The Ability For An Educator - 1386 Words

The ability for an educator to produce a safe learning environment should not take years of chaos and turmoil to find solutions to behavior problems in the classroom. The availability of researched based information found on the internet is only seconds away. Professional learning communities are available to assist in such matters, yet persistent discipline problems end careers for many young teachers. Polat, Kaya, and Akdag (2013) stated teachers new to the education system leave the profession within their first three years of employment. What can be done to stop the outflow of educators leaving the field as the inflow of students continues to increase? Educators must be reflective teachers in order to change practices that fall short†¦show more content†¦I believe the improvement of my students is attributed to the improvement of my skills in the above-mentioned areas of classroom management. Even though improvement has been made, there is still more work to be done. Two areas that need improvement deal with peer mediation techniques and forming successful partnerships with parents. The first seldom happens and the latter happens with less frequency I had hoped for in finding support for student learning and behavior. One example where peer mediation would be effective is conflict between students arising from something done or said to them. For instance, a child approached me to say someone hit them when in fact the other child was trying to remove a bug off the accusers back. This misunderstanding or miscommunication consumes time away from instruction and does not empower children to solve conflicts correctly on their own. Another area I want to focus on is establishing more partnerships with parents. Even though I did establish a handful of partnerships by e-mailing parents activity pictures of their child throughout the year, I feel much more can be accomplished. The quality of such a relationship as reported by Gurland and Evangelista (2015) predicts the outcome of future achievements. Thus, the following are SMART goals created to strengthen the areas pertaining to peer mediation and parent relationships. By September 5, 2016,

Social Media And Camera Ready Cell Phones During World War...

Most people in the United States would say that the ability to adapt is simply a part of the American way of life. Americans have always relied on this trait since the early days of British colonization to present times. It can be demonstrated in all facets of life. Adaptability was the reason the old frontier was populated; people adjusted to the unfamiliar climates, conditions, and landscapes. New immigrants were able to adapt to the culture and thrive in the United States, and they continue to. Americans adapted to the threat of the enemy during World War II and needed to accustom themselves to a life full of restrictions on their day-to-day activities. In the military, soldiers adapt to a new way of thinking in order to allow themselves to become warriors. Currently, Americans must adapt to a life lived in view of everyone with the use of social media and camera-ready cell phones. Throughout the course of American history and into our present times, American citizens have depende d on their ability to adapt, whether it be mentally, physically, and/or emotionally. It was imperative that citizens were adaptable in the past, and it continues to be so today. The adaptability trait is not only necessary to survive, but it is also an important factor to prosper, as the life of Louie Zamperini demonstrates. In Laura Hillenbrand’s bestselling biography, Unbroken, she tells the story of Louie Zamperini. Louie was branded several diverse labels during his life: he was a thief, anShow MoreRelatedAmerican Culture And The American World War II Essay1423 Words   |  6 PagesAmerican culture and thrive in the United States. Americans adapted to the threat of the enemy during World War II and had to acclimate to a life full of restrictions in their day to day activities. In the military, soldiers must adapt to a new way of thinking to allow themselves to become warriors. 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Hamlet Faking Madness Essay Example For Students

Hamlet Faking Madness Essay I am but mad north-north-west: when the wind is southerly I know a hawkfrom a handsaw (II.ii.376-7). This is a classic example of the wildand whirling words (I.v.134) with which Hamlet hopes to persuade people tobelieve that he is mad. These words, however, prove that beneath his anticdisposition, Hamlet is very sane indeed. Beneath his strange choice ofimagery involving points of the compass, the weather, and hunting birds, he isannouncing that he is calculatedly choosing the times when to appear mad. Hamletis saying that he knows a hunting hawk from a hunted handsaw orheron, in other words, that, very far form being mad, he is perfectly capable ofrecognizing his enemies. Hamlets madness was faked for a purpose. He warned hisfriends he intended to fake madness, but Gertrude as well as Claudius sawthrough it, and even the slightly dull-witted Polonius was suspicious. Hispublic face is one of insanity but, in his private moments of soliloquy, throughhis confidences to Horatio, and in his careful plans of action, we see that hismadness is assumed. After the Ghosts first appearance to Hamlet, Hamlet decidesthat when he finds it suitable or advantageous to him, he will put on a mask ofmadness so to speak. He confides to Horatio that when he finds the occasionappropriate, he will put an antic disposition on (I.v.173). Thisstrategy gives Hamlet a chance to find proof of Claudiuss guilt and tocontemplate his revenge tactic. Although he has sworn to avenge his fathersmurder, he is not sure of the Ghosts origins: The spirit that I have seen/ May be the devil (II.ii.596-7). He uses his apparent madness as adelaying tactic to buy time in which to discover whether the Ghosts tale ofmurder is true and to decide how to handle the situation. At the same time, hewants to appear unthreatening and harmless so that people will divulgeinformation to him, much in the same way that an adult will talk about animportant secret in the presence of a young child. To convince everyone of hismadness, Hamlet spends many hours walking back and forth alone in the lobby,speaking those wild and whirling words which make little sense onthe surface but in fact carry a meaningful subtext. When asked if he recognizesPolonius, Hamlet promptly replies, Excellent well; you are afishmonger (II.ii.172). Although the response seems crazy since afish-seller would look completely unlike the expensively dressed lord Polonius,Hamlet is actually criticizing Polonius for his management of Ophelia, sincefishmonger is Elizabethan slang for pimp. He playsmind-games with Polonius, getting him in crazy talk to agree first that a cloudlooks like a camel, then a weasel and finally a whale, and in a very sane aside,he then comments that they fool me to the top of my bent(III.ii.375). Although he appears to have lost touch with reality, he keepsreminding us that he is not at all far gone, far gone (II.ii.187) asPolonius claims, but is in fact very much in command of himself and thesituation. With his rantings and ravings and his seemingly useless pacing of thelobby, Hamlet manages to appear quite mad. The nave and trusting Opheliabelieves in and is devastated by what she sees as his downfall: O, what anoble mind is here oerthrown! / . . . The expectancy and rose of the fair state/ . . . quite, quite down! (III.i.152,4,6). Rosencrantz and Guildensternare also fully convinced. They are Hamlets equals in age but are far inferiorin intellect and therefore dont understand that he is faking. However, althoughHamlet manages to convince these simple friends and Ophelia of his insanity,other characters in the play such as Claudius, Gertrude and even Poloniuseventually see through his behavior. Claudius is constantly on his guard becauseof his guilty conscience and he therefore recognizes that Hamlet is faking. Theking is suspicious of Hamlet from the very beginning. He denies Hamletpermission to return to university so that he can keep an eye on him close by. .u2162a7909d6c76d9e9433157793680fd , .u2162a7909d6c76d9e9433157793680fd .postImageUrl , .u2162a7909d6c76d9e9433157793680fd .centered-text-area { min-height: 80px; position: relative; } .u2162a7909d6c76d9e9433157793680fd , .u2162a7909d6c76d9e9433157793680fd:hover , .u2162a7909d6c76d9e9433157793680fd:visited , .u2162a7909d6c76d9e9433157793680fd:active { border:0!important; } .u2162a7909d6c76d9e9433157793680fd .clearfix:after { content: ""; display: table; clear: both; } .u2162a7909d6c76d9e9433157793680fd { 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; } .u2162a7909d6c76d9e9433157793680fd:active , .u2162a7909d6c76d9e9433157793680fd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2162a7909d6c76d9e9433157793680fd .centered-text-area { width: 100%; position: relative ; } .u2162a7909d6c76d9e9433157793680fd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2162a7909d6c76d9e9433157793680fd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2162a7909d6c76d9e9433157793680fd .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; } .u2162a7909d6c76d9e9433157793680fd:hover .ctaButton { background-color: #34495E!important; } .u2162a7909d6c76d9e9433157793680fd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2162a7909d6c76d9e9433157793680fd .u2162a7909d6c76d9e9433157793680fd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2162a7909d6c76d9e9433157793680fd:after { content: ""; display: block; clear: both; } READ: Enuresis Essay When Hamlet starts acting strangely, Claudius gets all the more suspicious andsends Rosencrantz and Guildenstern to spy on him. Their instructions are todiscover why Hamlet is pretending to be mad: And can you, by no drift ofcircumstance, / Get from him why he puts on this confusion, my italics /Grating so harshly all his days of quiet / With turbulent and dangerouslunacy (III.i.1-4). The reason Claudius is so reluctant to believe thatOphelias rejection has caused Hamlets lunacy is that he doesnt believe in hismadness at all. When Claudius realizes through the play-within-the-play thatHamlet knows the truth about his fathers death, he immediately sends him awayto England. The prevailing piece of evidence demonstrating Claudiuss knowledgeof Hamlets sanity is the fact that he feels threatened enough by Hamlet toorder him killed by the king of England: For like the hectic in my bloodhe rages, / And thou must cure me: till I know tis done, / Howeer my haps, myjoys were neer begun (IV.ii i.67-9). In the scene in his mothers bedroom,Hamlet tells Gertrude that his insanity is assumed: It is not madness /I have utterd: bring me to the test, / And I the matter will reword, whichmadness / Would gambol from (III.iv.143-6), but even without hisconfirmation, the queen has seen through his act. While Hamlet is reprimandingher, she is so upset that she describes his words as daggers(III.iv.98) and claims, Thou hast cleft my heart in twain(III.iv.158). The words of a madman could not have penetrated her soul to suchan extent. The queen takes every word Hamlet says seriously, proving sherespects him and believes his mind to be sound. Furthermore, she believesHamlets confession of sanity immediately. She does not question him at all butinstead promises to keep it her secret. I have no life to breathe / Whatthough hast said to me (III.iv.200-1). Even Polonius can see that Hamlethas not completely lost touch with the world. Although he frequently misses themeanings of Hamlets rem arks and insults, he does recognize that they make somesense. After a confusing conversation with Hamlet he remarks, Though thisbe madness, yet there is method int (II.ii.205). When his theory ofrejected love proves wrong, he becomes very suspicious of Hamlets behavior andoffers to test it by hiding behind the arras in Gertrudes bedroomso that he can listen in on Hamlets private conversation with his mother. Poloniuss suspicions about the legitimacy of Hamlets madness lead to his deathwhen Hamlet stabs the arras in the mistaken belief that theeavesdropper is Claudius. Hamlets soliloquies, his confidences to Horatio, andhis elaborate plans are by far the most convincing proof of his sanity. Throughout the play, Hamlets soliloquies reveal his inner thoughts which arecompletely rational. In one such speech, Hamlet criticizes himself for nothaving yet taken action to avenge his fathers murder: O what a rogue andpeasant slave am I / . . . the son of the dear murderd, / Prompted to myrevenge by heaven and hell, / Must, like a whore, unpack my heart withwords (II. ii. 545, 581-3). Hamlet calls himself a dull and muddy-mettledrascal (II.ii.563), a villain and a coward, but when he realizes that hisanger doesnt achieve anything practical other than the unpacking of his heart,he stops. These are not the thoughts of a madman; his emotions are real and histhoughts are those of a rational man. Even when he contemplates suicide in theto be or not to be soliloquy, his reasons himself out of it througha very sane consideration of the dangers of an unknown afterlife: And thusthe native hue of resolution / Is sicklied oer with the pale cast ofthought (III.i. 85-6). A further important p roof of his sanity is howpatiently he devises plans to prepare for his revenge. As he explains toHoratio, his antic disposition is a device to test his enemies. Hismounting of the play-within-the-play is another well-laid plan to trap Claudiusinto admitting guilt: The plays the thing / Wherein Ill catch theconscience of the king (II.ii.602-3) and even when the play brings himconcrete proof, he is careful not to rush to take his revenge at the wrongmoment. He could easily kill Claudius while he is praying but restrains himselfso that there is no chance of Claudiuss entering heaven. Although Hamletspatience can be seen as an example of his procrastination, I think that it israther a sign of rationality. Hamlet shows himself perfectly capable of action,as well as of rational thought, in escaping the kings armed guard, dispatchingRosencrantz and Guildenstern to their deaths in England, dealing with thepirates and making it back to Denmark. In addition, the letter Horatio from himthrough the ambassador bound for England is clear and precise and shows no signsof a befuddled mind. Finally, I am convinced of Hamlets sanity by his verynormal reactions to the people around him. He is perfectly sane, friendly andcourteous with the players, giving them good acting tips which they appreciateand respect. When Polonius and Claudius test the theory of rejected love byloosing Ophelia to him, Hamlet acts completely rationally. He greetsOphelia sweetly, gets a little cold when he remembers that he has not seen herfor this many a day, is very hurt when she returns his remembrances,and becomes completely furious, insulting womankind in general, when she lies tohim about her fathers whereabouts and he realizes he is being spied on. Hereacts the way any hurt young rejected lover would. In the end, it is surprisingthat he is able to keep up the charade of feigning madness for so long, and partof his tragedy is that it doesnt help him anyway; in the end, he avenges hisfather by killin g Claudius not through an act of madness, but as a result ofClaudiuss own treachery. .u76a7a2ebcdb9eaed12c1044f7b03c897 , .u76a7a2ebcdb9eaed12c1044f7b03c897 .postImageUrl , .u76a7a2ebcdb9eaed12c1044f7b03c897 .centered-text-area { min-height: 80px; position: relative; } .u76a7a2ebcdb9eaed12c1044f7b03c897 , .u76a7a2ebcdb9eaed12c1044f7b03c897:hover , .u76a7a2ebcdb9eaed12c1044f7b03c897:visited , .u76a7a2ebcdb9eaed12c1044f7b03c897:active { border:0!important; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .clearfix:after { content: ""; display: table; clear: both; } .u76a7a2ebcdb9eaed12c1044f7b03c897 { 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; } .u76a7a2ebcdb9eaed12c1044f7b03c897:active , .u76a7a2ebcdb9eaed12c1044f7b03c897:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .centered-text-area { width: 100%; position: relative ; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .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; } .u76a7a2ebcdb9eaed12c1044f7b03c897:hover .ctaButton { background-color: #34495E!important; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u76a7a2ebcdb9eaed12c1044f7b03c897 .u76a7a2ebcdb9eaed12c1044f7b03c897-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u76a7a2ebcdb9eaed12c1044f7b03c897:after { content: ""; display: block; clear: both; } READ: Additive Layer Manufacturing for Aerospace Parts EssayShakespeare

The United States At The Paris Peace Conference Essays -

The United States At The Paris Peace Conference The United States at the Paris Peace Conference The First World War had lasting effects on almost every aspect of our society. Empires and monarchies collapsed, democracy began to rise, capitalism was affected, and inflation resulted from the cost of war. It became apparent that an agreement must be reached which would clearly outline the steps necessary to repair the damages done by the war. Even more importantly, a method must be devised which would, in theory, prevent such a horrific war from occurring ever again. The Paris Peace Conference was held in the winter of 1919, predominantly at the infamous Palace of Versailles, and was intended to realize these goals. Twenty-seven nations were present at the Conference, although only four of these countries had a true voice in the matter at hand. These four countries, the Great Powers, were Italy, France, England, and the United States. Represented by Vittorio Orlando, Georges Clemenceau, David Lloyd George, and Woodrow Wilson, respectively, these men held the vast majority of power and influence present at the Conference. President Wilson represented the United States at Versailles. He believed that World War I should end in a treaty based on democracy rather than on politics of power, and he was present to see to it that the Treaty of Versailles was written accordingly. Wilson embodied the success of the democratic, liberal, progressive and nationalistic movements of the past century, and represented what society wished for the future. His idealistic views and goals for the reparation of society were made evident through his presence at the Conference, as well as Blake 2 through the plans that he brought with him. In a talk with newspaperman R.J. Bender of the United Press, Wilson states what is basically his attitude towards the entire conference: ?A statement that I once made that this should be a peace without victory holds more strongly today than ever. The peace that we make must be one in which justice alone is the determining factor.? Wilson demonstrates the visionary approach with which he viewed the Peace Conference precisely in this remark. President Wilson's presence at the conference has been debated from many angles. It was possible, was he not present at the conference, that the Allies would insist on a resolution rooted in force and vengeance between the European countries. Wilson felt that this method would be ineffective in the long run. He believed that only on a peace reached through justice could a stable society be rebuilt. Wilson personally felt that the best way to attain a genuine peace among all countries would be to create a bond of nations that had entered into an agreement to prevent the reoccurrence of such a Great War, although he recognized the likeliness of opposition to his plan. He predicted correctly that there would be a demand for immediate peace terms and a postponement on an association of nations. Because Wilson felt so strongly that his plan was the most sensible and definite way in which to proceed with the Peace Conferences, he felt obligated to be present in Paris. This enabled him to defend his views and thus protect what he felt was in the best interest of the United States. It has been argued that this was not a wise choice for the President. Many say that had he remained in Washington and carried on negotiations through his Commissioners, he would have retained his place as superior and powerful. This would have allowed him to dictate the terms of the treaty as he wished. The fact that he attended the conference resulted in the loss Blake 3 of the position of power that he held. This forced Wilson to submit to the wills of the European countries, many of which harbored feelings of hostility towards the conquered countries. While it seems apparent that the most beneficial move the President could have taken was to remain in the United States, his idealistic belief in the promise of the bond of nations led him to disregard advice and sail to France to secure the Treaty of Versailles. Wilson had extremely specific goals in mind when he departed for France. The 14 Points, which he had written