School Climate Analysis

How important is a school’s climate to student success? Research suggests that it is a key element in influencing student achievement, second only to quality instruction. A school’s climate has the ability to either support or impede learning greatly. School climate refers to the â€Å"day to day operational procedures which determine the culture of a school: warm, friendly, cold, supportive, helpful, etc. †(Federal Way Public Schools, n. d. , figure 30) To what extent does a school’s climate affect student learning, and how can a school’s climate be improved? Let us take a loser look. School climate is a significant element in today’s schools. Positive climates can solve problems such as bullying, inter-student conflict, suicide, and character education; however, there are many things in our society today that interfere with school climates. This includes decreased family values, increased tolerance to violence on television and in video games, and an overall breakdown in communication between parents, students, and schools. Schools must continually work to overcome these barriers. The social emotional climate of schools is predictive of mother’s reports of their school age children’s alcohol use and psychiatric problems. Research has also revealed a relationship between school climate and student self-concept. †(Center For Social and Emotional Education [CSEE], n. d. , p. 1) Schools with positive climates have fewer students with anxiety, depression, and loneliness. A positive, nurturing school climate also lea ds to effective risk prevention and health promotion. In a positive school climate the people within the organization feel a connectedness to one another. That connectedness is a powerful predictor of adolescent health and academic success. â€Å"Safe, caring, participatory and responsive school climates tend to foster great attachment to school, as well as providing the optimal foundation for social, emotional, and academic learning. Numerous studies have shown that positive school climates lead to higher grades, engagement, attendance, expectations and aspirations, a sense of scholastic competence, fewer school suspensions, and on-time progression through grades. (Michigan State University, 2004, p. ) In order to significantly improve student behavior and academic performance, schools must improve their overall climate. There are four main elements that impact school climate. They are as follows: A physical environment that is welcoming and conductive to learning, a social environment that promotes communication and interaction, an affective environment that promotes a sense of belonging and self-esteem, and an academic environment that promotes learning and self-fulfillment. (Michigan State University, 2004, p. ) These four environments cannot operate independently of one another. Each is interrelated to the others. How can school climate be improved? Change requires â€Å"moving individuals and organizations along a continuum from ‘at risk’ to ‘safe’ to ‘thriving’. This process takes time to accomplish. †(Michigan State University, 2004, p. 6) The new federal legislation of the No Child Left Behind Act is essentially a long-term effort to change school culture, requiring teachers and schools to be held accountable, and adopting the notion that all students can and must learn. Change begins with the superintendant of the district and the central administration, along with backing from the school board. â€Å"Their decisions on building size, budget allocations, selection of staff, as well as communication of the school district’s mission, training priorities, and promotional activities, all play a part in encouraging change. †(Michigan State University, p. 6) Other approaches to change at the school level include increasing the number of counselors and mentors in schools, and using smaller teacher-student ratios. It is also important to note that many schools are moving away from competition in favor of cooperation to avoid having winners and losers. In addition, schools need to provide professional development on such issues as cultural and class differences, emotional needs of other children, parental involvement, and bullying and harassment. Research also suggests that schools should provide â€Å"multiple and varied opportunities to participate in extracurricular activities. †(Michigan State University, p. 7) The physical appearance of the facility is another important component of school climate. While it is common sense that teachers and students feel better about themselves when working and learning in an inviting and pleasant environment, research also supports this fact. A well-designed learning environment sends the message that learning is important. â€Å"Not only does a school’s architecture signal what is important; a school’s architecture also motivates students and employees, provides a message of deeper purposes and values, and can tie a community together. (Holt & Smith, n. d. , p. 53) Interestingly enough, even though research suggests that the physical environment is an indicator of school climate, a report issued by the National Center for Education Statistics indicates that three out of every four existing public school buildings is in need of repair. Another important element in school climate lies in the decision making process. Schools that promote shar ed decision making have a greater sense of belonging among staff members and stakeholders, and therefore promote a more positive and cohesive school climate. Shared decision making also promotes mutual support and ongoing communication between staff members as well as members of the community. This type of decision making increases school climate because it increases the level of trust among stakeholders. â€Å"Trust is developed when people come to expect and predict the way others will act. When a school commits the time and energy to involve stakeholders in developing shared organizational values and people live out the shared values on a day-to-day basis, conjecture and suspicions about actions are dispelled. (Else, 2000, p. 1) It is important for schools to continually assess the overall climates within their organization. There are various instruments designed for this purpose. Most of these instruments are surveys that are designed for students, teachers, and parents. Results of these surveys are then analyzed and disaggregated to assess the overall climate, and identify areas of improvement. Although classroom level measures may be appropriate for the assessment of schools at the elementary level, this is not the case for middle and high school. The students at this level move throughout the day from classroom to classroom, are surrounded by many different groups of peers, and are confronted with varying teaching styles. For this reason middle and high schools require assessment measures that capture student’s experiences throughout the entire school day. Assessing school climate and using that data to identify areas of concern is, and should be, as important as test data in today’s schools. In this week’s reading, we read about a scenario that is present in many schools around the country. That is dysfunctional thinking. In this scenario, veteran teachers and new teachers are facing off in deconstructive power struggles. Because of their varying levels of experience, and their different eras, they do not see eye to eye. In this scenario, the new teacher obviously is better equipped to chair the event. She has had experience doing this event in the past, and she has demonstrated her competency in the area. The veteran teacher doesn’t really want to chair the event; she just doesn’t want a new teacher to have that kind of control. As an administrator, I would initiate a conversation with this veteran teacher. Seeing as she is very popular among the staff, this would have to be handled carefully. The conversation would begin with a sincere appreciation for everything she does, as teachers need to be recognized for their contributions; however, I would stand firm on my decision to assign the newer teacher, Mrs. Farmington, as the chair of the event. The information presented on the table on page 71 of our textbook would provide useful information when handling this situation. It would be important for the administrator to understand, and be respectful of, each individual’s background and values. It is important for an administrator to acquire the commitment of their followers, and based on how this scenario is acted upon, it could enhance or interfere with that commitment. The dialogue that takes place between the administrator and the veteran teacher must be well thought out and respectful. In addition, the newer teacher, too, must be made aware of the importance of allowing for shared decision making throughout her event, and allow for the veteran teachers to be heard and made a valuable a part of the event as well. In conclusion, students learn best when they are in an environment that is physically and emotionally safe. Teachers teach best when they are working in an environment in which they feel valued and connected. Parents feel secure sending their students to school when they know their children are being cared for and given quality instruction. Today so many parents have trouble trusting in their children’s schools, and too often circumstances arise where parents and schools are battling one another. This is not constructive to school climate, and is not in the best interest of children. It is important for all stakeholders to share the decision making process so that everyone has a vested interest in the overall well-being of the school climate. Teachers, parents, and administrators should be partners, working together to ensure that students needs is being met, and that they are academically successful. At the end of the day, we all want the same thing, and that is what is best for our children. Working together, rather that independently, is the best way to make this happen. In the words of the old African proverb, it takes a village to raise a child. Our schools, along with parents, are the â€Å"village† that our children need. References Center For Social and Emotional Education (n.d.). School Climate Research Summary. Retrieved November 14, 2008, from http://nscc.csee.net/effective/school_climate_research_summary.pdf Else, D. (2000). School-Based Shared Decision Making. Retrieved November 14, 2008, from http://www.uni.edu/coe/iel/sdsum.html Federal Way Public Schools (n.d.). Federal Way Public Schools Glossary of Terms. Retrieved November 14, 2008, from http://www.fwps.org/info/glossary Holt, C. R., & Smith, R. M. (n.d.). The Relationship Between School Climate and Student Success. Retrieved November 14, 2008, from http://normes.uark.edu/erps/erps_journal/ERPS%20VOL%202%20N2/pdf/52-64.pdf Michigan State University (2004). Best Practice Briefs: School Climate and Learning. Retrieved November 14, 2008, from http://outreach.msu.edu/bpbriefs/issues/brief31.pdf

St. Helena, Mother of Roman Emperor Constantine I

St. Helena, Mother of Roman Emperor Constantine I Helena was the mother of Roman Emperor Constantine I.  She was considered a  saint in the eastern and western churches, reported to be the discoverer of the true cross. Dates: About 248 CE to about 328 CE; her birth year is estimated from a report by the contemporary historian Eusebius that she was about 80 near the time of her death.Feast Day: August 19 in the western church, and May 21 in the eastern church. Also known as:  Flavia Iulia Helena Augusta, Saint Helena Helenas Origin The historian Procopius reports that Constantine named a city in Bithynia, Asia Minor, Helenopolis, to honor her birthplace, which implies but not with certainty that she was born there. That location is now in Turkey. Britain has been claimed as her birthplace, but that claim is unlikely, based on a medieval legend retold by Geoffrey of Monmouth. The claim that she was Jewish is also unlikely to be true. Trier (now in Germany) was claimed as her birthplace in 9th and 11th-century lives of Helena, but thats also unlikely to be accurate. Helenas Marriage Helena met an aristocrat, Constantius Chlorus, perhaps while he was among those fighting Zenobia. Some later sources allege they met in Britain. Whether they married legally or not is a matter of dispute among historians. Their son, Constantine, was born about 272. Its also not known whether Helena and Constantius had other children. Little is known of Helenas life for more than 30 years after her son was born. Constantius achieved higher and higher rank first under Diocletian, and then under his co-emperor Maximian. In 293 to 305, Constantius served as Caesar with Maximian as Augustus in the Tetrarchy. Constantius was married in 289 to Theodora, daughter of Maximian; either Helena and Constantius had divorced by that point, he had renounced the marriage, or they were never married. In 305, Maximian passed the title of Augustus to Constantius. As Constantius was dying in 306, he proclaimed his son by Helena, Constantine, as his successor. That succession seems to have been decided during Maximians lifetime. But that bypassed the younger sons of Constantius by Theodora, which would later be grounds for contention about the imperial succession. Mother of an Emperor When Constantine became emperor, Helenas fortunes changed, and she appears back in the public view. She was made nobilissima femina, noble lady. She was granted much land around Rome. By some accounts, including Eusebius of Caesarea, a major source for information about Constantine, in about 312 Constantine convinced his mother, Helena, to become a Christian. In some later accounts, both Constantius and Helena were said to have been Christians earlier. In 324, as Constantine won major battles ending the civil war in the wake of the failure of the Tetrarchy, Helena was granted the title of Augusta by her son, and again she received financial rewards with the recognition. Helena was involved in a family tragedy.  One of her grandsons, Crispus, was accused by his stepmother, Constantines second wife, Fausta, of trying to seduce her. Constantine had him  executed. Then Helena accused Fausta, and Constantine had Fausta executed as well.  Helenas grief was said to be behind her decision to visit the Holy Land. Travels In about 326 or 327, Helena traveled to Palestine on an official inspection for her son of the construction of churches that he had ordered. Although the earliest stories of this journey omit any mention of Helenas role in the discovery of the True Cross (on which Jesus was crucified, and which became a popular relic), later in the century she began to be credited by Christian writers with that find. In Jerusalem, she is credited with having a temple to Venus (or Jupiter) torn down and replaced with the Church of the Holy Sepulchre, where the cross was supposed to have been discovered. On that journey, she also is reported to have ordered built a church on the location identified with the burning bush in the story of Moses. Other relics she is credited with finding on her travels were nails from the crucifixion and a tunic worn by Jesus before his crucifixion. Her palace in Jerusalem was converted to the Basilica of the Holy Cross. Death Her death at perhaps Trier in 328 or 329 was followed by her burial at a mausoleum near the Basilica of St. Peter and St. Marcellinus near Rome, built on some of the lands which had been granted to Helena before Constantine was emperor. As happened with some other Christian saints, some of her bones were sent as relics to other locations. St. Helena was a popular saint in medieval Europe, with many legends told about her life. She was considered a model for a good Christian woman ruler.

Overview of Pride and Prejudice by Jane Austen essays

Overview of Pride and Prejudice by Jane Austen essays Jane Austen's novel Pride and Prejudice is a lighthearted tale of love and marriage in eighteenth-century England. It centers on the elder sisters of the Bennet family, Jane and Elizabeth. Their personalities, misunderstandings and the roles of pride and prejudice play a large part in the development of their individual relationships. The spirited Elizabeth and softhearted Jane have to deal with not only their own feelings but also the status of their family, both of which affect the outcomes of their prospective marriages. Pride and Prejudice is an apt name for the book. These notions permeate the novel thoroughly, especially in the views of Elizabeth and Darcy. Jane's temperance does not allow for these qualities to exist in her personality. Our first introduction to pride and prejudice is at a ball Mr.Bingley throws. His sisters and a dear friend of his, Mr.Darcy, accompany him. Mr. Darcy is characterized as a proud, haughty, arrogant man and ends up almost immediately alienating himself from the townspeople. This opinion arises after he refuses to dance with the young ladies who have attended the ball and his obvious reluctance to talk to anyone. His pride was said to come from his extreme wealth. Eighteenth-century England was quite preoccupied with status, especially concerning wealth and reputation. Darcy's reluctance to speak with anyone stemmed from his lack of respect for anyone outside his close-knit circle. His good breeding was obvious only to those whom he knew well. Elizabeth is p rejudiced against Darcy for entirely different reasons. She received information that was one-sided and made unfair assumptions on Darcy's character. She prejudged him; combining the superficial view she had of him and some rumors. The roles of pride and prejudice can be summed up in the exchange between Darcy and Elizabeth after he proposed. Darcy clearly defines the reasons for his prejudice: "Could you expect me to rejoice in ...

Simple sentences, period

Simple sentences, period Simple sentences, period Simple sentences, period By Michael A sentence should contain a complete thought. Once you finish your thought, you can finish your sentence, usually with a period. That makes your sentence more readable too. Yes, its legal in English to use conjunctions to put several thoughts into one sentence. But it takes a special kind of mind to follow the train of thought in a sentence that has two or three thoughts. Maybe some writers dont know when their thought ended, so they dont know when to put the period. They go on and on and make more and more statements and even change the subject, but they dont ever put the sentence to rest and keep on going and going. Technically speaking, to understand a complex sentence, the reader has to parse or diagram the sentence in his or her head. Okay, suppose Im reading a sentence in Rolling Stone. Was that sentence talking about actors, and what are the actors doing anyway, and what the subject of the sentence, and what is the subject doing, and does that word shot mean that somebody got shot or somebody took a shot, and does it refer to the policeman or the actor or the photographer? Pretty confusing, isnt it? So make your sentences simple. Put a period at the end of the thought and leave it there. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Passed vs PastDo you "orient" yourself, or "orientate" yourself?40 Idioms with First

Motivating Employees in Fast Food Industry Dissertation

Motivating Employees in Fast Food Industry - Dissertation Example This essay discusses that like all the business entities, managing and motivating employees in a fast food business or organization is of high importance. Those fast food organizations, which are properly managed are normally expected to take into consideration the human resource capital first rather than concentrating on the financial aspects of the business. In accordance with these views, it is required from the fast food organizations to help maintain an ambience at the workplace which not only results in an improved cooperation and commitment among the employees aimed at achieving the organizational goals and objectives but also helps in improving their motivation level. The fact that motivated employees are better performers is a widely recognized belief and this is often associated with higher levels of production and retention in relation to employees working in an organization. In addition to this, employees with high levels of motivation in an organizational frame of refere nce are more inclined towards improving and increasing the productivity levels together with the efficiency, as compared to those who are either not motivated to do so or less motivated than the former. The research problem is important since there is a lack of research work carried out in the context of exploring motivation among employees working in fast food industry in the UK and also the research problem undertakes the issue of identifying strategies which may prove helpful in improving the existing level of motivation among employees and result in a better overall organizational performance. Since there are a large number of restaurants serving fast food in the UK, the addressing of this research problem is therefore considered relevant and pertinent as it will focus on the issues related to an industry which forms a formidable part in the consumer market in the UK. Research Aim As per the problem statement, the proposed aim for the study is the identification of factors, whic h hamper motivation among employees and those factors, which are regarded by them as motivating factors. In addition to this, the researcher aims at identifying specific strategies on the basis of findings related to above-mentioned areas. Research Questions On the basis of the research objectives identified above, the proposed research work will answer the following research questions: 1. What are the factors perceived by employees in fast food industry, which are considered as barriers in improving their motivation? 2. Are the employees motivated by improvement in workplace environment? 3. Are there any other factors which employees regard as helpful in motivating them? 4. What are the strategies for motivating employees working in fast food industry in the UK? Research Ethics In order to carry out the proposed research work, the researcher intends to fully adhere to the ethical considerations considered necessary for the conduct of a study involving usage of information or data, which may be regarded as private, confidential or involving rights of third parties. For this reason, the researcher will consider obtaining written consent from the organisations, which will be selected to be studied. As per the aim of the proposed study and the methodology adopted, which is discussed in the later parts of this proposal, the researcher will approach the employees of the selected organisations and obtain their views about the level of motivation with which they are working in their respective organisations. To this effect, it is ethically required that the researcher obtains consent from the concerned individuals in the organisations selected

Mass extinction Events - the 6th one Essay Example | Topics and Well Written Essays - 750 words

Mass extinction Events - the 6th one - Essay Example appened in the planet’s history, mass extinction is an occasion that mankind cannot penetrate, delay or stop especially if they are the primary ones responsible for the planet’s destruction. One is as responsible as the other towards the maintenance of the planet that mankind is living in. There is no reason for finger pointing at this point as to why things are being experienced worldwide (Hallam & Wignall, 1-5). Mass extinctions already happened more than once in the existence of planet Earth. The first mass extinction was said to have happened approximately 500 million years ago and it was the temperature in the planet’s surface that have changed drastically. This event incurred the massive extinctions of species, plants and animals alike. This brought about changes, mostly physical, to those who survive the extinctions. Others would point out these changes as evolution in the species. They needed to evolve and be able to adapt to the surroundings enabling them to survive. Approximately 250 million years ago, another mass extinction occurred and devastated the planet. It was said that during this second mass extinction, it took a while before the surviving species was able to recover. While others failed to adapt therefore becoming extinct (Frankel, 5-10). During the third mass extinction, it was the aquatic species that was confounded. It was after the fourth mass extinction that r eptiles and dinosaurs were said to have evolved. Then around 65 million years ago, the fifth mass extinction occurred. This is the extinction that the generation of today is more aware (Wicander & Monroe, 242; Hoffman, 176). There are scholars who do believe that mankind and the planet is in the middle of the sixth mass extinction as the planet’s composition has been disturbed massively especially in recent centuries or even decades. As mankind is perceived to become more intelligent, the more it aided the events that may cause the mass extinction and even end the human

Evaluate Essay Example | Topics and Well Written Essays - 500 words

Evaluate - Essay Example Where I do not understand something the lecturer has taught, I also make a point of asking for clarification as this is very important in that it helps me grasp difficult concepts in class making it easier for me to go back and read further about them in my free time. Over the years, I have learnt to appreciate the importance of attending classes and being attentive when the lecturer is teaching. I have learnt that it is easier to grasp difficult concepts in class from the lecturer than going to read about them from text books. This is due to the fact that it is easier to remember what you hear someone else saying than to remember what you read from a textbook. I therefore prefer to sit in class, listen and participate when the lecturer is teaching than sitting long hours in the library or in my study room trying to read difficult concepts alone. I therefore make sure that I attend all the lectures in time and this particular class has not been an exception. Another reason why I have been attending all my classes and being attentive is due to the fact that I find it irresponsible to skip classes and yet I have paid school fees for the same. I therefore find it necessary and satisfying to go to class and listen as the lecturer teaches since it makes me feel that I have utilised my tuition fees for a good purpose. Skipping classes or attending class and not being attentive is a waste of time and money and I find it wrong. The whole of this semester I have always given my full attention to this class so as to avoid wastage of time and the money I have paid for tuition. One other very important reason why I have been attending my classes without fail is so as to ensure that I increase my chances of passing the final examination. Listening to the lecturer in class ensures that you pick up the important things that he/she stresses on and