hide and seek COLUMBIA UNIVERSITY - SIPA Admissions Blog

hide and seek COLUMBIA UNIVERSITY - SIPA Admissions Blog If you come looking for us and you cant find us; its because we have been temporarily relocated. The Admissions Office will be undergoing some repair work this summer so we will be temporarily relocated from the International Affairs Building (IAB) Room 408 to IAB 803/804 from July 18 to July 29.   If you decide to brave the heat and visit us in New York, we will be happy to meet with you (in an air conditioned space).   However, due to space constraints, you should try to plan your visit when we are back in our home suite, IAB 408. If you are already registered for this Fridays (July 19th) information session, please arrive at 12pm.   We will be set up for the session directly across the hall from 408.   If you are interested in attending one of our future information sessions, you may register on our website. This week you can also find us in Washington, D.C.   Come speak with admissions representatives and SIPA alumni at the  Summerfest 2013 event held at Johns Hopkins University, SAIS on Thursday, July 18th at 6:00 p.m.   If you cant make it to Summerfest on Thursday, an admissions representative will be at American Universitys Katzen Arts Center for the 11th Annual PPIA Public Service Expo on Friday, July 19th from 2:30 p.m. to 4:30 p.m. Looking forward to meeting you this summer.

Middle School and High School Intervention Programs

Intervention has become an important tool for servicing students who struggle academically particularly in reading and/or math. School intervention programs are very popular in elementary schools, but what about middle school and high school? The truth is that the older the student is, the more difficult it becomes to get a student who is behind back on grade level. That doesn’t mean that schools shouldn’t have intervention programs in place for their middle school and high school students. However, these programs should embrace the middle school/high school culture where motivating students becomes half the battle. Motivating students will lead to improvement and growth in all areas of academics. It is important to understand that what works for one school may not work in another. Each school has its own culture shaped by many external factors. Principals and teachers need to work together to figure out what aspects of a program are applicable to their school’s unique situation. With that in mind, we explore two different middle school/high school intervention programs. They were designed to motivate students to succeed academically to give those struggling students some much needed extra assistance 8th Hour/Saturday School Premise: Most students do not want to spend extra time at school. This program is aimed at two primary groups of students: Those students are below grade level in reading and/or mathThose students who often fail to complete or turn in work This  intervention program has been designed  with several strategies to help these students. Those include: Requiring students to complete incomplete or missing assignmentsProviding extra assistance on assignmentsProviding extra time to complete assignments when a student has been absentBuilding reading and math skills so as to prepare a student for state testing The intervention program should be run by a reading specialist or certified teacher and could be held during an 8th hour, or an immediate extension of the school day running every day. Students could also participate in this intervention by serving a Saturday School. This is not intended as student discipline but as an academic aid to success. Each of the four components is broken down below: Requiring students to complete incomplete assignments or missing assignments Any student who turns in an incomplete or a zero would be required to serve an 8th hour the day that assignment was due.If they complete the assignment on that day, then they would  receive full credit for that assignment. However, if they do not complete it that day, they should continue to serve 8th hour until the assignment is complete and turned in. The student would only receive 70% credit if they do not turn it in that day. Each additional day it takes to complete an assignment would also add to the count towards a Saturday School as discussed in point four.After three missing/incomplete assignments, then the maximum a student may  score on any missing/incomplete assignment thereafter is 70%. This would penalize students who continuously fail to complete work.If a student turns in a combination of 3 incomplete and/or zeros during a half-term period, then the student would be required to serve a Saturday School. After they have served a Saturday School, it would reset, and t hey would have 3 more incomplete/zeros before they are required to serve another Saturday School.This would reset at the end of each half term. Providing students with  extra assistance on assignments Any student who needs extra help or tutoring on assignments may voluntarily come in during 8th hour to receive that help. Students should take the initiative for this. Providing extra time to complete assignments when a student has been absent If a student is absent, they would  be required to spend the day that they returned in 8th hour. This would allow extra time to get the assignments and to complete them, so there is not as much to do at home.The student would  be required to collect their assignments the morning they return. Building reading and math skills so as to prepare a student for state testing After cross referencing state testing scores and/or other assessment programs, a small group of students could be selected to be pulled in two days a week to help improve either their reading level or math level. These students would be assessed periodically to monitor their progress. Once they reach their grade level, then they would graduate out in that area. This part of the program is intended to give students skills they are missing and needing to be more successful in math and reading. Fast Friday Premise: Students like to get out of school early. This program provides an incentive for students who maintain at least a 70% in all subject areas. The Fast Friday intervention has been designed to motivate students to keep their grades above a 70% and to provide extra assistance for those students who have grades below a 70%. Fast Fridays would occur on a bi-weekly basis. On Fast Friday our daily class schedule would be shortened from the traditional school schedule to accommodate an early dismissal following lunch. This privilege would be extended only to students maintaining grades of 70% or above. Students who have only one class in which they are below a 70% would be required to stay after lunch only for a short time, during which they will receive extra assistance in the class which they are struggling. Students who have two or more classes in which they have below a 70% would be required to stay until the normal dismissal time, during which they will receive extra assistance in each class they are struggling.

Essay about Lao-tzu The Moderation Of Rule - 838 Words

Ruling a country effectively is executed through a variety of methods. Lao-Tzu, a follower of Taoism, expresses his belief on the most efficient way to govern. quot;The more prohibitions you have, the less virtuous people will be. The more weapons you have, the less secure people will be. The more subsidies you have, the less self-reliant people will bequot; (25). This quote from Lao-Tzu can be interpreted many different ways. The author discusses what he feels the role of a leader should be, the restrictions and the privileges that should be given to the people. There are various views on this particular passage even among Americans. Lao-Tzu feels that taking action in order to make people feel safer and ensure their well being will†¦show more content†¦The majority of crime committed against the government or any official organization by the people is out of spite or revolt for the prohibitions that are placed upon them. Therefore, Lao-Tzus ideal is illustrated through the actions of the early American colonists.Having a greater amount of weapons will cause the people to feel less safe. If you live in a neighborhood where you do not have to lock your doors at night you will feel safer than if you lived in a neighborhood where every night you have to set the alarm on your house. On an international level, the more weapons a country has the more people will live in fear. They will feel that they a re in a great amount of danger if the need to be protected with weapons is so significant. This will also cause other countries to believe they are in danger, as if they were about to be attacked. This year the storing of biological weapons by Iraqi officials alerted America and the United Nations. The Iraqi people then felt unsafe as well as the rest of the world, especially the American people as the world was questioning Iraqs motives. Why would Iraq store such significant amounts of detrimental biological weapons if they did not have any intent to use them? Lao-Tzus theory is found to be factual through the movements of Iraq to protect its people.The more you give to people, the less independent they will become. When people are regularly provided with any serviceShow MoreRelatedA Good Leader : Lao Tzu1731 Words   |  7 Pageshis way. In modern day society a good leader would be Lao-Tzu. He uses beliefs and tactics that are civil for today’s society. As for comparing two great leaders from a time so far back, I would have to pick Machiavelli as a great leader. The way the writers present them in the book is almost opposite in every aspect. Lao-Tzu has a laissez-fa ire approach on things, while Machiavelli is the opposite and is ready for war. First of all, when Lao-Tzu says, â€Å"If you want to govern the people, you must placeRead MoreEssay on Lao Tzus Teachings on Effective Government1206 Words   |  5 Pagesparties have held different points of view on different topics such as health care. However an effective government is also based on a how a leader governs the country. Lao Tzu was an ancient Chinese philosopher, and Niccolo Machiavelli, in The Prince, an Italian philosopher, present ideas that are very contradictory to each other. Lao Tzu appears liberal as a master who will not control the people while Machiavelli states a prince must emerge and take control of his people. Although both appear to beRead MoreEssay about Taoism1821 Words   |  8 PagesTaoism was a man named Lao Tzu, who lived around the year 604 B.C.E. According to Chinese legend, Lao Tzu was an archivist in the imperial library at Lo Yang. He was known for his knowledge, although he never taught. When Lao Tzu left his position at the libra ry, he went to the Chinese province of Chou. At the border, however, he was stopped and forced to write down his teachings. During this time, he wrote the Tao Te Ching, the major scripture of Taoism. After Lao Tzus death, a man namedRead MoreCritical Response to the Tao Te Ching2847 Words   |  12 Pagesis action even possible (given the underlying current of passivity that flows throughout the Tao Te Ching)? The Tao Te Ching (despite its unassuming length) is the most important text for both philosophical and religious Taoism. Officially, Lao Tzu authored this book in the 6th century BCE, however, a majority of scholars now regard the work as having being compiled around 300 BCE, most likely from an oral wisdom tradition. During the 6th century BCE, China moved toward a state of internalRead MoreChina s Most Strapping Religion2065 Words   |  9 Pagesreally means, it upholds a significant importance to the universe in the warmest regards. It is very difficult to determine the number of Taoist in the world, especially in the mainland of China where religion was outlawed under the strict communist rule. However, it is estimated to have the range from 30 million to 300 million followers in China alone. Many Taoist followers are located in small communities of Hong Kong, Taiwan, Japan and in Southeast Asia that make up a significant portion of theRead MoreRelationship between Daoism Confucianism864 Words   |  4 Pagesis a religious tradition originated from China in the 550 B.C.E, it was founded by Lao Tzu, a great philosopher and the author of the â€Å"Dao De Jing† .The â€Å"Dao De Jing† or â€Å"Tao Te Ching† is a Chinese text that contains 81 chapters explaining the â€Å"ways† of Chinese life, it is often used by the monks or persons that practice the Daoism. Daoism’s main focus is on nature, and not on the social world. Compassion, moderation and humility are also focuses on t he Daoism. On the other part, Confucianism is aRead MoreTranscultural Nursing4057 Words   |  17 Pagesitching and pus from the operation site or cut. They also belief that when they have a cut they should eat â€Å"haruan fish† or drink â€Å"gamat† or eat â€Å"jelly gamat† and take honey bee to make healing faster . For delivery mother they have a lot of rules to follow from their diet to the personal activity. Some cultures do not allowed delivery mother to take bath 30 days after delivery .They only can do bed bath and the delivery mother only can eat rice with â€Å"ikan bilis† and steam food .They

IPLU1 Personal Reflective Report Free Essays

Introduction Interprofessional learning (IPL) is designed to promote teamwork between members of different disciplines. In order to provide the best care for patients, individuals from different areas of healthcare (e.g. We will write a custom essay sample on IPLU1 Personal Reflective Report or any similar topic only for you Order Now a physiotherapist and a social worker) will collaborate during treatment (Parsell Bligh, 1998). The two main objectives are to promote an understanding of the roles of other healthcare professionals and to develop teamworking skills. In a time when the roles of healthcare workers are less defined, ILP can be an important way to efficiently care for patients (Parsell Bligh, 1998). The aims of this assignment will be to look at teamwork (in theory and first-hand) and to evaluate my strengths/weaknesses within the group. A team activity was devised involving a Top Trumps-style card game where healthcare statistics of cities across the UK were used to display the inequality of health/social care provisions across the UK. A role playing presentation was used to show how professional collaboration could be used in treating patients. Role and functions of a team We set about the three stages of building the team, catering to individual needs and achieving the task (Adair, 1986). Whilst building the team, we considered factors such as roles within the group, motivation, and the most effective way to communicate. Four stages of building a team from individuals have been identified (Tuckman, 1965): 1) Forming (enthusiasm, ambition and anxiety concerning our roles within the group. 2) Storming (conflicts can arise). 3) Norming (resolution of conflicts and a clearer vision). 4) Performing (clarity of roles within the team). Examples of each of these stages were seen during the first week; however I feel that we quickly began to work as a team. We progressed by using ‘ice-breaking’ sessions to get to know each other (including electronic WIKI sessions on Skype), by discussing our knowledge of IPL and setting ground rules for the team. Discussing the individual needs within the team we considered particular strengths of individuals, wh ich allowed us to assign individual tasks. I represented my own area of study and took on the role of an occupational therapist. Whilst discussing how to achieve the tasks we ensured that they were clearly defined and allocated sub-tasks accordingly. We ensured that tasks could be done to the appropriate standard within the timeframe and checked progress of tasks against the plan, making adjustments along the way if necessary. Individual role and my contribution to the team We identified three roles were necessary in the team: leader, thinker and achiever. The leader should ensure motivation and clarity on the tasks, the thinker should collect and analyse information about the task and the achiever might ensure that work is done to an acceptable standard. I was chosen as the thinker within the group. My role was to decide the game for the first activity and to research the necessary data for this game. I decided to use a version of the card game Top Trumps, where statistics such as life expectancy and infant deaths from cities across the UK were played against each other. In this way inequalities in healthcare between cities could be quickly discovered. In particular we highlighted the differences in healthcare provisions between rural and urban areas, using Newcastle and Portsmouth as examples. During week 2, we demonstrated how IPL can be used for the benefit of a patient with a role playing activity. Here we planned treatment for a patient who had su ffered injuries during a suspected suicide attempt. Members of the team from different healthcare disciplines met to discuss the best course of treatment. As an Occupational Therapist I proposed treatments such as range of motion exercises and injury support. Medical treatment was also offered by team members from other healthcare disciplines whilst others were able to offer social care advice regarding the suicide attempt. A Peer Assessment was then carried out on each team member. My time management was described as reliable and punctual, although perhaps I could develop my skills at prioritising tasks. Within the group I was found to accept my fair share of the work and provide constructive criticism where necessary. My communication skills were also praised; however perhaps I listened too often when I could have been leading a discussion. Conclusion IPL is an effective way of encouraging teamwork with people from other disciplines and in a healthcare capacity can be of great benefit. During this exercise we learned how to build a team, identify individual needs, and use teamwork as the foundation to achieve a task. Using knowledge of (In)equality in healthcare we completed a game activity that demonstrated this theory in practice, whilst the role playing presentation displayed fundamentals of the IPL process. In doing so we saw the effectiveness that interprofessional learning and work can have for the treatment of patients in an increasingly complicated healthcare system. References Parsell, G., Bligh, J. (1998) ‘Interprofessional Learning’, Postgraduate medical journal, 74, pp89-95 Adair, John (1986) Effective Team Building, Aldershot, Gower. Tuckman, B.W. (1965) Developmental sequence in small groups, Psychological Bulletin, 63 pp.384-99 How to cite IPLU1 Personal Reflective Report, Essay examples

Three Reconstruction Plans free essay sample

The bill stated that 50 percent of a states voters in the election of 1860 take an oath of allegiance to the U. S. To be readmitted into the Union. Many congressional Republicans thought Lincoln plan was too mild, this bill was stricter and the Radicals thought it would lessen the chance of re- enslavement of the blacks. The third and last plan was Andrew Johnnys Reconstruction Proclamation. Johnson agreed with Lincoln on most things in plan, such as it should be 10 percent of the voters. He thought the process of the south joining back in to the Union should be quick and easy, but his plan as more severe.It disenfranchised all former Military and Civil officers of the Confederacy and all those who owned property worth 20,000 or more and made their estates up for confiscation. His intent was to shift power in the South from the old planter aristocracy to small farmers and artisans. We will write a custom essay sample on Three Reconstruction Plans or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In 1865 Johnson put his plan into operation. Southern states held conventions that voided or repealed their ordinances of secession, abolished slavery and repudiated Confederate debts. Johnson was less generous to the former slaves than Lincoln was.He did not call for enfranchisement of those who revered in the Union Army and disenfranchised former Confederates. Both Lincoln and Johnnys plan sought a quick readmission process. Lincoln maintained that the political leadership of the south had succeeded. The Optical Republicans believed in a punitive Reconstruction plan that would also guarantee the rights Of blacks. The republicans in congress wanted to enfranchise black and provide economic aid in the south for two main reasons, to keep blacks in the south so they would no harm or compete with whites in the north, and to create a center for the Southern Republican party. Reconstruction ended in the late 1 CSS, in some ways it was a success and in others it was a failure. It expanded Capitalism, temporarily led to the division of one political party, the breakdown of another, and had moving forces that would have a long-term affect for the Nation. The Reconstruction Plan that seemed the most logical was Lincoln 10 percent plan. He knew since the government was divisible, secession was impossible, and he did not exclude people like Johnnys plan, and wasnt partial like the Republicans who sought to only look out for white northerners.

The Qualities of a Superior Special Educator

The Qualities of a Superior Special Educator Special education is a field that will continue to need qualified candidates for at least the next decade. What makes the difference between an adequate and a great special educator?   Special Educators Are Highly Intelligent People often make the mistake of thinking that because children with disabilities are often cognitively disabled, that they dont need smart teachers. Incorrect. The era of babysitting is over. The demands on special educators intellectually are greater than on those who teach a single subject. Special educators need to: Know the general education well enough to adapt it to the ability of their students. In situations where they are co-teaching in inclusive settings, they need to understand how to make curricular information and skills (as in math and reading) accessible to their students with disabilities.Assess students both formally and informally, understanding their strengths as well as their needs. You also assess and understand your students strengths and weaknesses in terms of learning style: do they learn visually or auditorily? Do they need to move (kinetics) or are they easily distracted?Keep an open mind. Part of intelligence is natural curiosity. Great special educators always have their eyes open for new data driven strategies, materials and resources they can use to help their students succeed. This does not mean that special educators may not be disabled themselves: a person with dyslexia who has successfully completed the required college program for special education understand not only what their students need to learn, but have also built a strong repertoire of strategies to overcome the problems they have with text, or math, or long term memory. Special Educators Like Children You need to know if you really like children if you are going to teach special education. Seems like that should be assumed, but dont. There are people who thought they would like to teach and then found out that they did not like the messiness of children. You especially need to like boys, since boys represent 80 percent of all students with autism and more than half of children with other disabilities. Children often are dirty, they may smell bad at times, and they are not all cute. Be sure you like children in reality and not just in the abstract. Special Educators Are Anthropologists Temple Grandin, well-known for being both autistic and an articulate interpreter of autism (Thinking in Pictures, 2006) described her dealings with the typical world as being An Anthropologist on Mars. Its also an apt description of a great teacher of children, especially children with an Autism Spectrum Disorder. An anthropologist studies the culture and communications of specific cultural groups. A great special educator also observes his or her students closely to understand them, both in order to address their needs and to use their strengths as well as their needs to design instruction. An anthropologist does not impose his or her prejudices on the subjects or the society he or she is studying. The same is true of a great special educator. A great special educator pays attention to what motivates his or her students and doesnt judge them when they dont conform to their expectations. Like children to be polite? Assume they have never been taught, rather than they are being rude. Children with disabilities have people judging them all day long. A superior special educator withholds judgment. Special Educators Create Safe Places. If you have a self-contained classroom or a resource room, you need to be sure you create a place where calm and order reign. It is not a matter of being loud enough to get their attention. It is actually counterproductive for most children with disabilities, especially students on the autism spectrum. Instead, special educators need to: Establish Routines: Creating structured routines is invaluable to having a quiet, orderly classroom. Routines dont restrict students, they create the framework that helps students succeed.Create Positive Behavior Support: A great teacher thinks ahead, and by putting positive behavior support in place, avoids all of the negatives that come with a reactive approach to behavior management. Special Educators Manage Themselves If you have a temper, like to have things your way, or otherwise take care of number one first, you are probably not a good candidate for teaching, let alone teaching special education children. You can be well paid and enjoy what you do in special education, but nobody promised you a rose garden. Keeping your cool in the face of behavioral challenges or difficult parents is critical for your success. Getting along with and supervising a classroom aide also require that you know what you need to succeed. It doesnt mean that you a pushover, it means that you can separate what is really important and what is negotiable. Other Attributes of a Successful Special Educator Attention to Detail: You will need to collect data, keep other records, and write a lot of reports. The ability to attend to those details while maintaining instruction is a big challenge.An Ability to Keep Deadlines: Keeping to deadlines is critical to avoiding due process: the legal assumption you know what youre talking about evaporates when you fail to follow Federal Law, and failure to meet timelines is one place too many special educators fail. Run to the Nearest Exit If you are fortunate enough to have good self-awareness, and you find that some of the things above dont match your strengths, you need to pursue something that will better match your skill set and your desires. If you find that you have these strengths, we hope you are enrolled in a special education program. We need you. We need intelligent, responsive and empathetic teachers to help students with disabilities succeed, and help all of us feel proud that we have chosen to serve children with special needs.

Animal Rights Quotes by Alice Walker and Others

Animal Rights Quotes by Alice Walker and Others Supporters of the animal rights movement and their opponents often use quotes to bolster their arguments. Unfortunately, some of these quotes are taken out of context, misattributed, or otherwise incorrectly used. Famous quotes about animal rights, from Paul McCartney to the Bible, are explored and explained here. Alice Walker One quote taken out of context is attributed to writer Alice Walker. Its a beautiful quote clearly about animal rights: The animals of the world exist for their own reasons. They were not made for humans any more than black people were made for whites or women for men. Its one of the most famous quotes bandied about in the animal rights movement. The fact that it is attributed to the Pulitzer Prize-winning author of The Color Purple, a book that inspired a  movie by the same name, as well as a Broadway musical, makes it all the more credible and poignant. The problem is the quote is taken out of context, and Walker wasnt expressing her own views. The source of the quote is Walkers preface to Marjorie Spiegels 1988 book, The Dreaded Comparison. In fact, the very next sentence is This is the gist of Ms. Spiegels cogent, humane and astute argument, and it is sound. So Walker was simply summarizing someone elses views, not her own. Its easy to see how something like this spreads. Its a great sentiment, coming from a Pulitzer Prize-winning author. And technically, Alice Walker did write it. Adolf Hitler Critics of the animal rights movement, and specifically the aspect of it that involves vegetarianism, are quick to point out that Adolf Hitler was a vegetarian. Buzz such as this is a phenomenon of the internet age where misinformation spreads like wildfire if said information furthers one’s agenda. This rumor allegedly started because in his article in Psychology Today writer Hal Hertzog  reported that Hitler was overheard telling a female companion who ordered sausage while they were on a date: â€Å"I didn’t think you wanted to devour a dead corpse†¦the flesh of dead animals. Cadavers!† Subsequent inquiry and research have proven that Hitler was not a vegetarian, a fact clearly indicated in a 1964 Gourmet Cooking School  Cookbook written by Dione Lucas, who spoke openly about Herr Hitler’s favorite meat dishes. So much for anti-animal rights people trying to demonstrate a link between vegetarians and the world’s most evil bastard. Other Quotes About Animal Rights Paul McCartney was a vegan who famously and openly discussed his vegan lifestyle. He actually did say: â€Å"You can judge a mans true character by the way he treats his fellow animals.† Paul and his late wife Linda McCartney were both proponents of animal rights. Linda wrote in her book Lindas Kitchen: Simple and Inspiring Recipes for Meals Without Meat wrote: â€Å"If slaughterhouses had glass walls, the whole world would be vegetarian.†Ã‚   Writer Ralph Waldo Emerson also spoke of slaughterhouses, saying: â€Å"You have just dined, and however scrupulously the slaughterhouse is concealed in the graceful distance of miles, there is complicity.†Ã‚   Other quotes about animals and vegetarianism have been borrowed from other social movements. The context of these quotes is not directly related to animal rights, but the message is applied to the argument in favor of animal rights. Dr. Martin Luther King said: â€Å"Lifes most persistent and urgent question is, What are you doing for others?† There are other quotes related to social movements that are attributed to Dr. King and used for animal rights. This includes: Our lives begin to end the day we become silent about things that matter. Animal rights critics are also famous for citing biblical references to support their claim that people are supposed to use animals any way they desire, including eating them. This often used argument stems from Genesis 1:26-28:   Let us make  man  in Our image, according to Our likeness; and ...let them have  dominion over  the fish of the sea, and over the fowl of the air.   Some theologians have suggested that the word â€Å"dominion† was translated incorrectly and should actually be â€Å"stewardship.† Though Susan B. Anthony  likely was not responding to the use of the Bible to oppose animal rights, she did say: â€Å"I distrust those people who know so well what God wants them to do, because I notice it always coincides with their own desires.†Ã‚   While there is no evidence to support the idea that King or Anthony were vegetarians, their words are universal. Is there any harm in commissioning their moving words to inspire a kinder world? -Edited and updated by Michelle A. Rivera