Susan B. Anthony, Womens Suffrage Activist

Susan B. Anthony, Women's Suffrage Activist Susan B. Anthony (February 15, 1820–March 13, 1906) was an activist, reformer, teacher, lecturer, and key spokesperson for the woman suffrage and womens rights movements of the 19th century. Together with Elizabeth Cady Stanton, her lifelong partner in political organizing, Anthony played a pivotal role in the activism that led to American women gaining the right to vote. Fast Facts: Susan B. Anthony Known For:  Key spokesperson for the 19th-century womens suffrage movement, probably the best-known of the suffragistsAlso Known As:  Susan Brownell AnthonyBorn:  February 15, 1820 in Adams, MassachusettsParents: Daniel Anthony and Lucy ReadDied:  March 13, 1906 in Rochester, New YorkEducation: A district school, a local school set up by her father, a Quaker boarding school in PhiladelphiaPublished Works:  History of Woman Suffrage, The Trial of Susan B. AnthonyAwards and Honors: The Susan B. Anthony dollarNotable Quote: It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. Early Life Susan B. Anthony was born in Massachusetts on February 15, 1820. Her family moved to Battenville,  New York when Susan was 6 years old. She was raised as a Quaker. Her father Daniel was a farmer and then a cotton mill owner, while her mothers family had served in the American Revolution and worked in the Massachusetts government. Her family was politically engaged and her parents and several siblings were active in both the abolitionist and temperance movements. In her home, she met such towering figures of the abolitionist movement as Frederick Douglass and William Lloyd Garrison, who were friends with her father. Education Susan attended a district school, then a local school set up by her father, and then a Quaker boarding school near Philadelphia.  She had to leave school to work to assist her family after they suffered a steep financial loss. Anthony taught for a few years at a Quaker seminary. At the age of 26, she became a headmistress at the womens division of the Canajoharie Academy. She then worked briefly for the family farm before devoting herself full-time to activism, making her living off of speakers fees. Early Activism When she was 16 and 17 years old, Susan B. Anthony began circulating anti-slavery petitions.  She worked for a while as the New York state agent for the American Anti-Slavery Society. Like many other women abolitionists, she began to see that in the â€Å"aristocracy of sex†¦woman finds a political master in her father, husband, brother, son.† In 1848, the first Women’s Rights Convention in the U.S. was held at  Seneca Falls, New York, launching the womens suffrage movement. Susan B. Anthony was teaching and did not attend. A few years later in 1851, Susan B. Anthony met Elizabeth Cady Stanton, one of the Conventions organizers, when they both were attending an anti-slavery meeting also at Seneca Falls. Anthony was involved in the temperance movement at the time. Because Anthony was not permitted to speak at a general temperance meeting, she and Stanton formed the Womens New York State Temperance Society in 1852. Working With Elizabeth Cady Stanton Stanton and Anthony formed a 50-year lifelong working partnership. Stanton, married and a mother to a number of children, served as the writer and theorist of the two. Anthony, never married, was more often the organizer and the one who traveled, spoke widely, and bore the brunt of antagonistic public opinion. Anthony was good at strategy. Her discipline, energy, and ability to organize made her a strong and successful leader.  During some periods of her activism, Anthony gave as many as 75 to 100 speeches a year. Post War After the Civil War, Anthony was greatly discouraged that those working for suffrage for black Americans were willing to continue to exclude women from voting rights. She and Stanton thus became more focused on woman suffrage. She helped to found the American Equal Rights Association in 1866. In 1868, with Stanton as editor, Anthony became the publisher of The Revolution. Stanton and Anthony founded the National Woman Suffrage Association, larger than its rival American Woman Suffrage Association, associated with Lucy Stone. The two groups would eventually merge in 1890. Over her long career, Anthony appeared before every Congress between 1869 and 1906 on behalf of women’s suffrage. Working for Womens Rights Other Than Suffrage Susan B. Anthony advocated for womens rights on other fronts besides suffrage. These new rights included the right of a woman to divorce an abusive husband, the right to have guardianship of her children, and the right for women to be paid equal to men. Her advocacy contributed to the 1860 passage of the Married Womens Property Act, which gave married women the right to own separate property, enter into contracts, and be joint guardians of their children. Much of this bill was unfortunately rolled back after the Civil War. Test Vote In 1872, in an attempt to claim that the constitution already permitted women to vote, Susan B. Anthony cast a test vote in Rochester, New York, in the presidential election. With a group of 14 other women in Rochester, New York, she registered to vote at a local barbershop, part of the New Departure strategy of the woman suffrage movement. On November 28, the 15 women and the registrars were arrested. Anthony contended that women already had the constitutional right to vote. The court disagreed in  United States v. Susan B. Anthony. She was found guilty, though she refused to pay the resulting fine (and no attempt was made to force her to do so). Abortion Stance In her writings, Susan B. Anthony occasionally mentioned abortion. She opposed abortion, which at the time was an unsafe medical procedure for women, endangering their health and life. She blamed men, laws, and the double standard for driving women to abortion because they had no other options. When a woman destroys the life of her unborn child, it is a sign that, by education or circumstances, she has been greatly wronged, she wrote in 1869. Anthony believed, as did many of the feminists of her era, that only the achievement of womens equality and freedom would end the need for abortion. Anthony used her anti-abortion writings as yet another argument for womens rights. Controversial Views Some of Susan B. Anthonys writings could be considered racist by todays standards, particularly her writings from the period when she was angry that the 15th Amendment had written the word male into the constitution for the first time in permitting suffrage for freedmen. She sometimes argued that educated white women would be better voters than ignorant black men or immigrant men. In the late 1860s, she even portrayed the vote of freedmen as threatening the safety of white women. George Francis Train, whose capital helped launch Anthony and Stantons The Revolution newspaper, was a noted racist. Later Years In her later years, Susan B. Anthony worked closely with Carrie Chapman Catt. Anthony retired from active leadership of the suffrage movement in 1900 and turned over the presidency of the NAWSA to Catt. She worked with Stanton and Mathilda Gage on what would eventually be the six-volume History of Woman Suffrage. By the time she was 80 years old, even though woman suffrage was far from won, Anthony was acknowledged as an important public figure. Out of respect, President William McKinley  invited her to celebrate her birthday at the White House. She also met with President Theodore Roosevelt to argue that a suffrage amendment be submitted to Congress. Death A few months before her death in 1906, Susan B. Anthony delivered her Failure Is Impossible speech at her 86th birthday celebration in Washington, D.C. She died of heart failure and pneumonia at home in Rochester, New York. Legacy Susan B. Anthony died 14 years before all U.S. women won the right to vote with the 1920 passage of the 19th  Amendment. Although she did not live to see womens suffrage achieved across the entire United States, Susan B. Anthony was a key worker in laying the groundwork for this change. And she did live to witness the sea change in attitudes that was requisite for universal suffrage. In 1979, Susan B. Anthonys image was chosen for the new dollar coin, making her the first woman to be depicted on U.S. currency. The size of the dollar was, however, close to that of the quarter, and the Anthony dollar never became very popular. In 1999 the U.S. government announced the replacement of the Susan B. Anthony dollar with one featuring the image of Sacagawea. Sources Anthony, Susan B.  The Trial of Susan B. Anthony.  Humanity Books, 2003.Hayward, Nancy. â€Å"Susan B. Anthony.† National Women’s History Museum, 2017.Stanton, Elizabeth Cady, Ann De Gordon, and Susan B. Anthony.  Selected Papers of Elizabeth Cady Stanton and Susan B. Anthony: In the School of Anti-Slavery, 1840-1866. Rutgers University Press, 1997.Ward, Geoffery C. and Ken Burns.  Not For Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan B. Anthony. Knopf, 2001.

The Difference Between Emigrate and Immigrate

The Difference Between Emigrate and Immigrate These two verbs have similar meanings, but they differ in point of view.Emigrate means to leave one country to settle in another. Immigrate means to settle in a country where one isnt a native. ​Emigrate stresses leaving; ​immigrate stresses arriving. For example, from the point of view of the British, you emigrate when you leave England to settle in Canada. From the point of view of the Canadians, you have immigrated to Canada and are considered an immigrant. Emigrate describes the move relative to the place of departure. Immigrate describes it relative to the place of arrival. Examples The film Amreeka tells the story of a Palestinian mother and son who emigrate from the West Bank to Illinois.The modern American Christmas tree originated with German Lutherans and spread to Pennsylvania after they began to immigrate here in the 18th century. Practice Understanding the Difference (a) When my grandparents decided to _____ to the U.S., there was no one waiting for them here.(b) At the end of the Greco-Turkish War of 1919–1922, thousands  of people were compelled to _____  from  Asia Minor to Greece. Answers (a) When my grandparents decided to  immigrate  to the U.S., there was no one waiting for them here.(b) At the end of the Greco-Turkish War of 1919–1922, thousands  of people were compelled to  emigrate  from  Asia Minor to Greece.

Criminal Justice Coursework Example | Topics and Well Written Essays - 250 words - 2

Criminal Justice - Coursework Example The social control is often maintained in the criminal justice system to pave the way for orderly and crime free societies. Criminal justice agency mandated by the United States government to exhibit criminal justice is the U.S. department of justice (DOJ’s). This department ensures that all the societal norms are followed to the later. In cases of anomie or normlessness, the criminal law pursuit always takes its course to ensure order is fully restored in all systems in the society. Justice concept of the criminal justice system provides for freedoms and rights of the criminals (Schmalleger 46). Detention before trial is against the criminal justice laws. Taking more days before trial as well is against this law’s pursuit. Lastly, all the criminals are always innocent until proved guilty by the DOJ’s agencies. In summary, the criminal justice system is one of the key role players in a society’s cohesion and integration. The United States criminal justice system is indiscriminative thus exercises enacted laws equally to all the races in the society. The criminal justice ensures there is a universal application of jurisdiction in all the intended societal criminal activities. Through criminal justice, the societies live harmoniously as normless behaviours are highly regulated. These, therefore, are some of the important roles played by criminal justice systems in the United

Perspective on Policing Essay Example | Topics and Well Written Essays - 3250 words

Perspective on Policing - Essay Example According to Wilson and Kelling, minor disorders (like littering, loitering, public drinking, panhandling, and prostitution) if tolerated, produce an environment that is likely to attract crime. They signal to potential criminals that delinquent behavior will not be reported or controlled -- that no one is in charge. One broken window, left unrepaired, invites other broken windows. These progressively break down community standards, leaving the community vulnerable to crime. A stable neighborhood of families who care for their homes, mind each other's children, and confidently frown on unwanted intruders can change, in a few years or even a few months, to an inhospitable and frightening jungle. A piece of property is abandoned, weeds grow up, a window is smashed. Adults stop scolding rowdy children; the children, emboldened, become more rowdy. Families move out, unattached adults move in. Teenagers gather in front of the comer store. The merchant asks them to move; they refuse. Fights occur. Litter accumulates. People start drinking in front of the grocery; in time, an inebriate slumps to the sidewalk and is allowed to sleep it off. Pedestrians are approached by panhandlers. At this point it is not inevitable that serious crime will flourish or violent attacks on strangers will occur. But many residents will think that crime, especially violent crime, is on the rise, and they will modify their behavior accordingly. Such an area is vulnerable to criminal invasion. Though it is not inevitable, it is more likely that here... drugs will change hands, prostitutes will solicit, and cars will be stripped. That the drunks will be robbed by boys who do it as a lark, and the prostitutes' customers will be robbed by men who do it purposefully and perhaps violently. The social meaning in question is the meaning of order and disorder. Order means that the community cares about its neighborhood and is prepared to enforce norms of orderliness. Social norm proponents suggest that "some social meanings are constructed." Those that are, are socially constructed through the interrelationship of action and context -- the context being certain expectations or understandings that are often unquestioned. Social meanings are "the frameworks of understanding within which individuals live; a way to describe what they take or understand various actions, or inactions, or statuses to be; and a way to understand how the understandings change."(n66) When these understandings are uncontested, the related social meanings acquire more power and appear unavoidable. Social Influence Social meanings can have social influence, which is to say that they can influence the behavior of individuals in society. In the broken windows context, the social meaning of disorder influences the disorderly to commit crimes and law abiders to leave the neighborhood. Conversely, the social meaning of order influences the disorderly not to follow their inclination to commit crime and law abiders to walk more freely in the streets at night. The relationship between social meaning, social influence and social norms is illustrated in the following figure: In the context of order-maintenance policing, this suggests that, by encouraging the social norm of orderliness, major crime may decline because (a)

Environmental Impacts Essay Example for Free

Environmental Impacts Essay There is a large gap between developed and developing countries in terms of the attention given to environmental concerns. As a general rule, developing nations place the environment low on their list of priorities. Managing the ecosystem takes a back seat to economic advancement and industrialization, which are seen as more pressing needs. On the other hand, developed nations generally take a more proactive role in environment management because they have the budget and the technology to do so. They have also recognized that further economic development can no longer do without sustainable environmental practices (Organization for Economic Cooperation and Development, 2001). Stemming from this basic difference of priorities is the great disparity between the environment’s impacts on the health of people living in the First World and those living in the Third World. However, it is simplistic to assume that the former are invariably healthier than the latter. While it is true that developing nations use less environmentally-friendly practices, the sheer level of industrialization and commercialization in developed countries sometimes means that these countries produce far more pollution and thus create more health problems for their citizens. A comprehensive assessment of the interaction between human health and the natural environment is not possible given the length of this paper. Nevertheless, this essay will explore some differences between First and Third World nations with regards to two selected major public health issues, namely, air pollution and water pollution. Air Pollution Palo and Solberg (1999) have identified carbon dioxide as the most abundant greenhouse gas produced today, and they cite it as the most critical contributor to global warming, a phenomenon that poses a grave threat to human health and security. Confalioneri et al. (2007) detailed the exact nature of this threat in the Intergovernmental Panel on Climate Change’s Fourth Assessment Report. Global warming first affects humanity by changing weather patterns. Extreme temperature swings, irregular precipitation, rising sea levels, more powerful storms, droughts and heatwaves have all become more common as a direct result of global warming. These phenomena in turn negatively affect the quality and quantity of food, water and air available to human populations. These phenomena inflict a great amount of damage on human settlements and infrastructure as well. The worldwide spikes in malnutrition, infectious diseases, and deaths from extreme weather events are all directly proportional to the increase of carbon dioxide in the atmosphere. The IPCC also warned that developing societies were at the greatest risk to these environmental pressures. Among these developing nations, Douglas et al. (2001) cited coral reef atolls and reef islands as the most prone because their rates of land loss are dramatically impacted on by incremental rises in sea level. They cited the rapidly disappearing land of the Maldives, the Marshall Islands, and some low-lying Japanese islands as some of the most alarming manifestations of global warming. They added that rise in sea levels has led not only to escalating land loss, but also to the contamination of underground water sources in nations such as Israel, Thailand and island states in the Pacific and the Caribbean. The combined loss of arable land and potable water caused by global warming does not only lead to malnutrition and disease but also to social pressures such as overcrowding in cities, which increase the strain on the human population’s health. In addition, developing countries lack the infrastructure to protect their populations from the increasingly negative repercussions of climate change. In nations such as India, Bangladesh and Burma, relief efforts for victims of increasingly destructive storms are routinely slowed down by the insufficient facilities, resources and personnel. However, it should be noted that developed countries are not immune to these calamities. The unprecedented destruction wrought by Hurricane Katrina on a major U. S. city serves as a grim reminder of the vulnerability of First World nations to extreme weather events. Cooper and Block (2007) are only two of many Americans who have accused the United States’ Federal Emergency Management Agency (FEMA) of being prepared for natural disasters â€Å"on paper,† only to be caught flat-footed when Hurricane Katrina struck the city of New Orleans on August 29, 2005. Cooper and Block also blame FEMA’s ineptitude for the unsanitary living conditions thousands of survivors had to endure for several weeks after the disaster. To this day, New Orleans has not fully recovered from the hurricane. Carbon dioxide emissions are not the only major source of air pollution. Other chemicals such as sulfur dioxide, nitrogen oxides and volatile organic compounds (VOCs) also pose significant health problems. As Tang (2004) has underlined, these primary pollutants are doubly hazardous because they can react photochemically to create secondary pollutants, and these secondary pollutants can also undergo further chemical reactions which result in even deadlier substances. This type of air pollution is one of the most critical problems in China today, especially in the capital of Beijing. As one of the most rapidly developing countries in the world, China has seen an enormous surge in demand for fossil fuels to feed its factories and the motorized transport of its citizens. In addition, China has much lower emissions standards for its automobiles compared to other countries, leading to more pollution produced per vehicle. Tang cited Song et al. (2003), who noted the sharp increase in respiratory diseases among Chinese living in urban areas, as well as many residents’ complaints about the chronic lack of visibility in Beijing. Once again, these health problems are not limited to developing countries. In fact, this type of air pollution is acutely felt in megacities such as Los Angeles and London, where air quality is severely compromised by the millions of automobiles and the factories located in and around the city limits. However, developed countries are taking definite steps to decrease the pollution, with one notable exception. As Al Gore observed in the documentary An Inconvenient Truth (2006), the United States lags far behind its European counterparts when it comes to enforcing more environmentally friendly emissions standards for its automobiles. The discrepancy has reached the point where some American vehicles can no longer be sold in European countries because they no longer meet government environment safety standards.

Women Coping with Breast Cancer Essay -- Health, Diseases, Cancer Diag

Women Coping with Breast Cancer Coping has been closely connected to stress; it involves a process by which a person attempts to restore balance in response to a stressful life event (Henderson, Gore, Davis, and Condon, 2003). The most common cancer among Canadian women in 2010 is breast cancer. An average of 445 Canadian women will be diagnosed with breast cancer and an average of 100 Canadian women will die of breast cancer every week (Canadian Cancer Society, 2010). Coping with breast cancer has been defined as being emotionally and physically challenging for women and their families (Henderson et Al., 2003). Women that are newly diagnosed with breast cancer and those in the period between diagnosis and treatment are seen as being most stressful due to the uncertainty and ambiguity about the disease, lack of information and the need to make treatment decisions as soon as possible (Balneaves and Long, 1999). Understanding women’s experience in coping with breast cancer will aid nurses and other health car e professionals to recognize maladaptive coping strategies and ensure that women receive the support that they need in order to promote physical and psychological recovery (Luker, Beaver, Leinster and Owens, 1996). Description of Literature The purpose of this limited descriptive review is to develop an understanding of how women cope when diagnosed with breast cancer. The review includes 13 single studies in total, represented by seven quantitative studies and six qualitative studies from 1996-2008. In addition, one mixed-method study will be reviewed. The chosen articles will be defined according to paradigm, method, samples, and key findings. Also, it will be described in a synthesized manner according to qualitative and... ... 2006; Gonzalez and Lengacher, 2007). Another limitation that was noted among the literature was the potential bias in selecting samples and the generalization of the studies findings was limited. The data needs to be considered because of the complex nature of the disease and treatments (Wengstrom et al., 2001; Ebright and Lyon, 2002; Henderson et al., 2003; Carlsson, 2005; Li and Lambert, 2007; Gonzalez and Lengacher, 2007). Lastly, in a number of studies, the data was only measure at one point in time. Feelings and emotions change from time to time. Also, a single time measurement does not allow dynamic changes in the study to be investigated accordingly. Measuring multiple times will aid in providing more credible data for the studies (Luker, et al., 1996; Henderson et al, 2003; Gelinas and Fillion, 2004; Drageset and Lindstrom, 2005; Carlsson et al., 2005).

Article on the Discussions of the EMC Problems

The purpose of this article is to discuss the EMC problem and to briefly illustrate its relevance in the development, manufacturing and sale of commercial escalator components in Australia. The intent audiences of this report are engineers and managers from WTM, an escalator development company planning on entering the Australian market. Electromagnetic interference or EMI caused by radiation has been a known problem ever since the very earlier days of the electronic age. In some cases, electromagnetic interference can cause severe conflicts between electronic devices operating in the same environment. Today, with the rapid spread of electrical and electronic devices, electromagnetic compatibility (EMC) has become a subject gathering ever increasing interests and attention. Electromagnetic compatibility is known as the discipline of designing, analysing and testing of electronic equipment, to ensure that they are compatible with their electromagnetic environment. By conforming to the EMC regulations in the design stage, we reduce the potential of discovering design problem after the design has left the development laboratory. The definition of EMC can also be described using the terms EMI and EMS. MES is electromagnetic susceptibility or immunity. Thus, a electronic device must have an EMI emission below that of the defined maximum limit and must remain in fault-free operation with interference below the EMS limit. In a carefully controlled environment, such as in an airliner, passengers can be kept from using equipment which might cause interference with the airliners navigational and communication system. But this is not a realistic solution for an escalator system. The use of some electronic equipment in the close proximity of the elevator is inevitable and necessary. Hence, the main problem facing all elevator equipment developers is the need for sufficient equipment and component shielding thus preventing unwanted electromagnetic frequencies from entering or exiting devices and interfering with other control circuitry. This limits the unwanted electromagnetic radiation and ensures that components will continue to function in the presence of EMI from other electronic devices. To accomplish this, equipment designer and manufacturers must take reasonable precautions and be aware of the issues and regulations explained in the following section. In today†s world of electronics, it is necessary to deal with standards for electronic emission and susceptibility levels. The standards are guidelines for emission and susceptibility limits allowing electronic devices to coexist in the same environment. These standards are not static, as technology improves, new standards are established while existing standards are abolished. Manufacturers should refer to the suite of mandatory standards to determine the standards applying to the product. An escalator as a product comprises of many component parts, it is physically large and widely distributed. It is impossible to test a lift for compliance on site due to the fact that the test results are not reproducible. Thus, generic EMC standards are not appropriate. In this case product-specific standard which has been tailored to the specific circumstance and design of the product would apply and take precedence over generic standard. Normally, a product†s conformity has to be proof-read by a type test on EMI and EMS. The results must be within the allowed tolerances and must be independent from when and where it was performed. The EMC standards define the artificial interfaces, test equipment to be used and the set up of the test environment allowing reproducible measurements to be done on EMI and EMS. Developers should only use accredited ad trustworthy test laboratories for EMC tests. Once verification is complete, manufacturers is entitled to a Conformity Declaration. Each product must then be labelled according to the label specification. The label allows the origin of the product to be traced. In Australia and most other industrialise nations, devices without certification can not be sold. It is the responsibilities of the suppliers or manufacturers to ensure that all products on the market satisfy the technical requirement of the Australian EMC framework. Most of the time, a elevator comprises of components sourced from many manufacturers, in this case, the installer is considered the manufacturer. Thus, the components manufacturer must provide the installer with a declaration of conformity. Generally, the earlier EMC is taken into account during development, the lower the expense. From test cases, additional production costs fall between 1-5%. If the issue of EMC is considered after the development phase, the production costs can be significant higher. And if measures were taken after production, the costs will increase by another 30%. Apart from suffering lower profit, the entire manufacturing process will experience long delays, thus reduced market share. Due to high EMC test equipment cost, sometimes EMC measures are given to an external consultant. However, highest flexibility is achieved by doing pre-compliance testing and basic EMC measures in the company during development and give compliance testing and EMC fine tuning to the experts of EMC consultant. In any case, there should be at least one person in the company responsible for the management of EMC regulations, engineering and contacts to the consultants. For a product containing electric or electronic components, EMC is a quality feature just like others. Products without EMC certification do not have a standing ground on the Australia market. To be compliant with the Australian EMC regulations, work need to be carried out in every stage of the development cycle, from the design phase right through to the marketing and installation phase. Thus it is very important for TWM to consult the Australian Spectrum Management Agency of the Australian Communications Authority for a more concise reference for implementing measures which must be taken to assure that the products complies to the Australia EMC Standards.

Retired Teacher

Implementing Time To Teach Using a Flow Chart D’Ette Griffin March 11, 2013 EDU 618 Dr. Thinh Nguyen Learning Setting: The learning setting is a middle school in rural Espanola, New Mexico. The school is only 8th and 9th grade, about six hundred students. Having only two grades causes some of the discipline problems of the school to be exaggerated. Schools with only two grades set up unique problems, missing the third grade which balances the school. Eighty five percent of these students are on the free lunch program, many of their families are on welfare, unemployment, disability or have very low paying jobs.The poverty rate in Espanola, New Mexico is very high. The racial break-down is about 49% Hispanic, 28% Native American, 20% Caucasian and 3% African American. The school’s staff has noticed that many of the students lack positive character traits, low level discipline problems; they have low test scores and a huge bullying problem. The administrators and staff hav e decided to bring in a classroom management program that will address these issues. The program the principal has decided to implement is called Time To Teach. The principal has hired a trainer and the dates have been set.This paper will explore the process of choosing and implement a classroom management program by using the project logic model. â€Å"The program logic model is defined as a picture of how your organization does its work – the theory and assumptions underlying the program. A program logic model links outcomes (both short- and long-term) with program activities/processes and the theoretic assumptions/principles of the program. †(Kellogg, 2004 p. 111) The goal of an educator is to educate, but every administrator and educator knows that that is easier said than done.The goal of education is often hindered by inappropriate behaviors that stop teaching, stop learning and are a waste of time. Initial attempts to combat this problem begin with posting all t he school-wide rules and expectations and a list of what the consequences for failure to follow the rules. Schools wanting to create a positive learning environment and sense of community to must go beyond the basic rules and communicate the vision of the school. The vision should be shared among staff, students and the community and all stakeholders need to â€Å"buy-in†.The students must be ‘buy-in’ the importance of good behavior and character, furthermore become active participants in making their school better. The behavioral expectations will be displayed in every classroom as the ‘expectations will posted throughout the campus as well as the schools vision. It is â€Å"equally important to remember to periodically update the vision as necessary to maintain personal and cultural relevance. †(Dahlgren, Malas, Faulk and Lattimer,(2008, p. 188) When choosing a vision for your school it may take on many varied forms the authors continue, there is n o right way to have it, â€Å"the important thing is just to have it. (p. 189) Finally they suggest Vision and Mission statements should be revisited in three to four years to reflect the cultural changes and relevance of the times. Mission Statement The mission of Carlos Vigil Middle School is to guide students to become productive and contributing members of society. Carlos Vigil Middle School will provide strong academic and co-curricular programs. The staff shall coordinate resources of the school and community so that students will respect themselves and others, while appreciating the value of diversity, individuality, creativity.Recognize that problems are opportunities of change. We seek a set of moral standards and character traits that allows them to thrive in the world. Students will be taught with â€Å"Unconditional Positive Regard† and teachers will model appropriate behavior. Students will experience the joy of learning as a lifelong process. The value system t hat underlies efforts to accomplish this mission includes these beliefs and student Expectations: †¢ The school community will be a safe and caring environment that promotes respect, self-worth, creativity, and academic growth. All members of the school community work collaboratively. This process includes good communications, shared decision-making and accountability. †¢ Learning is a process in which all can participate and succeed. Inherent in the process is innovation, risk-taking, and the challenge of one’s personal limits. †¢ The school community should foster the intellectual, emotional, and physical well-being of each student. †¢ Diversity should be welcomed for the strength it brings to the education of all members of the school community. Education should be celebrated as a lifelong process that fosters person and positive growth. The staff and administration and a group of students worked on a committee that helped plan and develop the vision an d mission statements for Carlos Vigil Middle School. Finally, the school will hold a contest to develop a â€Å"Character Logo† that will be in every classroom and part of the school community. The winning design will be made into huge posters, banners, and will represent what we as a school are our most important character traits.Once the vision and mission statements have been decided upon the next step would be to present the ‘Logic Model’, and the flow chart will be explored throughout this paper. The logic model as described by W. K. Kellogg in his Logic Model Development Guide: â€Å"In general, logic modeling can greatly enhance the participatory role and usefulness of evaluation as a management and learning tool. Developing and using logic models is an important step in building community capacity and strengthening community voice.The ability to identify outcomes and anticipate ways to measure them provides all program participants with a clear map of th e road ahead. Map in hand, participants are more confident of their place in the scheme of things, and hence, more likely to actively engage and less likely to stray from the course – and when they do, to do so consciously and intentionally. Because it is particularly amenable to visual depictions, program logic modeling can be a strong tool in communicating with diverse audiences – those who have varying world views and different levels of experience with program development and evaluation. (Kellogg, P. 111) Logic Model Development Guide The school system including the principal, counselors, administrators, and a group of teachers collaborated on helping to decide on the program that would be implemented â€Å"Time To Teach† and which behaviors that we were going to â€Å"Teach To† if we plug these behaviors into the flow chart model each segment will have a chart that represents that particular behavior or character trait. A typical flow chart will incl ude the following:Assumptions| Input| Activities| Outputs | Short & Long Term Outcomes| Impact| Conduct Needs assessment | Money for Staff development and Title 1 monies | Staff training & training activity| Five core beliefs | Students will have better self-esteem| Successful student-teacher relationships | Secure Training facility | Equipment needs | Classroom ecology analysis | Self-control | Improved Test scores | Increased Test Scores by a measurable percentage | Classroom management program will address behavior issues and character traits. Selection of the Time to Teach Program | Teaching classroom expectations & Refocus Establish a base of support Establish â€Å"buddy teachers†Teach Refocus Process Produce Refocus forms | Classroom by Design Teach To’sStudents learn â€Å"expectations† | Lower principal referrals Intended OutcomesStudent Mood Awareness & Rapid Teacher Response (SMARTRTM)Clear classroom expectations â€Å"Teach-To’s†Student s with good self –esteem ~ Unconditional Positive Regard Lower Principal referrals Improved Test Scores| Students will recognize the good in each other and will accept each others differences, there will be less bullying because they are treating each other with the respect that the receive from staff and each other. | Before any program can be implemented the principal will be doing certain activities to get ready for implementing the program. A needs assessment must be completed to determine to what the goals are and what activities are going to be done to reach these goals.After conducting the needs assessment, the principal can determine the goals for the program. Once they have chosen a program, then they must budget for the training, that means acquiring funds. The next activity is choosing a venue to have the training session and planning for lunch and or snacks. Activities â€Å"are the procedures, techniques, tools, events, technology, and actions of the planned pro gram. †(Kellogg, 2004,p. 8) The author continues, â€Å"These may include products-promotional materials and educational curricula; services education and training, counseling, or health screening and infrastructure –structure, relationships, and capacity, used to bring about the desired results. (p. 8) Activities will include students designing character logos and banners, after the implementation of the program. The Time to Teach classroom management program can be implemented into the school system as soon as the training session is over; all the components can be implemented the following school year. The next school year will begin with all the â€Å"classroom expectations† posted in the hallways, classrooms and on the buses. Starting on the first day of school and will continue until all classrooms, school library, cafeteria, behavior on the bus, the first week to two weeks will be spent teaching the expected behaviors to the students.As teachers we cannot afford to assume that students know how to behave properly in need to be taken to prepare for the professional development training program and for implementing strategies after the training has been completed. For example, Implementation activities are â€Å"included for each component of a program logic model. † (McDavid, Huse, & Hawthorn, 2013) These implementation activities teachers can use to immediately start using the techniques of the program. Here is the three classroom integrity classroom questions teachers can mentally ask themselves, â€Å"Am I able to Teach? Are the other students able to learn? Is the student in question able to learn? † (Dahlgren & Hyatt, 2007) This is just a quick sample of a starting point for teachers. Outputs:Outputs can be described as in â€Å"terms of the size and or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended ‘ dose. †(Kellogg, 2013) The Time To Teach would have to be viewed by the teachers to start to implement the â€Å"product† which in this case it would be the training session. Once the teachers have participated in the training/product they can return to the classroom and begin to implement the Time To Teach strategies and activities so that they can get the desired outcome. The desired outcomes will include ‘buy-in’ by all staff members, parents and teachers.There must be a shared sense of purpose among the staff, students, parents and community. (Dahlgren, & Hyatt, 2007) The authors continue when there is a failure to achieve this ‘buy-in’ by one or more of the stakeholders than there will be limited policy effectiveness and it may even become useless. When the Time To Teach program has been properly implemented and there is ‘buy-in’ by all participating parties then the likely outcomes will be successful. The Five Core Beliefs th at the Time to Teach philosophy incorporates, Self-Control, Classroom by Design, Teach To’s, Refocus, and the student teacher relationships or Unconditional Positive Regard.If the stakeholders do ‘buy-in’ to the program then they end up with 30% higher test scores, better behaved students and lower principal referrals. (Dahlgren & Hyatt,2007) Outcomes: When planning for your program you can demonstrate your programs progress by projecting outcomes. â€Å"Outcomes identify the short-term and long-term outcomes you expect to achieve for each activity. †(Kellogg, 2007p. 14) Outcomes can further be defined as â€Å"specific changes in attitudes, behaviors, knowledge, skills, status, or level of functioning expected to result from program activities and which are most often expressed at an individual level†(p. 8) The activities that are planned ultimately bring the outcomes that are trying to accomplish. The activities approach model also connects progra m resources and activities but does so in great detail. Each outcome is usually dealt with separately by the activities and events that must take place to keep on track. †(p. 12) The intended outcomes for the Time to Teach program will be discussed throughout the rest of this paper. Time To Teach! is an evidence based classroom management program that uses proven, practical, and powerful strategies. These strategies are researched based and ready to be put to use in the classroom. The Five Core components of Time To Teach! mirror what many esteemed researchers say works. Many leading researchers define classroom management in similar terms.Robert Marzano (2003) defined effective classroom as â€Å"the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures,(2)carrying out disciplinary actions,(3)maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management†(88-89) C lassroom management was rated as the most important variable in building and sustaining a high achieving classroom in nearly every major study on academic achievement. (Dahlgren, Malas, Faulk, and Lattimer,2008) Once Time To Teach! has been implemented, teachers should be able to read student mood and respond calmly and quickly, as needed. Teachers will correctly read social and emotional cues and correctly perceive students responses to their behaviors. Specifically, when a student becomes disruptive, it is the teachers job to respond calmly and appropriately. Teachers who exhibit this kind of self-control can read their room and will react swiftly, calmly, and compassionately. We call this the SMARTR TM response- Student Mood Awareness and Rapid Teacher Response. †(Dahlgren et. al. ,p. 6) Projected outcome of the Time To Teach! once the program has been implemented students will be taught what the classroom expectations are and the teachers will not how to teach classroom ru les and routines with success. The term Teach To’s was first coined almost four decades ago. (p. 6) With today’s students showing up for class not knowing how to act or what is expected of them is the norm while having students who show up knowing how to act is the exception.The good news is that there is that even if we have students that have bad behaviors that affect the classroom functioning, when successfully â€Å"teaching-to† your classroom rules and routines, â€Å"you will be guaranteed a more effective instructional climate. †(Dahlgren et. al. ,p. 7) The authors continue, â€Å"Teaching-to† behaviors are a foundational and powerful component of the Time To Teach! Program. We have been doing it for forty years. †(p. 7) Conclusion: Students should gain more confidence as teachers continue with the program and as they begin to ‘buy-in’ in to the system. School-wide behavioral- management and character education in todayâ⠂¬â„¢s world is a must. Every classroom in every school can find a room with the rules posted, and talked about once, but these programs â€Å"expectations† will be posted everywhere and will be talked about and taught until every student gets it.Students will be taught how to act and what is expected of them in a positive respectful way with unconditional positive regard. Students will be asked to compete in a contest to design the â€Å"character logos,† whoever wins will receive a prize of some sort and school wide credit. Because somewhere in this face paced world, of video games, cell phones, tablets, and laptops, these latch key students have not been taught how to act appropriately and it is our responsibility as teachers to teach them character traits and behavior management skills. The school administrators have a tough job. They have to try to please the district offices, teachers, parents, students, the community and the government, all while trying to do wh at’s best for the education of the student.In today’s world it is increasingly apparent that it is essential to incorporate the behavior management skills. â€Å"It is important to understand that teaching behavior is as important as teaching academics. †(Dahlgren et. al. ,p. 198) The authors continue, that â€Å"on a school-wide basis, children must be taught these expectations until they understand these expectations, and finally they should be held accountable for these expectations. † (p. 198) Thanks to Time To Teach for making these expectations a reality. References Dahlgren R. , Dahlgren A. , Faulk J. , Lattimer M. , Ludwig. (2011) Associate Training Manual Time To Teach. , Dahlgren R. & Hyatt J. (1994-2007). Time To Teach: Encouragement, Empowerment, and Excellence in Every Classroom. Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. Dahlgren R. , Malas B. , Faulk J. , & Lattimer M. (2008). Time To Teach! The Source for Classroom Managemen t. , Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. W. K. Kellogg Foundation. (2004). Using Logic Models to bring together planning, evaluation, and action: Logic Model Development Guide. , Retrieved from http://www. wkkf. org/~/media/36693510092544928C454B5778180D75/LogicModel. pdf McDavid J. C. , Huse I. , & Hawthorn R. L. , (2013) Program Evaluation and Performance Measurement An Introduction to Practice. , Second Edition. , Thousand Oaks, CA. , Sage Publications.

The Great Gatzby essays

The Great Gatzby essays The Great Gatsby is a story, told through an observer, about a mans trials and tribulations who tries to regain what he had in the past. The whole focus of the story is on Gatsbys dream, his desire to rekindle the flames of a previous fire. Daisy, the fire, is along for the ride. A ride that contains many twists and turns that only lead to corruption. Nick, the narrator of the story, has just moved from the Midwest to New York. Knowing that Nick is the narrator, it is important to realize that some of the things he says or feels could be swayed by his own emotions. Also living in New York and near to Nicks house is the Buchanans. Tom Buchanan is an acquaintance from Nicks days in college and Daisy is Nicks cousin. Nicks move is going very smoothly and his cousin is getting him used to the high-class lifestyle. Being from a middle class society Nick, at times, enjoys the elegant parties that are thrown almost every day. At Daisys house is where Nick is informed about Toms affair. Jordan, Daisys friend, catches Nick up on the latest gossip and hopes Nick would be able to help the situation. Jordan also asks about Nicks neighbor, Gatsby, whom he has not yet met but decides to later on. One afternoon Tom invites Nick out for an evening in the city. This is when Nick realizes the severity and the careless nature of the affair. Along the way they pick up Myrtle, Toms second lover, and head off to another party. At the party we find out that Tom and Daisys relationship is not going to last. Nick is finally introduced to his neighbor in chapter 3. Gatsbys driver invited Nick to a party at Gatsbys house. There were many people in attendance and few knew the host. Everyone was gossiping about the mysterious Gatsby and Nick took it upon himself to find the truth. By wondering through the party he meets Gatsby a ...

The Importance of a Residency Statement

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