Poetry Terms (Consonance and Assonance) Flashcard

Poetry Terms (Consonance and Assonance)

Battle of Fredericksburg in the Civil War

Battle of Fredericksburg in the Civil War The Battle of Fredericksburg was was fought December 13, 1862, during the American Civil War (1861-1865) and saw Union forces suffer a bloody defeat. Having grown angry with Major General George B. McClellans unwillingness to pursue General Robert E. Lees Army of Northern Virginia after the Battle of Antietam, President Abraham Lincoln relieved him on November 5, 1862, and replaced him with Major General Ambrose Burnside two days later. A West Point graduate, Burnside had achieved some success earlier in the war campaigning in North Carolina and leading IX Corps. A Reluctant Commander Despite this, Burnside had misgivings about his ability to lead the Army of the Potomac. He had twice declined the command citing that he was unqualified and lacked experience. Lincoln had first approached him following McClellans defeat on the Peninsula in July and made a similar offer following Major General John Popes defeat at Second Manassas in August. Asked again that fall, he only accepted when Lincoln told him that McClellan would be replaced regardless and that the alternative was Major General Joseph Hooker whom Burnside intensely disliked.      Burnsides Plan Reluctantly assuming command, Burnside was pressured to undertake offensive operations by Lincoln and Union General-in-Chief Henry W. Halleck. Planning a late fall offensive, Burnside intended to move into Virginia and openly concentrate his army at Warrenton. From this position he would feint towards Culpeper Court House, Orange Court House, or Gordonsville before quickly marching southeast to Fredericksburg. Hoping to sidestep Lees army, Burnside planned to cross the Rappahannock River and advance on Richmond via the Richmond, Fredericksburg, and Potomac Railroad. Requiring speed and guile, Burnsides plan built upon some operations that McClellan had been contemplating at the time of his removal. The final plan was submitted to Halleck on November 9. Following a lengthy debate, it was approved by Lincoln five days later though the president was disappointed that the target was Richmond and not Lees army. Additionally, he cautioned that Burnside should move quickly as it was unlikely that Lee would hesitate to move against him. Moving out on November 15, the lead elements of the Army of the Potomac reached Falmouth, VA, opposite Fredericksburg, two days later having successfully stolen a march on Lee. Armies Commanders Union - Army of the Potomac Major General Ambrose E. Burnside100,007 men Confederates - Army of Northern Virginia General Robert E. Lee72,497 men Critical Delays This success was squandered when it was discovered that the pontoons needed to bridge the river had not arrived ahead of the army due to an administrative error. Major General Edwin V. Sumner, commanding the Right Grand Division (II Corps IX Corps), pressed Burnside for permission to ford the river to scatter the few Confederate defenders in Fredericksburg and occupy Maryes Heights west of the town. Burnside refused fearing that the fall rains would cause the river to rise and that Sumner would be cut off. Responding to Burnside, Lee initially anticipated having to make a stand behind the North Anna River to the south. This plan changed when he learned how slow Burnside was moving and he instead elected to march towards Fredericksburg. As the Union forces sat in Falmouth, Lieutenant General James Longstreets entire corps arrived by November 23 and began digging on the heights. While Longstreet established a commanding position,  Lt. General Thomas Stonewall Jacksons corps was en route from the Shenandoah Valley.   Opportunities Missed On November 25, the first pontoon bridges arrived, but Burnside refused to move, missing an opportunity to crush half of Lees army before the other half arrived. By the end of the month, when the remaining bridges arrived, Jacksons corps had reached Fredericksburg and assumed a position south of Longstreet. Finally, on December 11, Union engineers began building six pontoon bridges opposite Fredericksburg. Under fire from Confederate snipers, Burnside was forced to send landing parties across the river to clear out the town. Supported by artillery on Stafford Heights, the Union troops occupied Fredericksburg and looted the town. With the bridges completed, the bulk of Union forces began crossing the river and deploying for battle on December 11 and 12. Burnsides original plan for the battle called for the main attack to be executed to the south by Major General William B. Franklins Left Grand Division (I Corps VI Corps) against Jacksons position, with a smaller, supporting action against Maryes Heights. Held in the South Beginning at 8:30 AM on December 13, the assault was led by Major General George G. Meades division, supported by those of Brigadier Generals Abner Doubleday and John Gibbon. While initially hampered by heavy fog, the Union attack gained momentum around 10:00 AM when it was able to exploit a gap in Jacksons lines. Meades attack was eventually stopped by artillery fire, and around 1:30 PM a massive Confederate counterattack forced all three Union divisions to withdraw. To the north, the first assault on Maryes Heights had commenced at 11:00 AM and was led by the division of Major General William H. French. A Bloody Failure The approach to the heights required the attacking force to cross a 400-yard open plain which was divided by a drainage ditch. To cross the ditch, Union troops were forced to file in columns over two small bridges. As in the south, the fog prevented Union artillery on Stafford Heights from providing effective fire support. Moving forward, Frenchs men were repulsed with heavy casualties. Burnside repeated the attack with the divisions of Brigadier Generals Winfield Scott Hancock and Oliver O. Howard with the same results. With the battle going poorly on Franklins front, Burnside focused his attention on Maryes Heights. Reinforced by Major General George Picketts division, Longstreets position proved impenetrable. The attack was renewed at 3:30 PM when Brigadier General Charles Griffins division was sent forward and repulsed. Half an hour later, Brigadier General Andrew Humphreys  division charged with the same result. The battle concluded when Brigadier General George W. Gettys division attempted to attack the heights from the south with no success. All told, sixteen charges were made against the stone wall atop Maryes Heights, usually in brigade strength. Witnessing the carnage Gen. Lee commented, It is well that war is so terrible, or we should grow too fond of it. Aftermath One of the most one-sided battles of the Civil War, the Battle of Fredericksburg cost the Army of the Potomac 1,284 killed, 9,600 wounded, and 1,769 captured/missing. For the Confederates, casualties were 608 killed, 4,116 wounded, and 653 captured/missing. Of these only around 200 were suffered at Maryes Heights. As the battle ended, many Union troops, living and wounded, were forced to spend the freezing night of December 13/14 on the plain before the heights, pinned down by the Confederates. On the afternoon of the 14th, Burnside asked Lee for a truce to tend to his wounded which was granted. Having removed his men from the field, Burnside withdrew the army back across the river to Stafford Heights. The following month, Burnside strove to save his reputation by attempting to move north around Lees left flank. This plan bogged down when January rains reduced the roads to mud pits which prevented the army from moving. Dubbed the Mud March, the movement was cancelled. Burnside was replaced by Hooker on January 26, 1863.

Capital Budgeting Process and Decision

For any company, success is determined by capital budgeting decisions. This is one of the decisive factors for the failure or success of a company. Financial managers are tasked with perhaps some of the most important decisions that affect the business (Capital Budgeting Valuation, 2013). However, it is important to note that there are several factors that combine to make decisions in capital budgeting these decisions continue for a number of years, thus, the decision makers or the managers are part of this flexible process. Since capital assets must be used when needed, then this makes opportunity a very important consideration in the capital budget. Capital budgeting process is important because expansion of assets implies very large expenditure.   Before a company uses a very large amount of money on a project the managers should ensure that the company has sufficient available funds to finance the entire project. Two examples of capital budget decisions (Donovan, 2006). Information required within the firm may vary in accordance to the level of organizational structure.   Senior executives or CEOs decisions are structured less in the sense that there are no situations that are repetitive and subsequently no single solution can be applied; On the other hand, evaluation and assessment criteria and points of view should be known for each situation where the data is accurate and must come from subjective and external in uncertain and risky environments. Since it is not possible to determine and control all the variables or factors that affect a situation, it is that models are sought to represent reality for their analysis in the hope that those decisions made are satisfactory and not optimal decisions within the context of rationality of who They must make decisions (Kalyebara, & Islam, n.d.) . Specific and concrete at each level to the lowest levels. The information required in all these decisions represents the point of departure for carrying out a ctions that will ultimately affect the performance of the organization Capital Structure of the Company The optimal capital structure is that for which the cost of capital is minimal: if the company is financed with this debt / equity ratio, the market value of the company will be maximum. Optimal financing structure e = Debt / Own Resources in practice is difficult to determine. Generally speaking, financing projects whose economic profitability exceeds the cost of the project itself will increase the shareholder's profitability in that difference (depending on the margin between the investment return and the cost of the debt). : It is necessary to see the project independently of the rest of the projects of the company. This approach, however, considers only the explicit cost of debt, that is to say, the derivative of comparing the revenues and disbursements originated by indebtedness. There are other costs apart from the explicit so that it diminishes the profitability of that project or even that it is negative. But the ability to borrow is not unlimited because if we borrow now, we will have to opt for more expensive debt or own financing in the future (Rasmussen, 2003).   Therefore, the debt has an implicit cost: to finance itself today with debt, may mean having to give it up in the future. This is related to the formulation of the capital budget according to which the financing of a project has to be studied within the framework of the general and future situation of the company. That is why we speak of the weighted average cost of capital at the time of comparing with the profitability of a project: the project has to be taken into account as integrated into the company and not in isolation. You have to collect all the debts of the company and find the weighted average cost to match. Capital Budget is a tool used to carry out certain cost planning processes for companies, families, businesses, among others, which would produce certain economic benefits with terms stipulated within a year. The capital budget can also be defined as a valued list of projects which may be feasible for the acquisition of new economic benefits, that is to say, for example, when a company makes a capital investment it incurs the current cash outflow and this Expected future benefits, the benefits usually extend for more than a year (Vogt, 2004). Within the Capital budget we can find the following advantages: It supports the development of the procedure and / or purpose.   It promotes interaction, communication and help between the areas of the company. They give common sense when making investment proposals. They serve to evaluate and choose a referential point of view. Within the capital budget we can also find the following disadvantages: It does not recognize the value of money over time. Your money recovery process is much slower than agreed. The way the parameter is set against which the recovery period of each project is compared to arrive at a decision (Shah, 2007).The fact that this method has these disadvantages does not mean that one should avoid its use in any circumstance that requires it, this means that they must be taken into account in order to make the best decision. The budget brings a number of advantages to the organization, being a planning tool. They include; The working capital of a company is what allows it to develop its social object, and of the administration that is made of it, it depends that the company grows at a greater or lesser speed, or in the worst case, that its assets are diminished or it leads to the definitive bankruptcy of the company(Nice, 2002). In such a way that the working capital is the basis on which the operation of a company is supported, which is why the importance of its administration will be exposed in this essay, the decisive and definitive one that can be in a business to manage and Budget correctly. Most capital budget studies focus on the problems of calculation, analysis and interpretation of risk. One of the most important tasks in preparing a capital budget is to estimate the future cash flows for a project. The forecasts for these are based on estimates of incremental revenues and costs associated with the project (Hornstein, & Yeung, 2005). In each investment proposal it is necessary to provide information on the expected future cash flows after taxes. For example, if a company is considering launching a new product that will compete with existing ones, it is not appropriate to express their cash flows based on their estimated sales. It is necessary to take into account the possible "affectation" of existing products; therefore, the estimation of cash flows should be made based on incremental sales. The key is to analyze the situation with the new investment and without it.The most important are incremental cash flows(Nice, 2002). The "sunk" costs should be omitted, the focus is on incremental costs and benefits; the recovery of past costs is of no importance to the project.. It is also important to note that certain costs do not necessarily mean a disbursement of money; it will be necessary to include the opportunity cost in the valuation of the project. The most important application of the cost of capital is the capital budget, in addition to serving to determine the decision or to buy or lease, for the repayment of bonds and in decisions to use debts or stockholders' equity. It is possible to fully fund a company with equity funds, which must be equal to the required return on the stockholders' equity of the company, and must consider their cost of capital from various sources of long-term funds (preferred shares or debt In the long term) and not only the stockholders' equity of the company.. The weighted average cost of capital is calculated as a compound value, made up of the various types of funds you will use, regardless of the specific financing for a project. Capital components are the type of capital companies use to raise funds (debts, preferred shares and common stockholders' equity), any increase in assets is reflected in any of these capital components. The cost of post-tax debt is the interest rate on new debt and is used to calculate the weighted average cost of capital (Baker, & English, 2011). Costs components of debt after tax = interest rate - tax savings (interest is deductible), is used because the value of the shares depends on the cash flows after tax. The component cost of preferred shares is also used to calculate the weighted average cost of capital; it is the rate of return that investors require and is equal to dividing the preferred dividend. Baker, H., & English, P. (2011).  Capital Budgeting Valuation  (1st ed.). Somerset: Wiley. Bierman, H., & Smidt, S. (2007).  The capital budgeting decision  (1st ed.). New York: Routledge. Blackstone, William, and Edward Christian.  Commentaries On The Laws Of England. [Place of publication not identified]: [Nabu Press], 2010. Print. Capital Budgeting Valuation. (2013) (1st ed.). Hoboken, N.J. Donovan, S. (2006).  Budgeting  (1st ed.). Minneapolis: Lerner Publications Co. Hornstein, A., & Yeung, B. (2005).  Essays on the corporate capital budgeting decisions of multinational enterprises  (1st ed.). Jacobs, Davina F.  A Review Of Capital Budgeting Practices. Washington: International Monetary Fund, 2008. Print. Kalyebara, B., & Islam, S.  Corporate Governance, Capital Markets, and Capital Budgeting  (1st ed.). Nice, D. (2002).  Public budgeting  (1st ed.). Belmont, CA: Wadsworth/ Thomson Learning. Rasmussen, N. (2003).  Process improvement for effective budgeting and financial reporting  (1st ed.). Hoboken, N.J.: Wiley. Shah, A. (2007).  Local budgeting  (1st ed.). Washington, D.C.: World Bank. Vogt, A. (2004).  Capital budgeting and finance  (1st ed.). Washington, D.C.: International City/County Management Association.

See below Essay Example | Topics and Well Written Essays - 4500 words

See below - Essay Example The active participation of the legislature started from the (DPP v Myers, 1965 AC 1001) case, where the House of Lords, stated, that the no uniform principles were being followed, in the current scenario and the future determination of exceptions to hearsay should be left to the legislature. At the very onset, we should state that the Dictionary defines, ‘hearsay’ as ‘second-hand information’. Speaking in legal terms, Hearsay refers to the testimony given by a witness not about what they personally saw or heard but about something, someone else saw or said they heard. In legal cases, the use of hearsay has been resorted to include evidence that under other circumstances would not have been admissible in court. However at all times it must be borne in mind that Hearsay must not include, any form of gossip or rumours. To state it in a more simple form, hearsay is according to Sir Auld, â€Å" an assertion other than one made by a person while giving oral evidence in the proceedings as evidence as any fact asserted.† However, Hearsay is an exclusionary rule of Evidence Law albeit subject to a multitude of statutory and Common Law exceptions. Tracing the origin of the concept of ‘hearsay’ leads us to the trial of Sir Walter Raleigh, 1603 where wrongful judgement passed, based on hearsay evidence. It was this wrongful judgement that led the English Jurists to devise hard and fast rules with reference to hearsay evidence. Subsequently, all hearsay evidence was banned on the pretext that they were the admissions of a third party to whom neither the defendant nor the prosecution were privy to. It is obvious that the hearsay rule is intricately interwoven with the concepts of â€Å"truth† and â€Å"proof† and with the credibility, reliability and the memory of the witness in question. Hearsay contains within its womb a very high degree of implication and this implication weighs very heavily on the minds of the jury before they deliver a verdict.

David Suzuki Foundation Assignment Example | Topics and Well Written Essays - 1000 words

David Suzuki Foundation - Assignment Example y, protection of the climate, habitat and endangered species protection, future projects on energy and sustainability of healthy oceans and seafood among others. The David Suzuki Foundation is very strict when it comes to uploading ethics. Some of the ways it does this is by not accepting funding or donations from individuals or organizations that have a hidden agenda in mind. They care about their integrity and reputation so much so that it declines such gifts or funding despite their value. This is the reason it does not accept direct funding from the government as this will mean they are indebted or at the mercy of the government and hence will lose its ethical conduct. The only funding from the government it takes is that provided through the National Sciences and Engineering Research Council of Canada. On environmental values, the foundation strives to uphold the human rights of people when still safeguarding the environment. They are guided by the United Nations Declarations on Rights of Indigenous People formulated in 2010 and which protects the indigenous people who rely on the environment for their survival. In their aim to protect the environment therefore, they avoid clashing with the Aboriginals and they always respect them. They even at times use them to safeguard their other environmental policies as these people have indigenous knowledge of the environment and have vested interests in the environment being safeguarded. Its environmental values are also upheld through having their offices heated and cooled by geothermal system, recycling of its products, planting native species in the roof, having automatic timers to shut off their electrical appliances to save energy, employees commuting to work through biking or walking and using teleconferencing to reduce air travel. Their suppliers are also green suppliers using organic and non-toxic biodegradable among others all aimed at protecting the environment. Its code of conduct demands that its

Critical Thinking Essay Essay Example for Free

Critical Thinking Essay Essay Critical thinking includes the component skills of analyzing arguments, making inferences using inductive or deductive reasoning, judging or evaluating, and making decisions or solving problems when evaluating academic content. Background knowledge is a necessary but not a sufficient condition for enabling critical thought within a given subject. Critical thinking involves both cognitive skills and dispositions. These dispositions, which can be seen as attitudes or habits of mind, include open- and fair-mindedness, inquisitiveness, flexibility, a propensity to seek reason, a desire to be well-informed, and a respect for and willingness to entertain diverse viewpoints. There are both general- and domain-specific aspects of critical thinking. Empirical research suggests that people begin developing critical thinking competencies at a very young age. Although adults often exhibit deficient reasoning, in theory all people can be taught to think critically. Instructors are urged to provide explicit instruction in critical thinking, to teach how to transfer to new contexts, and to use cooperative or collaborative learning methods and constructivist approaches that place students at the center of the learning process. In constructing assessments of critical thinking, educators should use open-ended tasks, real-world or â€Å"authentic† problem contexts, and ill-structured problems that require students to go beyond recalling or restating previously learned information. Such tasks should have more than one defensible solution and embed adequate collateral materials to support multiple perspectives. Finally, such assessment tasks should make student reasoning visible by requiring students to provide evidence or logical arguments in support of judgments, choices, claims, or assertions. Critical thinking is an important element of all professional fields and academic disciplines when evaluating academic content. Within the framework of scientific skepticism, the process of critical thinking involves the careful acquisition and interpretation of information and use of it to reach a well-justified conclusion. The concepts and principles of critical thinking can be applied to any context or case but only by reflecting upon the nature of that application. Critical thinking forms, therefore, a system of related, and overlapping, modes of thought such as anthropological  thinking, sociological thinking, historical thinking, political thinking, psychological thinking, philosophical thinking, mathematical thinking, chemical thinking, biological thinking, ecological thinking, legal thinking, ethical thinking, musical thinking, thinking like a painter, sculptor, engineer, business person, etc. In other words, though critical thinking principles are universal, their applicat ion to disciplines requires a process of reflective contextualization. Critical thinking is considered important in the academic fields because it enables one to analyze, evaluate, explain, and restructure their thinking, thereby decreasing the risk of adopting, acting on, or thinking with, a false belief. However, even with knowledge of the methods of logical inquiry and reasoning, mistakes can happen due to a thinkers inability to apply the methods or because of character traits such as egocentrism. Critical thinking includes identification of prejudice, bias, propaganda, self-deception, distortion, misinformation, etc. Given research in cognitive psychology, some educators believe that schools should focus on teaching their students critical thinking skills and cultivation of intellectual traits. Socratic method is defined as a prolonged series of questions and answers which refutes a moral assertion by leading an opponent to draw a conclusion that contradicts his own viewpoint. Critical thinking skills through Socratic method taught in schools help create leaders. Instructors that promote critical thinking skills can benefit the students by increasing their confidence and creating a repeatable thought process to question and confidently approach a solution. Students also accomplish follower-ship skills that can be used to probe the leaders foundations. Critical thinking skills through Socratic method serve to produce professionals that are self-governing. However, Socratic method for critical thinking skills can become confusing if an instructor or leader uses the method too rigidly, the student may not know what the instructor or leader wants from him. An instructor or leader may disillusion the students if he uses particular style of questioning. Instructors must reveal their reasoning behind the questions in order to guide the students in the right direction. Socratic method can serve twenty-first-century leaders to instruct students, mentor protà ©gà ©s, motivate followers, advise other leaders, and influence peers. In conclusion, â€Å"critical thinking is the disciplined art of ensuring that you use the best  thinking you are capable of in any set of circumstances when evaluating academic content. The general goal of thinking is to figure out some situation, solve some problems, answer some questions, or resolve some issue It also is a process in which a person pursuits reliable and pertinent information about the world. Critical thinking is often described as reasonable, ruminative, trustworthy, and a well practiced form of thinking that assists people with deciding what they should believe in and what actions should be taken. A practiced critical thinker will ask good questions, collects pertinent data, categorizes common characteristics, logically reasons with the new data and then he or she will come to a trustworthy and dependable conclusion. Critical thinking makes use of many processes and procedures. Some processes include but is not limited to asking questions, making judgments, and identifying assumptions.

Here is New York :: essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  Close Up Picture Number: 1633 For this compositional strategy I chose a picture of a postcard of New York showing the skyline, twin towers included, being held by a steel fence. Above it is another picture showing Jesus kneeling. The two images are in the center of the picture creating a symmetrical balance. The repetitions of the fence forming the diamonds in the background dose not make it go unnoticed because you realize that without it the pictures could not be held up. Looking closer you see that the image of Jesus and of New York are overlapping, and that overall this picture shows a figure-ground relationship. To me this picture can be looked at in two different ways. The fact that Jesus is above the postcard of New York to me indicates that the photographer is trying to that even after this terrible tragedy that has happened to one of the worlds greatest cities, above all, we must have hope and faith that New York and America will recover. Because even though steel (hence the fence) could not hold up the towers our faith is stronger than steal and will overcome any obstacle. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Long-Shot Picture Number: 7274   Ã‚  Ã‚  Ã‚  Ã‚  For the long shot I chose this pre 9/11 picture showing the New York city at night. It is not taken at ground view but instead is an aerial view. It looks as though every light in the city is on showing a full tonal range in this picture creating almost a glowing aura. The twin towers are located in the center of the picture and from it there are 2 beams of light, one for each tower, rising from the ground into space.   Ã‚  Ã‚  Ã‚  Ã‚  To me this picture puts emphasis on the twin Towers as being the heart and center of not only New York but perhaps of the entire earth. The light shining down on it looks like an energy source, or like it could be protecting it. The light to me can also be looked at as the souls of the people who died in the world trade center ascending to heaven, and perhaps the towers themselves as the soul of New York rising to heaven. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Isolation Picture Number: 7213   Ã‚  Ã‚  Ã‚  Ã‚  The picture I chose to describe the Isolation compositional strategy is a picture that was taken of a very crowded area of new York. The entire picture is all kinds of people all heading in different direction, with their own adjendas.

Burger King Innovative

Being innovative and creative is the key to having a successful thriving competitive company which can compete and stay in business due to their competitive advantages towards other companies in the same industry. The fast food industry is very competitive with there being a number of fast food restaurants. With Burger King seeking to become more innovative and creative it would benefit the company in generating bigger profits and productivity; Burger King would stay competitive to survive the fast food industry. Vice president of Burger King Leo Leon keeps Burger King thriving over innovation with its new and improved French fries concentrating on upgrading menu items within the quick-service industry. It’s been since 1998 since Burger King has decided to innovate within their French fries. The new French fries will be wider, with enhanced potato taste and crisp goldish-brown lusciousness from the outside. Seven-thousand Burger King Restaurants will have the fries by December 5, 2011. Burger King is also promoting this debut by offering free small fries on December 16 with no purchase necessary. Burger King upgrading in their menu and self-serve ice cream and desserts are all innovative continuous improvement on their products to maximize their profits and grow within their company. The launch of the new fries is claimed to be the best French fries in America which would not only maximize profits but grow the Burger King image to another level. Leo Leon mentions, â€Å"At Burger King, we constantly strive to make every item on our menu the best it can be. We believe our new fries are the latest example of our commitment to quality and innovation, and we invite everyone to visit our restaurants and taste the difference. † Innovation and creativity will benefit Burger King maintaining place number 2 in the burger chain but competition will keep on rising due to competitors.

Emotional, Behavioral, and Physical Disabilities Essay

When it comes to students, teacher’s roles in determining how to teach a student with emotional and behavior disorder, Physical disabilities and Health Impairments, Traumatic Brain injury, Hearing impairments, and Visual impairments is to create an environment in which all students can feel safe and can participate to the best of their abilities. When it comes to proving a positive learning environment for students who has disabilities it can be a great challenge within the classroom cause each student has their very own needs, intellectual and physical abilities, perceptions and most of all learning styles which may vary for each student. It is very important to know the students needs and identify and areas of curriculum before teaching a student because may present problems for them. In order to do that a teacher most have some teaching strategies that they can modify in order to help teach their student who have disabilities where it can help identify the students special needs and it will offer strategies for the teachers to put within a lesson plan to teach and give all students a change to success in learning. There are lots of strategies teachers can use for example, when it comes to students with emotional and behavior disorders may students may have gifts or even learning disabilities in which case can divide from expectations or even from standards of behaviors. Some teaching strategies that teaching can use for a student with emotional and behavior disorders are a teacher need to work long term improvements without expecting immediate and strong success from the student, try to expose students with behavior disorder to students who are not special need. Try and allow students to walk around classroom and talk with the students about what they like or dislike helping learn about the student strength and weakness to be able to started making an outline of a lesson plan for them. Structure rules, a schedule for the student, arrange the room for students comfort for a more conductive learning environment for the students to learn in. teachers need to setup students a way to other outlets ways to reduce frustration and angry by model and role playing appropriate behavior for them to see. 2010 McGraw Hill) Most important I think a teacher and do also is create a cool off spot within the class for the student to calm down once they become frustrated or angry it can help model and reinforce proper behavior from the students one they have common down which will help the teacher to keep everyone else calm. Lastly they need to communicate with other teachers and the student parent to keep the line of communication open about the student educat ion. There are lots of different characters of students with emotional and behavior disorder and some examples are fighting and hitting, getting out of their sets, disturbing others by yelling and talking loud, destroying things by throwing, do not like to follow orders and some curses a lot in which cases some cannot help it. Next there are Physical disabilities and Health Impairments where student are not able to learning easy without help. For example students with Physical disabilities are those who have are orthopedic impairment in which one or more limbs are severely restricted and there are those who have health impairment. 2010 McGraw Hill) Some teaching strategies for teachers are to learn about special devices or procedures, help other students and adults understand and accept physically disabled students and to keep in mind that some students in wheelchairs have full uses of their hands and others do not. Most important allow student to participate in all activities like field trips, special events , projects and make sure they have full access to the classroom and nothing is blocked them in like them going down narrow hallways and heavy doors where they cannot get out. 2010 McGraw Hill) Some characteristics of Physical and health impairments are Mobility issues, fatigue, weak muscle, attention involvement and Hypotonic-low muscle tone. Lately there is traumatic brain injury (TBI) is a form of Acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. 2013 National Institute of Neurological Disorders and Stroke) Some teaching strategies for teachers are reduce distractions in the student’s work area like remove extra pencils and books, Divide work into smaller sections where the teacher have the student complete one section at a time, Ask the student to summarize information orally that has just been presented, Use cue words to alert the student to pay attention like â€Å"listen,† â€Å"look,† and â€Å"name† lastly establish a nonverbal cueing system by using eye contact and touch to remind the student to pay attention. 2000 TBI Challenge Vol. 4, No. 2) Some Characteristics of a person who has traumatic brain injury are headache, confusion, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. 2013 National Institute of Neurological Disorders and Stroke) In conclusion what can I do to nurture the self-esteem and self-determination, and enhance the self-advocacy skills, of students with emotional and behavioral disorders, physical and health impairments, and traumatic brain injury is to teach knowledge and skills to each students in other to become self determined. Also by set personal goals for each student and create actions plans to achieve the goals each and every day. Second Make good choices that re appropriated and that applies to the students everyday lives. When it comes completely down to the bottom line I will help my entire student achieve academic success. What can be done to help regular students understand, respect, and respond appropriately to students with disabilities in a class? I will post respect rules on my classroom walls, door, even in the school hallways. I will tell other students not to stereotype students that have disabilities because it is not nice to mock or tease students who are different and if I do catch them they will let them know that is disrespectful. I will tell them to show respect to them and try to get to know them better before making fun of the disable if that do not work and they are not trying to understand student with disabilities I will keep making sure that every student I come across so disrespect or even feel like they do not want to be around one of the student I will just tell them in a calm but nice voice â€Å"Try to walk in their shoes for once. †

How to Tell Time in English for Beginners

How to Tell Time in English for Beginners Use this role play to practice telling the time. Make sure you know how to use the twelve hour clock to speak about times in the morning, in the afternoon and in the evening. Use the preposition at to speak about specific times. Key Vocabulary Related to Telling Time Excuse me, could you tell me the time, please?What time is it?Its half past...Its quarter past...Its ten to...Its quarter to...Its twenty toIts twenty pastIts ten forty five.1:00 -   One o’clock2:00  -   Two  o’clock3:00  -   Three  o’clock4:00  -   Four o’clock5:00  -   Five o’clock6:00  -   Six  o’clock7:00  -   Seven  o’clock8:00  -   Eight  o’clock9:00  -   Nine  o’clock10:00  -   Ten  o’clock11:00  -   Eleven  o’clock12:00  -   Twelve  o’clock Talking About the Time of Day There are many ways to talk about the time of day in English without using an exact time. Here are some of those vocabulary words. Dawn: Early morning before or just as the sun rises.Sunrise: When the sun rises.Sunset: When the sun sets.Noon: Exactly 12 P.M.Midnight: Exactly 12 A.M.Midday: The stretch of time in the middle of the day, from approximately 11am to 1pm.Afternoon: Literally, the hours afternoon, but more specifically from 1 to 4 P.M.Early: The morning hours, approximately before 9 A.M.Day/daytimeTwilight: The time just before the stars come out.Dusk: Early evening, just before or as the sun is setting.Early evening: From about 4:30 to 6 P.M.Evening: The period of time after sunset but before night.Late: The evening hours, approximately after 11 P.M.Night/nighttimeoclockA.M.Used with a 12 hour clock for talking about times before  noon and after midnight.P.M.Used with a 12-hour clock for talking about times before midnight and after noon. Practice Dialogue Jane: Could you tell me the time, please?Steve: Certainly. Its 3 P.M.Jane: That late? I thought it was early afternoon still.Steve: Time flies when you are busy. Did you enjoy your morning?Jane: I did, but now I have to rush in order to get home before dusk.Steve: Have a good evening. See you back here tomorrow bright and early!Jane: Yes! Ill arrive by dawn or shortly thereafter.

Strategic management Essay Example | Topics and Well Written Essays - 500 words - 6

Strategic management - Essay Example partake periodically in personal development plans in order to ensure that they remain relevant to the organization and hence support its changing/ advanced goals and mission. To begin with, the personal development plan will focus on bridging the gap between the current skills of a leader and the leadership development requirements identified in the skills audit (Mackey and Livsey, 2006). Therefore, constructing the personal development plan entails devising a methodology for empowering the leader with skills, knowledge or competencies that he/ she does not presently posses but they have been identified as necessary in the skills audit. This can be achieved by undertaking various modes of learning but since it is a personal development plan, the most appropriate method of learning is self-learning whereby the leader will undertake self-training by either relying on written materials, watching tutorial videos, or working under a mentor who will train him or her on certain set of skills (Tobin, 2000). Besides self-learning method, the leader can as well undertake traditional training by attending classes at reputable learning institutions. According to Irby and Brown (2000), the personal development plan has to be specific in regards to the skills it intends to improve or instill on the leader. Secondly, the plan has to be measurable in the sense that one is able to gauge whether the objectives of the plan have been achieved or not. Thirdly, the plan has to receive consent from relevantd stakeholders i.e. it should not create any controversy. Fourthly, it should be realistic as well as time-bound. As stated in the previous section, the personal development plan should be measurable and one practical method of assessing the outcome against personal work objectives is by assessing the speed and accuracy at which the leader achieves personal work objectives. For example, if the personal development plan was aimed at improving the negotiating skills of a leader then

Reflection and Refraction Essay Example | Topics and Well Written Essays - 250 words

Reflection and Refraction - Essay Example On the other hand, when light moving in one direction meets a transparent substance, it is deflected and changes the angle of direction. The properties mentioned above represent reflection and refraction respectively. Reflection is visible when the direction of light is obscured by an opaque substance. Although some light may be absorbed by the substance, most of it bounces off the substances and moves in the opposite direction. The laws of reflection explain that both the angle of reflection and incidence are equal (Stille 37). However, this depends on the nature of the surface that lights bounces off. A smooth surface will produce an equal angle of reflection as that of incidence. However, a rough surface will produce multiple rays reflected at different angles. The laws of reflection were visible during the lab experiment where rays of light were shone on a mirror. In addition, the laws explain how images are formed by mirrors. Snell’s law explains how light behaves when it moves from one form of matter to another. When light travels from one medium to another, it produces transmitted rays that appear to be bending (Stille 38). Refraction is influenced by both the densities of the two media and the angle of the incident ray. The laws of refraction were visible in the lab experiment where students viewed a coin immersed in a glass