The Students Cause Interruptions That Affect Instructional...

My fourth grade reading class consists of twenty students. Many of the students cause interruptions that affect instructional time. The type of interruptions consist of talking and calling out answers instead of raising hands to be called upon. Although, I have the rules and consequences posted in the classroom, many students disregard the expectations for the same rules. At first we would review expectations and consequences before each lesson but this didn’t seem to help so I talked to a colleague about my situation. The advice given was to have my behavior chart match my expectations and coincide with the consequences for behavioral improvement. I also added a self reflection center where students have to write about their behavior and†¦show more content†¦Some students try to receive attention while others are trying to receive peer approval for their particular behaviors. I have implemented the incentive of â€Å"Dilo Dollars† which has worked for some st udents. I have also started a Critical Thinking Center (CTC) which focuses on self evaluation and self correcting of behavioral issues. Speaking with additional colleagues has taught me that some behavioral issues stem from events occurring from a student’s home environment, for instance, ZY had recently lived through a difficult event at home that may affect the behavior and JC had also experienced an adverse situation at home that may have affected behavior in class. Getting to know the students and building the student-teacher relationship has helped me understand why some of the behaviors continue to exist prompting me to spend some individual time with them so that they can reflect upon their unique situations. When I observe ZY, I try the proactive approach by asking her to sit at the chair next to my desk and whisper to her in order to calm her down before her behavior escalades. This does seem to work because she is able to calm herself and speak to me about the situ ation in a clear and cohesive manner. I do something similar with JC. I have also had them both become special helpers in class. I will give them a task to complete after they have finished their assignments which has helped them keep busyShow MoreRelatedJames Behavior And The Classroom1474 Words   |  6 PagesJames’ anger causes him to shout obscene language at other students is an obvious distraction to the classroom as a whole. His frequent outbursts and refusal to participate in classroom assignments is not only harmful to his own academic performance, but also to the rest of the classroom including the teacher because it fragments the learning environment and causes academic delivery to disintegrate and the teacher’s instruction to become ineffective. His angry outbursts negatively affect the teacher’sRead MoreMission Statement And Philosophy Of Special Education6049 Words   |  25 Pages 4 Signage Seating Classroom Interruptions 7 Management Strategies 8 Classroom Behavioral Instructional Techniques 11 Preface Before we begin exploring the nuances and best practices in Special Education, I wanted to first welcome you and introduce myself. My name is Alyssa Mastrocco, and I am an administrator in the Polaris family of schools. I am proud to work at this school because we are not only focused on educating every student enrolled in our schools, but inRead MoreGood Teaching Is an Art as Well as a Science3138 Words   |  13 Pagesand flexibility, while teaching as a science utilizes instructional practices that are proven by research to improve student achievement† (Snowman and Biehler, 2006). According to (Peters, R.) teaching can involve formal methods of instruction as well as informal ways of organizing things so that children will be led to discover things for themselves. According to (Manning, H. 2003, p. 11) â€Å"A teacher is the one to impart knowledge to students in different ways to assist learning.† Teaching factorsRead MoreClassroom Management Pl Philosophy And Theo ry2544 Words   |  11 Pagesa clear plan for ensuring that the discipline is maintained and disruptive behavior is dealt with appropriately. A good classroom management plan secures that the teacher controls the class. It also helps in addressing the issue of burnout, which affects many teachers (McDonald, 2013). 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Distance learning was accessible as early as the 18th century in the form of mailed correspondence courses. Instructors conveyed assignments via packets mailed to students, who then complete d the work and mailed them back for scoring. These primitive methods of distance education constrained the communication between instructor and student and rendered timely and effective feedbackRead MoreChilly Climate On Stem Environments2544 Words   |  11 Pagesenvironments in which our students learn. Climate is determined by a constellation of interacting factors that include faculty-student interaction, the tone instructors set, instances of stereotyping or tokenism, the course demographics (for example, relative size of racial and other social groups enrolled in the course), student-student interaction, and the range of perspectives represented in the course content and materials† (p.170). This issue of climate heavily affects the amount of women thatRead MoreEffect of Ict on the Academic Performance of Students8894 Words   |  36 PagesCHAPTER ONE Introduction 1.1 Background of the Study Information and communication technology (ICT) is an instructional technology to enhance teaching and learning in pre schools, it is the application of organized or scientific knowledge to practical tasks of teaching and learning in pre-schools. According to Akinola and Aremu, (2000) instructional technologies incorporate the tools and making present support to reinforce teaching and learning on pre schools pupils. TechnologyRead MoreTeacher Action Research Paper on Reading Deficiencies in 2nd Grade Students12146 Words   |  49 PagesUNIVERSITY MATL Action Research Project VERIFICATION COVER SHEET MATL Student Name and NSU ID ARP School Site Where Project was Implemented: ___________________ Elementary School Dates of Implementation: AUGUST 2008 – JANUARY 2009 School Site Address and Phone: ARP One-sentence Problem Statement: By incorporating cooperative learning, guided reading and Reader’s Theatre, this research educator improved nineteen second grade at risk students reading comprehension levels by increasing their Oral ReadingRead MoreLearning Environment and the Academic Performance of Secondary School Students in Akwa-Ibom State11343 Words   |  46 Pagestheir major clientele (students) for admission into their different programmes. It, therefore, presupposes that the provision of qualitative education is the sine qua non for the attainment of the goals of secondary education. Nevertheless, the main objectives of the secondary education in Nigeria as contained in the National Policy of Education are as follows: 1. To develop the personal capacity of individuals 2. To prepare pupils for the world of work and 3. To prepare students for the next stage of

Analysis of quot;Blood Weddingquot; Essay - 3000 Words

Federico Garcia Lorcas three plays, Blood Wedding, Yerma, and The House of Bernarda Alba share many symbolisms. Lorca (Short Biography) wrote about many subjects and objects that often have an unconscious double meaning. These unconscious symbols are known as archetypes, developed by the psychologist, Carl G. Jung. This paper will analyze these symbols using Jungs theory of the archetype. By doing so, the analysis will better explain some of the unconscious meaning and original thoughts behind Lorcas symbols. This is important because a detailed reading will allow the reader to clearly understand each symbol and why it is important to the society in the play, and to Lorcas society. To begin, Jung explains that an archetype is†¦show more content†¦Since archetypes are the formulation of the results of countless experiences of our ancestors, it is possible for the archetype to cross section all experiences. This basically means that one object can symbolize the same thing in different events or experiences. Archetypal images are objects that allude to the instincts of man. The archetypes are the manifestations of the instincts, that is to say, creative impulses from the unconscious, (Goldrunner 107). An archetype always expresses a comparison. If someone talks about a tree and identifies it as the basis of life, it is neither one of these things, but actually a third unknown thing that can find a happy medium expression within the first two. The archetype will never let us forget the psychology of the past. It inspires our natural instincts, behavior, and thought. The importance of these instincts is immeasurable within literature that focuses on the injustices of society and its civilized culture. The repression of these instincts has allowed modern society to dictate how individuals should live. This is why the importance of symbols in literature usually has an archetypal background. Society has suppressed our natural thought to the extent that it can only be expressed within the symbolism of literature. In Lorcas Blood Wedding, blood has many significant symbolisms structured throughout the play. Blood is repeatedlyShow MoreRelatedEssay on Canterbury Tales: Wifes Tale2555 Words   |  11 Pagesprotecting chastity. She then asks him whether he would prefer her ugly and faithful or beautiful and faithless. The Knight thinks for a moment and sighs that she may make the choice in their best interests. Delighted that she has gained quot;maistrequot; or sovereignty over him, she asks the Knight to kiss her. To the Knight’s utter joy she becomes young and beautiful. They live in perfect joy and harmony and she remained faithful to him at all times. The Wife of Bath’s Tale continues the themeRead MoreEssay about Warrior Marks2671 Words   |  11 Pagescontext of being an adult. To make any comments, judgments, or suggestion, we must first attain a complete understanding of the procedures and place an honest and sincere effort in understanding the cultural basis for the incident. An intelligent analysis cannot be made without these things. A discussion towards eradicating the practice is being launched purely on the misunderstanding and shock factor that outsiders received when they learn of the cultural ritual. However heinous we take the practice

Inventory Control System

Question: Discuss about theInventory Control System. Answer: Introduction An Inventory Control System of an organization deals with various aspects of the production process. It deals in managing the inventories of the company in accordance with purchasing, tracking, shipping, warehousing, receiving, storage and turnover (Teller et al.). In order to manager all the functions within the system, an efficient computerized inventory control system must be taken into consideration. This system analyses all the functions related to inventory system with the help of softwares. These softwares help in analysing the situation of the organization and making it easier for them to formulate their production process. Each production step is analysed by a separate sub system and are performed in a sequential manner in order to have a well maintained inventory control (Wolfson, Grondstra, and Jarva). Efficiently managed tracking of the inventory is quite vital for the organization to maintain a successful operation. The inventory control system provides the firm with the opportunity of saving time. With the help of a computerized inventory system, the organization can easily manage their data and records without delivering any mistakes in tracking the inventories. Manually maintaining the records of the firm often leads to corrections, rectifications and complications (Bormaster). It takes time and hard work. Managing the records and data with the help of softwares overcomes these hurdles by delivering accurate results. An organization operates most efficiently when its processes are executed in a consistent manner. A computerized inventory system ensures that all the orders, reports and documents are maintained in a uniform manner, thereby maintaining consistency in the management system. Reference Teller, David M., Richard Sheryll, and Lance Ong. "Inventory control system." U.S. Patent No. 4,961,533. 9 Oct. 1990. Wolfson, William, Jan W. Grondstra, and Curt Jarva. "Inventory control system." U.S. Patent No. 4,419,734. 6 Dec. 1983. Bormaster, Ronald. "Inventory control system." U.S. Patent No. 6,967,563. 22 Nov. 2005.

Laws Of War Essays - International Criminal Law, Valerian Trifa

Laws Of War The term laws of war refers to the rules governing the actual conduct of armed conflict. This idea that there actually exists rules that govern war is a difficult concept to understand. The simple act of war in and of itself seems to be in violation of an almost universal law prohibiting one human being from killing another. But during times of war murder of the enemy is allowed, which leads one to the question, if murder is permissible then what possible laws of war could there be? The answer to this question can be found in the Charter established at the International Military Tribunals at Nuremberg and Tokyo: Crimes against Humanity: namely, murder, extermination, enslavement, deportation, and other inhumane acts committed against any civilian population, before or during the war, or persecutions on political, racial or religious grounds in execution of or in connection with any crime within the jurisdiction of the Tribunal, whether or not in violation of the domestic law of the country where perpetrated. Leaders, organizers, instigators, and accomplices participating in the formulation or execution of a common plan or conspiracy to commit any of the foregoing crimes are responsible for all acts performed by any persons in execution of such plan.1 The above excerpt comes form the Charter of the Tribunal Article 6 section C, which makes it quite clear that in general the laws of war are there to protect innocent civilians before and during war. It seems to be a fair idea to have such rules governing armed conflictin order to protect the civilians in the general location of such aconflict. But, when the conflict is over, and if war crimes have been committed, how then are criminals of war brought to justice? The International Military Tribunals held after World War II in Nuremberg on 20 November 1945 and in Tokyo on 3 May 1946 are excellent examples of how such crimes of war are dealt with. (Roberts and Guelff 153-54) But, rather than elaborate on exact details of the Tribunals of Nuremberg and Tokyo a more important matter must be dealt with. What happens when alleged criminals of war are unable to be apprehended and justly tried? Are they forgotten about, or are they sought after such as other criminals are in order to serve justice? What happens if these alleged violators are found residing somewhere other than where their pursuers want to bring them to justice? How does one go about legally obtaining the custody of one such suspect? Some of the answers to these questions can be found in an analysis of how Israel went about obtaining the custody of individuals that it thought to be guilty of Nazi War Crimes. Not only will one find some of the answers to the previously stated questions, bu t also one will gain an understanding of one facet of international law and how it works. Two cases in specific will be dealt with here. First, the extradition of Adolf Eichmann from Argentina, and second, the extradition of John Demjanjuk from the United States of America. These cases demonstrate two very different ways that Israel went about obtaining the custody of these alleged criminals. The cases also expose the intricacy of International Law in matters of extradition. But, before we begin to examine each of these cases we must first establish Israel's right to judicial processing of alleged Nazi war criminals. To understand the complications involved in Israel placing suspected Nazi war criminals on trial, lets review the history of Israel's situation. During World War II the Nazis were persecuting Jews in their concentration camps. At this time the state of Israel did not exist. The ending of the war meant the ending of the persecution, and when the other countries discovered what the Nazis had done Military Tribunals quickly followed. Some of the accused war criminals were tried and sentenced, but others managed to escape judgement and thus became fugitives running from international law. Israel became a state, and thus, some of the Jews that survived the concentration camps moved to the state largely populated by people of Jewish ancestry. Israel felt a moral commitment because of its large Jewish population and set about searching for the fugitive Nazi war

3 Great Narrative Essay Examples + Tips for Writing

3 Great Narrative Essay Examples + Tips for Writing SAT / ACT Prep Online Guides and Tips A narrative essay is one of the most intimidating assignments you can be handed at any level of your education. Where you've previously written argumentative essays that make a point or analytic essays that dissect meaning, a narrative essay asks youto write what is effectively a story. But unlike a simple work of creative fiction, your narrative essay must have a clear and concrete motif- a recurring theme or idea that you’ll explore throughout. Narrative essays are less rigid, more creative in expression, and therefore pretty different from most other essays you’ll be writing. But not to fear- in this article, we’ll be covering what a narrative essay is, how to write a good one, and also analyzing some personal narrative essay examples to show you what a great one looks like. What Is a Narrative Essay? At first glance, a narrative essay might sound like you’re just writing a story. Like the stories you're used to reading, a narrative essay is generally (but not always) chronological, following a clear throughline from beginning to end.Even if the story jumps around in time, all the details will come back to one specific theme, demonstrated through your choice in motifs. Unlike many creative stories, however, your narrative essay should be based in fact. That doesn’t mean that every detail needs to be pure and untainted by imagination, but rather that you shouldn’t wholly invent the events of your narrative essay. There’s nothing wrong with inventing a person’s words if you can’t remember them exactly, but you shouldn’t say they said something they weren’t even close to saying. Another big difference between narrative essays and creative fiction- as well as other kinds of essays- is that narrative essays are based on motifs. A motif is a dominant idea or theme, one that you establish before writing the essay. As you’re crafting the narrative, it’ll feed back into your motif to create a comprehensive picture of whatever that motif is. For example, say you want to write a narrative essay about how your first day in high school helped you establish your identity. You might discuss events like trying to figure out where to sit in the cafeteria, having to describe yourself in five words as an icebreaker in your math class, or being unsure what to do during your lunch break because it’s no longer acceptable to go outside and play during lunch. All of those ideas feed back into the central motif of establishing your identity. The important thing to remember is that while a narrative essay is typically told chronologically and intended to read like a story, it is not purely for entertainment value. A narrative essay delivers its theme by deliberately weaving the motifs through the events, scenes, and details. While a narrative essay may be entertaining, its primary purpose is to tell a complete story based on a central meaning. Unlike other essay forms, it is totally okay- even expected- to use first-person narration in narrative essays. If you’re writing a story about yourself, it’s natural to refer to yourself within the essay. It’s also okay to use other perspectives, such as third- or even second-person, but that should only be done if it better serves your motif. Generally speaking, your narrative essay should be in first-person perspective. Though your motif choices may feel at times like you’re making a point the way you would in an argumentative essay, a narrative essay’s goal is to tell a story, not convince the reader of anything. Your reader should be able to tell what your motif is from reading, but you don’t have to change their mind about anything. If they don’t understand the point you are making, you should consider strengthening the delivery of the events and descriptions that support your motif. Narrative essays also share some features with analytical essays, in which you derive meaning from a book, film, or other media. But narrative essays work differently- you’re not trying to draw meaning from an existing text, but rather using an event you’ve experienced to convey meaning. In an analytical essay, you examine narrative, whereas in a narrative essay you create narrative. The structure of a narrative essay is also a bit different than other essays. You’ll generally be getting your point across chronologicallyas opposed to grouping together specific arguments in paragraphs or sections. To return to the example of an essay discussing your first day of high school and how it impacted the shaping of your identity, it would be weird to put the events out of order, even if not knowing what to do after lunch feels like a stronger idea than choosing where to sit. Instead of organizing to deliver your information based on maximum impact, you’ll be telling your story as it happened, using concrete details to reinforce your theme. 3 Great Narrative Essay Examples One of the best ways to learn how to write a narrative essay is to look at a great narrative essay sample. Let’s take a look at some truly stellar narrative essay examples and dive into what exactly makes them work so well. A Ticket to the Fair by David Foster Wallace Today is Press Day at the Illinois State Fair in Springfield, and I’m supposed to be at the fairgrounds by 9:00 A.M. to get my credentials. I imagine credentials to be a small white card in the band of a fedora. I’ve never been considered press before. My real interest in credentials is getting into rides and shows for free. I’m fresh in from the East Coast, for an East Coast magazine. Why exactly they’re interested in the Illinois State Fair remains unclear to me. I suspect that every so often editors at East Coast magazines slap their foreheads and remember that about 90 percent of the United States lies between the coasts, and figure they’ll engage somebody to do pith-helmeted anthropological reporting on something rural and heartlandish. I think they asked me to do this because I grew up here, just a couple hours’ drive from downstate Springfield. I never did go to the state fair, though- I pretty much topped out at the county fair level. Actually, I haven’t been back to Illinois for a long time, and I can’t say I’ve missed it. Throughout this essay, David Foster Wallace recounts his experience as press at the Illinois State Fair. But it’s clear from this opening that he’s not just reporting on the events exactly as they happened- though that’s also true- but rather making a point about how the East Coast, where he lives and works, thinks about the Midwest. In his opening paragraph, Wallace states that outright: â€Å"Why exactly they’re interested in the Illinois State Fair remains unclear to me. I suspect that every so often editors at East Coast magazines slap their foreheads and remember that about 90 percent of the United States lies between the coasts, and figure they’ll engage somebody to do pith-helmeted anthropological reporting on something rural and heartlandish.† Not every motif needs to be stated this clearly, but in an essay as long as Wallace’s, particularly since the audience for such a piece may feel similarly and forget that such a large portion of the country exists, it’s important to make that point clear. But Wallace doesn’t just rest on introducing his motif and telling the events exactly as they occurred from there. It’s clear that he selects events that remind us of that idea of East Coast cynicism, such as when he realizes that the Help Me Grow tent is standing on top of fake grass that is killing the real grass beneath, when he realizes the hypocrisy of craving a corn dog when faced with a real, suffering pig, when he’s upset for his friend even though he’s not the one being sexually harassed, and when he witnesses another East Coast person doing something he wouldn’t dare to do. Wallace is literally telling the audience exactly what happened, complete with dates and timestamps for when each event occurred. But he’s also choosing those events with a purpose- he doesn’t focus on details that don’t serve his motif. That’s why hediscusses the experiences of people, how the smells are unappealing to him, and how all the people he meets, in cowboy hats, overalls, or â€Å"black spandex that looks like cheesecake leotards,† feel almost alien to him. All of these details feed back into the throughline of East Coast thinking that Wallace introduces in the first paragraph. He also refers back to it in the essay’s final paragraph, stating: At last, an overarching theory blooms inside my head: megalopolitan East Coasters’ summer treats and breaks and literally ‘getaways,’ flights-from- from crowds, noise, heat, dirt, the stress of too many sensory choices†¦.The East Coast existential treat is escape from confines and stimuli- quiet, rustic vistas that hold still, turn inward, turn away. Not so in the rural Midwest. Here you’re pretty much away all the time†¦.Something in a Midwesterner sort of actuates, deep down, at a public event†¦.The real spectacle that draws us here is us. Throughout this journey, Wallace has tried to demonstrate how the East Coast thinks about the Midwest, ultimately concluding that they are captivated by the Midwest’s less stimuli-filled life, but that the real reason they are interested in events like the Illinois State Fair is that they are, in some ways, a means of looking at the East Coast in a new, estranging way. The reason this works so well is that Wallace has carefully chosen his examples, outlined his motif and themes in the first paragraph, and eventually circled back to the original motif with a clearer understanding of his original point. When outlining your own narrative essay, try to do the same. Start with a theme, build upon it with examples, and return to it in the end with an even deeper understanding of the original issue. You don’t need this much space to explore a theme, either- as we’ll see in the next example, a strong narrative essay can also be very short. Death of a Moth by Virginia Woolf After a time, tired by his dancing apparently, he settled on the window ledge in the sun, and, the queer spectacle being at an end, I forgot about him. Then, looking up, my eye was caught by him. He was trying to resume his dancing, but seemed either so stiff or so awkward that he could only flutter to the bottom of the window-pane; and when he tried to fly across it he failed. Being intent on other matters I watched these futile attempts for a time without thinking, unconsciously waiting for him to resume his flight, as one waits for a machine, that has stopped momentarily, to start again without considering the reason of its failure. After perhaps a seventh attempt he slipped from the wooden ledge and fell, fluttering his wings, on to his back on the window sill. The helplessness of his attitude roused me. It flashed upon me that he was in difficulties; he could no longer raise himself; his legs struggled vainly. But, as I stretched out a pencil, meaning to help him to right himsel f, it came over me that the failure and awkwardness were the approach of death. I laid the pencil down again. In this essay, Virginia Woolf explains her encounter with a dying moth. On surface level, this essay is just a recounting of an afternoon in which she watched a moth die- it’s even established in the title. But there’s more to it than that. Though Woolf does not begin her essay with as clear a motif as Wallace, it’s not hard to pick out the evidence she uses to support her point, which is that the experience of this moth is also the human experience. In the title, Woolf tells us this essay is about death. But in the first paragraph, she seems to mostly be discussing life- the moth is â€Å"content with life,† people are working in the fields, and birds are flying. However, she mentions that it is mid-September and that the fields were being plowed. It’s autumn and it’s time for the harvest; the time of year in which many things die. In this short essay, she chronicles the experience of watching a moth seemingly embody life, then die. Though this essay is literally about a moth, it’s also about a whole lot more than that. After all, moths aren’t the only things that die- Woolf is also reflecting on her own mortality, as well as the mortality of everything around her. At its core, the essay discusses the push and pull of life and death, not in a way that’s necessarily sad, but in a way that is accepting of both. Woolf begins by setting up the transitional fall season, often associated with things coming to an end, and raises the ideas of pleasure, vitality, and pity. At one point, Woolf tries to help the dying moth, but reconsiders, as it would interfere with the natural order of the world. The moth’s death is part of the natural order of the world, just like fall, just like her own eventual death. All these themes are set up in the beginning and explored throughout the essay’s narrative. Though Woolf doesn’t directly state her theme, she reinforces it by choosing a small, isolated event- watching a moth die- and illustrating her point through details. With this essay, we can see that you don’t need a big, weird, exciting event to discuss an important meaning. Woolf is able to explore complicated ideas in a short essay by being deliberate about what details she includes, just as you can be in your own essays. Allan warren/Wikimedia Commons Notes of a Native Son by James Baldwin On the twenty-ninth of July, in 1943, my father died. On the same day, a few hours later, his last child was born. Over a month before this, while all our energies were concentrated in waiting for these events, there had been, in Detroit, one of the bloodiest race riots of the century. A few hours after my father’s funeral, while he lay in state in the undertaker’s chapel, a race riot broke out in Harlem. On the morning of the third of August, we drove my father to the graveyard through a wilderness of smashed plate glass. Like Woolf, Baldwin does not lay out his themes in concrete terms- unlike Wallace, there’s no clear sentence that explains what he’ll be talking about. However, you can see the motifs quite clearly: death, fatherhood, struggle, and race. Throughout the narrative essay, Baldwin discusses the circumstances of his father’s death, including his complicated relationship with his father. By introducing those motifs in the first paragraph, the reader understands that everything discussed in the essay will come back to those core ideas. When Baldwin talks about his experience with a white teacher taking an interest in him and his father’s resistance to that, he is also talking about race and his father’s death. When he talks about his father’s death, he is also talking about his views on race. When he talks about his encounters with segregation and racism, he is talking, in part, about his father. Because his father was a hard, uncompromising man, Baldwin struggles to reconcile the knowledge that his father was right about many things with his desire to not let that hardness consume him, as well. Baldwin doesn’t explicitly state any of this, but his writing so often touches on the same motifs that it becomes clear he wants us to think about all these ideas in conversation with one another. At the end of the essay, Baldwin makes it more clear: This fight begins, however, in the heart and it had now been laid to my charge to keep my own heart free of hatred and despair. This intimation made my heart heavy and, now that my father was irrecoverable, I wished that he had been beside me so that I could have searched his face for the answers which only the future would give me now. Here, Baldwin ties together the themes and motifs into one clear statement: that he must continue to fight and recognize injustice, especially racial injustice, just as his father did. But unlike his father, he must do it beginning with himself- he must not let himself be closed off to the world as his father was. And yet, he still wishes he had his father for guidance, even as he establishes that he hopes to be a different man than his father. In this essay, Baldwin loads the front of the essay with his motifs, and, through his narrative, weaves them together into a theme. In the end, he comes to a conclusion that connects all of those things together and leaves the reader with a lasting impression of completion- though the elements may have been initially disparate, in the end everything makes sense. You can replicate this tactic of introducing seemingly unattached ideas and weaving them together in your own essays. By introducing those motifs, developing them throughout, and bringing them together in the end, you can demonstrate to your reader how all of them are related. However, it’s especially important to be sure that your motifs and clear and consistent throughout your essay so that the conclusion feels earned and consistent- if not, readers may feel mislead. 5 Key Tips for Writing Narrative Essays Narrative essays can be a lot of fun to write since they’re so heavily based on creativity. But that can also feel intimidating- sometimes it’s easier to have strict guidelines than to have to make it all up yourself. Here are a few tips to keep your narrative essay feeling strong and fresh. Develop Strong Motifs Motifs are the foundation of a narrative essay. What are you trying to say? How can you say that using specific symbols or events? Those are your motifs. In the same way that an argumentative essay’s body should support its thesis, the body of your narrative essay should include motifs that support your theme. Try to avoid cliches, as these will feel tired to your readers. Instead of roses to symbolize love, try succulents. Instead of the ocean representing some vast, unknowable truth, try the depths of your brother’s bedroom. Keep your language and motifs fresh and your essay will be even stronger! Use First-Person Perspective In many essays, you’re expected to remove yourself so that your points stand on their own. Not so in a narrative essay- in this case, you want to make use of your own perspective. Sometimes a different perspective can make your point even stronger. If you want someone to identify with your point of view, it may be tempting to choose a second-person perspective. However, be sure you really understand the function of second-person; it’s very easy to put a reader off if the narration isn’t expertly deployed. If you want a little bit of distance, third-person perspective may be okay. But be careful- too much distance and your reader may feel like the narrative lacks truth. That’s why first-person perspective is the standard. It keeps you, the writer, close to the narrative, reminding the reader that it really happened. And because you really know what happened and how, you’re free to inject your own opinion into the story without it detracting from your point, as it would in a different type of essay. Stick to the Truth Your essay should be true. However, this is a creative essay, and it’s okay to embellish a little. Rarely in life do we experience anything with a clear, concrete meaning the way somebody in a book might. If you flub the details a little, it’s okay- just don’t make them up entirely. Also, nobody expects you to perfectly recall details that may have happened years ago. You may have to reconstruct dialog from your memory and your imagination. That’s okay, again, as long as you aren’t making it up entirely and assigning made-up statements to somebody. Use Dialog Dialog is a powerful tool. A good conversation can add flavor and interest to a story, as we saw demonstrated in David Foster Wallace’s essay. As previously mentioned, it’s okay to flub it a little, especially because you’re likely writing about an experience you had without knowing that you’d be writing about it later. However, don’t rely too much on it. Your narrative essay shouldn’t be told through people explaining things to one another; the motif comes through in the details. Dialog can be one of those details, but it shouldn’t be the only one. Use Sensory Descriptions Because a narrative essay is a story, you can use sensory details to make your writing more interesting. If you’re describing a particular experience, you can go into detail about things like taste, smell, and hearing in a way that you probably wouldn’t do in any other essay style. These details can tie into your overall motifs and further your point. Woolf describes in great detail what she sees while watching the moth, giving us the sense that we, too, are watching the moth. In Wallace’s essay, he discusses the sights, sounds, and smells of the Illinois State Fair to help emphasize his point about its strangeness. And in Baldwin’s essay, he describes shattered glass as a â€Å"wilderness,† and uses the feelings of his body to describe his mental state. All these descriptions anchor us not only in the story, but in the motifs and themes as well. One of the tools of a writer is making the reader feel as you felt, and sensory details help you achieve that. What’s Next? Looking to brush up on your essay-writing capabilities before the ACT? This guide to ACT English will walk you through some of the best strategies and practice questions to get you prepared! Part of practicing for the ACT is ensuring your word choice and diction are on point. Check out this guide to some of the most common errors on the ACT English section to be sure that you're not making these common mistakes! A solid understanding of English principles will help you make an effective point in a narrative essay, and you can get that understanding through taking a rigorous assortment of high school English classes!

The Monsoon Cycle Defined

The Monsoon Cycle Defined Every summer, southern Asia and especially India, is drenched by rain that comes from moist air masses that move in from the Indian Ocean to the south. These rains  and the air masses that bring them  are known as monsoons. More Than Rain However, the term monsoon refers not only to the summer rains but to the entire cycle that consists of both summer moist onshore winds and rain from the south as well as the offshore dry winter winds that blow from the continent to the Indian Ocean. The Arabic word for season, mawsin, is the origin of the word monsoon due to their annual appearance. Although the precise cause of the monsoons is not fully understood, no one disputes that air pressure is one of the primary factors. In the summer, a high-pressure area lies over the Indian Ocean while a low exists over the Asian continent. The air masses move from the high pressure over the ocean to the low over the continent, bringing moisture-laden air to south Asia. Other Monsoon Areas During winter, the process is reversed and a low sits over the Indian Ocean while a high lies over the Tibetan plateau so air flows down the Himalaya and south to the ocean. The migration of trade winds and westerlies also contributes to the monsoons. Smaller monsoons take place in equatorial Africa, northern Australia, and, to a lesser extent, in the southwestern United States. Almost half of the worlds population lives in areas affected by the monsoons of Asia and most of these people are subsistence farmers, so the coming and goings of the monsoon are vital to their livelihood to grow food to feed themselves. Too much or too little rain from the monsoon can mean disaster in the form of famine or flood. The wet monsoons, which begins almost suddenly in June, are especially important to India, Bangladesh, and Myanmar (Burma). They are responsible for almost 90 percent of Indias water supply. The rains usually last until September.

Information Management, Knowledge Management and Organizations Essay

Information Management, Knowledge Management and Organizations - Essay Example However, as Blaise Pascal said," We must learn our limits. We are all something, but none of us are everything." Therefore integrating the knowledge base of the entire length and breadth of the organization and the ability to utilize this collective knowledge and make it available becomes important. Knowledge management is a relatively newer concept and has been received with as much enthusiasm as well as skepticism. However, its awareness has been continually increasing. Knowledge management is the complete system of finding knowledge or creating it, storing it and using it appropriately. Although Knowledge Management is often associated with the information and technology industry, it undeniably exists in all kinds of jobs and all occupations. Argyris (1977) defines organizational learning as the process of "detection and correction of errors." In his view, organizations learn through individuals acting as agents for them: "The individuals' learning activities, in turn, are facilitated or inhibited by an ecological system of factors that may be called an organizational learning system" (p. 117). ... A learning organization needs to address a number of issues in order that it meets its targets. It addition to working with its employees as a team as well as individuals, it also needs to behave a complete management buy-in and commitment to the process. This is emphasized in the Knowledge management forum by Thomas Brextel as "Knowledge management is the management of the organization towards the continuous renewal of the organizational knowledge base - this means e.g. creation of supportive organizational structures, facilitation of organizational members, putting IT-instruments with emphasis on teamwork and diffusion of knowledge (as e.g. groupware) into place." Organizational knowledge is the sum of all the knowledge accumulated gradually over time by all its employees, collected and shared. This also means that it depends on personal knowledge as well as inclination to share that knowledge with others. "Characteristics of the work or problem situation determine the ways that information is used and assessed to be helpful (or otherwise)." (Knowing Organization, Chun Wee Choo) This is especially true that when employees are singled out for promotions and incentives based on their knowledge, the urge to share it with others becomes lesser. To counter this management should promote an environment where the employees who share tips that prove to be beneficial to organization are recognized and rewarded. In an article in CIO.com, the author also expresses a similar view that, "Linking KM directly to job performance, creating a safe climate for people to share ideas and recognizing people who contribute to the KM effort (especially those people w hose