Exemplification Essay Mixing of Religion and the State

We have based the very existence of our country on the belief that complete separation of church and state is best for the church and is best for the state. However, throughout history the roles between religion and American public life remain interwoven and continue to shape our beliefs and values. In order to begin to understand the role of religion in American public life, one must first recognize that religion is present in many aspects of ones life. Even though the United States Constitution provides for separation of religion and government, most aspects of government include religion as a basis for its operating procedures. The U.S. Senate and House of Representatives begin each session with prayer. Another example of the†¦show more content†¦Student attendance was voluntary. Some people thought it was wrong for the principal to allow the students to hold the assembly and to actively participate in it as well; they believed that this was violating the law. However, having this assembly at school changed many students outlook on life (Biema). Inviting other religious leaders to explain their beliefs might also have been beneficial. As a nation whose motto is, In God We Trust, public schools should welcome the opportunity of teaching different religions in healthy and wholesome ways without fear of violating the First Amendment. Members of the Religious Liberty, Public Education, and the Future of American Democracy developed six categories explaining what they thought were some conflicts between religion and education. Their statements were based on the First Amendment. One of these categories suggests that public schools should not try to force religion, but schools should not punish those who wish to pray at school either. Schools need to treat an individual with respect and honor their religious beliefs (StatementsÉ). Students in public schools have the right to say grace before a meal and to read Scriptures from The Bible or read from other religious sources. The students can also try to persuade their peers about religious activities, but school officials must intervene if the conversation becomes harassment. It is perfectlyShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins —San Diego State University Timothy A. Judge —University of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:

Starbucks s Supply Chain Management Essay - 1904 Words

Many complex and more diverse decisions confront supply chain managers on a regular basis: what would be more efficient to manufacture in-house or to outsource; what new channels to implement that it would benefit their customers and suppliers, or how all new technologies, platforms, and practices have to be aligned to enable real-time supply chains. Current information technology reduced outsourcing transaction costs drastically, enabled companies to an increased supervision and control over offsite work, and outsourcing services can deliver faster and more convenient, but technology alone is not the solution. If a company decides to embrace changes in business processes and business culture, those changes can support a long way toward delivering a better product for less money. Complex sphere of activities in many countries is not relevant anymore because a massive number of activities outsourced became commonplace, a new normal. To support this statement, I would like to present Starbucks supply chain reorganization started in late 2008. The initials first step was to simplify a complex structure in four essential supply chain functions. Every supply chain job fell in plan, source, make, and deliver. If someone involved in production planning or replenishment or new product, was part of the planning department. Sourcing functions split between coffee and non-coffee procurement. At that time Starbucks spent in the average US $600 million on coffee a year and total USShow MoreRelatedStarbucks s Supply Chain Spans Across Nineteen Different Countries1118 Words   |  5 PagesStarbucks 3 Starbucks’ supply chain spans across nineteen different countries. This allows them to have quality raw materials, which are then shipped to one of six roasting, manufacturing, and packaging plants. 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Exceptional customer service, but certainly no way to run a businessRead MoreSupply Chain Management at Starbucks Coffee1854 Words   |  7 PagesSupply Chain Management at Starbucks Coffee: Grinding Away at the Logistics Problems Brewing Company Issues and Concerns With a supply and distribution network that is truly global in scope at both ends deriving raw materials (i.e. coffee beans and other basic materials) globally and with a vast international retail empire supply chain management is without question an area of major concern for Starbucks. Clearly the company has been successful in its management thus far, having grown enormouslyRead MoreThe Strategic Management of Starbucks962 Words   |  4 PagesStarbucks Strategic Management How Globalization and Technology Changes Impact Starbucks Globalization and the rapid evolution of technologies are making the Starbucks value chain more demand-driven and customer-focused than it has ever been. Starbucks is unique in that its new product development pipeline is perpetual; it continues between northern and southern hemispheres continually, fuelling new drinks and food products (Starbucks Investor Relations, 2012). Globalization continues to beRead MoreStarbucks Supply Chain1400 Words   |  6 PagesStarbucks Starbucks Corporation is an international coffee company and coffeehouse chain based in Seattle, Washington. Starbucks is the largest coffeehouse company in the world, with 19,435 stores in 58 countries, including 12,781 in the United States, 1,241 in Canada, 1,062 in Japan, 976 in Great Britain and 645 in China. Starbucks sells drip brewed coffee, espresso-based hot drinks, other hot and cold drinks, coffee beans, salads, hot and cold sandwiches and panini, pastries, snacks, and itemsRead MoreInformation Management Systems ( Ims ) Essay996 Words   |  4 PagesInformation Management System (IMS) refers to a database that integrates financial and other information in organizations from different levels of management and produces regular reports. Starbucks is one of the firms that have implemented IMS. This paper describes IMS for Starbucks, its impact on competitive edge and how it helps to coordinate supply chain partners and to monitor inventory levels. The paper also explains why managing information is better than moving products. Starbuck s IMS StarbucksRead MoreGap Analysis : Starbucks s Outsourcing Essay809 Words   |  4 Pagesorder to improve the current supply chain system of Starbucks, Gap analysis providing the new sight of improvement plan. Current situation Expectations or best process Ways of improvement Barriers of implementation Starbucks’s outsourcing is too high, 65-70% supply chain cost goes to transportation Reducing the cost of transportation Manage world logistic in one system.1. Planning group simplify the job into basic supply chain functions, reorganized the supply chain by separate it in two parts:Read MoreStarbucks Srategy913 Words   |  4 Pages1) Starbucks used mostly a differentiation strategy, however it had also used a cost leadership strategy. Its differentiation strategy was exemplified by their stores providing an experience, offering interesting coffee-related drinks in a theatrical kind of atmosphere, their unique Coffee blending and roasting process which enabled them to create an extensive product variety, their employees received great deal of training to become very knowledgeable about coffee in order to provide an exceptionalRead MoreSwot Analysis : The Matrix1371 Words   |  6 Pagesexternal opportunities and threats facing a company and matches them up to the internal strengths and weaknesses, to give the company four possible strategic alternatives (Hunger, Wheelen, 2011, p. 77). As discussed previously, a major concern for Starbucks is their need for growth in foreign markets, and their education of the foreign markets, needs wants and expectations. According to the TOWS matrix, an alternative Strength Opportunity (SO) Strategy is to utilize the company’s ethical values andRead MoreStrategic Management : Mission And Objectives1176 Words   |  5 Pagesremain diligent in their strategic management. Review of Mission and Objectives According to all three summary analysis tools that have been utilized, the EFAs, IFAS, and the SFAS, these tools indicate that Starbucks understand what their mission, vision and goals are. They also understand that they need to continually assess where their current strategic plan is placing them in their market and what weaknesses and threats continuously remain for them. Starbucks understands that with corporate

Positive Behavior Support Plan

Question: Discuss about the Positive Behavior Support Plan. Answer: Introduction From the case study, we see that Stephen is more of an outdoor person that an indoor one. This is shown by the fact that he enjoys all physical sports activities with examples of dirty biking and the NRL games in general. He also depicts sensitiveness to social and well-being of others. Sociable depicts a scenario in which a person is able and willing to relate to others despite their economic, religion, tribe and social status. The study case shows that Stephen is quick to offer assistance to the teachers and youngers students whenever the need arises. The theme of sociability is also shown by the fact that he works well with peer partners (Luiselli et al. 2005). The case study also depicts that despite the fact that he is sociable, this is only limited to the selected few as he has few friend only of whom share his interest. Intelligence has not been one of Stephens strong points. Intelligence can be described as an act of any person to obtain and exercise the skills and knowledge that they have to learn with no apparent difficulties. We are told that Stephen has difficulty in interpretation, selection of relevant details from given information, problem-solving, a problem with creating a sequence of ideas and abstract thinking. This all point to the fact that his intelligence capacity is below average. Brook also has extensive moral decay behavior. A phrase used to describe a fall in the moral behavior of a person. This is depicted by the fact that he engages in serious problematic behaviors such as kicking, hitting and spitting to fellow students. The fact that he swears and yells at other students shows that he is arrogant and can engage i n any activity and fold a blind eye on the consequences. This is in fact shown when he recruits other students to refuse to do work and leave the classroom after which he usually leaves the classroom abruptly and wanders around the school grounds (Sarafino, 2001). An Operational Definition of the Target Behavior The targeted behavior to be worked in Stephen is moral decay. Stephen has a moral decay by the fact that he fails to uphold virtues in his practices. The fact that he spits, kicks and hits other students shows that he is morally unstable. He also does lack morals when he calls at other students and his teachers and disrupts the normal studying environment. After which he just walks out and wonders about the school grounds. Stephen shows excessive pride and offensive displays of superiority. In cases where he yells and swears to other students, the teaching staff and disrupts learning progress by poking and calling to other students his teachers shows that he doesn't care about the learning process and he is capable of doing worse. Arrogance is also depicted when he prides himself on not doing school work and tries to recruit other students refusing to work with him. After which he leaves the classroom and wanders around the school compound (Carr et al. 2008). Overview of the strategies to support the implementation of the plan within the School Setting To foster the implementation of behavioral change in Stephen, strategies have to be put in place by the teacher to aid in his change. This will help Stephen in behavior modification and also bring peace in harmony and the school and the school setting. The support plan for Stephen's behavior should be carefully selected to suit his particular behavior. There should be the concept of openness in an attempt to make him speak and explain why he does the things he does. Is it peer pressure, lack of interest or just boredom. Several posts of problem-solving technique should be put in place, and the best that suits him should be applied. Then there is the evaluation of the results to see if the solution put in place is bearing any fruits(Abraham, Michie, 2008). These will include steps such as; Seeking of information; in this step the I will focus my attention on listening to Stephen. This indeed will give me a clue as to why Stephen behaves the way he does. It will also provide an opportunity for us to bond. And this bonding is important as it creates trust between the two. And whenever there is trust there is openness. Hence the willingness to share. I should be prepared with a set of questions to ask Stephen. This test the understanding of Stephen to such context as good morals behavior, his take on being nice to others, knowing whether inflicting pain to others makes him happy and whether he has a belief in religion and societal, cultural practices that fuel the practice of good behavior (Sugai, Horner, 2002). Actual problem solving; in this step, I will try and devise a means to change his thinking and help him work towards a positive behavior practice. I will understand what makes him behave the way he does, provide him with the possible shot coming he will encounter if he is to get a bad recommendation for his behavior and provide him with a working plan for his behavior that he can use to help him improve. Trying out a solution; this is by suggesting the various techniques he sees that would fit with his behavior modification. And encouraging him to practice them so that he can attain the best. Evaluation; I would encourage him to continuously evaluate himself by recording daily events in a diary. By so doing he could have a reference to his progress and see where he went wrong and when and try never to do it again in case a similar challenge presents itself to him again (Bambara, Knoster, 2009). Completed Positive Behaviour Support Plan The support plan should include the following steps; Seeking of Information Seeking information is mainly where we create a rapport with Stephen and try to make him open up. This will help us understand why he does the things that he do from his point of view. That will help me understand the source of the problem and a better way to help him. The following guideline will make me achieve the above. Creating Stephens Confidence My first step in problem solving will aim at winning Stephen's trust in me. I will engage him in conversation. Inform him of his strong personality of helping the younger students and the teachers when the need arises. This will act as a pacesetter for Stephen's problem-solving process. I will develop his mind and psychologically people who have trust in their psychologist are more willing to open up to the compared to when there are fear and enmity between them. An incidence of just dropping a bombshell on them of their bad behavior will make them shy away from confidence as opposed to softly speaking and understanding the causal agent. Listening and Recording of Information In this step, I will mainly focus on listening to Stephen's point of view when it comes to the behavior he has been displaying. Helped by a set of questions I had prepared I will determine his take on his behavior and compare the will good quality behavior. I will also compare his behavior to one of his fellow students and determine what he thinks about his/her character and whether it is possible for him to enumerate the same. Actual Problem-Solving In the actual problem-solving step process would be efficient for Stephen to help him solve his problems. These are; Proper Understanding the Problem Here I will encourage Stephen to explain to me why he is doing all that he does. I will try and figure out what is his point of view when it comes to discipline and following of the school rules and regulations. I will want to see what are his interest and because he is so much into outdoor activities how can I incorporate the two to make classroom environment more appealing to his as the field experience. I will also let Stephen describe the problem in his words and since I have experience in problem-solving some factors leads to this kind of behavior like peer pressure, unsettled issues in the family, media influence among others (Sugai et al. 2000). Description of Possible Barriers in Future In this stage, I will inform Stephen that despite the fact that he is so good in outdoors activities his behavior may be a hindrance to his success in future. I could introduce an example of a hindrance such as a bad recommendation letter from the headteacher stating his poor relationship with fellow students and teachers. This could kill his dream as a player and may lead to loss of a potential job in any sporting club. I will encourage Stephen to verbalize these impediments because it acts as a major stepping stone to behavioral change for the best (Metzler et al. 2001). Identification of a Solution Upon initializing the problem itself and the various causes and effect its can have to him in future, I would let him name some solution he can come up with to solve his problem. I could also introduce several problems solving techniques and let him choose what best suits him (Hetzroni, 2003). Trying out a Solution After Stephen has selected a working solution that he thinks will work better for him, I will encourage him to keep a record of his progress. This should be kept up to date with the challenges he faced and the solutions he made either good or bad. He should practice honesty while doing this and keep precise documentation on his progress. I would also encourage him to work through a certain selected strategy until he can see a change in his behavior (McAtee et al. 2004). Evaluation of the Results To measure the progress in his behavioral change, he should look back at the decisions he made over certain stimuli. He should have a close look at the diary he had been keeping for clarity as it contains all events he has been through. He should assess whether he is making any progress with the process or just none. He should also devise a means to scale his outcome based on the decision he made to represent it graphically and see whether he is making progress or not. He should get the data in his diary as below. No: of Days Positive Behavior Score Negative Behavior score 1 2 2 2 3 1 3 2 2 4 3 3 5 3 2 6 3 5 7 4 2 8 4 1 9 5 3 10 6 2 11 6 5 12 8 4 13 7 3 14 9 3 15 10 2 16 9 4 17 8 1 18 9 5 19 8 3 20 9 2 21 8 2 22 8 3 23 9 4 24 10 2 25 10 3 26 9 1 27 10 2 28 9 4 29 10 2 30 10 3 The graphical representation of his progress should be based on whether there is an improvement a deterioration or just nothing is happening. The following graph represents an example of a positive behavioral change (Miltenberger, 2011). In this incidence, he should keep up and continue using the behavioral modification strategy as it is bearing good results. He could also modify it when need arises in case he is faced upon by a stimulus that requires his undivided attention towards making a choice regarding the ethical beliefs (Sanetti et al. 2007). A negative behavioral change represents no change in the original behavior of a subject. In the case of the diary score the graph produced does not show an improvement of his behavior towards the best then he should totally abandon the technique and adopt another that will bear more fruits. A negative behavioral graph shown below shows that there is little or no progress whatsoever and the little high score that Stephen scored is from his initial good behavior of helping younger students and teachers when the need arises (Martin, Pear, 2015). Conclusion Stephen is a good student. The fact that he helps his fellow students and pupils shows that he still has some good in himself. And the fact that he is a good team player and loves outdoor activities proves that he is a social person. With proper implementation of the behavior modification support plan such as the understanding why he does the bad things and the adoption of a practical behavioral change plan will make him have a positive improvement in his behaviors, and this will have a positive impact not only on the outdoor activities nut also in class and in relation to his fellow students who really don't share his interests (Kraemer et al. 2008). Reference Abraham, C., Michie, S. (2008). A taxonomy of behavior change techniques used in interventions. Health Psychology, 27(3), 379. Bambara, L. M., Knoster, T. P. (2009). Designing positive behavior supports plans. American Association on Intellectual and Developmental Disabilities. 444 North Capitol Street NW Suite 846, Washington, DC 20001. Carr, E. G., Ladd, M. V., Schulte, C. F. (2008). Validation of the Contextual Assessment Inventory for problem behavior. Journal of Positive Behavior Interventions, 10(2), 91-104. Hetzroni, O. E. (2003). A positive behavior support: a preliminary evaluation of a schoolà ¢Ã¢â€š ¬Ã‚ wide plan for implementing AAC in a school for students with intellectual disabilities. Journal of Intellectual and Developmental Disability, 28(3), 283-296. Kraemer, B. R., Cook, C. R., Browning-Wright, D., Mayer, G. R., Wallace, M. D. (2008). Effects of training on the use of the behavior support plan quality evaluation guide with autism educators a preliminary investigation examining positive behavior support plans. Journal of Positive Behavior Interventions, 10(3), 179-189. Luiselli, J. K., Putnam, R. F., Handler, M. W., Feinberg, A. B. (2005). Wholeà ¢Ã¢â€š ¬Ã‚ school positive behavior supports effects on student discipline problems and academic performance. Educational Psychology, 25(2-3), 183-198. Martin, G., Pear, J. J. (2015). Behavior modification: What it is and how to do it. Psychology Press. McAtee, M., Carr, E. G., Schulte, C., Dunlap, G. (2004). A Contextual Assessment Inventory for Problem Behavior Initial Development. Journal of Positive Behavior Interventions, 6(3), 148-165. McClean, B., Grey, I. (2012). A component analysis of positive behavior supports plans. Journal of Intellectual and Developmental Disability, 37(3), 221-231. Metzler, C. W., Biglan, A., Rusby, J. C., Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to improve school-wide positive behavior support. Education and Treatment of Children, 448-479. Miltenberger, R. G. (2011). Behavior Modification: Principles and Procedures. Cengage Learning. Sanetti, L. M. H., Luiselli, J. K., Handler, M. W. (2007). Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school. Behavior Modification, 31(4), 454-465. Sarafino, E. P. (2001). Behavior modification. John Wiley Sons, Inc. Sugai, G., Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child Family Behavior Therapy, 24(1-2), 23-50. Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., ... Turnbull, H. R. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2(3), 131-143.

Why IQ Tests Dont Test Intelligence Essay Example For Students

Why IQ Tests Dont Test Intelligence Essay The task of trying to quantify a persons intelligence has been a goalof psychologists since before the beginning of this century. TheBinet-Simon scales were first proposed in 1905 in Paris, France andvarious sorts of tests have been evolving ever since. One of theimportant questions that always comes up regarding these tools is whatare the tests really measuring? Are they measuring a personsintelligence? Their ability to perform well on standardized tests? Orjust some arbitrary quantity of the persons IQ? When examining thesituations around which these tests are given and the content of thetests themselves, it becomes apparent that however useful the tests maybe for standardizing a groups intellectual ability, they are not a goodindicator of intelligence. We will write a custom essay on Why IQ Tests Dont Test Intelligence specifically for you for only $16.38 $13.9/page Order now To issue a truly standardized test, the testing environment should bethe same for everyone involved. If anything has been learned from thepsychology of perception, it is clear that a persons environment has agreat deal to do with their cognitive abilities. Is the lightflickering? Is the paint on the walls an unsettling shade? Is thetemperature too hot or too cold? Is the chair uncomfortable? Or in theworst case, do they have an illness that day? To test a persons mind,it is necessary to utilize their body in the process. If everyonesbody is placed in different conditions during the testing, how is itexpected to get standardized results across all the subjects? Becauseof this assumption that everyone will perform equally independent oftheir environment, intelligence test scores are skewed and cannot beviewed as standardized, and definitely not as an example of a personsintelligence. It is obvious that a persons intelligence stems from a variety oftraits. A few of these that are often tested are reading comprehension,vocabulary, and spatial relations. But this is not all that goes intoit. What about physical intelligence, conversational intelligence,social intelligence, survival intelligence, and the slew of others thatgo into everyday life? Why are these important traits not figured intointelligence tests? Granted, normal standardized tests certainly getpredictable results where academics are concerned, but they should notbe considered good indicators of general intelligence because of theglaring omissions they make in the testing process. To really gauge apersons intelligence, it would be necessary to put them through arigorous set of real-life trials and document their performance. Otherwise the standardized IQ tests of today are testing an extremelylimited quality of a persons character that can hardly be referred toas intelligence. For the sake of brevity, I will quickly mention a few other commoncriticisms of modern IQ tests. They have no way to compensate forcultural differences. People use different methods to solve problems. Peoples reading strategies differ. Speed is not always the best way totackle a problem. There is often too much emphasis placed onvocabulary. Each of these points warrants individual treatment, and formore information refer to The Triarchic Mind by RJ Sternberg (PenguinBooks, 1988, p18-36). It is possible to classify all the reasons that IQ tests fail at theirtask into two main groups. The first grouping is where the tests assumetoo much. Examples of this flaw are the assumption that speed is alwaysgood, vocabulary is a good indicator of intelligence, and that differenttest taking environments wont affect the outcome. The second groupingcomes because the tests gauge the wrong items. Examples of this aredifferent culture groups being asked to take the same tests as everyoneelse, and the fact that the tests ignore so many types of intelligence(like physical, social, etc). These two groupings illustrate where themajor failings of popular IQ tests occur and can be used as tools forjudging others. .u8ad1e3d433dfdd418976cff1925bfcbf , .u8ad1e3d433dfdd418976cff1925bfcbf .postImageUrl , .u8ad1e3d433dfdd418976cff1925bfcbf .centered-text-area { min-height: 80px; position: relative; } .u8ad1e3d433dfdd418976cff1925bfcbf , .u8ad1e3d433dfdd418976cff1925bfcbf:hover , .u8ad1e3d433dfdd418976cff1925bfcbf:visited , .u8ad1e3d433dfdd418976cff1925bfcbf:active { border:0!important; } .u8ad1e3d433dfdd418976cff1925bfcbf .clearfix:after { content: ""; display: table; clear: both; } .u8ad1e3d433dfdd418976cff1925bfcbf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8ad1e3d433dfdd418976cff1925bfcbf:active , .u8ad1e3d433dfdd418976cff1925bfcbf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8ad1e3d433dfdd418976cff1925bfcbf .centered-text-area { width: 100%; position: relative ; } .u8ad1e3d433dfdd418976cff1925bfcbf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8ad1e3d433dfdd418976cff1925bfcbf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8ad1e3d433dfdd418976cff1925bfcbf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8ad1e3d433dfdd418976cff1925bfcbf:hover .ctaButton { background-color: #34495E!important; } .u8ad1e3d433dfdd418976cff1925bfcbf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8ad1e3d433dfdd418976cff1925bfcbf .u8ad1e3d433dfdd418976cff1925bfcbf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8ad1e3d433dfdd418976cff1925bfcbf:after { content: ""; display: block; clear: both; } READ: Trifles EssayIQ tests are not good indicators for a persons overall intelligence,but as their use has shown, they are extremely helpful in makingpredictions about how a person will perform in an academic setting. Perhaps the problem comes in the name intelligence tests when it isobvious this is not what they really are. The modern IQ test definitelyhas its applications in todays society but should be be used toquantify a persons overall intelligence by any means. Psychology

Breaking Down the Multicultural Barriers in the Classroom

Breaking Down the Multicultural Barriers in the Classroom Free Online Research Papers This article provides a detailed lesson plan, which helps students from diverse backgrounds to assimilate in the classroom. It also provides students with opportunities to demonstrate written and oral communication skills. The teacher collects the written work, which is then used as a guideline for any remedial action that is needed to assist students with communication skills development. Teachers may follow the directions or adapt them to their teaching situation. General Directions The first step in working within the group process involves students from different cultural backgrounds and disciplines sharing common interests and developing confidence in oral presentation before a group (Alsop, 2002). The assignment, an ‘icebreaker’, occurs during the first tutorial meeting. At the beginning of the class the students are informed that since they will be together for a semester, it would be of interest for members of the class to know something about other members. Students have 15 minutes to complete the questions and are then informed that they will have five minutes to stand and tell the class a few things about themselves. Well, if the subject was not mandatory, students would bolt en masse at the first instance. So amid much grumbling, frowning, and ‘evil eye’ directed at the teacher, the task is completed. Using a stopwatch, keep a record of presentation times. To the students’ surprise they find that when talking about an interesting subject, namely themselves, that five minutes was nowhere near enough time to say everything they have to say. It is very important that you do not stop students during this initial presentation because they might feel intimidated and unresponsive during other presentations. Depending on class size, allow eight minutes per student per presentation. As students begin presentations keep a record of where they and their parents were born. At the end of the session tally the responses and share these with the students. In a 2004 survey conducted in Marketing Principles, a first-year subject, it was found that although 80% of students were born in Australia, 58% of parents were born overseas representing twenty-two countries (Ryan, 2004). These results seem to indicate that for many students English is a second language in the home environment even though they are Australian citizens. When the answers to the ‘Getting To Know You’ exercise were tabulated, it was found that 16 per cent of students stated public speaking as one of their greatest fears, 14 per cent were concerned with failure in general as they see themselves as perfectionists, and 7 per cent were worried that they would not find employment after graduation. These results seem to indicate that students lack confidence in interpersonal communication skills and are worried about their lack of skills. At the end of the class session collect the students ‘Getting to Know You’ forms. These will enable you to evaluate students’ communication competency and to target students needing assistance. This is a substantial benefit to both you and the student in that help will be provided early in the semester instead of waiting until end-of-semester projects are submitted when no help is available. The benefits of this exercise are that students overcome their fears of speaking before a group. Even though students come from culturally diverse backgrounds they become aware of shared common interests; so in effect individual students now become involved in the first step in working within the group process (Clark, 2004). The materials needed for the activity are listed below. Student Handout Getting To Know You Instructional Aids Overhead Projector and Transparencies Screen Student Handout Stopwatch Performance Objectives Teacher: 1. Identify students with verbal communication skills problems. 2. Identify students with grammar, spelling, and punctuation problems. Students: 1. Develop awareness of students from different cultural backgrounds and disciplines that share common interests. 2. Demonstrate the ability to organise their thoughts and write in a concise, yet interesting manner. 3. Develop confidence in oral presentation before a small group. Lesson Plan â€Å"Today’s universities are truly multicultural and global in nature in that students may come from as many as ninety or more ethnic backgrounds representing many countries.† Preview â€Å"Since many of the activities in this class call for teamwork, today you will have the opportunity to become acquainted with members of the class by answering questions and telling others about yourself. It is difficult to work effectively as a group if the group members do not know each other well and are not aware or each other’s strengths and weaknesses, styles of working, past experiences, attitudes, and the like. Thus, the first task of most new groups is to get to know one another.† (Bertalan, 2004). â€Å"Your first assignment is an ‘icebreaker’. Since we will be together for a semester, it would be of interest for members of the class to know something about you (Bertalan, 2004). To make this an easy task, here is a list of questions. You have fifteen minutes to answer the questions and then you will have five minutes to stand and tell the class a few things about yourself (Steeler, Torres Laughlin, 2004). At the end of the class you will submit your answers so that I can learn a little about you as well.† Summary â€Å"This exercise has created awareness that even though you are from different cultural backgrounds and disciplines you share common interests (Gewertz, 2004; Quezada Romo, 2004). It has also helped you to organise your thoughts and write in a concise, yet interesting manner. But, probably most important to you, is that it helped you to develop confidence in oral presentation before a small group.† Student Handout Getting To Know You Name: .. Day: .. Time: . Major: Full/Part-time: .. Student ID: . Gender: . Age: .. In essay form, answer the following questions. 1. Where were you born? 2. If born outside of Australia, how long have you lived in Australia? 3. Where were your parents born? Father . Mother .. 4. a. Are you working? b. Where? c. What type of job? d. How long have you worked for the company? e. What other jobs have you held? 5. What are your favourite hobbies? 6. Do you participate in sports? Which ones? 7. What type of books do you like to read? 8. What do you like to do in your spare time? 9. What was one of the most exciting events in your life? 10.What is one of your biggest fears? 11. What type of job do you hope to find after graduation? 12.What is your favourite holiday? 13.What type of music or groups do you like? 14. What is your favourite food? References Allen, J. and Hermann-Wilmarth J. (2004) ‘Cultural construction zones’ in Journal of Teacher Education, 55 (3) (May/June): 214. Alsop, R. (2002) ‘The Top Business Schools (A Special Report)- Playing Well With Others: Recruiters say the ‘soft’ skills- such as leadership, communication and the ability to work in teams- are just as important as the hard stuff; And a lot harder to teach’ in Wall Street Journal,(9 September): R.11. Banks, J.A. (2004) ‘Teaching for Social Justice, Diversity, and Citizenship in a Global World) in The Educational Forum, 68 (4) (Summer): 296 Bertalan, J. (2004) ‘Student Diversity Projects’ in Multicultural Education, 11 (3) (Spring): 45-48. Bhargava, A., Hawley, L.D., Scott, C.L., Stein, M. and Phelps, A. (2004) ‘An investigation of students’ perceptions of multicultural education experiences in a school of education’ in Multicultural Education, 22 (4) (Summer): 18-22. Clark, C. (2004) ‘Diversity Initiatives in Higher Education’ in Multicultural Education, 11 (3) (Spring): 50-54. Gewertz, C. (2004) ‘Mixed Messages’ in Education Week, 23 (31) (April): 36-40. Golemon, P. (2003) ‘Communicating in the intercultural classroom’ in IEEE Transactions on Professional Communication, 46 (3) (September): 231. Hannon, K. (2003) ‘The graduate’ in ASEE Prism, 12 (9) (May/June): 16. Hernandez Sheets, R. (2003) ‘Cultural Experiences of Teachers of Diverse Populations in Multicultural Education, 11 (1) (Fall): 58. Jackson, M.G. (2003) ‘Internationalising the university curriculum’ in Journal of Geography in Higher Education, 27 (3) (November): 325. Jones, W.H. (2003) ‘Over the wall: Experiences with multicultural literacy’ in Journal of Marketing Education, 25 (3) (December): 231. Lau, L.K. (2003) ‘Institutional factors affecting student retention’ in Education, 124 (1) (Fall): 126. Ludlum, M. and Mascaloinov, S. (2004) ‘Right and Wrong and Cultural Diversity: Replication of the 2002 NAS/Zogby Poll on Business Ethics’ in Journal of Education for Business, 79 (5) (May/June): 294-298. McInnis, C. (2003) ‘From Marginal to Mainstream Strategies: responding to student diversity in Australian universities’ in European Journal of Education, 38 (4) (December): 387-401. Occupational Outlook Quarterly (2002) ‘Futurework: Trends and challenges for work in the 21st century’ 44, (2) (Summer): 31-36. Office of Planning and Quality (2004) ‘Strategic Plan 2002-2005 College of Law and Business’ Australia: University of Western Sydney. Pewawardy, C. (2003) ‘100 defensive tactics and attributions: Dodging the dialog on cultural diversity’ in Multicultural Education 11 (1) (Fall): 23. Quezada, R. and Romo, J. J. (2004) ‘Multiculturalism, Peace Education Social Justice in Teacher Education’ in Multicultural Education, 11 (3) (Spring): 2-11. Ryan, A.E. (2004) ‘Getting to Know You’ Unpublished raw data, School of Marketing and International Business. Australia: University of Western Sydney. Shaw, J. (2004) ‘A fair go for all? The impact of intragroup diversity and diversity-management skills on student experiences and outcomes in team-based class projects’ in. Journal of Management Education, 28 (2) (April): 139-160. Sleeter, C., Torres, M.N. and Laughlin, P. (2004) ‘Scaffolding Conscientization Through Inquiry in Teacher Education’ in Teaching Education Quarterly, 31 (1) (Winter): 81. Wilson, A. (2004) ‘Windows to the World’ in Voices From the Middle, 12 (1) (September): 23-25. Research Papers on Breaking Down the Multicultural Barriers in the ClassroomStandardized TestingPersonal Experience with Teen PregnancyHip-Hop is ArtAssess the importance of Nationalism 1815-1850 EuropeEffects of Television Violence on ChildrenBionic Assembly System: A New Concept of SelfTrailblazing by Eric AndersonPETSTEL analysis of IndiaHarry Potter and the Deathly Hallows EssayRelationship between Media Coverage and Social and

Caesars Gallic Wars and Vercingetorix

Caesar's Gallic Wars and Vercingetorix One of Gauls most colorful historical figures is Vercingetorix, who acted as war chief for all the Gallic tribes who were trying to throw off the Roman yoke during the Gallic Wars. Vercingetorix and Caesar are the main figures in Book VII of De Bello Gallico, Caesars narrative about his wars in Gaul, although the Roman allies, the Aedui, also play a large role. This period of revolt follows the earlier Gallic battles at Bibracte, Vosges, and Sabis. By the end of Book VII Caesar has put down the Gallic revolt. The following is a summary of Book VII of De Bello Gallico, with some explanatory notes. Vercingetorix, son of Celtillus, a member of the Gallic tribe of Arverni, sent ambassadors out to Gallic tribes not yet allied with him asking them to join him in his endeavor to get rid of the Romans. By peaceful means or by attacking, he added troops from the Gallic tribes of the Senones (the tribe connected with the band of Gauls responsible for the sack of Rome in 390 B.C.), Parisii, Pictones, Cadurci, Turones, Aulerci, Lemovice, the Ruteni, and others to his own armed forces. Vercingetorix had used the Roman system of demanding hostages to ensure loyalty and ordered a levy of troops from each of these groups. He then took supreme command. He tried to ally the Biturgies, but they resisted and sent ambassadors to the Aedui for help against Vercingetorix. The Biturgies were dependents of the Aedui and the Aedui were allies of Rome (Brothers and Kinsmen of the Roman People 1.33). The Aedui started to help but then turned back perhaps because, as they said, they suspected the Biturgi es of complicity with the Arverni. Perhaps because they lacked the support of the Aedui, the Biturgies gave in to Vercingetorix. It is possible the Aedui already planned to revolt against Rome. When Caesar heard about the alliance, he realized it was a threat, so he left Italy and set out for Transalpine Gaul, a Roman province since 121 B.C., but he didnt have his regular army, although he did have some German cavalry and troops he had in Cisalpine Gaul. He had to figure out how to reach the main forces without putting them in danger. Meanwhile, Vercingetorix ambassador, Lucterius, continued to gain allies. He added the Nitiobriges and Gabali and then headed to Narbo, which was in the Roman province of Transalpine Gaul, so Caesar headed to Narbo, which made Lucterius retreat. Caesar changed his direction and advanced into the territory of the Helvii, then on to the borders of the Arverni. Vercingetorix marched his troops there in order to defend his people. Caesar, no longer able to do without the rest of his forces, left Brutus in command while he went to Vienna where his cavalry was stationed. Next stop was the Aedui, one of Romes main allies in Gaul, and where two of Cae sars legions were wintering. From there, Caesar sent word to the other legions of the danger presented by Vercingetorix, ordering them to come to his assistance ASAP. Vellaunodunum When Vercingetorix learned what Caesar was doing, he headed back to the Biturgies and then to the non-allied Boiian town of Gergovia in order to attack it. Caesar sent ahead messages to the Boii to encourage them to resist. Heading towards the Boii, Caesar left two legions at Agendicum. En route, at the Senones town of Vellaunodunum, Caesar decided to attack so there wouldnt be an enemy on his heels. He also figured he would take the opportunity to gain provisions for his troops. Especially during the winter when there was little to forage, having food could decide the outcome of a battle. Because of this, allied towns that werent potential enemies at ones back might still be destroyed to make sure the enemy army starved or retreated. This is what Vercingetorix would soon develop as one of his main policies. After Caesars troops surrounded Vellaunodunum, the town sent out their ambassadors. Caesar ordered them to surrender their weapons and to bring out their cattle and 600 hostages. With arrangements made and Trebonius left in charge, Caesar set out for Genabum, a Carnute town that had been preparing to send troops to help Vellaunodum fight, Caesar. The Romans pitched camp and when the townspeople tried to escape at night via a bridge across the Loire River, Caesars troops took possession of the town, pillaged and burned it, and then headed across the Loire bridge into the Biturgies territory. Noviodunum This move prompted Vercingetorix to stop his siege of Gergovia. He marched towards Caesar who was beginning a siege of Noviodunum. Noviodunum ambassadors begged Caesar to pardon them and spare them. Caesar ordered their weapons, horses, and hostages. While Caesars men went into town to gather up the arms and horses, Vercingetorix army appeared on the horizon. This inspired the people of Noviodunum to take up arms and shut the gates, backing down from their surrender. Since the people of Noviodunum were going back on their word, Caesar attacked. The town lost a number of men before the town surrendered again. Avaricum Caesar then marched to Avaricum, a well-fortified town in the Biturgies territory. Before responding to this new threat, Vercingetorix called a war council, telling the other leaders that the Romans must be kept from getting provisions. Since it was winter, foraged provisions were hard to come by and the Romans would have to leave. Vercingetorix suggested a scorched-earth policy. If a property lacked a good defense it would be burned. In this way, they destroyed 20 of their own Biturgies towns. The Biturgies begged that Vercingetorix not burn their noblest city, Avaricum. He relented, reluctantly. Vercingetorix then set up camp 15 miles from Avaricum and whenever Caesars men went foraging at a distance, some of Vercingetorix men attacked them. Caesar meanwhile built towers but could not build a wall around the city, as he would have wished, because it was enclosed by rivers and marshes. Caesar besieged the town for 27 days building towers and walls while the Gauls built countering devices. The Romans finally had success with a sudden attack, which frightened many of the Gauls into flight. And so, the Romans entered the town and massacred the inhabitants. About 800 in Caesars reckoning escaped to reach Vercingetorix. Caesars troops found ample provisions, and by this time winter was almost over. Vercingetorix was able to calm the other leaders despite all the recent disasters. Especially in the case of Avaricum, He could say the Romans didnt defeat them by valor but by a new technique the Gauls hadnt seen before, and besides, he might have said, he had wanted to torch Avaricum but had only left it standing because of the pleas of the Biturgies. The allies were appeased and supplied Vercingetorix with replacement troops for those he had lost. He even added allies to his roster, including Teutomarus, the son of Ollovicon, the king of the Nitiobriges, who was a friend of Rome on the basis of a formal treaty (amicitia). Aeduan Revolt The Aedui, Romes allies, came to Caesar with their political problem: their tribe was led by a king who held power for a year, but this year there were two contenders, Cotus and Convitolitanis. Caesar was afraid that if he didnt arbitrate, one side would turn to Vercingetorix for support of its cause, so he stepped in. Caesar decided against Cotus and in favor of Convitolitanis. He then asked the Aedui to send him all their cavalry plus 10,000 infantry. Caesar split his army and gave Labienus 4 legions to lead north, towards the Senones and Parisii while he led 6 legions into Arverni country towards Gergovia, which was on the banks of the Allier. Vercingetorix broke down all bridges over the river, but this proved only a temporary set-back for the Romans. The two armies pitched their camps on opposite banks and Caesar rebuilds a bridge. Caesars men headed to Gergovia. Meanwhile, Convictolitanis, the man Caesar had chosen to be king of the Aedui, treacherously conferred with the Arverni, who told him that the Aeduans holding out was preventing the allied Gauls from being victorious against the Romans. By this time the Gauls realized their freedom was at stake and having the Romans around to arbitrate and help them against other invaders meant the loss of freedom and heavy demands in terms of soldiers and supplies. Between such arguments and bribes made to the Aedui by the allies of Vercingetorix, the Aedui were convinced. One of those in on the discussion was Litavicus, who was put in charge of the infantry being sent to Caesar. He headed towards Gergovia, providing protection for some Roman citizens on the way. When they were near Gergovia, Litavicus riled up his troops against the Romans. He falsely claimed the Romans had killed some of their favorite leaders. His men then tortured and killed the Romans under their protection. Some rode off to th e other Aeduan towns to convince them to resist and avenge themselves on the Romans, as well. Not all Aeduans agreed. One in the company of Caesar learned of Litavicus actions and told Caesar. Caesar then took some of his men with him and rode to the army of the Aedui and presented to them those very men they thought the Romans had killed. The army lay down its arms and submitted themselves. Caesar spared them and marched back towards Gergovia. Gergovia When Caesar finally reached Gergovia, he surprised the inhabitants. At first, all was going well for the Romans in the conflict, but then fresh Gallic troops arrived. Many of Caesars troops did not hear when he called for a retreat. Instead, they continued to fight and try to plunder the city. Many were killed but they still did not stop. Finally, ending the days engagement, Vercingetorix, as the victor, called off the fight for the day when new Roman legions arrived. Adrian Goldsworthy says an estimated 700 Roman soldiers and 46 centurions were killed. Caesar dismissed two important Aeduans, Viridomarus and Eporedorix, who went to the Aeduan town of Noviodunum on the Loire, where they learned that further negotiations were being made between the Aeduans and the Arvernians. They burned the town so the Romans couldnt feed themselves from it and began to build up armed garrisons around the river. When Caesar heard of these developments he thought he should put down the revolt quickly before the armed force grew too large. This he did, and after his troops had surprised the Aeduans, they took the food and cattle they found in the fields and then marched off to the territory of the Senones. Meanwhile, other Gallic tribes heard of the revolt of the Aedui. Caesars very competent legate, Labienus, found himself surrounded by two newly rebelling groups and so needed to move out his troops by stealth. The Gauls under Camulogenus were tricked by his maneuvers and then defeated in a battle where Camulogenus was slain. Labienus then led his men to join Caesar. Meanwhile, Vercingetorix had thousands of cavalry from the Aedui and Segusiani. He sent other troops against the Helvii whom he defeated while he led his mena and allies against the Allobroges. To deal with Vercingetorix attack against the Allobroges, Caesar sent for cavalry and light-armed infantry help from the Germanic tribes beyond the Rhine. Vercingetorix decided the time was right to attack the Roman forces whom he judged to be inadequate in number, as well as encumbered with their baggage. The Arverni and allies divided into three groups to attack. Caesar divided his troops in three, too, and fought back, with the Germans obtaining a hilltop formerly in Arverni possession. The Germans pursued the Gallic enemy to the river where Vercingetorix was stationed with his infantry. When the Germans started to kill the Averni, they fled. Many of Caesars enemies were slaughtered, Vercingetorix cavalry was routed, and some of the tribal leaders were captured. Alesia Vercingetorix then led his army to Alesia. Caesar followed, killing those he could. When they reached Alesia, the Romans surrounded the hilltop city. Vercingetorix sent out mounted troops to go to their tribes to round up all those old enough to bear arms. They were able to ride through the places where the Romans hadnt yet completed their fortification. The fortifications were not just a means to contain those within. The Romans put torturous devices on the outside that could injure an army pressing against it. The Romans needed some to gather timber and food. Others worked on building the fortifications, which meant Caesars troop strength was diminished. Because of this, there were skirmishes, although Vercingetorix was waiting for Gallic allies to join him before a full-fledged fight against Caesars army. The Arvernian allies sent fewer than asked, but still, a great number of troops, to Alesia where they believed the Romans would easily be defeated by the Gallic troops on two fronts, from within Alesia and from those newly arriving. The Romans and Germans stationed themselves both inside their fortifications to fight those in the city and outside to fight the newly arriving army. The Gauls from outside attacked at night by throwing things from a distance and alerting Vercingetorix to their presence. The next day the allies came closer and many were injured on the Roman fortifications, so they withdrew. The next day, the Gauls attacked from both sides. A few Roman cohorts left the fortifications and circled round to the rear of the outer enemy whom they surprised and slaughtered when they tried to flee. Vercingetorix saw what had happened and gave up, surrendering himself and his weapons. Later Vercingetorix would be displayed as a prize in Caesars triumph of 46 B.C. Caesar, generous to the Aedui and Arverni, distributed Gallic captives so that every soldier throughout the army received one as plunder. Source: The Gallic Menace in Caesars Propaganda, by Jane F. Gardner Greece Rome  © 1983.

Negotiation plan Essay Example | Topics and Well Written Essays - 1000 words

Negotiation plan - Essay Example However, the Union still needs to agree on the matter concerning the wage increases during the existence of the agreement (Guasco, 2007). This matter is very important to the workers, as it one way or the other shall determine their productivity and effectiveness. The union requests an award for the workers that will help cover the past 3% inflation and a 2% salary increment for previous contributions towards productivity. The union requires the agreed disbursements made right after the agreement commences, and not on any conditions whatsoever (Bond, 1999). The union workers will be more than willing to look into productive bonuses in addition to this increment, as long as it agrees to measures of productivity. Where a mistake come from one individual, the rest workers should not suffer. The union demands an even distribution of bonuses to all hourly paid employees (Guasco, 2007). The workplace Arrangements It is important and right of the workers to attend premium training when they get the need to progress, and not when there is a vacancy in the company. When employees who reach a higher level that demands a higher salary cannot find a position within the company, an allowance for such training is to be awarded which, is a half the difference between the grade they trained for, and the one they are now in. The trained employees are would promoted, before advertisement is considered whenever there is a higher vacancy in the company. Hours Roster, Shifts and Overtime Implications The workers union has set forth these three working arrangement options, a shift pattern, making one work for 76 hours over two weeks. There is also a monthly arrangement cycle of 152 hours, or an annual cycle of 1976 hours. An employee should work for an average of 8 hours overtime weekly on summer and at least two in the winter. The union demands that the company rewards the overtime hours double the amount paid on normal hours and compensation arranged to the employees who in some c ases might find themselves sitting in for others, hence breaking the usual roosters routine. The Duration of the Agreement The workers union intends to make this the only negotiation they would have with the Dairy Company, where proper assessments are required to make sure that no contradicting loopholes left through successive plans such as in the case of future salary increments. This will see an improvement in the productivity of the employees via time conservation. It will also convince the employers that the hearts of the workers are at what they do, and not for destruction of the firm in any way. Workplace committee The Union will take the workplace committee as a consultative body since as said in the above point; this is a onetime negotiation only. The committee formed from the collaboration of the employers and the employees will only be set to resolve any arising issues within the company, and act as a uniting code between the workers and the company. The Union understands that other light issues also need redress, but since the agreement is a unifying dialogue leaves them open for employers suggestions. Such concerns are sick-offs and day-offs (Eden, 2010). The workers intend to build a relationship with the Dairy Company, and that is why the employers have a room to air their views on some issues. The Union, therefore, resolves on adopting the integrative