Schools Have Options When Penning a Cell Phone Policy

Schools Have Options When Penning a Cell Phone Policy Cell phones are increasingly becoming more of an issue for schools. It seems that every school addresses this issue utilizing a different cell phone policy. Students of all ages have begun to carry cell phones. This generation of students is more tech savvy than any who has become before them. A policy should be added to the student handbook to handle cell phone issues according to your district’s stance. Several different variations of a school cell phone policy and possible consequences are discussed here. Consequences are variable as they could apply to one or each of the policies below. Cell Phone Ban Students are not permitted to possess a cell phone for any reason on school grounds. Any student caught violating this policy will have their cell phone confiscated. First Violation: The cell phone will be confiscated and given back only when the parent comes by to pick it up. Second Violation: Forfeiture of the cell phone until the end of the last day of school. Cell Phone Not Visible During School Hours Students are permitted to carry their cell phones, but they should not have them out at any time unless there is an emergency. Students are allowed to use their cell phones only in an emergency situation. Students abusing this policy could have their cell phone taken until the end of the school day. Cell Phone Check In Students are permitted to bring their cell phone to school. However, they must check their phone into the office or their homeroom teacher upon arriving to school. It can be picked up by that student at the end of the day. Any student who fails to turn in their cell phone and is caught with it in their possession will have their phone confiscated. The phone will be returned to them upon paying a fine of $20 for violating this policy. Cell Phone as an Educational Tool Students are permitted to bring their cell phone to school. We embrace the potential that cell phones can be used as a technological learning tool in the classroom . We encourage teachers to implement the use of cell phones when appropriate into their lessons. Students will be trained at the beginning of the year as to what proper cell phone etiquette is within the confines of the school. Students may use their cell phones for personal use during transition periods or at lunch. Students are expected to turn their cell phones off when entering a classroom. Any student who abuses this privilege will be required to attend a cell phone etiquette refresher course. Cell phones will not be confiscated for any reason as we believe that confiscation creates a distraction for the student which interferes with learning.

Discuss that the imperialism should not exist essays

Discuss that the imperialism should not exist essays Imperialism is the practice of gaining colonies for money, trade, political, power. European wants Africa under development. They stop Africa from creating new market. For example, British and India had textile industry; British did not want competition of India. With its control, India had to buy England textile. Therefore, India cannot produce its own textile market. Europeans prevent other countries from creating their own market. Just because of competition for textile, British use its own power to put textile India industry down. Therefore, these poor and small countries are not able to stand their feet up. European countries first came to Africa to view the nature beauty. Then they realize that Africa is rich in natural resources that their countries do not have. Then they began to colonize Africa. For example, British is an industrialized country. It required many resources for industrialized companies, but it does not have enough resources in its own country. Instead of buying these resources from other countries, it colonized Africa to get these resources without buying it. Not only have those, nations in Europe competed to colonize expansion on Africa. Countries in Africa were not an advanced, powerful enough to stop European army. The scramble for Africa began when Henry Stanley claimed the Congo River valley for Belgium. France claimed Algeria and built the Suez Canal. Britain took Egypt in order to control the canal, which is important to shipping the resources back to their countries. Britain defeats the Boers to control of the rich resources in southern Africa. Cecil Rhodes became rich from Kimberly diamond field. Just because of natural resources that they control Africa. They should not do that. That interfere other country rights. By using their power, Europeans countries can do whatever they want. They should not take over the countries resources without paying money for that. That is not ri...

Pastoralism and Subsistence Methods

Pastoralism and Subsistence Methods Pastoralism is the ancient method of subsistence farming that substantially relies on the raising and tending of domestic animals. Pastoralism takes place or has taken place in most parts of the world, in climates that range from arid desert to arctic tundra and from forested lowlands to mountain pastures. The ways that pastoralists tend their flocks, then, vary widely depending on farmer flexibility, as well as the regional geographic, ecological, and social conditions. So, to a scientific researcher, pastoralism in its most basic meaning is simply stock keeping. But the study of pastoralists includes the effects stock keeping has on the societies, economies, and lifeways of the groups that keep stock and attach high cultural importance to the animals themselves. Stock Animal Origins Archaeological studies show that the earliest domesticated stock animals- sheep, goats, and pigs- were domesticated about the same time, about 10,000 years ago, in Western Asia. Cattle were first domesticated in the eastern Sahara desert about the same time, and other animals were domesticated later at different times in different areas. Animal domestication as a process still continues: ostriches, today an animal raised by pastoralists, were first domesticated in the mid-19th century. There are many different herded animals, which vary by the place of origin. Africa: cattle, donkeys, ostrichMiddle East: camels, sheep, goats, pigs, ducks, beesCentral Asia: camels, horses, cattle, sheepTibetan Plateau: yaksAndean Highlands: llama, alpaca, guinea pig, ducksCircumpolar arctic: reindeerSoutheast Asia, China, and India: camels, water buffalo, zebu, bantengNorth America: bees, turkeys Why Domesticate? Scholars believe that stock raising arose first when humans moved their domestic stock into drier lands distant from cultivated fields: but pastoralism was not and never has been a static process. Successful farmers adapt their processes to changing circumstances, such as environmental change, population density, and the spread of diseases. Social and technological developments such as road construction and transportation affect processes of production, storage, and distribution. There is a multitude of reasons that people raise stock. Live animals are kept for their blood, milk, and wool, for their dung as fuel and fertilizer, and as transportation and draft animals. They are also food storage, fed fodder that is inedible by humans to create human-edible food, and once slaughtered, they provide skins, sinew, fur, meat, hooves, and bones for a range of purposes from clothing to tools to house construction. Further, stock animals are units of exchange: they can be sold, given as gifts or bride-wealth, or sacrificed for feasting or the general community welfare. Variations on a Theme Thus, the term pastoralism includes many different animals in many different environments. In order to better study stock-tending, anthropologists have tried to categorize pastoralism in a number of ways. One way to look at pastoralism is a set of continuums following several threads: specialization, economy, technology and social changes, and mobility. Some farming systems are highly specialized- they only raise one type of animal- others are highly diversified systems which combine animal husbandry with crop production, hunting, foraging, fishing and trade into a single domestic economy. Some farmers raise animals solely for their own subsistence needs, others produce solely to be marketed to others. Some farmers are helped or hindered by technological or social changes such as the construction of road networks and reliable transportation; the presence of a temporary labor force can also affect pastoralist economies. Pastoralist people often adjust the size of their families to provide that labor force; or adjust the size of their stock to reflect their available labor. Transhumance and Nomads A major study area in pastoralism is another continuum, called transhumance  when human societies move their stock from place to place. At its most basic, some pastoralists move their herds seasonally from pasture to pasture; while others always keep them in a pen and provide them forage. Some are full-time nomads. Nomadism- when farmers move their stock far enough distances to require moving their own houses- is another continuum which is used to measure pastoralism. Semi-nomadic pastoralism is when farmers maintain a permanent home base where old people and tiny children and their caregivers live; full-time nomads move their entire family, clan, or even community as the demands of the animals require. Environmental Demands Pastoralists are found in a wide range of environments, including plains, desert, tundra, and mountains. In the Andes mountains of South America, for example, pastoralists move their flocks of llamas and alpacas between upland and lowland pastures, to escape extremes of temperature and precipitation. Some pastoralists are involved in trade networks: camels were used in the famous Silk Road to move a wide variety of goods across vast reaches of central Asia; llamas and alpacas played a crucial role in the Inca Road system. Identifying Pastoralism in Archaeological Sites Finding archaeological evidence for pastoralist activities is a bit tricky, and as you might guess, varies with the type of pastoralism being studied. Archaeological remains of structures such as pens on farmsteads and at way stations on roadways have been used effectively. The presence of game management equipment, such as horse bits, reins, shoes, and saddles are also clues. Animal fat residues- lipids and alkanoic acids of milk fat- are found on potsherds and provide evidence of dairying activities. Environmental aspects of archaeological sites have been used as supporting evidence, such as changes in pollen over time, which show what types of plants are growing in a region; and the presence of detritivores (mites or other insects that feed on animal dung). Animal skeletons provide a wealth of information: bit wear on teeth, wear on hooves from horseshoes, morphological changes on animal bodies, and domestic herd demography. Pastoralists tend to keep female animals only as long as they reproduce, so pastoralist sites typically have more young female animals than older ones. DNA studies have tracked degrees of genetic difference among herds and domestic lineages. Sources Chepstow from the West African Sahel. Journal of World Prehistory 23(2):43-77.Little MA. 2015. Chapter 24 - Pastoralism. Basics in Human Evolution. Boston: Academic Press. p 337-347.Montero RG, Mathieu J, and Singh C. 2009. Mountain Pastoralism 1500-2000: An Introduction. Nomadic Peoples 13:1-16.Nielsen AE. 2009. Pastoralism and the Non-Pastoral World in the Late Pre-Columbian History of the Southern Andes (10001535). Nomadic Peoples 13:17-35.

Analyse ways in which minimum core elements can be demonstrated in Essay

Analyse ways in which minimum core elements can be demonstrated in applying theories and principles for planning and enabling inclusive learning and teaching - Essay Example As such, the teacher can collaborate with language specialists in order to devise relevant activities. The instructor must ensure that the language of use should correspond with learning level of the students’ learning, while also being dynamic enough to allow the acquisition of more vocabulary. Other methods that will be helpful at this point include: setting tasks for learners to read; using readable and accessible texts to help learners develop their comprehension skills; using reciprocal teaching; making use of effective questioning; and reading handouts and written materials aloud; and finding ways to present materials through means other than written information (Lawton & Turnbull, 2007, p. 44). As for numeracy and learning theory, it is important that the instructor offers alternative methods for solving problems; increasing awareness of the language of numbers [such as multiplication, addition, product, times and share]; and avoiding the assumption that learners arrival at correct answers necessarily means comprehension of the topic. There is also a great need on the side of the teachers to design exercises that are relevant and meaningful before according learners with opportunities to practice, sharpen and put the skills they have acquired to use (Lawton & Turnbull, 2007, p. 44-45). Teachers should develop the culture of using up-to-date technologies such as whiteboards, m-learning and digital cameras to motivate learners. It is important at this juncture that the instructor encourages learner autonomy in ICT use. In this light, webquests the use of function keys and keyboard shortcuts will help develop individual ICT skills. Older learners who may not be enthusiastic about the use of ICT should also be encouraged to start using ICT. Other provisions of ICT which may go a long way in creating tech-savvy learners include interactive whiteboards,

Detail summary of the movie Freedom Writers Review - 1

Detail summary of the Freedom Writers - Movie Review Example reedom Writers, in which the real-life story of Erin Gruwell and her inspirational teaching efforts in Long Beach, California is dramatized and somewhat fictionalized so as to convey the transformational effects of her approach to teaching inner city kids. The film starts out with images from the 1992 Los Angeles riots, thus establishing the run-down and desperate living conditions of the kids who comprise the student body of Woodrow Wilson High School. Camera shots always work to emphasize the dirty streets, the low quality living quarters of the various students, the sense of danger and violence that stalks them wherever they go. There are many examples of this violence and desperation, such as the drive-by shooting at the convenience store committed by one kid from the high school that kills another kid from the high school in front of two girls from the high school. One of these girls is expected to testify in court as to who was guilty of the murder, but the problem is that he was of her same race. She and the killer were Hispanic and the murdered boy was Asian. It was expected in the street that you protected your own kind and so this girl has to struggle with her decision through a good deal of the film. Although she is friends with the girlfriend of the murdered boy and she knows it is only right that people should be punished for violent crimes, she must also fear for her own safety and the safety of her family as they must continue living in the same streets. This very valid concern is emphasized as she is even confronted in a very threatening manner by other kids from the high school warning her that she better do what is expected. The main action of the film follows the efforts of a young teacher, Erin Gruwell, who is excited to make a change in the world. Having grown up in the world of privilege in Newport Beach, Gruwell is recently married and recently graduated and sure she can bring positive change to the inner city. However, instead of

Stress Management Assignment Example | Topics and Well Written Essays - 1750 words

Stress Management - Assignment Example In fact, Statistics from the American Institute of Stress cited by Seaward (2013) shows that approximately 43 percent of grown-ups experience unpleasant consequences in terms of their health owing to stress. This paper explicates the relationship between stress and nutrition. The phrase You are what you eat is a common slogan today. In laymans terms, this phrase denotes the fact that the health status of human beings is directly related to the quantity and quality of food they consume. In other words, consumption of insufficient amounts of food and of poor quality can affect the health of an individual. In reference to stress, food can either cause stress or can therapeutically alleviate and prevent stress from the body (Bargir, 2013). Obesity and overweight as explicated by Tomiyama et-al (2010) is a common problem particularly in developed countries such as the US. To support this postulation, Tomiyama et-al (2010) notes that approximately one-third of adult individuals in the US are struggling with obesity. Due to the health effects associated with overweight and obesity, a great proportion of these individuals are continuously trying to lose weight. A common trend to achieving this is depriving the body sufficient amounts of food in an effort to reduce caloric intake. Tomiyama et-al (2010) argues that withdrawal from a diet educes depressing feelings or sentiments. Subsequently, feelings of hopelessness, decreased levels of confidence, and a bad temper may also arise, and these are common indicators of stress. Withdrawal from a regular diet also elevates the production of a stress hormone referred to as cortisol in the body (Tomiyama et-al, 2010). Though there are issues relating to nutrition that can elevate stress levels, stress itself can conversely affect nutrition. The Stress Management Society and Bodychef (n.d) assert that stress can lead to poor food consumption practices. For instance, incidences of stress

Little tokyo, los angeles Essay Example | Topics and Well Written Essays - 2500 words

Little tokyo, los angeles - Essay Example These men worked as laborers in ranches, road building, gardens and laundry. They faced heavy discrimination in the late 19th century. However, despite the discrimination, Chinese people occupied greater positions, especially, in the laundry and agricultural sector. As a result, they expanded their territory hence acquiring more blocks and buildings. In addition, their population also increased to 3000. However, over the years, the Exclusion Act Laws restricted any large increase in growth. These laws prohibited the Chinese people from owning land, and it forced them to lease or rent units for their homes and businesses. Between 1890 and 1910, Chinatown comprised 15 streets and alleys, and the building units were about 200 units. Apart from this space, Chinatown also had three temples, a theatre, its own newspaper, and a telephone exchange. In addition, the town had few women; therefore, the Exclusion Act was lifted so that Chinese women and children could also immigrate over to join the Chinese men present in Los Angeles (Cho, 14-26). This resulted to community organization. Since the government prohibited the Chinese to have ownership of their personal property, few of them improvised and maintained their properties. This resulted to a decline in the appearance of the old Chinatown. The Chinese did not mind about how the town looked, for instance, they never paved the streets during the end of the old Chinatown. In the end, the Chinese lost all their property because they gave up fighting for whether or not they legally owned the lands they had dearly paid for. In addition, all the improvements and payments had been rendered private. Therefore, there existed no valid proof of anything in consideration to land. As a result, the Chinese were forced to leave their homes, hence the collapse of the old Chinatown (Cho, 27). Fortunately, this collapse resulted to the formation of the new Chinatown; two years after the