide intervention for repeat victims, especially chronic victims. Interventions may include providing an adult advocate, individual or group counseling, social skills training, peer support, structured recess, etc. You may need to refer some students to outside help for more therapeutic interventions to address self-esteem issues, depression and anxiety. Program generalization: Once you’ve taught pro-social behaviors in the classroom, you need to generalize these newly acquired behaviors to various conditions and situations. An effective PBIS program is a great way to teach, model and reinforce desired behaviors. Give appropriate incentives to students who demonstrate the desired behaviors along with verbal praise providing specific examples of why the student is being rewarded. Other program generalization ideas may include: * Posters placed in key locations throughout the school to remind students and staff about the bullying code of conduct and a schoolwide common language. * Buttons worn by both students and staff as a symbol of the school’s commitment to stop bullying. * Student â€Å"spotlight† programs to celebrate students who are positive role models. * Assemblies and student pledges to kick off the school year and to promote school commitment or unity. * Parent and community education via parent/teacher conferences, parent newsletters, school Web sites, community newspaper articles, PTA and community council meetings. School bullying and hazing issues are complex and multifaceted. They require a comprehensive approach to increase the probability of addressing many of the contributing factors. School counselors are in a unique position to promote a comprehensive approach because of their training and expertise in the social and emotional wellness of children and adolescents. School counselors who are trained in the ASCA National Model are familiar with the use of data to drive programs and the delivery of interventions. School counselors understand the importance of early intervention and prevention to promote positive outcomes in behavior and academics. Systemic change requires leadership and, as John Quincy Adams said, â€Å"If your actions inspire others to dream more, learn more, do more and become more, you are a leader.† Parents can play a central role to preventing bullying and stopping it when it happens. Here are a few things you can do. * Teach kids to solve problems without using violence and praise them when they do. * Give children positive feedback when they behave well to help their build self-esteem. Help give them the self-confidence to stand up for what they believe in. * Ask your children about their day and listen to them talk about school, social events, their classmates, and any problems they have. * Take bullying seriously. Many kids are embarrassed to say they have been bullied. You may only have one chance to step in and help. * If you see any bullying, stop it right away, even if your child is the one doing the bullying. * Encourage your child to help others who need it. * Don’t bully your children or bully others in front of them. Many times kids who are bullied at home reactby bullying other kids. If your children see you hit, ridicule, or gossip about someone else, they are also more likely to do so themselves. * Support bully prevention programs in your child’s school. If your school doesn’t have one, consider starting one with other parents, teachers, and concerned adults. When Your Child Is Bullied Many kids are embarrassed to be bullied and may not tell their parents or another adult right away. If your child comes to you and asks for help with a bully, take it seriously. Many times, if kids aren’t taken seriously the first time they ask for help, they don’t ask again. Even if your child doesn’t turn to you for help, you can watch for these warning signs that he or she is being bullied. Kids who are bullied often experience * Withdrawal * A loss of friends * A drop in grades * A loss of interest in activities he or she previously enjoyed * Torn clothing * Bruises * A need for extra money or supplies If you think your child is being bullied or if your child has told you that he or she is being bullied, you can help. Parents are often the best resource to build a child’s self-confidence and teach him or her how to best solve problems. Here are a few ways you can help * Talk to your child’s teacher about it instead of confronting the bully’s parents. If the teacher doesn’t act to stop the bullying, talk to the principal. * Teach your child nonviolent ways to deal with bullies, like walking away, playing with friends, or talking it out. * Help your child act with self-confidence. With him or her, practice walking upright, looking people inthe eye, and speaking clearly. * Don’t encourage your child to fight. This could lead to him or her getting hurt, getting in trouble, and beginning more serious problems with the bully. * Involve your child in activities outside of school. This way he or she can make friends in a different social circle. Some children seem to be bullied all the time, while others rarely get picked on. Why do some kids seem to attract all of the bullies? Kids who are bullied often * Are different from other kids, whether by size, race, sexually, or have different interests * Seem weak, either physically or emotionally * Are insecure * Want approval * Won’t tell on their bullies When Your Child Is a Bully It’s hard for any parent to believe that their child is a bully, but sometimes it happens. But just because your child bullies doesn’t mean that he or she will bully forever. Parents are one of the best resources to help their child stop bullying and start interacting positively with their classmates. Your child may bully if, he or she * Lacks empathy and doesn’t sympathize with others * Values aggression * Likes to be in charge * Is an arrogant winner and a sore loser * Often fights often with brothers and sisters * Is impulsive What you can do to stop your child from bullying * Take it seriously. Don’t treat bullying as a passing phase. Even if you’re not worried about long-lasting effects on your child, another child is being hurt. * Talk to your child to find out why he or she is bullying. Often, children bully when they feel sad, angry, lonely, or insecure and many times major changes at home or school may bring on these feelings. * Help build empathy for others and talk to your child about how it feels to be bullied. * Ask a teacher or a school counselor if your child is facing any problems at school, such as if your child is struggling with a particular subject or has difficulty making friends. Ask them for advice on how you and your child can work through the problem. * Ask yourself if someone at home is bullying your child. Often, kids who bully are bullied themselvesby a parent, family member, or another adult. http://www.ncpc.org/topics/bullying/what-parents-can-do How can parents help to prevent bullying at their child’s school? * Talk with and listen to your kids – every day. Research shows that approximately half the children who have been bullied never tell their parents about it. Children are often too ashamed of themselves to tell anyone; sometimes they feel that no one can help, not even their parents.1 * Spend time at school and recess. Research shows that 67% of bullying happens when adults are not present. Whether you can volunteer once a week or once a month, you can make a real difference just by showing up. * Be a good example of kindness and leadership. Your kids learn a lot about power relationships from watching you. Any time you speak to another person in a hurtful or abusive way, you’re teaching your child that bullying is ok. * Learn the signs. If you suspect that your child might be bullied, talk with your child’s teacher or find ways to observe his or her peer interactions to determine whether or not your suspicions might be correct. * Create healthy anti-bullying habits early. Help develop anti-bullying and anti-victimization habits early in your children, as early as kindergarten. Coach your children what not to do – hitting, pushing, teasing, being mean to others. Equally if not more importantly, teach your children what to do – kindness, empathy, fair play, and turn-taking are critical skills for good peer relations. * Help your child’s school address bullying effectively. Whether your children have been bullied or not, you should know what their school is doing to address bullying. Research shows that â€Å"zero-tolerance† policies aren’t effective. What works better are ongoing educational programs that help create a healthy social climate in the school. * Establish household rules about bullying. Your children need to hear from you explicitly that it’s not normal, okay, or tolerable for them to bully, to be bullied, or to stand by and watch other kids be bullied. If your child is bullying, you can help him or her find other ways to exert their personal power, status, and leadership at school. Work with your child, his or her teachers, and the principal to implement a kindness plan at school. * Teach your child how to be a good witness. Children can often effectively diffuse a bullying situation by yelling â€Å"Stop! You’re bullying!† Must bullies stop within 10 seconds when someone tells him or her to stop. * Spread the word that bullying should not be a normal part of childhood. Some adults hesitate to act when they observe or hear about bullying because they think of bullying as a typical phase of childhood that must be endured. It is important for everyone to understand that all forms of bullying – physical, verbal, social (gossip, rumors, exclusion from the group), and cyberbullying are NOT a normal part of childhood. * Adults (teachers and parent volunteers) in the classroom should be aware of class social structures. Which children typically affiliate together? Which children are leaders and socially influential? Which children are socially marginalized? Purposefully pairing and grouping children so that children who bully and those who are victims can work together helps to prevent bullying outside the classroom.

Gen 105: Final Project: Student Survival Guide

Axia’s educational resources have been a great help to me throughout this course. The three educational resources covered in this course was, Downloading files for use on your machine or portable device, Navigating the University Library, and Identifying key information within articles. Being able to download reading materials onto cell phones, and MP3 players, improves the quality of the educational experience. Axia College provides other technological tools as well, such as: audio appendixes, digital stories, and tutorials. I myself prefer the audio appendixes and digital stories because when I am able to hear things I seem to be able to learn and remember it better. I’m also able to write better notes, and do better on my assignments without having to keep looking back and searching through the reading materials. The University Library has also helped me a great deal during the course. I prefer using it over going to a traditional library because all I have to do is log onto my student website, click on the library tab, then click on the University Library tab, next all I have to do is type in a keyword to the subject I am looking for. The University Library also has a link so you can send a message to a librarian too. So in my opinion the University Library is better than a traditional library because it has all the same things without you having to leave your house. This course also taught me how to identify key information within articles. Look for different fonts, like bold, italic, or underlined words. Also, words that are different colors. Upholding Academic Honesty was something that I will use during my whole college experience. Three educational resources covered in this course are Understanding Axia’s academic honesty policy, Understanding consequences of plagiarism, and Avoiding plagiarism. To find Axia’s academic honest policy, go to the materials tab, and then click on polices at the left side of your screen. It basically states that the students and instructors all agree to use their own work and not to plagiarize. The consequences of plagiarism are pretty simple, you could fail the assignment and the course, get suspended, or even expelled from the University. Some ways to avoid plagiarism are: *Crediting Authors and Sources, you should make notes of your source as you go. *Know the difference between a quotation and a paraphrase. *Use a citation for an acceptable paraphrase. *Understand that a paper that consists primarily of quoted material from other sources is not considered an original work. *Understand that lifting material off the Internet is plagiarism. *Solicit Feedback. *Citing Sources. (Effective Writing Communicating Your Message. ) Setting and Achieving Goals is actually something that I thought I knew everything about, and wouldn’t be able to learn anything else. I was wrong! The three educational resources that were covered in this course were, identifying long-and short-term educational and career goals, How to reach goals despite obstacles, and how an Axia degree relates to goals. I knew what long-term goals meant and what my long-term goals were; and I also knew what short-term goals meant, and what mine were. Identifying both my long and short-term educational and career goals was pretty easy. My long-term educational goal is to graduate from University Of Phoenix with my Associates Degree in Psychology. My long-term career goal is to use my degree to be a drug councilor. My short-term educational goals are to do all my assignments and participation on time and post them on time each week. Reaching my goals despite obstacles is what I need to work on. I need to prioritize my goals. Anticipate any problems that may accrue, and make a list of things to do if those problems to arise so it doesn’t mess with me meeting my goal. Such as, me not doing well in a class for a couple weeks; then for the remainder of that class I will work extra hard, and make sure to bring my grade up. Managing Time Wisely is a topic I’m very glad we covered in this course. The three educational resources are balancing time between courses at Axia, Juggling school, work, and family responsibilities, and Prioritizing and avoiding time-wasters. I’m a single mother of a two year old little girl, so it can get very hectic at my house. Every time I get on the computer to log onto my student website she will jump right in the middle of my computer and me. I usually have to wait until she is asleep before I can do any work. That means I am up most of the time at 3:00AM and 4:00AM and get up with my daughter at 7:00AM or 8:00AM. It’s very hard! There was an activity that we did, it was Appendix F : Time Management Log. The log had from 6:00AM to 9:30PM down the first column, the second was labeled â€Å"Activities†, and the third â€Å"Comments/observations. This assignment really helped me a lot to see what I was spending my time on, and to figure out how I could change that. Fostering Reading Comprehension and Retention helped be able to read the materials faster, and understand it too. The two educational resources in this course was Using reading comprehension echniques for successful reading, and Using SQ3R and other study habits. Some reading comprehension techniques for successful reading are find somewhere to read that is quite and you won’t be distracted, make yourself concentrate on what your reading, look ahead in the reading to see what’s next, become emotionally involved with what your reading, and define your reading purpose. SQ3R really helped me with my reading as signments. Skim, Question, Read, Recite, Review. When I have to read something new I use SQ3R. It really helps me to remember and learn the material. Applying Personality and Learning Styles was a lesson I found very interesting. The three educational resources for this course was, Using your personality type for distance learning success, Developing your multiple intelligences, Relating to others who have different personality types and intelligences. My personality type was an organizer, and that helps me in distance learning because I keep everything for each class separate so it’s easier to find, I also keep an agenda with my assignments wrote down for each class, and two dry erase boards one for each class.

Problems with Education Essay

What is it that’s making our nation suffer from excelling in education? Not many would argue about the importance of excellence in education. Problems such as teacher attrition, lack of parent involvement, and teaching high-stakes testing may hinder progress in education. An education is an indispensable and essential tool, unfortunately, with all the jaded judgments; our students aren’t valuing or able to value their education. An Education can open the doors to opportunities that would have never been possible if it had not been for the knowledge and preparation that one received while in school. With the fluctuating economy and hesitant times, it is more important than ever for our nation’s children to receive the proper education and training that will allow them to acquire a good job and produce the revenue needed to live. Unfortunately, there are many problems facing our education system today, and several of them are having negative effects on the quality of the education our students are receiving. Would one feel comfortable fifty years from now, when the children who are victim of the disadvantages of teacher attrition, lack of parent involvement and a majority of their education being how to take a high stakes test, are running this nation? How soundly can one sleep knowing that their decisions on a bill deciphering how much of a pension someone will receive or what’s legal and what’s not is at stake? Should these problems be quietly swept under the rug and addressed again in another five years, or is it best bite the financial bullet and at the very least, acknowledge there is an issue? A serious problem that is attacking the education system in America is the alarming attrition rate of teachers. Only those not involved with education at all will argue that it is an undemanding profession; in actuality, it is a very demanding profession with an often overwhelming amount of pressure and responsibility tied to it. However, it can also be a very rewarding profession. Unfortunately, many teachers simply cannot overcome the immense responsibilities well enough to stick with the profession for any length of time. Jalongo and Heider (2006) present staggering statistics in their article, saying that forty-six percent of new teachers in this country quit teaching after five years or less, with that percentage growing to fifty percent in urban areas. Even more shocking is the fact that ninety percent of teachers who are hired in this country are replacements for teachers who have left teaching for some reason other than retirement (p. 379). There are many reasons that the rate of teachers leaving the profession is so high. Anhorn (2008) very concisely sums up some of the major problems in her article when she says, â€Å"Difficult work assignments, inadequate resources, isolation, role conflict, and reality shock are some top reasons for the horrendous attrition statistics with the widespread â€Å"sink or swim† attitude that is prevalent in so many schools† (p. 15). It is easy to see why the beginning teacher attrition rate is so high. There is simply so much to do these days, between extracurricular responsibilities and high-stakes testing, it is easy to get overwhelmed. In her article, Sitler (2007) sums it up quite nicely when she says, No one expects the first years of teaching to be easy. No one expects that Teaching assignments will never change. But no one expects either that One’s first years of teaching will be compromised by administrative Systems that make instability and disillusionment routine occurrences Rather than exceptions. (p. 22) If teachers received more support from the administration and less of the strong arm effect, educators wouldn’t be so timid in teaching and instead bring more value to the classroom. Many of us probably remember our parents being very involved with our education, whether they were part of the PTA or just asked about your grades and homework every day when you got home. Unfortunately, today, parental involvement seems to be waning. While there still is a good deal of involvement at the elementary level, middle school and high school, when children really need that parental guidance, it’s almost nonexistent. It is our responsibility to try to involve parents who seem hesitant and reluctant to be a part of their child’s education. No matter what the hesitation is from the parent, be it a language barrier,  fear of school itself, whatever might be causing a parent to be stand offish about their child’s education and being an active part of it, not only the teacher, but administration should use every opportunity to pull a parent in and allow them to become and active part in their child’s education. When parents are involved in education, teens typically have higher grade point averages, higher test scores on standardized and classroom assessments, enrollment in more rigorous academic courses, more classes passed, more credits earned toward graduation, and higher graduation rates. Parents are not performing their duties as first teacher to their kids in education. Many parents left their kids behind and keep putting the blame on the teachers due to their misunderstanding of the No Child Left Behind Act. These parents concerned are the ones who left their kids behind and not the schools; teachers are secondary to kids’ education. Unfortunately so many educators feel such pressure to prepare students for the TAKS test that they fail to ever demonstrate the relevance of what they are teaching. They fail to teach the items within the curriculum that are useful outside of the walls of the school. So, we have students who graduate and can solve quadratic equations, classify living organisms and distinguish between a plant and an animal cell but don’t know how to budget money, complete a financial aid form, solve a real-world problem, think for themselves, or apply the testing information beyond what was taught. I have heard people say the purpose of the exams is to make sure our students do not graduate before they know basics skills†¦ like Physics? Most of the arguments I hear come from people who have never even looked at the test; people who just blindly adhere to the regulations because it is a law. Which leads me to the most frustrating and most often argument I hear which is, â€Å"We need to hold students accountable because it is the law? † Well, there have been lots of bad laws over the years. Does anyone remember the Jim Crow laws? If as a country we were to have blindly followed these laws, then blacks and whites would still be segregated. There is no denying the fact that the problems mentioned, are not going to go away over night. They are major issues facing American education, and educators simply must do everything in our power to conquer them. An education is such a valuable and necessary tool, and we must do everything we can to get our students to value their education. I personally do believe there is hope for a positive change. Problems don’t fix themselves, and if admitting that we need help in going about the way our nation views the importance of education is what needs to be done, then it’s time to slap on the â€Å"HELLO MY NAME IS †¦Ã¢â‚¬  sticker and start being honest and start fixing the problems of teacher attrition, lack of parent involvement and teaching children how to take a state issued test. References Jalongo, M. R. , & Heider, K. (2006). Editorial teacher attrition: An issue of national concern. Early Childhood Education Journal, 33(6), 379-380. Anhorn, R. (2008). The profession that eats its young. The Delta Kappa Gamma Bulletin, 74(3), 15-26. Sitler, H. C. (2007). The lived experience of new teachers, or why should I stay in this profession? Phi Kappa Phi Forum, 87(4), 22.