Pablo Picasso Changed The Way We Look At Art Essays - Pablo Picasso

Pablo Picasso Changed The Way We Look At Art Muldoon 1 Picasso Changed the Way We Look at Art There is no abstract art. You must always start with something. Afterwards you can remove all traces of reality. -Pablo Picasso Picasso had not always been so enlightened with the fact that there was more to art than the eye could see. During the course of his ninety-one year life, Picasso encountered many ideas and people that helped form the wonderfully talented and brilliant artist in history. Picasso was born Pablo Ruiz on October 25th 1881, in Malaga, Spain. His father was a inspiring artist while his mother took care of the house. Picasso had shown a great artistic talent in his early childhood years. At 14 years old, Picasso adopted his mother's less common name. Changing Ruiz to Picasso. Shortly after this event, Picasso had finished his one month qualification exam into the Acadamy of the Arts in Barcelona. The only exceptional thing about this was that Picasso had done this in one day. Picasso stayed with the acadamy for three years, before deciding to move to San Fernando where he would then attend the Acadamy of San Fernando until the turn of the century. Picasso then joined up with the group of aspiring artists. Pablo Picasso was probably the most famous artist of the twentieth century. During his artistic career, which lasted more than 75 years, he created thousands of works, not only paintings but also sculptures, prints, and ceramics, using all kinds of materials. He almost single-handedly created modern art. He changed art more profoundly than any other artist of this century. First famous for his pioneering role in Cubism, Picasso continued to develop his art with a pace and vitality comparable to the accelerated technological and cultural changes of the twentieth century. Each change embodied a radical new idea, and it might be said that Picasso lived several artistic lifetimes. Picasso was born on October 25, 1881, in Malaga, Spain, son of an artist, Jose Ruiz, and Maria Picasso. Rather than adopt the common name Ruiz, the young Picasso took the rarer name of his mother. An artistic prodigy, Picasso, at the age of 14, completed the one-month qualifying examination of the Academy of Fine Arts in Barcelona in one day. From there he went to the Academy of San Fernando in Madrid, returning in 1900 to Barcelona, where he frequented the city's famous cabaret of intellectuals and artists, Els Quatre Gats. The years of 1901 to 1904, known as the blue period because of the blue tonality of Picasso's paintings were a time of frequent changes of residence between Barcelona and Paris. During this period, he would spend his days in Paris studying the masterworks at the Louvre and his nights enjoying the company of fellow artists at cabarets like the Lapin Agile. 1905 and 1906 marked a radical change in color and mood for Picasso. He became fascinated with the acrobats, clowns and wandering families of the circus world. He started to paint in subtle pinks and grays, often highlighted with brighter tones. This was known as his rose period. In 1907, Picasso painted Les Demoiselles d'Avignon, considered the watershed picture of the twentieth century, and met Georges Braque, the other leading figure of the Cubist movement. Cubism was equally the creation of Picasso and Braque and from 1911 to 1913, the two men were in frequent contact. In 1917, Picasso did the set and costume design for Serge Diaghilev's ballet Parade. For Picasso the 1920's were years of rich artistic exploration and great productivity. Picasso continued to design theater sets and painted in Cubist, Classical and Surreal modes. From 1929 to 1931, he pioneered wrought iron sculpture with his old friend Julio Gonzalez. In the early 1930's, Picasso did a large quantity of graphic illustrations. In late April of 1937, the world learned the shocking news of the saturation bombing of the civilian target of Guernica, Spain by the Nazi Luftwaffe. Picasso responded with his great anti-war painting, Guernica. During World War II, Picasso lived in Paris, where he turned his energy to the art of ceramics. From 1947 to 1950, he pursued new methods of lithography. The l950's saw the beginning

Essay Sir Arthur Conan Doyle

Essay Sir Arthur Conan Doyle Essay Sir Arthur Conan Doyle Sir Arthur Conan Doyle Introduction: English literature has many icons. One of these names is Sir Arthur Conan Doyle. The man who created Sherlock Holmes and get famous with it, the following to the essay that is summary of Doyle's life and his career. Main body: In Irish Catholic Family whom they lived in Edinburgh, 22nd May, 1859 Arthur Doyle was born. Family of Doyle was well respected in the Art, his father Charles, was an alcoholic for a long while, his Mother predominately pleased in telling her son outlandish stories. Doyle graduated form Stony Hurst College in 1786. Hi decided to take a medical degree at the University of Edinburgh instead. Doyle met Professor Dr. Joseph Bell, that person who inspired Conan to create his famous character, Sherlock Holmes. Sir started the writing in a short story named (The Mystery of Sasassa Valley). He returned to medical school in 1880. First time working as a doctor, Doyle employed from a medical officer's position abroad the steamship Mayumba, traveling from Liverpool to Africa. Then, stabilized in Plymouth, England for a while, then moved to Portsmouth and opened his first practice. He spent the next few years to organize his medical career, after that he give up the medicine altogether, in order to allocate rest of his life for writing and his faith. In 1885 Doyle married his first wife, Louisa Hawkins, the couple had tow children. Seven years later Louisa was diagnosed with tuberculosis. During the time that

Why was it is necessary to replace GATT 1947 what are the main Essay

Why was it is necessary to replace GATT 1947 what are the main differences between GATT 1947 and the WTO Do you think that the - Essay Example .................................................................... 5 Interim Commission for the International Trade Organisation (1947-1994).......5 Review Session (1950s)....................................................................................... 6 European Economic Community (EEC) (1957).................................................. 6 Multifibre Arrangements (MFA-I through MFA-IV).......................................... 6 The Uruguay Round (1993-1994)....................................................................... 8 Multilateral Investment Agreement (MIA) (1996)............................................... 9 U.S. Corporate Average Fuel Economy .............................................................. 9 Dispute Settlement Body (DSB)............................................................................10 WTO’s Articles III and IV.....................................................................................10 Converting GATT 1947 to WTO Introduction The GATT was formed by states with a decisive idea of the co-operation that was required to promote economic development and modernisation. Even though the idea required an International Trade Organisation (ITO), the GATT was also able to achieve the goals of the original participants.1 It was, to a certain extent, efficient trade-liberalising machinery. The removal of QRs by developed nations in the aftermath of World War II was confined under its control, and excise taxes were cut down considerably.2 Barriers to trade, as of the 1970s, in the form of quotas and tariffs had weakened radically in value3, and governments were beset by the trade-misleading features of other economic strategies. The first five decades of GATT’s existence has a close resemblance to a product’s lifecycle. In the beginning market growth is sluggish, as the public become used to it. This is pursued by a phase of drastic improvement of market productivity and share as the pro duct launches.4 In the developed or third phase, growth stabilises but profits remain elevated. In the last stage profits start to drop. Core marketing theory informs us that by the third phase a company had to create a new product in order to thrive and survive.5 In the case of GATT, the stages of take off and maturity took place in the 1950s and the 1960s.6 This was the time when the greatest development was accomplished in terms of trade liberalisation. The demand for the products of GATT had stabilised by the 1970s.7 An effort was made to branch out into new markets by moving to non-tariff barriers (NTB), but this move was not quite productive. Indecisive strategies were implemented to deal with trade-related national regulations, but development was sluggish.8 The GATT-1947, with the formation of the World Trade Organisation (WTO), was converted into an organisation, and its expanse was considerably enlarged.9 Hence, the important issues to be addressed here are: (1) why was it necessary to replace GATT 1947? (2) What are the main differences between GATT 1947 and the WTO? (3) Is WTO an improvement, if so, why? In addressing these issues it is helpful to analyse briefly several of the major developments that took place in the world economy in the twentieth century. From GATT 1947 to WTO GATT was not officially a global organisation, specifically, an official unit in its own right. GATT is an inter-governmental agreement. Hence, GATT had contracting participants rather than member states.10 This transformed with the formation of an international organisation that governs multilateral contracts concerning trade in goods, trade-related aspects of intellectual property rights (TRIPs), and trade in services (GATS): the WTO.11 The different treaties governed by the WTO are between customs territories

Attention Deficit Hyperactivity Disorder College Research Paper

Attention Deficit Hyperactivity Disorder College - Research Paper Example This methodology is adopted to conduct the study and to collect relevant data from the field work. Both the literature sources and the personal sources mostly out of the literature that is existing is made use of in the field report presented below. ADHD has been found to afflict approximately 5 per cent of the population in most of the countries and is positioned at about 1.7% in UK (Helen Likierman & Valerie Muter 2007). This is largely neurological in nature and is considered as a development disorder. ADHD is lack of growth almost amounting to a deficiency of 40% when compared to their peers. ADHD is a compound term indicating that there is a neurological deficit in paying attention to details as well as there is a hyperactivity disorder. Either or both of them might be present for a person. There is no age limit observed for these illnesses. Study of ADHD starts with simple symptoms that is indicative of the disease the person is experiencing. The Diagnostics and Statistical Manual of Mental Disorders (1994), commonly known as DSM IV, has a definition for ADHD as follows: "A persistent pattern of inattention and/or hyperactivity - impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development. Some hyperactive-impulsive or inattentive symptoms that cause impairment must have been present before age 7 years, although many individuals are diagnosed after the symptoms have been present for a number of years. Some impairment from the symptoms must be present in at least two settings and there must be clear evidence of interference with developmentally appropriate social, academic, or occupational functioning." (p.78) If a person is afflicted by attention deficit, then the symptoms would be as indicated below (Eli Lilly 2006): 1. Attention deficit disorder (ADD) could occur alone or with the hyperactivity disorder. People who are afflicted by ADD display a lack of attentiveness to what is being told to them often. When some one is talking to them, they are found not paying attention to the topic of the discussion. Attention test is normally carried out with the help of the Connor's Continuous Performance Test (CPT). This is carried out on people to identify the extent of attention that is being paid by the individuals (Walker et al. 2000). Continuous Performance Test is also used to measure executive function, psychomotor analysis and arithmetic skills in addition to the attention measures that is commonly done using this test. People who are having ADD generally display a lower attention level as well as most of the other measured parameters. Paying attention is one of the foremost issues faced by the people with ADHD. This results in changed behavioural tendencies of the child. 2. They might find it difficult to pay attention on play things and tasks that they are on. Some of the most commonly found problems

MBA Essay Example | Topics and Well Written Essays - 1250 words

MBA - Essay Example ay that the individual you are arguing with understands the argument; as such, the argument oftentimes will veer more towards the understanding of the two individuals and it will progress more rapidly as points can be understood more succinctly. In this situation the participants may also feel more comfortable to speak without political correctness as the classroom environment contains a diverse selection of the population, of which speaking too bluntly could result in offending someone. Finally, arguing in a work environment requires that the individual pay particular attention to other individual as it’s of particular importance not to offend coworkers or customers in a business situation. 2. When consider perceptions made at work using attribution theory I recognize that in many instances I have attributed my own shortcomings to events such as inadequate training or similar such things in an effort to maintain a positive self-image. Examining selective perception, I believe that having the confidence of my co-workers behind me leads me to believe that I am capable of performing the task at hand, and this confidence actually affects my ability to perform the tasks. I see the halo effect at play with certain individuals; for instance, muscular or attractive individuals are often erroneously perceived as competent in a number of tasks of which they are otherwise not as qualified as others. I see contrast effect when dealing with a confrontation about a certain issue, and then later dealing with another individual about another issue; in these respects, the first issue often effects the perception of the second. Projection occurs when I have an internal issue that I proj ect on others. Finally, stereotyping occurs in much the same way that halo effect does, in that individuals who look a certain way are often believed to possess certain qualities. 3. Communication is not inherently the same if it does through different means. Marshall McLuhan famously said that

Gambling legalization Essay Example for Free

Gambling legalization Essay Gambling is the act of playing for stakes in the hope of winning (including the payment of a price for a chance to win a prize). (Oxford dictionary) Many have their own opinions about gambling and at this time gambling is not legally practiced here in The Bahamas. â€Å"Such a move would bring an end to an illicit industry that makes tens of millions of dollars a year and which employs hundreds; but which contributes little to the general good of the Bahamian people. † (The Bahama Journal 2008). There are many aspects of gambling that can indeed be looked upon positively. â€Å"Gambling comes in many forms, including betting in casinos, racetracks, sporting events, lotteries, bingo games and even virtual gambling on the Internet† (Oddo 2007) Gambling should indeed be legalized, because it will help our economy and society in many ways. If gambling is practiced it’ll give persons with idle time on their hands, something to do and it can also boost our tourism industry. The legalization of gambling here in The Bahamas will lead to an increase in the Bahamas’ Gross domestic Product (GDP), an increase in employment, and finally it can contribute to our entertainment industry. The legalization of gambling would be of grave benefit for our Government as it relates to the Gross Domestic Product In an article titled ‘Legalizing gambling in The Bahamas’ written by Craig Butler his argument for gambling was that the Prime Minister Rt. Honorable Hubert Ingraham should enforce gambling and put an independent company of auditors to oversee this new development. â€Å"If gambling is to be legalized then he must cause the infrastructure to be put in place that will avoid the inevitable attempts at tampering and manipulation by ingenious persons. † (Butler 2008). Once this takes place the Government will be able to implement a taxing system with our own internal revenue service (IRS) so that a certain percentage of the money i. e. twenty five percent will go to the Government in result more money would be spent on more capital goods, meaning more school’s will be built and more work infrastructure on our roads will be carried out. In America, Statistics show that approximately 92. 27 billion dollars comes from gambling on a yearly basis. If this same scenario would apply to us here in The Bahamas that will mean that gambling would be of benefit to our revenue and finance sector. Some believe that legalizing gambling would only allow the Government a free share of the money, and that share will only be spent on their own needs. They will use this money to purchase more cars for them to be chauffeured around in, to have more ‘business’ dinners for themselves, and to spend on five day trips all around the world and the economy won’t feel a dime of it. They are partially right because most people are used to politicians being voted in the House of Assembly and never coming around to visit their constituents, therefore they lack the trust in believing that the Government will deliver once they start to receive the percentage of winnings. However, they are misguided because the Government forecasts a certain percentage of money to go into capital goods every year during the budget and the normal percentage that is set aside for education and health care can rise and can be use more significantly. â€Å"But the legalization of this habit will not lead to an exponential rise in the number of gamblers. It will, however, allow government to fund programmes that can have a positive impact on our youth, such as community centres, sports and education facilities. † (Butler 2008) Mr. Butler makes it evidently clear in his analysis in the Bahama pundit that if the Government had the extra funds they would use it wisely. For example, there’s now a system set up by National Insurance for the unemployed. The unemployment benefit pays 100 dollars a week to those unemployed and if the Government receives more money this can to go up. Not only Bahamians will be getting taxed but foreigners as well. Therefore all of the foreigners that are here now using our casinos and going back with everything, would have to leave that twenty five percent tax fee for the government. Legalizing gambling would also lead to a decrease in the unemployment rate. In an article entitled ‘Gambling Entertainment’, it states that â€Å"The large percentage of employment provided by the Gambling industry, including the land based casinos as well as the Online casinos, puts gambling industry on the top of society chart straight away. † Having gambling legalized would automatically mean that employment will increase. At present Gambling is in the ‘underground economy’ mark when it comes to calculating the unemployment rate. Since it’s illegal workers are considered to be employed, however legally they’re counted as unemployed when it comes to the unemployment rate. In an article written by Olivia Saunders, Saunders illustrated the unemployment rate in a diagram that showed an unemployment rate of 7. 8 percent. Out of this 7. 8 percent count are the people that are already presently working for number houses, if we legalize gambling that rate would automatically decrease. Many are lead to believe that legalizing gambling won’t decrease the unemployment rate, because there are already a substantial amount of lottery houses opened already and there are still many unemployed, it’s impossible for this to help our unemployed, and even if it does, it won’t completely take care of the problem. They are partially right because legalizing gambling won’t lead to a complete decline in the unemployment rate, and it won’t be able to employ everyone without a job, however they are misguided because it will help tremendously. Legalizing gambling means that more lotto shops will be able to open, not only in Nassau but also on the family islands which will attract more tourists. Therefore they’ll need more staff, this will also lead to more casinos and more people will be hired in many different aspects. For example they’ll need cleaners, cashiers, coupe and hostesses. The real truth is there are many different aspects in our economy that contributes to the unemployment rate both increasing and decreasing and this rate can never be steady. However once gambling is legalized and there are more venues opened then it’s a necessity to hire people to work in them, and these people will then count towards the unemployment rate and it’ll then decrease. Finally the legalization of gambling can be used as a sport and a form of entertainment. The only form of gambling is not purchasing numbers from the lotto shops as some Bahamians are blindsided to believing, however it is also a sport. There was once a horse racing venue that was used as a sport over here in 1976 but had to leave because gambling wasn’t legal. Legalizing gambling would allow this form of entertainment to once again be practiced. In a journal named ‘Gambling The cost of our future,’ it indicates that ‘Those who participate in gambling activities do so voluntarily and, in return, receive intrinsic benefits from their consumption. Furthermore, if consumers are gambling for entertainment purposes, they are purchasing gambling just as they would purchase tickets for the cinema or a symphony. † (Basham, White). This statement raises a thoughtful argument because gambling is indeed a risk however this risk is on the same level of buying a cinema ticket and you’re not sure if the movie will play or a symphony and you’re not sure if you’ll enjoy it. Opponents believe that having gambling as sports can only lead to more financial problems for an unstable financial home. They may argue that gambling is an addictive game and some families aren’t ready for the strain that this addiction entails, and some people may be willing to do anything to satisfy this addiction like commit robbery. Gambling addiction is also referred to as compulsive gambling or pathological gambling. Medical Author Roxanne Dryden-Edwards raise a valuable point in her article ‘Gambling Addiction’ stating that â€Å"The number of people who gamble socially qualify for being diagnosed with a gambling addiction range from 2%-5%, thereby affecting millions of people in the United States alone. † (Dryden- Edwards) Some may debate that If The Bahamas population is only 316,000 compared to the United States, then our percentage will be more harmful if gambling is practice. But they are misguided because this entertainment and sport may not be addictive but relatively fun and exciting and a good family event for most, even though there may be some bad apples the pros may outweigh the cons. The real truth is that almost everything we do as a form of gaming exercise is pleasurable and having more opportunities will make gambling more enjoyable. The Government can also implement a system so that gamblers that develop the addiction can be fully taken care of and receive psychiatric help called Gamblers Anonymous’ (GA). According to the the 12 step recovery program statistics â€Å"Of those in their fourth month of AA meeting attendance (i. e. have stayed beyond 90-days) 56% will still be attending AA at the end of that year. † (Holding all others constant if this system is practiced here with addicts treatment will be beneficial. In conclusion, gambling can contribute to our economy significantly. Many feel as though gambling will cause more harm than good, however if it’s practiced correctly and everyone abide to the laws that would be put in place, gambling will be more than just an easy way to win a substantial amount of money it’ll be a form of entertainment for many, it’ll be a sport that can be family orientated and finally it can be a way for our economy to jump back into the expansionary boom period and no longer claim that we are in a recession. Works Cited Gambling: http://wordnetweb. princeton. edu/perl/webwn? s=gambling Gambling Revenue: Current year data, Fact Sheets Statistics. 2003 American Gaming Associations http://www. americangaming. org/Industry/factsheets/statistics_detail. cfv? id=7 Saunders Olivia. ‘Unemployment in The Bahamas’ Gambling Entertainment. 2006 Royal World Casinos http://www. royalworldcasino. com/gambling_entertainment. html Oddo, Alfonso. The Economics and ethics of casino gambling. Review of Business. March 22, 1997. http://www. allbusiness. com/specialty-businesses/653985-1. html Patrick Basham and Karen White. Gambling with Our Future? The Costs and Benefits of Legalized Gambling. http://oldfraser. lexi. net/publications/digital/gamblingwithourfuture. pdf http://www. bahamapundit. com/2008/02/legalizing-gamb. html http://www. jonesbahamas. com/? c=128a=15872 http://www. medicinenet. com/gambling_addiction/article. htm http://www. 12step. com/statistics. html.

Isolation and Nature in the Works of Robert Frost Essay -- Biography B

Isolation and Nature in the Works of Robert Frost During the height of Robert Frost’s popularity, he was a well-loved poet who’s natural- and simple-seeming verse drew people - academics, artists, ordinary people both male and female - together into lecture halls and at poetry readings across the country.1 An eloquent, witty, and, above all else, honest public speaker, Frost’s readings imbued his poetry with a charismatic resonance beyond that of the words on paper, and it is of little surprise that people gathered to listen. Yet it remains somewhat ironic that his poetry would possess this power to bring individuals together - poetry that, for the most part, contains a prevailing theme of alienation, of a sense of separation from society, of isolation and aloneness in an uncaring world. Running parallel with this is a second theme concerned with the interaction between the human and the non-human: occasionally the ‘non’ may serve as a comfort for the dispossessed - but more often, the inte raction between the two is destructive and disastrous. An analysis of a sample of his works - in this case his second book, North of Boston, as well as a few of his later poems - reveals these recurring themes, and the different interpretations Frost brings to them. It is this variety of interpretations that is fascinating: though his firmly held â€Å". . . belief that everybody was a separate individuality and that collective enterprises could do nothing but weaken the self†2 clearly led to this feeling of loneliness or separation that permeates his works, he does so without falling into a sense of needless pessimism, taking great care to bring out the themes’ multiple aspects under varied contexts. These contexts are: poe... ...l fireplace - are a little harder to place, though. 7 Another poem, this one outside of North of Boston, that deals with this identical theme is The Tuft of Flowers - except that one emphasis the separationn between the workers, and leaves it ambiguous wether this separation is a good or bad thing. 8 Although there are a few indications of regret/displeasure: his walk is a repentance, his walking is a profanation. And are ‘the cottages in a row’ indeed a sufficient substitution for a companion (‘No one at all with whom to talk...’)? 9 Frost, and specifically North of Boston, lends itself especially well to feminist criticism. With poems such as The Death of the Hired Man, Home Burial, A Servant to Servants, The Generations of Men, The Housekeeper, and The Fear, each of them dialogue pieces, there is an abundance of male/female interaction to be analyzed. Isolation and Nature in the Works of Robert Frost Essay -- Biography B Isolation and Nature in the Works of Robert Frost During the height of Robert Frost’s popularity, he was a well-loved poet who’s natural- and simple-seeming verse drew people - academics, artists, ordinary people both male and female - together into lecture halls and at poetry readings across the country.1 An eloquent, witty, and, above all else, honest public speaker, Frost’s readings imbued his poetry with a charismatic resonance beyond that of the words on paper, and it is of little surprise that people gathered to listen. Yet it remains somewhat ironic that his poetry would possess this power to bring individuals together - poetry that, for the most part, contains a prevailing theme of alienation, of a sense of separation from society, of isolation and aloneness in an uncaring world. Running parallel with this is a second theme concerned with the interaction between the human and the non-human: occasionally the ‘non’ may serve as a comfort for the dispossessed - but more often, the inte raction between the two is destructive and disastrous. An analysis of a sample of his works - in this case his second book, North of Boston, as well as a few of his later poems - reveals these recurring themes, and the different interpretations Frost brings to them. It is this variety of interpretations that is fascinating: though his firmly held â€Å". . . belief that everybody was a separate individuality and that collective enterprises could do nothing but weaken the self†2 clearly led to this feeling of loneliness or separation that permeates his works, he does so without falling into a sense of needless pessimism, taking great care to bring out the themes’ multiple aspects under varied contexts. These contexts are: poe... ...l fireplace - are a little harder to place, though. 7 Another poem, this one outside of North of Boston, that deals with this identical theme is The Tuft of Flowers - except that one emphasis the separationn between the workers, and leaves it ambiguous wether this separation is a good or bad thing. 8 Although there are a few indications of regret/displeasure: his walk is a repentance, his walking is a profanation. And are ‘the cottages in a row’ indeed a sufficient substitution for a companion (‘No one at all with whom to talk...’)? 9 Frost, and specifically North of Boston, lends itself especially well to feminist criticism. With poems such as The Death of the Hired Man, Home Burial, A Servant to Servants, The Generations of Men, The Housekeeper, and The Fear, each of them dialogue pieces, there is an abundance of male/female interaction to be analyzed.

Comprehensive Classroom Behavior Management Plan Essay

The classroom is a dynamic environment wherein nothing is constant except change and the need to continually adapt. This environment affects both students and teachers; students are developing physically, cognitively, and emotionally. Teachers must respond to these changes in the students by adapting the environment, curriculum, instructional style and methods, and classroom management techniques. The process of education and classroom management is therefore one of continual change and reevaluation. The effectively managed classroom is one where a process of planning in several key areas begins before the school year starts. By implementing the management plan developed prior to the start of school and by maintaining the management procedures throughout the year, teachers are more likely to be effective and students react positively to the environment (Everston, Emmer, and Worsham, 2006). Elementary classrooms can become better learning environments when teachers have rules, classro om management skills, and a belief that each child can be successful. Rules help create a predictable atmosphere that limit classroom disruptions and encourage children to use self-control. Children need to be taught that it is their responsibility to make appropriate choices and that they will be held accountable for their actions. Teachers may decide to establish rules or allow their students to assist in formulating them. Teachers who involve their children in the rule making process contend that students are more likely to follow them. One way to involve students in forming rules is to have them brainstorm as a class or in small groups why they come to school and their goals for learning. Then ask them to name rules that will help  them achieve their goals. Write their ideas on the board. If a child states a rule negatively, such as, â€Å"Don’t come to school late,† ask how it could be stated in a positive way. The goal is to assist student in becoming thinking, caring, contributing members of society by providing guidance in developing a moral position, values, and ethics consistent with maintaining a viable society, and by helping students to develop the higher cognitive processes of critical thought, problem-solving, and decision-making. In order to do this the teacher will need to create a safe, caring classroom environment of mutual respect and trust where students are provided the opportunity to create, explore, openly participate, and collaborate on meaningful work, and communicate anything without fear of recrimination of any sort, or being ostracized. This is a fifth grade classroom, with twenty students. It is a very variable classroom in cultural diversity issues. The majority are children that come from Latin families, four children are African American. Looking to the Miami educational environment, this classroom is in the average, because most of the schools in this area share the same characteristics. Classroom Procedures, Rules and Routines Procedures are formalized instructions that support the rules or Classroom Constitution. They represent the expectations and norms of classroom operation and must be taught and practiced. Key classroom procedures can be introduced during first days of class, expanded on and reinforced as the year proceeds. There are five general areas in which students need to be taught to act and that should be supported by procedures; these are: Students’ use of classroom space and facilities. Students’ behavior in areas outside the classroom, such as the bathroom, lunchroom, drinking fountain, and playgrounds. Procedures to follow during whole-class activities, such as whether to raise a hand to speak, where to turn in work, and how to get help during seatwork, Procedures during small-group work. Additional procedures, such as how to behave at the beginning and end of the school-day, and when a visitor arrives.  General classroom procedures include how to walk into the classroom and  what to do then, how to ask for help, how to participate in class discussions, how to make transitions between activities and classes, sharpen pencils, ask for a restroom break or nurse pass, work independently and with others, get materials, address teachers and other adults, address students, walk in the hall, respond in an emergency or fire drill, listen to the teacher and follow directions, how to clean up one’s area, and end of the day routines. The three procedures this writer will focus on are walking into the classroom procedures, transitioning from one class to another, and end of the day routines. To teach walking into the classroom procedures, the writer will start on the first day of school. The teacher will talk about why it is important, list the steps on the board, model the steps, and then have students practice. Students will walk into the room quietly, keeping their hands to themselves. Sit down at their assigned seat at the big tables in the center of the room. (They often come in one at time.) They will raise their hand if they need to go their individual desk to get materials for the next class, of if they have a question. If no materials are needed, they will quietly get to work on an assignment they have with them. If the teacher or paraprofessional talks to them or gives instructions, the student will listen and follow directions. Transitioning from one class to another can be problematic. The goal is to teach students to be independent and responsible during these times. The teacher will start on the first day of school. Will discuss why this is important. List the steps on the board, model the steps, and have students practice them. This activity varies, de pending on the circumstance, so the steps of the procedure are more general than for some procedures. The Steps are: The teacher or paraprofessional says it is time to get ready to go to ___. Clean up area at the table. Gather needed materials from table or desk. Line up at the door in our classroom. Walk quietly toward class when the teacher or paraprofessional gives permission. The end of the day procedures will be taught starting on the first day of school also. We will discuss why this is important. The teacher will list the steps on the board, model the steps, and have students  practice them. The steps are: When the last class of the day is dismissed, walk into the room quietly with hands to yourself. Gather homework or other materials from desk and put things in backpack. Sit at assigned seat at big tables. You may talk quietly. When bell rings, walk to door and walk down the hall to exit. During the first month of school, the teacher will teach these procedures and assess whether students need more teaching and reinforcement in these areas, or not. The teacher will give verbal praise, tickets for the class auction, and points on individual point sheets when students follow procedures correctly. The points add up for daily prizes, or can be saved up for bigger prizes. They also add up toward social and activity rewards. If they don’t need much instruction in these areas, the teacher will focus on procedures that they need help with. Two month later, the teacher will work on reinforcing correct procedures, and start to reinforce accurate schoolwork, so that students see the link between procedures and success in school. Next month, the teacher will keep modeling and reinforcing correct procedures, and emphasize reinforcing successful academic activities. It is required that they understand that success ful social behavior will increase academic performance. During the winter months, the teacher will not continually reinforce correct procedures. Teacher will expect students to be learning how to manage themselves and follow procedures automatically. In December, The teacher will give reinforcement when students are more responsible for their own choices in following procedures. During January the writer will teach again procedures to make sure everyone knows them, and then reinforce independent behavior. In February teacher will review procedures once a week and reinforce correct procedures and independent behavior. Since many field trips occur in spring, during March and April the teacher will teach these routines as they relate to preparing for other settings or events. In May teacher will evaluate the performance of students during the year and review activities that students need practice on. The rules will be shared with the students on the first day of school too. I will use that time to allow my students to create their own classroom expectations, stemming off  of my general list. It is going to be used this time to explore the understanding of each expectation, as well as, to create a list of consequences in case an expectation is violated or disregarded. This method of using expectations and consequences is intended for the purpose of minimizing teacher-directed discipline and fostering student-driven motivation, choice, and discipline. The teacher will continue to convey order in the classroom, but will provide students with the skills and opportunities for maintaining self-classroom behavior management and discipline. (See appendix 4) Classroom Rules or Expectations Speak kindly to others Listen when the teacher is talking to you Follow adult instructions the first time given Keep area clean Keep hands and feet to yourself Do your own best work Classroom Organization Environment Since on the first day of school, the teacher will present a short five or seven minute lesson for each rule. Teacher will talk about the rule and get volunteers to demonstrate following the rule and not following it. Then demonstrate with examples and non-examples. Teacher will have the rules posted in the room and refer to them often during the year. Since rules are general, the teacher will talk about how they apply to different situations as the school year progresses. The timeline and reinforcement schedule for teaching rules is the same as for teaching procedures. The teacher will use this same timeline and emphasize how the procedures are specific actions that reflect the rules. Students are instructed to walk into the room and sit at their assigned seats at the big tables in the middle of the room. If they need materials at their individual desks along the wall, they raise their hands to get permission. Usually students enter one or two at a time, due to their varied schedules. Students each have a desk for their supplies, backpacks, etc. They only have what is needed for the time being on the tables in the middle of the room. This prevents them from getting their things in others’ way and arguing about stuff on the table. The room is not  large, but there is plenty of walking space around the tables and desks. Usually there are only one or two people moving at a time. The desk is in the corner where I can see everyone, and the paraprofessional desks are in the other corner where they can see everyone as well. The computer is in the corner by the teacher’s desk, where it is not vulnerable to students messing with it. A book shelf with curriculum materials is along the wall behind the desk. Students may get things from there with permission. The time out desks are behind a partition, and there is a round table there too. If a student is back there, an adult is at the table to supervise and record behavior. The white board is at the front of the room where it is easily seen by all. A table with supplies for students is located along the wall behind the big tables. They can get paper, art supplies, and classroom books to read from there, with permission. They need to raise their hand for permission to get up for any reason. If they need to sharpen a pencil, they just hold their pencil up in the air to get permission. A student computer table is located next to the supply table. At given times, one or two students may work on this for projects or for free time as a reward. Teacher tells the students that they have to act like the room is full of students, because it is needed to be in the same routine as a larger classroom. Students work individually with the teacher or the paraprofessional, or sometimes in groups of two. They stay at the big table and the teacher presents the lesson from up front, or we work at the tables with them. Sometimes we need to change chairs around to work in a group. (See appendix 5). Classroom Students Work Students are expected to participate in daily discussions and activities, complete assignments required or assigned by the teacher. Students will complete tests over selected material and information. Students will complete various classroom group projects as well as several smaller individual assignments. These smaller assignments are given throughout the year by the teacher, and are used to enhance the students’ content knowledge. Students will have various opportunities for gaining extra credit points. Communicating Assignments and Work Requirements Homework for the current day will be written on the homework  white-board before students arrive at school. Students are responsible for writing their homework assignments in their assignment books after putting away their coats, books, etc., during homeroom. Class assignments are written on the board at the beginning of each class. Students are responsible for getting out the required text and materials and opening books or workbooks to the correct page and being ready to start class. Pencil and white lined paper, journal or workbooks are the typical form and media. Paper headings must include the name of the student, date, subject, assignment name and/or page. Work missed by absent students will be taken home by a designated friend or picked up by parents. If work is not taken home or picked up on the day of the absence, a folder with a list of class work, homework, worksheets, and notes will be compiled for the student. Consequences may include points off, letter or call to pare nts, or reduction in grade. Monitoring Progress on and Completion of Assignments The teacher monitors projects, or longer assignments completed in class, as groups work together during specified times. Those longer-term assignments taken home are the students’ responsibility and the teacher will provide weekly reminders of due dates. Completion of assignments by students will be accomplished by daily homework checks for completion and submission of class work as required. Completed assignments are turned-in by the students by placing them in the teacher’s subject in-baskets. Student work will be maintained in student files. Work retained by the teacher will be in the form of the electronic grade book and behavior journal. Feedback is provided daily, by notation on individual assignments, in the form of grades, and periodic student-teacher conferences or chats. Students will be encouraged to reflect on their progress through the use of KWL charts, open-ended questions, and discussion/review. When students stop doing homework, first step is to ascerta in if there is a specific problem. If the problem is endemic, the teacher will review his or her lessons and/or assignments to determine if there is some shortcoming. Thereafter, for individuals, how to address the problem will vary and be dependent upon the specifics of the situation. Students will take home those materials required to complete homework  according to what has been written on the homework white-board for the day. Student work will be displayed on bulletin boards inside and outside of the room, on lines strung in front of the windows and along the back of the room, and from the ceiling when needed. Students will maintain their own files, by subject. Files will include study guides, quizzes, and tests. Periodic file checks will be completed to ensure students have maintained the requisite documentation. Students or parents with disputes regarding individual projects or tests will be referred to the rubric or test itself. Students or parents with disputes regarding overall grades will be provided a rep ort showing all grades for homework, class work, quizzes, tests, and projects. Gaining Classroom Attention Throughout the school day, the teacher may need to provide the students with important instructions. Some instructions may require the use of direct verbal communication, while others may simply require non-verbal visual communication. Below are a few strategies to use to manage students’ attention. When in need of gaining the entire class’ attention, I will use one of two methods: Clap or Raise. Clap: The teacher will state rather softly, If you hear my voice clap once. If you hear my voice clap twice. Raise: The teacher will simply raise the hand, signaling to the students I need their ears open and their mouths closed. During the training phase, teacher may need to verbally state, â€Å"When the hand goes up, the mouth goes shut†. To inform students a task or lesson is near to ending, teacher will flick the room lights twice while stating, â€Å"One or two more minutes with this activity. We will soon be moving on to our next lesson†. Students are expected to attend school each day. Students are expected to assume responsibility for ensuring their Attendance Stick is removed from the absent jar and placed in the Present jar. The classroom teacher will review the jars to ensure the proper sticks have been moved. If a student forgets to switch their stick the teacher will make a reference to that particular student, but it is the student’s responsibility to fix the mistake. Attendance will be sent to the Main Office. Throughout the day, the teacher will give students various worksheets and homework assignments. After each lesson, the students will place their homework into their designated mailbox, located at the back of the room. At the end of  the day, when the students are called to retrieve t heir homework, they will also remove their jackets, coats, book-bags, or lunchboxes from their cubbies and to return to their seat to quietly await dismissal via the intercom. Timeline and Reinforcement Schedule For each of the rules, the timeline and levels of reinforcement will be about the same. During the first month of school, teacher will teach these rules and assess whether students need more teaching and reinforcement in these areas, or not. Teacher will give verbal praise, tickets for the class auction, and points on individual point sheets when students follow rules correctly. The points add up for daily prizes, or can be saved up for bigger prizes. They also add up toward social and activity rewards. If they don’t need much instruction on certain rules, teacher will focus on others that they need help with. In October, teacher will work on reinforcing correct rules, and start to reinforce accurate schoolwork, so that students see the link between following rules and success in school. In November, teacher will keep modeling and reinforcing following the rules, and reinforce successful academic activities. The teacher wants them to understand that successful social behavior will increase academic performance. During the winter months, will not continually reinforce following the rules. The writer will expect students to be learning how to manage themselves and follow rules and procedures automatically. In December, teacher will give reinforcement when students are more responsible for their own choices in following rules and procedures. During January, this candidate teacher will teach again the rules and procedures to make sure everyone knows them, and then reinforce independent behavior. In February teacher will review rules and procedures once a week and reinforce correct procedures and independent behavior. Since many field trips occur in spring, during March and April I will teach these routines as they relate to preparing for other settings or events. In May I will evaluate the performance of students during the year and review activities that students need practice on. Deliverin g Instruction. (See appendix 1) Strategies for Instruction Identifying students’ learning styles is essential to providing quality  education. When developing a classroom curriculum, the teacher must get to know each student; learning the students’ interests, identifying the various learning styles, and recognizing or researching methods to enhance the learning environment as well as the content material. Providing students with knowledge should be our goal as educators, but it shouldn’t end there. We should strive to not only provide knowledge, but to acquire the materials and tools needed to teach our students and render those tools into our students’ hands. Allow our students to explore with manipulative objects and hands-on tools for learning. We need to also provide alternative educational experiences for our students. Due to the overwhelming variety of learning styles, developmental levels and external interests, our students must be equip to survive basic living situations. Providing alternative learning opportunities, such as trips to the local grocery store, will not only engage our students in something new, but we will be teaching our students the fundamental and basic skills to survive and succeed in life. While developing the classroom management plan, is acknowledged the need for engagement, proximity, structure, support, routine, expectations, consequences and motivation, while incorporating the importance of parental involvement, trust, honesty and a bond of student-parent-teacher respect. It is the goal that by the end of the year students will assume the responsibility needed for their actions; replacing a destructive action with a constructive action as a natural consequence. (See appendix 2) Positive Reinforcement and Consequences Positive reinforcements of appropriate behavior are the preference and used before applying other consequences or punishment. These positive reinforcements of appropriate behavior are in the form of verbal praise, using other students as models of appropriate behavior, non-verbal signals, and rewards. Positive influence techniques are proactive measures that help students maintain or remind them of appropriate behavior. Three methods of positive influence include: supporting student self-control wherein the teacher helps students stay on-task, pay attention and complete their work, offering situational assistance is where the teacher provides immediate help when students are stuck on work assignments, or a break when students become overly tired, and appraising reality is where teachers point out the  underlying causes of students’ behavior, in a friendly way remind them of their obligations, and request continued cooperation. Another proactive measure is positive repetition. Positive consequences are also in the form of facial expressions, positive words or praise, recognition and rewards that are offered when students comply with expectations and classroom rules. Recognition includes public praise, verbal or as in awarding a certificate to an individual or class, sending positive notes home with the student, or phoning the student’s home with positive comments about the student for the parents Effective praise is personal. The student’s name is mentioned along â€Å"with the desired behavior: â€Å"Jack, thank you for working quietly back there.† Effective praise is genuine. It must be related to the situation and behavior, â€Å"and the teacher’s demeanor should show that it is sincere. Effective praise is descriptive and specific. It lets students know when and â€Å"why they are behaving appropriately: â€Å"Good, Susan. You went right to work on your essay.† Effe ctive praise is age appropriate. Young children like to be praised publicly. Older students like praise but usually prefer to receive it privately. Rewards or incentives are another positive reinforcement of appropriate behavior. These can take many forms and all be presented to the students as treasures, both tangible and intangible, to choose from. A fairly comprehensive list, compiled by Sue Watson (n.d.), follows: Become a helper to the custodian, librarian, another teacher or the office staff. Become a class monitor for a specific area of need e.g., hall monitor, room check monitor, tidy monitor etc. Helping a younger student with a learning task for a specified period of time. Earn points for a class video. 15 minutes of free choice activity. Work with a friend. Wear your ball cap or favorite hat for a work period. Read a comic book. Show or tell the class something you have or did. Have lunch with your favorite person or the teacher. Read a story to the principal or to another class. Hand out supplies for a defined number of activities. Free time in another classroom. Receive a positive note for home. Pick something from the prize box. Pick something from the treat box. (Keep it healthy, crackers, animal cookies, fruit, juice boxes, popcorn, granola bars, etc.) Earn tickets toward free time. Free pencil, pen or eraser. Positive phone message or email home. Free poster. Free story for the whole class! (A strategy like this lets others  help the student at risk stay on target. Earn a cooking day for the class. Take the bubble blower out a recess. Free homework passes. Leader for the day. An additional gym period with another class. Listen to the radio or CD with a headset for a specified period of time. Have work posted in the hall or near the office. Enjoy a game with a friend or in another class. Be the leader for the first gym activity. If nothing on this list interests the child, ask what type of incentive he/she believes would help him/her to obtain their behavior goals and help keep them on track. Consequences Consequences are the actions taken by the teacher when students do not comply with the school rules or Classroom Constitution that governs appropriate behavior. There are four types of consequences. These are: logical, conventional, generic, and instructional. Logical consequences are those that this teacher attempts to employ first before more negative or punitive ones. Logical consequences are logically related to the inappropriate behavior and the students are tasked with completing a corrective action for the rule or article they are not in compliance with. For example, if a student does not keep their area or desk neat and clean, they are tasked with cleaning or if the student is discourteous to the teacher, they may be required to take time, reflect on their action and practice ways of being courteous (University of Phoenix (Ed.), 2002, p. 212). Conventional consequences are consequences we see most frequently used and include time-outs, removal from the group or room, or being sent to the office. These can be modified so they relate to the misbehavior by adjusting phrasing such as in the case of a time-out, â€Å"You have chosen time out. You may return to the group when you are ready to learn† (University of Phoenix (Ed.), 2002, p. 212). Generic consequences are often also often positive reinforcement such as reminders, and warnings. Choosing, and planning are consequences that allow students to select from three or four planned options for improving behavior. This behavior plan, established by the student, identifies specific steps the student follows to correct inappropriate, repeated behaviors. It is written, dated and signed by the student. In some literature, this is also referred to as a behavioral contract (University of Phoenix (Ed.), 2002, p. 212). Instructional consequences, the fourth and final, teach students  appropriate behavior. These consequences are often in the form of review and practice. Behaviors such as hand raising, courtesy, and lining-up qui etly, etc. are learned easily when taught and practiced (University of Phoenix (Ed.), 2002, p. 213). Consequences are listed in a hierarchy and imposed by starting with the least severe to the most severe response within the period of one day. Each day, students start new. In order to track infractions or non-compliance with the Classroom Constitution, this teacher assigns each student a pocket in a pocket chart wherein each day all students begin with a green card. For the first and second infraction, there is a non-verbal, then verbal warning or reminder of appropriate behavior and/or a restatement of the article infraction, and the card remains green. For the third infraction, a yellow card is placed in the pocket and the student is sent to the Think-About-It Table and must fill in a My Behavior Form that includes basic questions to help the student identify the inappropriate behavior, the reason it is inappropriate, what corrective action the child can perform, and how the teacher may be able to help the student so they do not repeat the behavior. For the fourth infraction, an orange card is placed in the pocket, the student is sent to the Think-About-It Table, complete a behavior plan, parents are notified of the repeated inappropriate behaviors and informed that the continuation of such behavior will result in more severe actions. For the fifth infraction, a red card is placed in the pocket, the student is sent to the office and parents are again notified. Finally, in cases where the offense is so extreme as in the case of verbal or physical abuse of the teacher or another student, a black card is placed in the pocket, the office is called, the student is removed from the room, and parents are contacted. Classroom Collecting data Strategies ABC data collection uses basic observations and forms to collect data on a specific behavior, as well as the related antecedent and consequence. That information is essential to conducting a functional behavior assessment in order to analyze behavior and determine consequences. Behavior in children can be better managed and more effectively changed when the interventions are based on a functional analysis of ABC data. Data collection forms do not have to be complicated. They can be written in any  format as long as they allow for all of the needed information. The required information on the form should include the name of the person being observed, the date and time of day, and a good setting description. Additionally, observed behaviors, what was happening right before they occurred, and the response or consequence of the behavior should be noted. Many data collection forms for ABC data only have three columns. The columns are for the antecedent, the behavior, and the consequence. However, it is also important to note the time of the behavioral occurrences, their intensity, especially if they involve an emotional response, the duration, and possibly a place to tally the frequency of specific behaviors. The following is an example of ABC data collection. Typically it is a format that is used when an external observer is available who has the time and ability to observe and document behaviors during specified periods of the day. It is time and personnel intensive. From this data, we can see that when the student is asked to end an activity he is enjoying, he screams, refuses to leave, and ignores. We also can see that the response to Joe’s refusal consists mostly of empty threats. If we follow Joe throughout the day, we may find that he is asked repeatedly to follow directions. In addition, the data reveals that Joeâ€⠄¢s family uses threats that are not followed through. Joe has learned that persistence, ignoring, and refusal will wear parents down. (See appendix #3) Behaviors always have a trigger. That trigger could be to escape an unpleasant situation or to gain recognition or acceptance. Behaviors could also be triggered by the desire to fulfill a physical need. Other behaviors could be the result of a deficit in a particular skill area. It is important to note details about what was happening right before the behavior occurred, the antecedent, in order to determine the true trigger for the behavior. Many antecedents are not observable. For example, things like physical ailments, embarrassment or not understanding what to do can all result in a behavioral response. Sometimes, the ABC data collection may need to include getting information from the individual being observed. Of course, they should not know they are being observed so any questioning should be done after the fact or by someone else. Behaviors should always be specifically described in objective terms. Vague descriptions should be avoided. Additionally, any subjective  evaluation of the behavior should be avoided. For example, if a child would not comply with a request, the behavioral description should avoid references to defiance or attitude. However, a good description might be that a student was seated and did not appear to do anything or that a child said â€Å"no† or walked away and did not comply. A lack of a behavior, or not doing anything when a behavior is required, is still a behavior. Teachers sometimes say that a student does not have any concerning behaviors, only to find out that he is failing that class because he refuses to do anything. Behaviors that can be a concern are not limited to disruptive behaviors. It is also important to note any lack of needed behavior. Consequences include any response or result the behavior achieved for the child. For example, the same single behavior occurrence might get a child attention from the teacher and peers, as well as getting him out of doing work. Additionally, it could result in a poor grade. All consequences should be noted. It is important not to ignore any consequence because consequences often serve to promote that same behavior happening again. For example, it might seem obvious that a poor grade was not what a student wanted and so it could not possible be reinforcing. However, it is not unheard of for students to set themselves up for failure due to things like not being emotionally prepared for life after graduation. Never discount a consequence as not being important. Taking good data on the antecedent, the behavior, and the consequences, can provide the essential information for a good functional analysis of behavior. It is the basis for ultimately determining interventions, supports, and consequences that will change inappropriate behaviors into desired behaviors. ABC data collection can make a teacher’s and a parent’s job much easier. As a conclusion this candidate teacher can bring to a close that, purpose of discipline is to aid in this exciting process by explaining expectations to a group with differing ideas of what learning, school, science and good behavior are. By explicitly stating the responsibilities and consequences of actions in the classroom teachers can smooth these differences enough to focus on teaching students the excitement of discovering new ideas. Discipline is a part of the learning process rather than separate from it. Students’ brains are busy organizing and processing information all the time. There are layer upon layer of lessons to be taught, a whole world of  examples to be set and ideas to be sparked and I am thrilled with challenged and the opportunity to teach students so much. References Everston, M., Emmer, E., and Worsham, M. (2006). Maintaining an Effective Learning Climate [Custom Edition e-text]. Boston, MA: Allyn and Bacon, Pearson Custom Publishing Scholastic (n.d.). Our Classroom Standards. Retrieved from http://teacher.scholastic.com/LessonPlans/unit_teamworkstandards.pdf Teachers Tips Training. Retreived from http://deborah-o-banion.suite101.com/antecedent-behavior-consequence-abc-data-collection-a282857 Teachnology (n.d.) Classroom Rules: Elementary Level. Retrieved from http://worksheets.teach- nology.com/misc/back/rules/elem/ The Essential Elements of Cooperative Learning in the Classroom. Retrieved from http://www.ericdigests.org/1995-1/elements.htm University of Phoenix. (Ed.). (2002). Maintaining an Effective Learning Climate [University of Phoenix Custom Edition e-text]. Boston, MA: Pearson Custom Publishing Appendixes Apendixe 3 |Antecedent |Behavior |Consequence | |Parent asks Joe to stop playing on the |Joe screams, â€Å"NO!† and refuses to|Parent tells Joe to leave the computer again. | |computer. |leave the computer. | | |Parent tells Joe to leave the computer. |Joe again refuses to leave. |Parent starts counting to 10 as a warning to | | | |get off the computer. | |Parent starts counting to 10 as a warning to|Joe does not move from the |Parent finishes counting to 10 and again warns| |get off the computer. |computer station. |him to get off the computer. | |Parent finishes counting to 10 and again |Joe stays at the computer and |Parent threatens that Joe lose computer | |warns him to get off the computer. |refuses to leave. |privileges in the future. | |Parent threatens that the Joe will lose |Joe ignores and continues working|The parent count to 10 again and again | |computer privileges in the future. |on the computer. |threatens future computer use. | |The parent counts to 10 again and again |Joe ignores and continues |The parent becomes angry and leaves the room. | |threatens future computer use |computer use. | | Appendix A Checklist 2 Norms, Expectations, Rules, and Procedures Check WhenProcedures/ Complete SubjectExpectations _ What are my short- and long-term goals for myself this year? _ What are my short- and long-term goals for my students this year? Room Use How will I establish basic procedures in the following areas? _ A. Teacher’s desk and storage areas _ B. Student desks and storage areas _ C. Storage for common materials _ D. Drinking fountains, sink, pencil sharpener _ E. Restrooms _ F. Centers or equipment areas _ G. Computer stations _ H. Board Individual Work and Teacher-Led Activities _ A. Attention during presentations _ B. Participation _ C. Talk among students _ D. Obtaining help _ E. When individual work has been completed Transitions into and out of the Room _ A. Beginning the school day _ B. Leaving the room _ C. Returning to the room _ D. Ending the day Procedures for Small-Group Instruction _ A. Getting the class ready _ B. Student movement _ C. Expected behavior in the group _ D. Expected behavior of students out of group _ E. Materials and supplies Procedures for Cooperative Group Activities _ A. Roles of group members _ B. Expected behavior _ C. Interaction to include each member _ D. Interaction to move toward instructional goals General Procedures _ A. Distributing materials _ B. Classroom helpers _ C. Interruptions or delays _ D. Restrooms _ E. Library, resource room, school office _ F. Cafeteria _ G. Playground _ H. Fire and disaster drills _ I. Classroom helpers (Everston, Emmer, and Worsham, 2006, p. 39-40) Appendix B Checklist 5 Planning for Instruction Check WhenNotes Complete Before the Lesson Ask Yourself _ A. What are the most important concepts or skills to be learned? _ B. What kind of learning is your goal (memorization, application, appreciation)? Have you communicated this to your students? _ C. What learning style is targeted by this lesson? Are you varying learning modalities? _ D. Are there difficult words or concepts that need extra explanation? _ E. How will you help students make connections to previous learning? _ F. What activities will you plan to create interest in the lesson? _ G. How will you make transitions between activities? _ H. What materials will be needed? Will students need to learn how to use them? _ I. What procedures will students need to know to complete the activities? _ J. How much time will you allocate for the lesson? For different parts  of the lesson? _ K. If activities require that students work together, how will groups be formed? How will you encourage productive work in groups? _ L. What examples and questioning strategies will you use? Prepare a list of examples for explanations and list higher-order questions. _ M. How will you know during and after the lesson what students understand? _ N. What are some presentation alternatives if students have trouble with concepts (peer explanation, media, etc.)? _ O. Are there extra- or special-help students? _ P. How will you make sure that all students participate? _ Q. How will you adjust the lesson if time is too short or too long? _ R. What kind of product, if any, will you expect from students at the end of the lesson? _ S. What will students do when they finish? _ T. How will you evaluate students’ work and give them feedback? _ U. How will the concepts you present be used by students in future lessons? (Everston, Emmer, and Worsham, 2006, p. 109-110) Appendix C Checklist 6 Planning for Cooperative Group Instruction Check WhenNotes Complete Item Room Arrangement _ A. How will student seating be arranged? _ B. How will individual and group materials and supplies be stored? Routines and Expectations _ A. What are your expectations for student movement to, from, and during group work? _ B. What expectations about talk will you communicate to students? _ C. What group attention signals will be used? _ D. Will students have specific roles? _ E. Do any group skills have to be discussed, modeled, or practiced? Monitoring, Accountability, and Feedback Procedures _ A. Will group work have individual products, group products, or both? _ B. How will individual or group work be assessed? _ C. How will you monitor student behavior and work during group activities? _ D. How will students receive feedback about individual and group performance? _ E. How will students receive feedback about their behavior in groups? Group Skills That Must Be Discussed, Modeled, or Practiced _ A. Social skills? _ B. Explaining skills? _ C. Leadership skills? (Everston, Emmer, and Worsham, 2006, p. 130-131) Apeendix 1 Lesson Plan for Classroom Management |KS2004 Correlated Sets | |[pic] | |KS2004.CA.6.1.4.10 |KBI: identifies the topic, main idea(s), supporting details, and theme(s) in text across the content areas and | | |from a variety of sources in appropriate-level texts. | Specific Content Objectives Students will be able to identify the topic, main idea, and supporting details of a grade level passage in a variety of content areas. Language Goal The language goal is to read for comprehension. Expected prior Knowledge Students need to be able to decode words and use context clues to identify words. They need to read at a fourth grade level with 75% comprehension. They need to have a basic vocabulary knowledge level for fourth grade reading material. They need to be able to work with a partner for reading and discussing ideas. Procedures/Management Review procedure for classroom discussion: listen when the teacher is talking, raise hand, listen to others, one person speak at a time. Review procedure for working with partners: taking turns reading (2’s read first, 1’s write), both discussing, raise hand with question after consulting partner. Review procedures for turning in work: classroom clerks for the week collect papers and put in bin. Technology links I got my practice sheets from edHelper.com Students can work at computers in partner groups to: look up unknown words at http://dictionary.reference.com look for Internet articles on related topics of interest Instructional Strategies for learner success The paragraphs and articles students will read include information about science, social studies, music, and art. Students work with partners to read passages and decide what the topic, main idea, and supporting details are. They will first answer multiple choice questions about passages and then fill out graphic organizers together. If there is time, or on another day, they will look up topics of interest on the Internet and determine the topic, main idea, and details. Day 1: Anticipatory Set (Jump-start) I will have chosen a short article of high interest from Scholastic Magazine. I will write several vocabulary words that may be new from the article on the board. I will ask students what the words are and what topic they may be about. We will discuss the words, meanings, and I will assess prior knowledge about the topic from the discussion. Day 1: Purpose/ Motivation I will tell the students that they will be able to identify the topic, main idea, and supporting details about something they read. This matters because they will read for information throughout their lives. They will use this skill when reading about things they need to learn about, as well as items of interest to enrich their lives. Day 1: Modeling/ Direct Instruction After explaining that they should listen for the topic, main idea, and details, I will read a short, high- interest article from Scholastic Magazine while they follow along with copies for each partner group. I will show them a multiple choice question about what the main idea of the article is, and we will answer it as a class. I will write the main idea on the board or overhead. Then I will talk about supporting details and give several examples. I will underline these details on my copy on the overhead. I will ask for input about details and underline them. Day 1: Guided Practice I will guide students as they write the main idea and underline the supporting details on their copies of the article in their partner groups. I will give each group two practice pages. One has short passages with multiple choice questions, and the other has short passages with instructions to write the main idea and underline supporting details. Each partner group will do these together. Students will be numbered 1 or 2. 2’s start with the reading and 1’s start with the writing, and then they switch with each passage. I will have a checklist for each group with tasks for this lesson: Write main idea and underline supporting details for the article I read. Read and answer multiple choice questions for passages on corresponding sheet. Look at/read articles of choice from Scholastic Magazine for 15 minutes. May discuss with partner. Read, write main idea, and underline details on corresponding sheet. Groups can check off each task as they complete it. When they are finished, 1’s put the papers in the bin and students read library or classroom books quietly until the others are finished. I will walk around, observe, informally assess, and give verbal praise and tickets toward a class auction as students work. Groups will also get points for cooperating and being polite in groups. These points will add up toward activity rewards. I make sure they have a lot of reinforcement at the beginning of the guided practice, and as they begin the underlining practice sheet. I will do the first multiple choice question as a class. If necessary, I will do the first one on the underlining sheet as a class. Students at a lower reading level will be given passages at a lower reading level. I will pair very low students with partners that can help them more. My para or I will read the passages to very low groups if needed. Day 1: Assessment I will observe and informally assess students throughout the lesson, and as they do guided practice. I will have a check sheet for students as they do group work. The completed papers will be graded and returned with feedback. After several days of doing other related activities, I will give a test to assess individual comprehension of main idea and details. Day 1: Reflection/ Plans for Diverse learners After instruction, reflection on the engagement level and pacing of the lesson, on the procedures and transitions, and on the assessed level of competency of the students provides the avenue for fine-tuning the next day’s lesson. Tutoring, pre-teaching, re-teaching, and scaffolding are strategies available to ensure success of diverse learners. Once it is evident that learners lack the skills needed for the task, a plan must evolve for building those skills. I will grade the papers and use the results along with the engagement level of the students to determine if students understand the concept so far. I will reflect on whether or not the procedures were understood and followed, and how the transitions went. If necessary, I would re-teach these, or make changes in these aspects. I will also decide whether the lesson was presented at a good pace. If many of them do not get the concept, I will plan to do more multiple choice questions on passages with them before moving on. I could also plan more verbal responses to finding the main idea and details. They could work on reading and sharing verbal responses as a class and in groups. I would do re-teaching and use more examples and have more verbal responses. I could review using context clues to identify unknown words, and review some basic phonics skills. If the students understand and are ready to move on, I will plan to have them read passages and write the main idea and details on a graphic organizer. They will also find articles on the Internet and identify main idea and details. Finally, they would write a short passage and have other students determine main idea and details. Day 2: Anticipatory set (see descriptor above) Day 2: Purpose/ Motivation Day 2: Modeling/ Direct Instruction Day 2: Guided Practice Day 2: Assessment Day 2: Reflection/ Plans for Diverse Learners Day 3: Anticipatory Set Day 3: Purpose/Motivation Day 3: Modeling/ Direct Instruction Day 3: Guided Practice Day 3: Assessment Day 3: Reflection/ Plans for Diverse Learners Day 4: Anticipatory Set Day 4: Purpose/ Motivation Day 4: Modeling/ Direct Instruction Day 4: Guided Practice Day 4: Assessment Day 4: Reflection/ Plans for Diverse Learners Day 5: Anticipatory Set Day 5: Purpose/ Motivation Day 5: Modeling/ Direct Instruction Day 5: Guided Practice Day 5: Assessment Day 5: Reflections/ Plans for Diverse Learners Appendix 2 |SAMPLE PARENT LETTER | |Greetings Students and Parents! | |Starting August , you willing be embarking on an exciting journey; a journey that will lead you to, my classroom! Through several forms of| |instruction, I am committed to educating, engaging, and challenging you who are willing and eager to learn! | |You will be pleased to hear that in my class, there are no rules; only expectations. My classroom expectations are clear, simple, and easy| |to follow: | |Listen attentively and follow directions. Throughout the year, our class will be doing many fun and exciting activities. Some will test | |what you know and others will challenge your mind to explore into ideas that you may not know quite yet. It will be important for you to | |listen and follow my directions. | |Ask for permission. I am very flexible and open to allowing you the chance to explore and learn things through hands-on tasks. Some | |activities may require you to use equipment and tools that you are not familiar w ith. For your safety, it  is very important that you ask | |me for permission before handling materials. | |Be respectful of personal space and property. Students enrolled in my class are guaranteed the right to personal space and respect. To | |ensure our class is engaged and on task, I ask that we each honor the people around us by respecting their space and things. If in doubt, | |use the Golden Rule: Do unto others as you would have them do to you. | |Participate in the group as well as individually. Students are encouraged to succeed and give it their all. My class motto is: I will do | |my best, not be the best, but expect the best from others in the class as well. A student will not be judged by the ability of another | |student. All I can ever ask and expect from the students in my class is that they do their very best—not try to be the best in the | |class—and encourage others to do their best as well. | |HAVE FUN! School is hard work and I believe we are in for a great journey. A journey would not be of any importance unless you had great | |fun along the way! It is my intention to provide several opportunities for you to explore learning through difference perspectives and to | |have a great deal of FUN! | |I plan to use a positive attitude as well as various teaching techniques to meet your needs. I am hoping to create and maintain an | |open-door policy of communication for parents and students. If you have any questions before the first day of school, I encourage you to | |give me a call at home (812.346.7632) or on my cell phone (502.403.7320). | |Make this year count! Come join the fun and see what the party is all about! | |Mr. James Vincent, 5th Grade | |Spartan Elementary School | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Classroom Rules or Expectations | |My classroom rules are: | |1. Speak kindly to others | |2. Listen when the teacher is talking to you | |3. Follow adult instructions the first time given | |4. Keep area clean | |5. Keep hands and feet to yourself | |6. Do your own best work | | | | | | | | | | | | |

Protecting Victims’ Rights

The criminal justice system is designed to prevent crime from occurring, as well as administering justice after a crime is committed. One important aspect of this side of the law is to ensure that victims of crime are well protected and receive fair treatment throughout the process. That is why government and local agencies are required to ensure victims’ rights, from making sure that the accused stays away to notification for every important date concerning the crime. And no single segment of crime victims receives as much protection as female victims of sexual crimes. More than any other group of crime victims, female victims of sexual assault, harassment, and other sexual crimes are the main focus of many local, state, and federal law enforcement measures to ensure the protection of victims’ crime. As the federal level of the justice system offers a vast amount of information regarding the protection of victims’ rights, it serves as the perfect starting point to understanding victims’ rights. The most comprehensive bill that covering victims’ rights is 18 United States Code, Section 3771, which includes eight measures designed to protect victim’s rights. One point of the Bill of Victim’s Rights is that the victim has the right to be reasonably protected from the accused (United States House of Representatives, 2006). This includes every measure that local and government authorities can take to make sure the accused does not cause any further hardship or threaten the victim in any way. Another important part of the victims’ bill of rights is making sure that victims are able to state their case in full, and have the right to be reasonably heard at any public proceeding in the district court involving release, plea, sentencing, or any parole proceeding (United States House of Representatives, 2006). Making sure that victims utilize their right to be heard begins initially with the law enforcement agent taking their statement. The purpose of the victim impact statement is to give the victim of the crime the chance to express, in writing, the impact of the crime, including all economic losses, physical or psychological injuries, and significant changes to the victim’s quality of life (Commonwealth of Virginia, 2000). Whatever the victim tells the law enforcement agents about the impact of the crime on his or her life helps determine the types of assistance that a victim may need. For sexual assault victims this aspect of the process is very important, as the crime is often committed with few or no other witnesses. Victims of sexual assault illustrate many of the reasons that victims require such strong protection of their rights. Because of the violent nature of rape and sexual assault, victims are often traumatized far more than other crime victims. Victims of sexual assault and rape are often left frightened and unwilling or unable to pursue the necessary course of justice against their perpetrators. This fear might encourage them to withhold information that may also be embarrassing or painful to bring up, leading to the perpetrator getting away with the crime. As serious crimes, the charges that result from sexual assault and rape are significant and can result in severe penalties for the perpetrator, including long prison sentences. However, despite the seriousness of sexual crimes, most victims fail to report them to authorities for a variety of reasons, including the fear that their rights may not be fully protected. The fact that many of these victims do not report the crime leads to the criminals not being convicted. As for all sexual crimes against females, rape remains the least reported of them all, which also includes having the least number of indictments and least number of convictions of all violent crimes in America; the segment of the population that experiences the highest amounts of rape and lowest amounts of reporting them is among college students, where the reporting rate is around 5%. (Fisher, et. al, 2000). This low instance of reporting of sexual assault and rape illustrates an important deficiency in the criminal justice system’s ability to convince female sexual crime victims of their rights. Many of the reasons that females cite for not reporting the crimes inflicted against them include fear of blame from society, desire to quickly move on with their lives, their desire to avoid a long investigation and subsequent trial, and finally out of concerns for their privacy. It is the job of police, the district attorney’s office, and federal branches to make sure that none of these reasons prevent a victim from reporting a crime. Because of this there are many programs designed to provide crime victims with accurate information about the criminal justice system and the many rights that victims possess. At the federal level, the Department of Justice offers many programs and initiatives to ensure that victims are made fully aware of their rights. The Office of Justice Programs has an Office for Victims of Crime that works throughout the year on programs designed to assist victims of crime through grants. The amount of help that the Office for Victims of Crime gives to victims is considerable. In Fiscal Year 2007, Office of Victims of Crime distributed more than $370 million to the states through Victims of Crime Act, which was signed into law by President George W. Bush on October 30, 2004 and contains four major sections related to crime victims and the criminal justice process, which include protecting crime victims' rights, eliminating the substantial backlog of DNA samples collected from crime scenes and convicted offenders, and improving and expanding the DNA testing capacity of federal, state, and local crime laboratories (U. S. Department of Justice Office for Victims of Crime [OVC], 2008). The Office for Victims of Crime has also given assistance grants and more than $165 million to the states through Victims of Crime Act compensation grants, with both the victim assistance grants and the victim compensation awards funded by the Crime Victims Fund, which is culled from fines, penalties, and bail forfeitures collected from convicted federal criminals (OVC, 2008). Other compensation measures taken on behalf of victims include providing reimbursement to crime victims for crime-related expenses such as medical costs, mental health counseling, funeral and burial costs, and lost wages or loss of support. hile state victim assistance programs fund local victim assistance services such as crisis intervention, counseling, emergency shelter, and criminal justice system advocacy (OVC, 2008). And, while the Office for Victims of Crime provides monetary compensation to many victims, it also heads up several programs designed to create a stronger conglomeration of criminal justice d epartments to ensure the protection and assistance of crime victims. The Office trains criminal justice professionals about the needs and rights of victims of crime and provides them with the latest in ideas and practices in victim protection through such networks as the Office’s Help Exchange Lessons and Practices in Victim Services message board, and finally the Office sponsors the National Victim Assistance Academy, an annual training conference for those who assist victims and survivors of crime (OVC, 2008). While there remain many programs set up by the Department of Justice to ensure victims’ rights, most of the inspiration for the programs continues to come from the basic tenets of the Victims’ Bill of Rights. Another important aspect of the Victims’ Bill of Rights is that the victim is made aware of everything that occurs in the case as it progresses. This also means that the victim has the right to any and all information concerning the case of the prosecution. According to the U. S. code victims have: â€Å"The right to reasonable, accurate, and timely notice of any public court proceeding, or any parole proceeding, involving the crime or of any release or escape of the accused† (United States House of Representatives, 2006). This means that victims should not be made to wait for the latest information that arises in the case, including any revelations about the accused or any changes in his or her status. Providing accurate and timely information to victims about their rights is one of the main ways of protecting their rights, and the Nationwide Automated Victim Information and Notification System has been established to make sure that they receive information pertaining to their case as soon as it becomes available. Began with funding by the Office for Victims of Crime, the Victim Information and Notification System is a computer-automated system that notifies crime victims of key events in their cases, including an offender’s release before trial or from prison; as of September 2007, VNS was serving more than 1,300,000 crime victims nationwide with information on federal criminal justice cases provided by the Federal Bureau of Investigation, the United States Postal Inspection Service, the United States Attorneys' Offices, and the Federal Bureau of Prisons (OVC, 2008). By keeping crime victims informed of the status of their case and of the perpetrator, criminal justice professionals are able to provide victims with a piece of mind that allows them to retain a semblance of a normal life after crime. The Victims’ Bill of Rights continue with: â€Å"The right not to be excluded from any such public court proceeding, unless the court, after receiving clear and convincing evidence, determines that testimony by the victim would be materially altered if the victim heard other testimony at that proceeding; the reasonable right to confer with the attorney for the Government in the case† (2006). By giving the victim the right to access the court information, as well as hear the case made against the accused in detail, the federal and local governments are ensuring that victims have significant influence on the outcome of the case. They are able to revise and mistakes made in the case of the prosecution, and they are also able to participate as much as possible in the proceedings. Not only does this help the victim put some of the trauma from the crime behind him or her, but it also significantly affects the ability of the Government to prosecute the accused. Additional rights ensured by the Victims’ Bill of Rights are loyal to the basic ideals of the American Bill of Rights and deal mainly with the right to a speedy trial. According to the bill, victims have: â€Å"The right to full and timely restitution as provided in law; the right to proceedings free from unreasonable delay† (United States House of Representatives, 2006). This not only ensures that the law will pursue the case against the accused to prevent further crime, but it also reinforces the role of the law as efficient protector. Also, by ensuring that the proceedings move in a timely manner, the victim is not required to endure a long and painful process. These measures go along well with the final right guaranteed by the victims’ bill of rights, and that is the right to be treated with fairness and with respect for dignity and privacy (2006). In the end, this is most important of all the rights, and perhaps a culmination as well, as all of the rights assured victims are to treat them with the utmost respect, fairness, and dignity. The duty of the U. S. Attorney’s Office and the Department of Justice is to ensure victims of crime that their rights will be protected, and their results have been mixed at best. While there remain many important programs to educate victims on their rights, the case of sexual assault and rape victims and their low rate of reporting crimes against them speak of a general failure in assuring victims of their rights’ protection. Organizations like the Office for Victims of Crime must work harder to ensure that the victims of crime requiring the most assurance and protection receive what they need, and not just monetary compensation for financial losses or medical bills. While some rights vary from state to state, with some states guaranteeing even more rights to victims than others, the general protections afforded by the Victims’ Bill of Rights should be known by all victims. In the end, educating victims on their rights is the biggest protection that any government or local authority can offer victims of crime.

What is Stereotyping

What is Stereotyping Free Online Research Papers A stereotype is a generalized perception of first impressions: behaviors presumed by a group of people judging with the eyes, criticizing ones outer appearance (or a population in general) to be associated with another specific group. Stereotypes, therefore, can instigate prejudice and false assumptions about entire groups of people, including the members of different ethnic groups, social classes, religious orders, the opposite sex, etc. A stereotype can be a conventional and oversimplified conception, opinion, or image, based on the assumption that there are attributes that members of the other group have in common. Stereotypes are sometimes formed by a previous illusory correlation, a false association between two variables that are loosely correlated if correlated at all. Though generally viewed as negative perceptions, stereotypes may be either positive or negative in tone. Sociologist Charles E. Hurst of the College of Wooster states that, â€Å"One reason for stereotypes is the lack of personal, concrete familiarity that individuals have with persons in other racial or ethnic groups. Lack of familiarity encourages the lumping together of unknown individuals†. Different disciplines give different accounts of how stereotypes develop: Psychologists focus on how experience with groups, patterns of communication about the groups, and intergroup conflict. Sociologists focus on the relations among groups and position of different groups in a social structure. Psychoanalytically-oriented humanists have argued (e.g., Sander Gilman) that stereotypes, by definition, the representations are not accurate, but a projection of one to another. Stereotypes are not accurate representations of groups, rather they arise as a means of explaining and justifying differences between groups, or system justification. Social status or group position determines stereotype content, not the actual personal characteristics of group members. Groups which enjoy fewer social and economic advantages will be stereotyped in a way which helps explain disparities, such as lower employment rates. Although disadvantaged group members may have greater difficulty finding a job due to in-group favoritism, racism, and related social forces, the disadvantaged group member is unjustifiably characterized as unmotivated (he could find a job if he looked hard enough), unintelligent (hes not smart enough to have that job), and lazy (he would rather take hand-outs than work). Stereotypes focus upon and thereby exaggerate differences between groups. Competition between groups minimizes similarities and magnifies differences. This makes it seem as if groups are very different when in fact they may be more alike than different. For example, among African Americans, identity as an American citizen is a more salient categorization than racial background; that is, African Americans are more American than African. Yet within American culture, Black and White Americans are often seen as completely different groups. For as long as there has been a human species, individuals have been different from one another. Persons have gravitated to groups of other persons like themselves. People create and develop categories of qualities by which to classify the groups; some were based on ancestry. Many of these groupings have become the key factors in determining which groups have political, social, and economic power in the world. Automatic stereotype activation can be totally involuntary, and is described as the activation of categorically associated nodes, according to Leopold and Brown from the Journal of Personality and Social Psychology. For individual people there can be both positive and negative effects of a stereotype which is seen to apply to them. The overall effects of stereotyping are seen by many to always be negative. Some people believe that stereotypes are generally based on actual differences. Others believe that they are always false generalizations (by definition). For some individual people the effects of this might be positive or negative a separate issue to whether they are positive or negative for society. Stereotypes can be self-fulfilling to at least some extent. Stereotypes can be deeply embedded in a culture. The term stereotype is more often used once those perceived truths are put into arguments. There are some complicating factors which arise when the accuracy of stereotypes is discussed. One of these is that a factor leading to stereotyping can be the existence of a group of people who do share a characteristic. For instance, there might be a reasonably significant number of men working in sales roles, and showing little integrity and honesty. This can lead to the creation of a stereotype of a salesman figure. In this limited sense it might be seen that the stereotype is based on a real group of people (i.e. salesmen who behave with little integrity). Stereotype is often used as a form of dramatic shorthand for stock character. Stereotypes change with time. The unwitting use of some stereotypes appears awkward to a present-day audience which refuses to tolerate a representation of individuals based on that stereotype. Many other stereotypes pass unnoticed, sometimes even by those being stereotyped. Bibliography Hurst, Charles E. Social Inequality: Forms, Causes, and Consequences. 6. Boston: Pearson Education, Inc, 2007 stereotypeandsociety.typepad.com/ http://changingminds.org/explanations/theories/stereotypes.ht Research Papers on What is StereotypingWhere Wild and West Meet19 Century Society: A Deeply Divided EraThe Relationship Between Delinquency and Drug UseResearch Process Part OneEffects of Television Violence on ChildrenRelationship between Media Coverage and Social andInfluences of Socio-Economic Status of Married MalesStandardized TestingHip-Hop is ArtIncorporating Risk and Uncertainty Factor in Capital