Apply the four P's model of innovation to case studies or companies Assignment

Apply the four P's model of innovation to case studies or companies you are familiar with and critically evaluate the above st - Assignment Example ....................................................................................7 Process.........................................................................................8 Evaluation of the Quote by Gary Hamel............................................10 Conclusion...............................................................................................12 References...............................................................................................13    Apple Inc.: A Study in Innovation Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Four Ps of innovation is defined in his paper as product, process, position and paradigm (Mobbs, 2010). Innovation, in general, consists of common words that might include the word â€Å"new,† â€Å"introduction,† â€Å"markets† and â€Å"process,† and is marked by a willingness to take some risks and celebrate the failures. Innovation also can be incremental or radical. Incremental means that something existing is made better. Radical means that the company is doing something completely different (Mitchell, 2010). Incremental innovation could be extremely beneficial to an industry   - for instance, in the television industry, the advent of flat screens and high definition has radically transformed that industry, for the better (Phi, 2012). Perhaps no company has exemplified the principles of innovation better than Apple, Inc. Its i-Tunes and i-Pod radically changed the music industry, then its i-Phone and i-Pad did the same for the computing and cell phone industries. They have led the way in developing products that could be considered radical, not just a â€Å"tweak† on a product that has already been in place. In the process, they have become one of the most, if not the most, exciting company to watch. Although there are some that might say that Apple has peaked, the company does not buy into this, and innovation continues to be their cornerstone. This paper will examine the company, then examine how the four Ps of innovation apply to it. Apple, Inc. History   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Chapman et al. (2012), Apple began its life in 1976, the brain child of Steve Jobs and Stephen Wozniak. The two men were high school mates, as well as former collaborators. Wozniak had been working on combining computers with video monitors, with an idea towards making computers accessible to the masses and user-friendly. Wozniak was working at Hewlett-Packard at that time, and brought his ideas to HP. HP, however, did not think that personal computers had a future, so rejected Wozniak's ideas. Jobs, however, saw the future, and decided that he was the right partner for Wozniak to begin selling computers. Their first computer was known as Apple 1, and was built in the garage of Jobs' parents. This computer was only intended for hobbyists, as it didn't have an exterior casing, and only was a circuit board. The name of the company was Apple, because Jobs had a job in an orchard while he sought enlightenment, and neither man could think of a better name. The Apple II soon followed, and the duo was able to expand after finding new partners for their expansion plans (Chapman et al., 2012).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Apple II was a hit, according to Chapman et al. (2012), as it was the first computer that had a sleek plastic casing and color graphics. The annual sales for the fledgling company was $10 million in 1977, and thousands of employees were added. By 1980, the company was public, and its stock increased, on the first day of trading, from $22 to $29.

Licensing and Professional Organizations Research Paper

Licensing and Professional Organizations - Research Paper Example I decided to work in the Family Practice Clinic, as it will suit my passion of serving all from the young to the elderly who may have different difficulties due to their ages. Family nursing practitioner roles requires nurses to be registered nurses in order to serve as primary and as specialty health care providers. FNPs work with patients throughout their lives, conducting exams, diagnosing illnesses, prescribing medication and therapy, conduct routine checkups, and assisting in minor surgical procedures. Working in family nursing organization requires one to dedicate his profession in serving the patients as their sole care provider while also running own private practices. Offering of these requires the nurses to be well structured, multifaceted, independent, and to have a patient facing mentality (Mason, Leavitt & Chaffee, 2013). In family nursing organization, advocacy is the cornerstone of the complete nursing procedures. Nurses usually advocate causes, patients, and the profession itself. The main advocacy in the organization, motivated by the moral and ethical principles will be seeking to influence different policies in the primary health care sector. The influence would be through arguing or pleading within the economic, political, and social systems in an effort to promote the nursing fraternity in offering family nursing services. The aim of the organization is to coordinate care on a large scale among families adhering to the organizational scope of delivering high quality care to the patients. In this case, communication will be the main governing tool. The organization aims at offering patient-centered care, in that the patients would be in active involvement with their care providers in making health decisions. The organization aims at being all round although the roles, medical treatments, medical duties, and pharmacological abilities in the nursing profession depend on state of licensure. The main roles of the nurses in the Family

Psychology and Stress Essay Example for Free

Psychology and Stress Essay In our world today there are factors that make our life a little more difficult. We all go through these frustrations every day and some more than other are affected by them. These factors come in many different forms, yet they all lay under one category, it is called stress. Stress can impact a person physically, emotionally and, may be reasonable for people’s actions out of the norm. Setting up a stress management plan is a good way to find out how to overcome this problem in our everyday lives. Stress can be addressed through finding out what type of stress it is, how it impacts our bodies, and how to deal with stress. First of all stress can be managed just by finding out what type of stress is the cause. Stress causes our bodies to react to event that can be good or bad. According to Melinda Smith, M.A., Robert Segal, M.A., and Jeanne Segal, Ph.D. authors of the article on Understanding Stress, explains the course our bodies take during stress. Our bodies can kick into super hero mode and take us out of danger this is called â€Å"fight or flight†. Our bodies own defenses want to save our lives by confronting the problem or getting away. This can further lead on to cause conflict in our lives. One type of stress that causes this is Acute Stress. This type of stress is cause by a full force event. This can lead to after-effects reoccurring for one month. A study was conducted by the Fourth Military Medical University, Xi’an, People’s Republic of China, with this study consisted of analyzing acute stress. The researchers took people with acute stress and tested patients on different levels of symptoms. The study came up with a scale; six dimensions and symptoms a person my experience. The results were helpful to better assist the degree of stress a person has. Also they connected how acute stress could lead to Post Traumatic Syndrome. It’s very important to find good consisting research to be able to find the proper treatment for each person. The next step to manage stress is the impact it has on a person. How could this affect a person’s health in a positive or a negative way. An example of acute stress is a person who has experienced an earthquake afterwards has nightmares of being in the situation again. Their body is responding to emotional impact this event had on them. If we were to go back into the moment the event happened, we would be able to see how stress got this person to react and out of the situation to save their life. People go through a moments of being unstoppable like the hulk. The body gives a person strength and increase other senses to escape. That’s a good way our body response in a time of need. After the fact is when problems start, that can change a person’s life. If this problem is not addressed lead to psychological and mental issues. Stress can start with symptoms of cognitive, emotional, physical, and behavioral (Smith, Segal, Segal). This is why people have different be haviors out of the ordinary. Also how important it is to know how much is too much stress (Smith, Segal, Segal). Letting a person get this far can lead to health problems such as high blood pressure, depression and many other issues. Lastly finding steps to manage stress is the key. Finding a good plan that works for each person is a must. For example if a person gets stuck at the end of the line at the store and is late for work can be frustrating. People have to learn see the stressors and talk their way out of it. Tell them self’s its ok, review the situation and come to decision. At the end you’re the one who gets mad and then have to get happy again. So if a person starts from the beginning there’s so much that could be avoided. Another example is the people that were in 911 that had acute stress. This event was affecting many in different forms. Seeking treatment with a psychologist would help with the ordeal. Discussing the feelings behind the event helped many overcome their acute stress. In addition a good way to overcome stress comes from the article of Stress Management Health Center. The article notes how relax a person mind by writing, show a person’s emotions, and getting busy by destructions. This type of mental health treatment focuses on reliving the tension one carries. Taking walks, keeping an exercise plan to help focus the energy in another direction, these goals are good to maintain health balanced. A person may also due mediation to easy be the body and relax the mind. They can slowly start to change their outlook on life in more positive way. This can help with so much stress one deal with on a daily bases. In conclusion stress can be managed by taking control over lives by finding out what type of stress a person has, how it affects a person, and by learning to deal with it. Learning what stress is and its affects a person’s life is very important to improving oneself. It’s also a way to target the factors that are negative and replaces them with positive ones. Working one’s health one step at a time can avoid stress that affects people every day. Also learning to relax and taking the time for one self, makes life easier on the soul. If we let stress take ownership we will never overcome it. References YEBING, Y., JINGJING, T., YUAN, J., XUFENG, L., YUNFENG, S., XIA, Z., DANMIN, M. (2011). DEVELOPMENT OF THE ACUTE STRESS RESPONSE SCALE. Social Behavior Personality: An International Journal, 39(5), 713-720. doi:10.2224/sbp.2011.39.5.713 Smith, Melinda, Robert Segal, and Jeanne Segal. Understanding Stress: Symptoms, Signs, Causes, and Effects. Helpguide.org: Expert, Ad-free Articles Help Empower You with Knowledge, Support Hope. Web. 07 Oct. 2011. http://helpguide.org/mental/stress_signs.htm. Stuff. Techniques, Exercises and Therapies for Relieving Stress. WebMD Better Information. Better Health. Healthwise, 14 Oct. 2009. Web. 07 Oct. 2011. http://www.webmd.com/balance/stress-management/stress-management-relieving-stress.

Interview With A Language Learner English Language Essay

Interview With A Language Learner English Language Essay To begin with, I read my assignment to interview an English Language Learner. This seemed like it was going to be a challenge since I did not know an ELL. I shared this assignment with my husband. He told me there was a parent on my sons wrestling team who spoke Spanish. This seemed like a great idea so I went to the wrestling practice on Wednesday with my son. When I arrived I seen the lady talking, but was nervous about approaching her since I had never met her. Finally after about 10 minutes I walked over to her and introduced myself. Then I told her I needed to interview an English Language Learner for my college class. She told me she would be happy answer any of my questions. The person I interviewed was Marietta. Marietta was born in San Juan, Puerto Rico on May 21, 1968 to Maritza Suarez and Angel Benero. She has two brothers and one sister. Spanish was the main language spoken in her home as a child. As a child she began learning English in the private preschool she attended. There she learned to read and write English. While I school learning came slow to Marietta since she was dyslexic and didnt learn to read or write until she was 13 years old. Textbooks were written in English in Puerto Rico. English is taught different in Puerto Rico than in Spain since it is close to America. Marietta married November 29, 1997 to Juan Navarro. They have three children. Two sons Jorge and Luis and a daughter Paola. Juan is in the United States Coast Guard. Jorge is the oldest. He is in the 12th grade. Academics are difficult for him while he is in ESE classes. Their son Luis is in the 3rd grade and suffers from Attention Deficit Disorder. Paola is a 6th grade and she is on the A/B honor roll. Only Jorge and Paola are able to speak Spanish and understand it. Luis can understand Spanish, but isnt able to speak it. Both English and Spanish are spoken in their home. As a family they watch both English and Spanish television shows. I have to declare this was a wonderful interview. Even though, I was nervous about interviewing someone I didnt know it was a pleasant experience. Marietta was very eager to share with about her family. She advised me when I teach ELL students it is helpful to use graphics with Spanish to English vocabulary. It was exciting to hear Marietta mention that she was attending Florida State College of Jacksonville to get a degree to be a Chef. For the summer term she was taking English Composition I. After she told me about her attending college I told her I would be happy to help her with the English if need me to. Questions In what country were born? When is your birthday? At what age did you learn to speak English? Was English spoken in your home as a child? Do you have trouble speaking the English Language? When did you learn to write English? Was English difficult for you to learn? Do you have any children? Does your husband speak English? What is the primary language spoken in your home? Can your children speak your native language and English? Is there any advice you would give teachers who are teaching English Language Learners? Multicultural Activity Title: Winter Holidays around the World Grade level 2nd grade Topic: Winter holidays are not celebrated the same everywhere. Summary: These 3 day lessons are designed to teach students about the culture of Mexico, Israel and China; and the winter holidays celebrated by their cultures. Students will learn about Las Posadas, Hanukkah and Chinese New Year. Materials required: Mexico: a balloon, newspaper, glue, candy, recipe for Mexican hot chocolate. Israel: Dreidel pattern, dreidel game rules, bag of dry beans, recipe and ingredients for potato latkes China: black construction paper, paint, drinking straws, glue, glitter, 18X12 pieces of colored construction paper, stapler, yellow tissue paper, crepe paper streamers World globe, individual coloring sheets of the flag for each country. Books needed: Mexico; The People by Bobbie Kalman Nine Days to Christmas by Maria Hall Israel: Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn China: Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low Objectives: Students will recognize how three different countries and their winter celebrations. Students will be able to locate each country on the globe. Day 1 I will tell the students we are going to pretend to be world travelers for the next three days. We are going travel to Mexico, Israel, and China to learn about their Winter celebrations. Today we are going to visit Mexico. Does anyone know where Mexico is located? Lets find it on our globe. I want to tell you about Mexico before we read our books. We will learn that in Mexico their winter celebration is called Las Posadas. They start celebrating nine days before Christmas. They celebrate every night from December 16th to December 24th. Each night children and their families reenact the story of Mary and Joseph trying to find a place to stay for the night. Then finally they went to a home and were welcomed by the innkeeper. At this place there is a celebration on the final night of Las Posadas. The families and friends celebrate with special food and Mexican hot chocolate. There is a pià ±ata for the children. Now I will read some books about Mexico before we go to our centers. Read books to the class. The People by Bobbie Kalman Nine Days to Christmas by Maria Hall I would have three centers set up for the students. Role play center, pià ±ata center, and flag center. Role play center students would pretend they were Mary and Joseph looking for a place to stay. The students would take turns being Mary, Joseph and the innkeeper. Pià ±ata Center- Students would take turns adding newspaper dipped in glue to a balloon which has already been blown up. Flag Center- Students would color and label their flag of Mexico. Teacher would write on the board the colors and their meaning. Green=independence, white=purity, red=blood, eagle with snake=fight for independence. At the end of the day we will have a special drink Mexican hot chocolate which will have already been made using the recipe below Mexican Hot Chocolate 3 (1 ounce) squares unsweetened chocolate 6 cups milk 1/4 cup granulated sugar 2 teaspoons ground Mexican cinnamon 1/4 teaspoon salt 1 1/2 teaspoons Mexican vanilla extract Using a sharp knife, break up chocolate squares into smaller pieces. In a medium saucepan, combine chocolate, milk, sugar, cinnamon and salt. Heat and stir until chocolate melts and milk is very hot.  Ã‚   Do not allow to boil. Add vanilla extract and beat until frothy with a rotary beater, or with an electric mixer on low speed. Pour Styrofoam cups. Makes 48 ounces. http://www.authenticmexicanfoodrecipes.com/mexican_hot_chocolate_recipe/ The students will take turns hitting the Pià ±ata which will have candy in it. When the Pià ±ata is busted students can get the candy and put it I their backpacks to be eaten at home. Assessment Have students write an informative paragraph about Mexico and Las Posadas. Collect and grade paragraphs. Day 2 Today we are going to pretend to visit Israel. Does anyone know where Israel is located? Give students time to answer. Lets locate it on our globe. Would you like to know what winter celebration happens in Israel? I would be happy to tell you. In Israel they celebrate Hanukkah. This is a Jewish holiday. It is also called The Festival of Lights. We will find that this holiday is celebrated for eight days during the month of December. The eight day celebration is significant because when it was time to light the temple lamp a long time ago there was only enough oil to keep it lit for one day. Amazingly, the oil burned for eight days which gave them time to find more oil. For this reason, Jews celebrate Hanukkah for eight days by lighting candles in a menorah every night to honor the eight day miracle. A menorah is a candle holder which holds nine candles on of them is called the servant candle because the other are lit by it. After the candles are all lit there is a party to celebrate. Children play with dreidel while enjoying a favorite treat called potato latkes. A dreidel is a four sided tops. Potato Latkes are like potato pancakes. Now I want to read some books to you about Hanukkah. Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn I would have three centers set up. The centers would be a game center, map center, and cooking center. Students would take turns going to each center. Game center -Students would make a dreidel from a pattern. A dreidel has four sides marked with Hebrew letters: Nun, Gimel, Hei, and Shin. These letters stand for the Hebrew phrase Nes Gadol Hayah Sham which means a great miracle happened there, referring to the miracle of the oil. Students would play the game after making their dreidel. The letters on the dreidel man Nit (nothing), gantz (all), halb (half) and shtell (put). Everyone puts in a bean. A person spins the dreidel. If it lands on Nun, nothing happens; on Gimel person gets all the beans; on Hei gets half the beans; and on Shin, you put a bean in. Game ends until someone has all the beans. Map center- Color and label map of Israel. Blue and white are the colors on the Jewish prayer shawl and the Star of David is the traditional symbol of the Jewish people. Cooking center will be manned by a parent volunteer. Recipe for Potato Latkes 3 cups Simply Potato hash browns 1 cup frozen chopped onions (thawed and drained)  ½ cup egg whites  ½ cup flour 1 tsp baking powder 1 tsp each salt and black pepper Vegetable oil Directions: Mix hash browns with eggs, mix well. Add flour gradually while mixing until batter is doughy, not too dry. Add baking powder, salt and pepper. Mix well again. Then heat about  ½ inch of oil to medium high heat. Form the batter into thin patties about the size of the palm of your hand. Fry batter in oil. Flip when the bottom is golden brown. Place finished potato latkes on paper towels to drain. Students can enjoy this treat when it is warm enough to eat. Assessment Students will answer the following questions. Where did this holiday originate? ______________________ When is this holiday? ______________ How many days is Hannukah celebrated? _________________ Why is it celebrated? ______________ What is name for the candle holder?_________________ Answer key Jerusalem December 8 8 days oil burned Menorah Day 3 Wow, we are about to travel to another country. Lets pretend we are going to visit China. Does anyone know the location of China? We will locate it together. In China they have a celebration called Chinese New Year or Spring Festive. This important holiday celebration begins about mid-January or mid-February and last about 15 days. It begins with New Years Eve and ends with the Lantern Festival at the full moon. Chinese New Years is celebrated with fireworks. It is believed that the Chinese invented fireworks thousands of years ago. We will now read some books about the Chinese New Year Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low There will be three centers set up painting, map center and creative center. Paint Center Students will each have a black piece of construction paper. They will put small drops of paint on to their paper and then blow the drops with a straw. Before the paint dries, they will sprinkle glitter on the picture. This will represent fireworks. Map Center Students will color and label map of China. Teachers will write on board. The red color of the flag symbolizes revolution. The large star symbolizes the Communist Party which rules China and the smaller represent the people of China. Creative Center Students will make a lantern. They will color a picture on their piece of 18 X 12 colored construction paper. Fold the paper lengthwise with the decoration out. Starting at the fold, make evenly spaced cuts about 1 apart, ending where you began. Teacher will draw ending lines for students. Open the paper and staple together the short edges. Stuff middle with yellow crumpled tissue paper. Staple a strip 1 X 6 construction paper to make handle. Add crepe paper streamers to bottom. Hang lanterns in the classroom. Assessment Give students a Venn Diagram to complete. They will compare Chinese New Year to New Years in America. www.enchangedlearning.com/asia/china/flag.shtml www.iupui.edu/~geni/lsort/a_mcultural_stude_cny.hmtl http://teacherslink.ed.usu.edu/tlresurces/units/Byrnes-celebrations/Chinese.html www.lessonplanspage.com/SSChristmasAroundtheWorldK1.htm http://teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/light.html http://www.uen.org/Lessonplan/preview.cgi?LPid=22510 www.jewfaq.org/holiday7.htm 3) Planning Article Summary and Reflection: Classroom Planning with ESL in Mind This article Classroom Planning with ESL in Mind had some strategies, instructional tips, use of language, and information about ESL students with special needs. Also there was information on assessing, evaluating and reporting student progress. First, the strategies and instructional tips discussed the challenges which English Second Language students face. They have three challenges: trying to gain the knowledge need for various subjects, learning the English Language while developing the ability to interact with their peers. Teachers should remember that they are always role modeling the English language while teaching. In doing so they need to make sure their lessons are presented using various formats in order to encourage students to reflect on their knowledge so the can respond effectively in class. Next, a teachers use of language is important in the classroom. They should be cautious of their vocabulary they use since students might have trouble comprehending what is spoken. Idioms can especially present a problem with English Language Learners. A teacher should rephrase idioms or teach their meanings. ELLs would take the idiom literally instead of way its intended meaning. For example, If you tell the students to hit their books They might hit their books with their hands. Instead the meanings you want to convey is start studying or do your work. If idioms are going to be used in the classroom then as a teacher it would be good to have an idiom wall which gave the meanings for each. It would also be a good idea to clearly mark transition times during classroom activities which can prevent confusion to your ESL students to clearly indicate changes. Third, when a question is asked the English as a Second Language students needs to have time to process the question asked before responding. Usually they need to translate it into their first language, formulate the answer in their first language and then translate an approximate answer into English. It is also mentioned how as a teacher I need to teach the vocabulary words and their meaning for subjects such as biology which has words that are not regularly used in everyday communication. A great exercise to help with learning new vocabulary is to use a cloze exercise with the lesson since it will leave out important key word for students to fill in from the passage. A Cloze exercise can reinforce ESL students grasp of the content and new vocabulary. Students will also benefit from written instructions since they might have difficult processing oral information quickly enough to understand. When giving student homework those written notes or directions would be useful. Fourth, ESL students have the same range of abilities as others in the same population. However, some many require extra assistance in other areas. Some may demand consideration for disabilities such as visual impairments, hearing deficiency, lack of psychomotor skills, or certain talents or gifts. There could be ESL students with other requirements that may affect their learning. If a student was a refugee and has been traumatized in the past she might have the need for additional support and counseling. Fifth, you will find information about assessing, evaluating and reporting on student progress in this article. These are important and can be done in the students classroom to make it more comfortable. The evidence of how an ESL student is developing his language proficiency can be determined using short in class test. Avoid multiple choice assessments with ESL students because they involve excessive reading and usually depend on comprehension of slight meanings. ESL students also will need extra time for the test because as with most questions they need to process it into their first language, formulate the answer and translate it back to English before putting it on paper. If you want to check a students comprehension or to clarify a problem speak in their native language. Provide a translation of key words which might be difficult to explain in English. There is a need to find out what the students may know but, have difficult expressing in English. This additional support for th e ESL student is generally for a limited time. Lastly, teachers who have previously taught students with English as a second language have a list of helpful instructional materials. Some of these materials are dictionaries designed for learners of English, bilingual dictionaries, alphabet letters in print in cursive, and games to name a few. These items in a classroom will help students with English as a second language feel more comfortable and independent. There are five points which I found most interesting. The first one is that research states the more highly developed as students first language; the more successful they will be learning a second language. It has been proven; bilingual students who continue to improve their first language are more successful than those how focus entirely on acquiring English. These students also have higher self esteem when they know their first language is valued. Second, it is important how a teacher responds to students language errors. If a teacher is critical a student might be less eager to attempt to speak in English. Instead this article advises teachers to rephrase a students incorrect grammar in a way to provide positive feedback and to model correct usage without drawing attention to their error. For example if a students says Pig are dirty animal. You can respond, Yes, pigs are dirty animals Can you name another dirty animal? If a student continues with this same error then maybe you can work with him on correct subject verb usage. Third, the use of peer tutoring is a great method for teaching. A more advanced ESL student can help new ESL students. They know how hard it is to learn English as a second language. Many times students enjoy learning from their peers. Students also seem to be more open to share their frustrations with each other than with their teachers. The more advanced student can be the translator between the student and teacher when necessary. Forth, I liked the reminder that it can be exhausting and demanding performing all day in a second language. This is helpful to know because as a teacher I would not think of this since I am not bilingual. In addition, the fact that homework can take ESL students two to three times longer to complete because they need to first translate it into their first language, formulate it and then translate it back. Homework might also be frustrating to ESL students since they might not understand the directions. They might feel they had done enough work during the day. Also their parents would probably not be able to help them because they dont know English. Fifth, I like the list of instructional materials from teachers who have previously taught ESL students. This list will help make sure I have these resources available in my classroom for the students to use. More resources a student has to help translate words to English the less they will feel dependent on you the teacher or their classmates. I enjoyed reading this article which had a wealth of useful information for teachers of ESL students planning their classroom. As a new teacher I can benefit from the information in this article. This is an article I will place with other information which I will refer to frequently when I become a teacher. It would also be good for me to share this with other future teachers who are not in this class. 4) Article of My Choice: Language Use by Bilingual Special Educators of English Language Learners with Disabilities Paneque, O. M., Rodriguez, D. (2009). Language Use by Bilingual Special Educators of English Language Learners with Disabilities. International Journal of Special Education , 63-69. http://www.internationalsped.com/documents/2009%20No3%20Paneque%20Rodriguez%20Language%20use%206.doc After reading chapter 9 in our textbook I decided to research an article about Bilingual Education of English Language Learners. I went to the University of West Florida library database. The article I found was Language Use by Bilingual Special Educators of English Language Learners with Disabilities which was from the International Journal of Special Education. My reason for choosing this topic is that I presently work in a special education classroom. My degree which I am seeking is a Bachelors with a dual major in Exceptional Education (k-12th), Elementary Education (k-6th). This article is about examining the language use of five bilingual special education teachers of English language learners with disabilities which was done as an exploratory case. The data on the language used by the bilingual teachers was received from audio tapes, classroom observation and teacher interviews. Also included in this data was the frequency of the use of English and the other languages in the classroom. The teacher faces challenges when working with students at risk of academic failure. This is particularly difficult when the student has disabilities and is not a fluent English speaker. A teacher must be able to address students language and cultural differences along with their cognitive, emotional, and /or physical disabilities to set them up for maximum success. There is an increasing demand for special education teachers due to the increase of students indentified with disabilities and low retention these teachers. Consequently, this demand for teachers who prepared to work with students with different backgrounds with disabilities stresses the need to provide teachers preparation programs for preservice teachers and professional development opportunities for in-service teachers. This study was conducted in a large, urban school district which offered a vast range of educational programs to include those needed for students with disabilities and who speak English as a second language. Two schools were indentified because of their student population. At the first school, eighty-seven percent of the student body was Hispanic and eighteen percent of the students received special education. At the second school, ninety-five percent of the student body was Hispanic with fourteen percent receiving special education services. Tow teachers from the first school and three from the second school volunteered to be part of the case study. All five teachers were female Hispanics who were employed fulltime as special education teachers. Three of the five teachers had ESOL endorsement but, only two of the five had both special education and ESOL certification. The results from the data collection revealed that the teachers were both using English and Spanish for instruction with their English Language Learners with disabilities. However, further analysis of the data indicated overall that teachers were using English ninety percent of the time while teaching. Spanish was primarily used to clarify instructions with those who did not have fluent English. It was also used to redirect students to their given task as well as to praise and reprimand them. Each of the five teachers felt the use of Spanish for instruction was positive. They planned on using Spanish when the need arose. Furthermore, these teachers expressed they had an advantage when communicating with parents since they were bilingual. Many of the parents were not fluent in English. The teachers ability to speak the native language of the parents helped form better communication. If the students native languages are used for teaching strategies and instruction it can encourage language development because it builds on what they already know. Clearly, when the students native language is used to introduce new concepts and give explanation this will facilitate learning. Therefore, the result of this exploratory case study is the beginning attempt to lend information about the issue of using native language for instruction for children with disabilities. Research explains how special education teachers can use bilingual skills while working with English Language Learners and how their learning is affected by language based differentiated instruction. The findings from this case study indicates that teacher preparation programs should include how teachers can incorporate students native language along with English to accommodated their cognitive, emotional and /or physical needs. In my opinion, this article mentions some important findings from its exploratory case study. To begin with are the qualifications of the five teachers. Only two of the five teachers had both special education certification and ESOL endorsement. These are important certifications when your student population consists of students with disabilities and English Language Learners. Next, teachers using English for instruction with limited use of the students native languages while in the classroom. Their native language is needed as the article states at the end to summarize complex concepts. Lastly, it would be difficult for teachers to accommodate students with disabilities and limited English proficiency without proper training. Certifications are important but, training is imperative for teachers to be equipped to instruct their students. Someone once said a quote I feel applies to everyone including English Language Learners and those with or without disabilities. Everyone deserves an education despite their ability or disability 5) Language Modes Activities Reading- Partner reading- Students take turns reading to each other. Chose a short story to read from http://www.eslfast.com/. This website has 365 short stories for students to choose from. This is good for reading practice. Student can use http://www.starfall.com/. This website has stories that are read to you. You can read along as you listen. Writing- Daily writing in a journal. Write a story about a picture from a book. Have students write down the directions needed to do an activity. Examples: walk to the library, cook something, play a game. The teacher will give students a writing prompt. My favorite birthday memory wasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Students will finish the sentence and add to it. They will write a detailed paragraph answering why, when, where, how, who questions. Speaking- Role playing- Students pretend with another student that they are discussion their day with their mom or dad. Show and tell- students bring in an item from home. They get in front of the classroom and talk about their item. Other classmates can ask questions. Example a child brings in a sharks tooth to share with the class. Be the teacher for 15 minutes- Have the students take turns during the week being the teacher for 15 minutes each. They will teach the class about something they know how to do. For example, a student from China could give a lesson about using chopsticks. Another student could give a lesson about braiding hair. Listening- Play a game of Simon Says- students need to hear the person say Simon says, Touch your head. If they touch their head when someone says ;Touch your head. They are out because Simon didnt say it. The game continues until only one person is left. They are declared the winner and now they are Simon. Listen to books that have been recorded on a compact disc. Teacher can have questions for students to answer while they listen. Students will listen to songs which are used in the classroom. They can also sing along. 6) Graphic Organizers: Venn Diagrams I could use this when comparing two different items. For example, I could compare the traditions of families in Mexico and America. The right circle would be Mexico, left circle America. Traditions for each country would be listed in their circle except for the traditions they both share which would be place in the overlapping circle in the middle. http://www.superteacherworksheets.com/graphic-organizers/venn-lines.pdf KWL Chart This is a great chart to list K-what the student knows, W-wants to know, L-what they learned. They can use this before investigating about the Civil War http://www.edhelper.com/ read new book teachers/graphic_organizers_kwl.htm Event map This will help students to organize who, what, where, when, why, and how of an event. They can use this when they are reading an article about Hurricane Hugo. http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html Timeline organizer- Students can use this to sequence the dates of the Journey of Columbus. This will help them remember the dates if they have the information on the timeline. The timeline can be used as a study guide. http://www.teachervision.fen.com/graphic-organizers/printable/6301.html Story map This story map will help you organizer information from a story. You can list the outcome, problem, events, character, action, and setting. This will help them with their reading comprehension. If they dont remember the information they should go back and scan the story. http://www.educationworld.com/tools_templates/index.shtml StoryMap Persuasive Letter Graphic Organizer This is a great organizer to use when writing a persuasive letter. Students can chart who their audience will be and why they want to persuade them. They can also brainstorm their reasons and then list them from least to most important. This will help them organize their thoughts before writing their letter. The student might want to persuade their parents to let them buy a new video game. P

cuban mile :: essays research papers

The Special Period in Cuba can best be described as a time of struggle. The dissatisfaction of many Cubans has led to their emigration to the United States by traveling in rafts to the coast of Florida. The Cuban people have different views regarding the trip to exile as well as the motivations to stay or leave Cuba. In Alejandro Hernandez Diaz’s book, The Cuba Mile, and in the movie â€Å"Guantanamera†, we see some of the different ways in which Cuban Culture views the Special Period, the trip to exile, and the motivations behind staying or leaving Cuba.   Ã‚  Ã‚  Ã‚  Ã‚  The year 1991 marked the beginning of the Special Period and hard times have existed in Cuba ever since. Many Cubans are tired of the hardships and shortages of the Special Period. To try and make ends meet many Cubans have adapted to the tough times by making money in the Black Market. In â€Å"Guantanamera†, both the cabdriver and Mariano use the Black Market to make extra money. As they travel across the island, they buy food to be resold at a higher price when they arrive in Havana. Many Cubans feel that the Revolution is no longer working and that it is time for a change. In â€Å"Guantanamera†, symbolism of this idea is clearly demonstrated. In the movie, a story from the Santeria religion is told. The god of Olofin is represented in the movie, Olofin created life but not death. Therefore, everyone lived forever and the elderly people held control and influenced many aspects of society. Nothing ever changed much like the Cuban government which is old and unchanging. Then, one day Olofin made it rain for thirty days and thirty nights. The flood killed the old and only the young survived. The current revolution is old, and is not working as well as it did in the 1970’s. The movie is calling for the need of a natural process, like the rain to come and wash away the old revolution’s ideas so new and young ideas can survive in Cuba. However, many Cubans feel that the situation is not going to change and their desire to leave Cuba is so strong that they risk their lives by rafting across the Straits of Florida in order to gain freedom and opportunities in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  The hardships of the Special Period became so considerable many Cubans chose to take their chances with the ocean. Large quantities of Cubans began to construct rafts in order to escape to the United States. They hoped to either survive the 90 mile trip or be discovered by the U.S. coastguard and brought to the United States.

History of Microsoft :: essays research papers

History of Microsoft   Ã‚  Ã‚  Ã‚  Ã‚  My research paper is going to be on whether or not Microsoft should be broken up by the Justice Department. In order to understand what is going on in the trial, you need to know the history of Microsoft. Without knowing the history of Microsoft, there would be no way of forming an accurate opinion of whether Microsoft should be broken up or not.   Ã‚  Ã‚  Ã‚  Ã‚  Microsoft first came into existence in 1975 and was founded by William H. Gates III(Bill Gates) and Paul Allen. The first product that they produced was the first version of the BASIC programming language for the Altair, which was the first personal computer. Microsoft then licensed BASIC to other companies, such as Apple Computer, Commodore, and Tandy Corporation. In 1977, Microsoft released its second language product, Microsoft FORTRAN.   Ã‚  Ã‚  Ã‚  Ã‚  Microsoft got its biggest break in 1980, when IBM chose Microsoft to write the operating system for the IBM PC personal computer. This was historically the biggest turning point for Microsoft. When the deal was made, Microsoft didn’t yet have an operating system to sell to IBM. Microsoft then purchased an operating system from a Seattle programmer and renamed it MS-DOS(Microsoft Disk Operating System.) During the meeting with IBM, Bill Gates was very crafty and convinced IBM to let Microsoft license MS-DOS to other computer manufacturers. That is why there are many clones of the IBM PC today. That move made MS-DOS the standard operating system for personal computers and skyrocketed Microsoft’s growth.   Ã‚  Ã‚  Ã‚  Ã‚  In 1984, Microsoft became on of the first established software companies to develop software for the Apple Macintosh. By that time Microsoft had an office suite of applications that included Word, Excel, and Works. That move gave Microsoft experience in developing applications for GUI’s(Graphical User Interface.) In 1985, Microsoft used that knowledge and release the first version of Windows. Windows was a shell of DOS, which means that it ran over DOS and extended the features of DOS, and employed a graphical user interface. Windows 2.0 was released in 1987. Windows 2.0 had improved performance and offered a new visual appearance. In 1990, Microsoft released Windows 3.0, which was followed by Windows 3.1 and 3.11. The Windows 3.x line rapidly became the most widely used operating systems. Also in 1990, Microsoft became the first personal-computer software company to record $1 billion in annual sales.   Ã‚  Ã‚  Ã‚  Ã‚  Microsoft was soon accused of monopolistic business practices. In 1990 the Federal Trade Commission (FTC) began investigating Microsoft for alleged anticompetitive practices.

Nanking

The signing of the Nanking treaty proved to be an important catalyst in the eventual shift of ideas and principles concerning colonialism. Such document proved to be the instigator for the change in political ideals that affected countries in East Asia in their view of Western powers. In the end, the image of these legal codes served as an instrument in creating and paving for colonialism in East Asia. It can be argued that there has been an evolution of ideas when the Nanking Treaty was signed. This was evident not only among Western ideals but also among countries in East Asia as well (Japan). One thing that can be argued here is the creation of these legal documents to promote the exploitation of natural resources which is brought about by one factor – colonialism. Here we see the creation of colonial knowledge’s that served as an instigator to promote colonialism, particularly in East Asia. Wagoner (2003) says that colonial knowledge is â€Å"forms and bodies of knowledge that enabled European colonizers to achieve domination over their colonized subjects around the globe.† One such example is legal codes inscribed in every treaty that gives privileges to states to practice such concept. The Nanking Treaty serves as one component in legitimizing the practice of colonialism in China. There are several provisions in the treaty that exhibits such idea and creates the grounds for exploitation. Treaty of Nanking (1842) provides that â€Å"it being obviously necessary and desirable that British subjects should have some port whereat they may [maintain] and refit their ships when required, and keep stores for that purpose.† Such idea raises the question of equality of application in the mentioned treaty. Looking at it, there seems to be an evident discrepancy in the area of equality as far as the treaty is concerned. The mentioned treaty provides more benefits to the winning side (Great Britain) and penalties for the losing faction (China). Treaty of Nanking (1842) says that â€Å"His Majesty the Emperor of China cedes to Her Majesty the Queen of Great Britain, &c., the Island of Hong-Kong, to be possessed in perpetuity by Her Britannic Majesty,† This created a different perspective in the political environment especially in China. Prior to the Opium wars and signing of the Nanking Treaty, Chinese status in the realm of World Politics was regarded to be of high regard. After the defeat from the British, Chinese grasp slowly diminished as it lost control over certain privileges enjoyed by the state. It is through this, that other Western states also used such weakness for their personal gains. Bond (2007) mentions that â€Å"Sensing blood France, Russia and the United States all piled in with similar treaties granting similar access.† Such legal codes proved to be an instrument for inequalities and semi-colonial relationships. Realizing its extent, it can be argued that such event created a shift in the societal level as people and other traits begin to exhibit traits comparable to their colonizers. Wagoner (2003) says that â€Å"indigenous intellectuals in reality contributed actively to the process, and that colonial knowledge was thus produced through a complex form of collaboration between colonizers and colonized, and an attendant process of epistemic confrontation and adjustment between European and indigenous knowledge systems.† Though such treaty may promote ‘equality before the law’, realistically it showcases a different treatment among Chinese counterparts. Treaty of Nanking (1842) stipulates â€Å"Her Majesty the Queen of Great Britain, &c., will appoint Superintendents, or Consular officers, to reside at each of the above-named cities or towns, to be the medium of communication between the Chinese authorities and the said merchants, and to see that the just duties and other dues of the Chinese Government,† Lastly, such issue created a justification for other rising powers to exhibit the same ideology promoted by Western States as far as colonialism is concerned. Japan, for one, evolved from its isolationist ways and started to practice and exhibit the colonialist ideals. To conclude, the Nanking Treaty proved to be a catalyst for political and economic changes in East Asia. These legal codes provided the justification for colonialism and exploitation as it greatly affected the way other states both in East Asia and the West perceive China. Work Cited Bond, David. Silk Road or Silver Road. 2007. accessed March 14, 2008 Wagoner, Philip B. Precolonial Intellectuals and the Production of Colonial Knowledge in ‘Comparative Studies in Society and History 2003 45 (UK; Cambridge University Press) pp.783-814 ‘Treaty of Nanking’ 1842 accessed March 14, 2008 from