Allyn & Bacon Essay Example for Free

Allyn Bacon Essay Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢University policies: You must be logged into the student website to view this document. †¢Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Charles, C. M. (2005), Building classroom discipline (8th ed. ). Needham Heights, MA: Allyn and Bacon. All electronic materials are available on the student website. Class Participation WKS 1-330 Discussion QuestionsWKS 1-330 Discipline Model PaperWK 340 Total 100 ASSIGNMENTS ________________________________________ Week 1 Assignments Week 1 Learning Objectives: Discipline Models for Educators †¢Analyze several discipline models. †¢Compare and contrast the differences among various discipline models †¢Examine situations in which each discipline model would work best †¢Compare and contrast discipline systems for the primary, intermediate, and secondary grade levels with those currently used in the classrooms Room Arrangement †¢Identify effective classroom arrangements to minimize discipline problems Preventive Discipline †¢Analyze the causes of discipline problems 1. Read chapters 2-6 in Building classroom discipline (8th ed) Post biography in Chat Room (Day 1). 2. Respond to the Discussion Questions posted in the main classroom. Due: Day 3 Participate in the class discussion on at least 4 days during the online week according to the Participation guidelines. Brief Summary of Week One Deliverables AssignmentIndividual or Learning TeamLocationDue ParticipationIndividualMainOngoing— 4 days per week BioIndividualChat RoomTuesday Individual DQsIndividualMainThursday ________________________________________ Week 2 Assignments Week 2 Learning Objectives: Developing Classroom Rules and Procedures. †¢Analyze a systematic approach to classroom management †¢Identify guidelines for developing classroom rules and procedures Communication Skills †¢Identify communication skills that promote successful classroom management Classroom Management Strategies and Effective Teacher Behaviors †¢Examine strategies to enhance students’ self-concepts †¢Describe the characteristics of a well-managed classroom †¢Identify the strengths and weaknesses of various teaching strategies in relation to effective classroom management Assignments 1. Read chapters 6-11 in Building classroom discipline (8th ed).

Database Comparison of SQL Server 2000, Access, MySQL, DB2, and Oracle

Introduction This paper will compare and contrast five different database management systems on six criteria. The database management systems (DBMS) that will be discussed are SQL Server 2000, Access, MySQL, DB2, and Oracle. The criteria that will be compared are the systems’ functionality, the requirements that must be met to run the DBMS, the expansion capabilities – if it is able to expand to handle more data over time, the types of companies that typically use each one, the normal usage of the DBMS, and the costs associated with implementing the DBMS. System functionality Microsoft Access is a database engine and development environment in one package. It is typically workstation-based, and designed to be easy to use, even for users with no experience. However, it also provides advanced functionality for experienced users. MySQL is the largest open-source RDMBS, and it is server-based, as well as the rest of the DBMS that will be discussed. According to the mysql.com website, it offers high reliability and performance, easy use and deployment, freedom from platform lock-in by providing ready access to source code, and cross-platform support. SQL Server is an enterprise class RDBMS from Microsoft. It is part of the Back Office Suite of products. Although it is always server-based in production, it can be client-based in development. DB2 is also an enterprise-class DBMS, produced by IBM. It offers some object-oriented functionality, as well as cross-platform compatibility, and is server-based. Finally, Oracle offers much of the same functionality as DB2 , with cross-platform capability, and some object-oriented features. It, as well, is server-based. System Requirements There is a correlation between the complexity of the DBMS and the system requirements. For instance, Access can be installed on any Windows-based operating system from Windows 95 and above. SQL Server, in the widely used Standard and Enterprise editions, is also strictly Windows-based, but must be run on Windows NT or 2000 Servers. The personal and development editions of SQL Server may be run on Windows NT Workstation, and Windows 2000 and XP Professional, in addition to the server platforms. MySQL has a wide variety of platforms, including the Windows platforms, Sun Solaris, FreeBSD, Mac OS X, and HP-UX, to list a few. DB2 will run on Windows NT 4 and higher, Sun Solaris, HP-UX and Linux.... ...n   Ã‚  Ã‚  Ã‚  Ã‚  This paper was written to show the similarities and differences in five different databases. It compared Access, MySQL, SQL Server, DB2, and Oracle in six different areas. It found many similarities in functionality, but large diversity in pricing. References Chigrik, Alexander, Oracle 9i Database vs DB2 v8.1 (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/oracle_vs_db2.htm Chigrik, Alexander, SQL Server 2000 vs Access 2000 (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/sql_server_vs_access.htm Chigrik, Alexander, SQL Server 2000 vs DB2 v8.1 (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/sql_server_vs_db2.htm Chigrik, Alexander, SQL Server 2000 vs MySQL version 4.1 (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/sql_server_vs_mysql.htm Chigrik, Alexander, SQL Server 2000 vs Oracle 9i (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/sql_server_vs_oracle.htm MySQL Licensing Policy (n.d.), retrieved April 6, 2005, from the MySQL company website: http://www.mysql.com/company/legal/licensing/

Should We Abolish Pennies?

What would it be like without pennies? Without them we can’t use them for changes. Life would be different without pennies. Everything will have to change if we take out pennies in the U. S. If we don’t have pennies, then everything will be rounded off to the nearest five or ten cents. All the products with extra changes in the sale will have to change the amount of its costs to a point where no penny is needed. That’s more work for the workers to do, making all the costs of the items in the store into an amount where pennies aren’t needed. What would happen to the 99 cents store? If the pennies were to be gone, it won’t have the 99 cents store anymore. Sure they can change the cost of items to a dollar, but that is one cent more than the customers used to pay. That may not sound like a lot of money, but think about it, if you buy one hundred items for one hundred dollars, you could’ve save one dollar and one dollar can save a person’s life from starvation. And if they change it to 95 cents, they will lose profit. The sign of the store will have to be changed to whatever cost they decided to change the items to, but they can’t change the sign to â€Å"$1 Store† because there are already a store called that. And if they do change the sign, that means that they have to use their own money to get the new sign, which also means they’ll have less money to use for other necessary things for the store. The sources say that the penny is the lowest denomination coin, but if it were to be gone, the nickel would be the lowest denomination coin. Would it end up like the pennies and would be abolish in the future years? Even if the pennies were to be completely gone, the nickels will have the same complaints that the pennies were having and the complaints of the lowest denomination coin will go on and on until there is no coins left. In taking the pennies off, memories of Abraham Lincoln will be gone. All the things Lincoln did for the U. S. will fade away. We will no longer see him in coins, the 16th president will be less recognized without having a penny as his memory source. Abraham Lincoln will be forever remember with the pennies! This is how it would be like without pennies. Everything will be rounded off up or down. Would you want that to happen? Would you want Abraham Lincoln’s memories to fade away? Every penny counts, just as â€Å"every vote counts†. We must save the pennies!

Caring for Individuals with Additional Needs Essay

In this task the explanation of why individuals may experience additional needs will be provided. There are 4 main categories of disability. I will list them and also give an example of each category and also say if the disability is physical, cognitive or sensory. Physical meaning having problems with strength or co-ordination within caused by having an accident or an inspection. Cognitive meaning a person having problems with learning and understanding everyday things. Sensory – this can be a problem with learning through sight, taste, smell, touch and hearing. Basically this has to do with the five senses. The categories are: Genetic (from a family member through blood) – Sickle cell is contracted through either parent (mother/father) who has the trait. This trait can be passed on to the child or children. If the father has a trait and the mother has a trait, the child can get the full trait. This category is physical. Accidental – accidents can cause disability e. g. a person driving a car and accidentally hits down a person walking in the road; this can cause major damage to this person. The person could be paralyzed for life. This category is physical and could also be cognitive because this person could have hit his/her head and ended up being brain damage. The brain damage can lead to this person losing most of the knowledge he/she had before and have to start learning all over again. Developmental – can be caused be a pregnant woman having difficulty in the womb or during birth. A child can develop disability while growing up for example contracting Meningitis. Possible complications that can be caused are hearing loss, learning disability or problem with co-ordination and balance. This category can be sensory, physical or cognitive. Environmental – can be caused by working in a place where there is lots of dust or even smoking can cause a person to develop asthma or other infections. This category can be physical.

25 Subordinating Conjunctions

25 Subordinating Conjunctions 25 Subordinating Conjunctions 25 Subordinating Conjunctions By Mark Nichol If you’re having trouble developing sentences with sufficient variety to keep your writing fresh, take a ride on A WHITE BUS. No, I’m not shouting at you; A WHITE BUS is a mnemonic initialism that reminds you about a set of conjunctions with which you can begin dependent clauses. (A dependent clause is a phrase that must be attached to an independent clause a series of words that can stand on its own as a sentence to make grammatical sense.) Below, you’ll find the words or phrases that the letters in A WHITE BUS represent, and sample sentences in which they’re employed. A 1. â€Å"After dinner, we’ll go see a movie.† 2. â€Å"Although I’d rather not, I’ll make an exception.† 3. â€Å"As you know, she’s rather eccentric.† W 4. â€Å"When we’re done, let’s get some ice cream.† 5. â€Å"Whenever I go, I try to see something I’ve never seen before.† 6. â€Å"Whether or not you agree, I think it looks fine.† 7. â€Å"Where I go, they always have sales.† 8. â€Å"Wherever I go, I try to enjoy myself.† 9. â€Å"While I’m there, I play music on a jukebox.† H 10. â€Å"How is it that even though you go there all the time, you’ve never noticed that before?† I 11. â€Å"If you find out, please let me know.† 12. â€Å"In case you hadn’t heard, I couldn’t care less.† 13. â€Å"In order to enjoy your trip, take your time and enjoy the sights.† T 14. â€Å"That I like wearing red that has never been in dispute.† 15. â€Å"Though I’m flexible, I draw the line about that.† E 16. â€Å"Even if it is true, I’ll forgive him.† 17. â€Å"Even though I’d heard the song before, I hadn’t known who sang it.† 18. â€Å"Ever since I met her, I haven’t been able to think about anything else.† B 19. â€Å"Because I’ve been there before, I’d rather go somewhere else.† 20. â€Å"Before I saw the house, I was ready to just rent an apartment.† U 21. â€Å"Unless you’re willing to wait, you’ll have to come back tomorrow.† 22. â€Å"Until we find it, we can’t leave.† S 23. â€Å"Since then, I’ve had a different opinion of him.† 24. â€Å"So sure were you of your theory about them, you ignored evidence that you were wrong.† 25. â€Å"So that I’m sure I understand you, please repeat what you said.† Sometimes, ON, representing â€Å"only if† (â€Å"Only if I get to drive will I go with you†) and â€Å"now that† (â€Å"Now that we understand each other, things are much better†) precedes A WHITE BUS in the mnemonic phrase. Note, too, that the order in which the dependent and independent clauses appear can be reversed (though often, the comma separating the clauses is then not necessary). However, because the independent clause generally contains the essential information, the sentence is usually more effective when the independent clause trails the dependent clause. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†Grammar Quiz #21: Restrictive and Nonrestrictive Clauses5 Examples of Insufficient Hyphenation

General Billy Mitchell - Father of the US Air Force

General Billy Mitchell - Father of the US Air Force Billy Mitchell - Early Life Career: The son of wealthy Senator John L. Mitchell (D-WI) and his wife Harriet, William Billy Mitchell was born on December 28, 1879 at Nice, France. Educated in Milwaukee, he later enrolled at Columbian College (present-day George Washington University) in Washington, DC. In 1898, prior to graduating, he enlisted in the US Army with the goal of fighting in the Spanish-American War. Entering the service, Mitchells father soon used his connections to obtain his son a commission. Though the war ended before he saw action, Mitchell elected to remain in the US Army Signal Corps and spent time in Cuba and the Philippines. Billy Mitchell - An Interest in Aviation: Sent north in 1901, Mitchell successfully built telegraph lines in remote areas of Alaska. During this posting, he began studying Otto Lilienthals glider experiments. This reading, combined with further research, led him to conclude in 1906 that future conflicts would be fought in the air. Two years later, he witnessed a flying demonstration given by Orville Wright at Fort Myer, VA. Sent to the Army Staff College, he became the only Signal Corps Officer on the Army General Staff in 1913. As aviation was assigned to the Signal Corps, Mitchell was well placed to further develop his interest. Associating with many early military aviators, Mitchell was made deputy commander of the Aviation Section, Signal Corps in 1916. At age 38, the US Army felt that Mitchell was too old for flying lessons. As a result, he was forced to seek private instruction at the Curtiss Aviation School in Newport News, VA where he proved a quick study. When the US entered World War I in April 1917, Mitchell, now a lieutenant colonel, was en route to France as an observer and to study aircraft production. Traveling to Paris, he established an Aviation Section office and began connecting with his British and French counterparts. Billy Mitchell - World War I: Working closely with the Royal Flying Corps General Sir Hugh Trenchard, Mitchell learned how to develop aerial combat strategies and plan large-scale air operations. On April 24, he became the first American officer to fly over the lines when he rode with a French pilot. Quickly earning a reputation as a daring and tireless leader, Mitchell was promoted to brigadier general and given command of all American air units in General John J. Pershings American Expeditionary Force. In September 1918, Mitchell successfully planned and orchestrated a campaign using 1,481 Allied aircraft in support of ground forces during the Battle of St. Mihiel. Gaining air superiority over the battlefield, his aircraft aided in driving back the Germans. During his time in France, Mitchell proved a highly effective commander, but his aggressive approach and unwillingness to operate in the chain of command made him numerous enemies. For his performance in World War I, Mitchell received the Distinguished Service Cross, the Distinguished Service Medal, and several foreign decorations. Billy Mitchell - Air Power Advocate: Following the war, Mitchell expected to be placed in command of the US Army Air Service. He was blocked in this goal when Pershing named Major General Charles T. Menoher, an artilleryman, to the post. Mitchell instead was made Assistant Chief of the Air Service and was able to retain his wartime rank of brigadier general. A relentless advocate for aviation, he encouraged US Army pilots to challenge records as well as promoted races and ordered aircraft to aid in fighting forest fires. Convinced that air power would become the driving force of war in the future, he pressed for the creation of an independent air force. Mitchells vocal support of air power brought him into conflict with the US Navy as he felt the ascent of aviation made the surface fleet increasingly obsolete. Convinced that bombers could sink battleships, he argued that aviation should be the US first line of defense. Among those he alienated was Assistant Secretary of the Navy Franklin D. Roosevelt. Failing to achieve his goals, Mitchell became increasingly outspoken and attacked his superiors in the US Army, as well as the leadership of the US Navy and White House for failing to understand the importance of military aviation. Billy Mitchell - Project B: Continuing to agitate, Mitchell managed in February 1921 to convince Secretary of War Newton Baker and Secretary of the Navy Josephus Daniels to hold joint Army-Navy exercises in which his aircraft would bomb surplus/captured ships. Though the US Navy was reluctant to agree, it was compelled to accept the exercises after Mitchell learned of their own aerial testing against ships. Believing that he could succeed in wartime conditions, Mitchell also held that a thousand bombers could be built for the price of one battleship making aviation a more economical defense force. Dubbed Project B, the exercises moved forward in June and July 1921 under a set of rules of engagement that greatly favored the survivability of the ships. In the early tests, Mitchells aircraft sank a captured German destroyer and light cruiser. On July 20-21, they attacked the German battleship Ostfriesland. While the aircraft did sink it, they violated the rule of engagement in doing so. In addition, the circumstances of the exercises were not wartime conditions as all of the target vessels were stationary and effectively defenseless. Billy Mitchell - Fall from Power: Mitchell repeated his success later that year by sinking the retired battleship USS in September. The tests incensed President Warren Harding who wished to avoid any show of naval weakness immediately prior to the Washington Naval Conference, but did lead to increased funding for military aviation. Following a protocol incident with his naval counterpart, Rear Admiral William Moffett, at the beginning of the conference, Mitchell was sent overseas on an inspection tour. Returning to the US, Mitchell continued to criticize his superiors regarding aviation policy. In 1924, the commander of the Air Service, Major General Mason Patrick, sent him on a tour of Asia and the Far East to remove him from the limelight. During this tour, Mitchell foresaw a future war with Japan and predicted an aerial attack on Pearl Harbor. That fall, he again blasted the Army and Navy leadership, this time to the Lampert Committee. The following March, his term of Assistant Chief ended and he was exiled to San Antonio, TX, with the rank of colonel, to oversee air operations. Billy Mitchell - Court Martial: Later that year, following the loss of the US Navy airship USS , Mitchell issued a statement accusing the militarys senior leadership of almost treasonable administration of the national defense and incompetence. As a result of these statements, he was brought up on court-martial charges for insubordination at the direction of President Calvin Coolidge. Beginning that November, the court-martial saw Mitchell receive broad public support and notable aviation officers such as Eddie Rickenbacker, Henry Hap Arnold, and Carl Spaatz testified on his behalf. On December 17, Mitchell was found guilty and sentenced to a five-year suspension from active duty and loss of pay. The youngest of the twelve judges, Major General Douglas MacArthur, called serving on the panel distasteful, and voted not guilty stating that an officer should not be silenced for being at variance with his superiors in rank and with accepted doctrine. Rather than accept the punishment, Mitchell resigned on February 1, 1926. Retiring to his farm in Virginia, he continued to advocate for air power and a separate air force until his death on February 19, 1936. Selected Sources National Museum of the US Air Force: Brigadier General William Billy MitchellUS Army: William Billy MitchellEarly Aviators: Billy Mitchell

The purpose of a college education Essay Example | Topics and Well Written Essays - 1000 words

The purpose of a college education - Essay Example on acts as a supplier for vocational training and credentialing services), the purpose of college education is to advance economics’ skills and knowledge. In addition, knowledge is among the important things a student should achieve from college education. Students should have a feeling that, college education gives them something apart from a diploma or a degree-whether it means giving them a job offer, technical skills, or a greater understanding about the world. College education should also serve as a tool for preparing students for the new economy. College education should also aim at changing students in a form that portrays significant improvements in their lives (Conrad and Laura 34). This essay aims at outlining what students should be seeking when they enroll to pursue college education. Notably, public and private higher education institutions globally are facing unprecedented challenges due to the large number of issues including the value of degrees offered in a college, scrutiny over student completion and access, and student aid support. Generally, the main purpose of college education is to disseminate and create knowledge about the world and the students themselves (Conrad and Laura 34). It is also a purpose of college education to create a higher order communicative and cognitive skills in students, such as offering them the ability to reason and think logically. After completion of higher education, graduates should come out with other skills such as motivation to pose challenges on the status quo, as well as the capacity to create sophisticated values. However, the current society view colleges as a training ground where students join to advance their professional and vocational skills. This agenda often creates tension between these two notions: college e ducation is purposely for public good and college education is purposely for private good (Conrad and Laura 37). Due to this tension, universities and colleges have increasingly become