The Prevention And Public Health - 852 Words

It was not easy gathering information for this assignment. All the attempts and efforts to contact my state nursing lobbyists, both the state and the federal representatives of Georgia were abortive. This assignment was competed through internet search of representative members’ website. What is the position of Georgia state legislators on health care issues and nursing specifically? I live in Georgia, I am in the 7th congressional district. Our representative is Rob Woodall. He has been representing the 7th congressional district since 2011. Some of the health policy issues he voted on includes the banning of federal health coverage that includes abortion. Robert Woodall is a strong pro-life supporter his argument was that abortion is harmful to women and it takes the lives of innocent children. He voted for Medicare spending cuts, and in October 2011, he voted for legislation to control how private insurance companies that are in public insurance exchange may offer abortion coverage. Also he voted to repeal the patient protection and affordable Act in January 2011. On repealing the â€Å"prevention and public health â€Å"fund his argument was that the HHH secretary spends this fund without congressional approval. He believed that eliminating this fund will not affect any specific program rather it will repossess the control of how the federal tax money is s pent. (Rob Woodall, 2015) What are the position of Georgia federal legislators on health care issues and nursing,Show MoreRelatedThe Benefits Of The Prevention And Public Health Fund1710 Words   |  7 PagesPublic Health The Prevention and Public Health Fund was formed to improve health care quality and improve the investment in public health by the Affordable Care Act. Funding is distributed to many great Agencies to support research and programs to improve health care in our communities. A few agencies receiving funding that caught my eye were the Alzheimer’s disease Prevention Education and Outreach, Fall Prevention, and Hospitals Promoting Breastfeeding. Taking a deeper look at these programsRead MoreThe Role Of Public Health And Disease Prevention1700 Words   |  7 Pages†¢ Describe the roles of public health and disease prevention in helping specific vulnerable populations within the selected country, and compare those to the USA’s. Be sure to include the terms listed in Student Learning Outcome #3 (above) as you write this section. (25 pts IV. Healthcare Costs A. Healthcare costs in Germany 1. Where does the money for healthcare go? (money out) a. Hospitals b. Healthcare workers Read MoreSuicide Prevention : A Major Public Health Priority923 Words   |  4 PagesFoundation for Suicide Prevention, 2017). In the past few years, there has been a rise in suicide prevention programs. Programs are being implemented into schools and universities and offered at community centers as well. Suicide prevention is a major public health priority, as recognized by the Prioritized Research Agenda for Suicide Prevention, the Revised National Strategy for Suicide Prevention, the formation in 2010 of the National Action Alliance for Suicide Prevention (Godoy Garraza L WalrathRead MoreToronto Public Health And Tb Program Prevention Essay1558 Words   |  7 Pages Toronto Public Health and TB Program Prevention, Management and Treatment Thi Thanh Tuyen (Rosa) Pham NUR 102 Luella Orr October 26, 2016 Toronto Public Health and TB Program Prevention, Management and Treatment Tuberculosis (TB), which infects one-third of the world population, is a disease with one of the highest mortality rates in the world (Centers for Disease Control and Prevention, 2016a). 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Despite considerable public health advances in previous years, failing to stop and reverse the menace has been very costly. The number of fatalities and health care expenses only continue to escalate day by day. Out of the ten essential public health services, I recommend three. First, inform, educate and empowerRead MoreCenter for Disease Control Essay example1421 Words   |  6 PagesThere are many public sector and not for profit health agencies within the United States health care system. There are health care agencies that are run by the government, Quasi-government and voluntary. The agencies that are Quasi-government are supported by the government but managed privately and there are voluntary health agencies that can be run by private or non-profit agencies, and there are also government run agencie s. Government agencies are run by the government and funded through taxesRead MoreWebsite Review and Summary Paper846 Words   |  4 Pagespeople have relied on their health care providers for medical treatments. Now a day, people have the opportunity to research about any illness, medical concern, medical diagnosis and any type of disease in the Internet. There are many health care organizations that offer people around the world with information about drugs, illnesses, diseases, outbreaks, treatments, preventions and the list goes endless. In this paper the writer will review and summarize governmental health agency websites. TheRead MorePublic Health and Health Care. Hcs 535 Final Essay1701 Words   |  7 Pages Public Health and Health Care Bobbie Jean Taylor, II Concepts of Population Health/HCS 535 March 5, 2012 Beth Hale, PhD. Public Health and Health Care â€Å"For over 60 years, Centers for Disease Control and Prevention (CDC) has been dedicated to protecting health and promoting quality of life through the prevention and control of disease, injury, and disability,† (CDC, 2012, p. 1). The organization has a focus of decreasing the health and economic disadvantages of the principal reasons of demiseRead MoreHistory of Public Health Essay938 Words   |  4 PagesThe History of Public Health and the Role of the Community/Public Health Nurse Walden University NURS 4010 Section 04, Family, Community, and Population-Based Care 10 / 21 / 2012 The History of Public Health and the Role of the Community/Public Health Nurse Overview Public health, a population-centered nursing had been in existence since the late 1880s under the guise of different names. The focus of public health nursing was on sanitation, communicable disease

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Design & Construction of Zero Energy House-Samples for Students

Question: Discuss about the design and Construction of Zero Energy House- Brighton Waste House Project. Answer: Introduction All the houses achieve a higher energy efficient buildings and it is known as Zero Energy Building (ZEB) standards. The sustainable construction project uses 90 percent of the materials from both household as well as construction waste that makes the waste house. The waste includes of 20,000 toothbrushes, floppy discs, carpet tiles, 4000 DVD cases used to clad faade of the home. The waste house project started at May 2013 and completed on April 2014. The opening date of the project is June, 2014. The aim of this project is to reclaim and recycle of the materials (Newatlas.com 2015). The project also aims to demonstrate of 45 percent contribution to emission of carbon dioxide within UK that attribute towards architectural structures. The report is based on design and construction of a waste house into Brightons University that provides with zero net energy consumption. It uses concept of 100 percent use of the waste resources and consumption of zero energy. It discusses the conceptual and preliminary design of the building to familiar the users with its benefits. Needs Definition- Design and construction of Brighton Waste House Zero energy buildings are regular grid tied houses that are air tight, energy efficient as well as well-protected. It provides a net zero energy and carbon free house. Zero energy houses consist of advanced design and building system with energy efficient and on-site solar panels in order to provide better house (Hassoun and Dincer 2014). The houses are comfortable; sustainable as well as healthy those are affordable to live. Those are quality houses and more durable. There are various definitions of the terms used into the design and construction of the waste house as follows: Zero net site energy use: Mohamed, Hasan and Siren (2014) stated that it is the amount of energy that is provided by on site renewable energy sources. It is equal to amount of energy which is used by the building. Zero net source energy use: It creates same sum of energy as it is being used. It also includes of energy used in order to transport energy towards the building. It is lost through transmission of electricity (Fujimoto, Yamaguchi and Shimoda 2017). Zero net energy (ZNE) generates electricity that zero net site of energy building. Net zero energy emissions: In UK, ZEB is definite as zero net energy emissions; it is also recognized as zero emission building (Peng et al. 2015). The carbon is produced from both on-site as well as off-site fossil fuel which is unbiased by sum of production of the on-site renewable energy. Net zero cost: In zero energy building, the price of energy purchased is being reasonable by the profits from sales electricity to the produced electricity grid on-site (Poppendieck et al. 2016). Net off-site zero energy use: Hamdy, Hasan and Siren (2013) demonstrated that building is ZEB when it has 100 percent of energy it purchased from the renewable energy sources, even when the energy is produced off-site. Off-the-grid: The buildings need stand alone ZEB which is not associated with off-site energy. It requires generation of renewable energy (Berthold et al. 2014). Net zero energy building: Net ZEB is energy proficient building and grid associated that enable to create of power from the renewable basis to compensate energy demand (Stefanovic, Bojic and Gordic 2014). Conceptual Design of Brighton Waste House Project Detailed design requirements Design decisions is affected the energy use of zero energy building. Assortment of location, control filtration procedures and area of light openings reduce negative impact of heat effect on the climate of the building (Hassoun and Dincer 2015). The basic necessities of structural divisions of the waste house are: The timber framed structure is made up of timber off cuts with of salvaged ply and it is insulated and donatedKoolthermK15 boards to the internal wall cassettes, tapes and disc cases and 198000 disposable airlines toothbrushes (Cellura et al. 2015). Higher stage of thermal insulation of the building envelopes (It consists of coefficient of temperature transfer U walls: It is not further than 0.09 W/(m2 K), coating is no more than 0.07 W/(m2 K) and floor with 0.09 W/(m2 K) (Koo et al. 2014). Install of transparent cladding structures with a lower e-coated glass (It has co-efficient of transferring heat U 1 W/ m2 K) (Dumont, Quoilin and Lemort 2015). Higher air tight of the building envelopes The building consists of insulation system, butt joints and enclosed structure. Evolution of detailed design UK receives a daily average of approximately 4.2 hours of peak sun; therefore solar energy is one of the significant ways to gain energy balance. A silicon photovoltaic system is being modeled faced north at twisted angle of 26 degree so as to recompense houses yearly energy demand. The design of waste houses is conducted based on three designing terms: building envelope, building services and user interaction (Lu, Wang and Shan 2015). Zero Energy Building uses of sustainable energy sources and fossil fuels. It is possible that the concept requires integrating, combining upgradation of building envelope and using of efficient building system (Lindberg 2017). The construction phase of the waste house consisted of combination of waste as well as surplus materials with use of hi-tech solutions like DuPont Tyvek UV Faade breather membrane that are installed behind unusual rain screen cladding and it is made up of second hand carpet tiles. Integrating of system elements and activities Following are the system elements that can consume of energy into waste house: Heating and cooling system: The geothermal heat pump can heat and cool and when it is equipped with de-superheater, then it can supply hot water to the house. The system requires utilizing constant temperature of earth as exchange of heat medium as an alternative of external air temperature (Hassoun and Dincer 2016). It allows the system to attain extraordinarily higher efficiencies of approximately 300-600%. Water heating system: Maximum energy is saved with use of solar thermal panels. Hot water tank requires placing to both bathrooms as well as kitchen in order to reduce hot water runs or thermally insulate (Williams 2014). Therefore, a water recirculation system is considered. Lightning system: This system uses of 75-90 percent of less energy as compared to standard incandescent as well as halogen bulbs. Ventilation system: The system is energy efficient and it requires mechanical ventilation in order to continue of indoor air quality. Most efficient ventilation system is Energy Recovery Ventilation (ERV) (Kalambura et al. 2015). It is an energy recovery system and it balances humidity to exchange of indoor as well as outdoor air. In order to design a zero energy house, three basic activities are considered: Reduction of houses energy requirements: Insulation will help to reduce the heat loss in the winter and gain of heat in summer. It provides building envelope such as walls, roof and slab. An air barrier will reduce loss of heat and gain due to leakage of air in as well as out of the house. Production of energy required: It includes of renewable energy system to present with amount of required energy to function the house (Gray 2016). The energy required is reduced with an energy efficient technology such as photovoltaic system to offer of electricity. Efficient operating the house: It includes of setting of temperature of space heating, hot water and number of appliances, energy use and appliances which are plugged. Design tools and aids Following are the tools used during the design process of zero energy houses: Design performance modeling (DPM): This tool is developed to forecast the performance of building based on energy efficiency, penetration of daylight, thermal comfort and natural ventilation. Building energy modeling (BEM): It consists of data and makes assumptions about operation as well as maintenance of the building (Newatlas.com 2015). Building operation modeling (BOM): The main feature of this tool is monitoring of the building. It permits for calibration of BEM. Project resource modeling (PRM): It evaluates the supply problems that will influence the expansion of the development (Lu, Wang and Shan 2015). It shows a relationship between conservation, consumption and efficiency. Design data, information and integration Type of construction Materials External walls It is of 100 mm brick with 50 mm of insulation board (R1.5). It consists of wall air space as well as there is 9.5 mm of plaster board. Internal walls They are double layered with 9.5 mm plaster board as well as a wall air space. Windows Windows are of 3 mm green glass (single glaze), It is air 13 mm and clear glass of 3mm. Ceiling The concrete of 100mm. It has ceiling air space. It consists of 154 mm batts insulation (R3.5) with plasterboard of 13mm. External door (front) Wood of 50mm. Internal doors Wood of 25mm. Floor (carpet) Lightweight concrete consists of 100 mm. Floor (tiles) The floor has acoustic tile with lightweight concrete of 100 mm (R1.0) Table 1: Design data on construction specifications of Zero energy house (Source: Lu, Wang and Shan 2015, pp-465) Figure 1: Design of Waste House (Source: Cellura et al. 2015, pp-27) Development of engineering models Computer modeling tool is used to estimate the consumption of energy as well as production. Zero Energy Residence Optimization (ZERO) software is used to design the buildings by minimizing the energy consumption. The house specification consists of insulation level, domestic appliances, window requirements, electrical layout, heating system, hot water system and lightning system (Hassoun and Dincer 2015). The initial design of the zero energy houses use an energy rating system that uses of computer simulation in order to assess heating as well as cooling efficiency of energy of residential building design. The building materials are modeled in order to estimation of the energy performance and price of various designing options. The final design of the house reflects on optimal balance among energy performance and cost (Lindberg 2017). ZEH is used of energy saving technology as well as solar power in order to lessen the net energy consumption to zero. Sophisticated 3-D building energy simulation tool is used to model how the building is performed with designing variables like building orientation, insulation type, lightning, heating efficiency, window and door type and local climate (Lu, Wang and Shan 2015). Simulation helps the designer to forecast how building will perform and enable to model the financial suggestions on the cost benefit analysis. System prototype development Ventilation system Benefits Considerations SKIN Recovery of heat, collective air via faade Collective installation and easier maintenance Limited flexibility Unsatisfactory as users will avoid the system Ducts are running throughout faade External insulation Integrated air inlet and outlet into the frame of window Recovery of heat in the building Ventilation system is safer Limited flexibility Ducts are running throughout faade External insulation Integrated air inlet and outlet at the staircase Recovery of heat decentralized per room Flexible and innovative Critical to develop the system and upscale to 20 units Room are not adjacent to faade External insulation Replacement of window Integrated of ventilation unit into the frame of window or wall Table 2: Preliminary concepts to be tested in system prototype (Source: Hassoun and Dincer 2016, pp-41) Design, review, evaluation and feedback Tracking and controlling Technical Performance Measure (TPM) Technical performance measure Quantitative requirement Current benchmark Relative importance Process time (in days) 30 days 40 days 15 Energy performance 0 kWh/dwel/yr Not fixed 26 Thermal comfort 20-25/23-26 oC 16-25 oC 18 Indoor quality of air/airflows 0.7 l/s/ m2 0.05-0.1 l/s/ m2 18 Lightning 100-200 lux 150 lux 7 Level of noise 25-40 dB(A) 20-35 dB(A) 5 Facade construction 5 m2K/W 5 m2K/W 11 Table 3: Technical Performance Measures (Source: Stefanovi?, Boji? and Gordi? 2014, pp-61) Tracking of other design considerations Parameters Value Lightning (LED) 0.4 W/sf Temperature of natural ventilation system 66-78 oC (when the outside humidity is 0-60 percent) Energy recovery unit Sensible Efficiency = 75% Building envelope 1. The walls of Super Insulated are of R-45 Walls with R-70 Roof 2. Air barrier by means of the building envelope charging of greatest penetration of 0.15 air changes per hour 3. Insulation: Minimum glazing thickness of 1 inch Table 4: Design considerations of ZEB (Source: Kalambura et al. 2015, pp-1668) Conducting design reviews The entire design of the ZEB system is reviewed to identify the funding requirements of the system project. The review is conducted after design plan of the system. The basic objective of this review is to design and construct zero energy house in UK that can provide 100 percent energy efficiency (Williams 2014). The software required for the review is building operation modeling, which will monitor the performance and energy efficiency of the building. Incorporating design changes There are requirement of changes into performance of the system. The cost of the system is maintained so that in future there is less possibility to raise the cost. There are also changes in energy code. Conclusion It is concluded that with an advancement of the renewable technology, zero energy houses are the future. It increases the comfort of the human beings due to its uniform internal temperature. It reduces requirements of energy and total ownership price due to its improved energy efficient. Waste House are consistent framework tied houses that are sealed shut, vitality productive and additionally very much ensured. It gives a net zero vitality and carbon free house. Waste houses comprise of cutting edge plan and building framework with vitality productive and on location sunlight based boards keeping in mind the end goal to give better house. The houses are agreeable; reasonable and also sound those are moderate to live. Those are quality houses and more strong. The underlying plan of the waste house utilize a vitality rating framework that employments of PC reenactment with a specific end goal to survey warming and cooling proficiency of vitality of private building outline. The buildi ng materials are demonstrated keeping in mind the end goal to appraise the vitality execution and cost of different planning choices. The last outline of the house considers ideal adjust among energy execution and cost. The ZEB is taken a toll proficient and it is conceivable that the plan idea requires coordinating, joining upgradation of building envelope and additionally utilizing of effective building framework References Berthold, F., Blunier, B., Bouquain, D., Williamson, S., Chen, Y., Athienitis, A. and Miraoui, A., 2014. Optimization of a battery charging schedule in a net zero energy house using vehicle-to-home functionality. InProc. eSim14, IBPSA. Cellura, M., Guarino, F., Longo, S. and Mistretta, M., 2015. Different energy balances for the redesign of nearly net zero energy buildings: An Italian case study.Renewable and Sustainable Energy Reviews,45, pp.100-112. Dumont, O., Quoilin, S. and Lemort, V., 2015. Experimental investigation of a reversible heat pump/organic Rankine cycle unit designed to be coupled with a passive house to get a Net Zero Energy Building.international journal of refrigeration,54, pp.190-203. Fujimoto, T., Yamaguchi, Y. and Shimoda, Y., 2017. Energy management for voltage control in a net-zero energy house community considering appliance operation constraints and variety of households.Energy and Buildings,147, pp.188-199. Gray, T.S. ed., 2016.UK Environmental Policy in the 1990s. Springer. Hamdy, M., Hasan, A. and Siren, K., 2013. A multi-stage optimization method for cost-optimal and nearly-zero-energy building solutions in line with the EPBD-recast 2010.Energy and Buildings,56, pp.189-203. Hassoun, A. and Dincer, I., 2014. Development of power system designs for a net zero energy house.Energy and Buildings,73, pp.120-129. Hassoun, A. and Dincer, I., 2015. Analysis and performance assessment of a multigenerational system powered by Organic Rankine Cycle for a net zero energy house.Applied Thermal Engineering,76, pp.25-36. Hassoun, A. and Dincer, I., 2016. Analysis and performance assessment of a new multigeneration system for net?zero energy houses.International Journal of Energy Research,40(1), pp.36-50. Isaac, D., O'Leary, J. and Daley, M., 2016.Property Development. Palgrave Macmillan. Kalambura, S., Racz, A., Jovi?i?, N. and Kalambura, D., 2015. Use of slaughter house waste in energy production and fertilization.International Journal of Agriculture Innovations and Research,3(6), pp.1666-1670. Koo, C., Hong, T., Park, H.S. and Yun, G., 2014. Framework for the analysis of the potential of the rooftop photovoltaic system to achieve the net?zero energy solar buildings.Progress in Photovoltaics: Research and Applications,22(4), pp.462-478. Lindberg, K.B., 2017. Impact of Zero Energy Buildings on the Power System: A study of load profiles, flexibility and system investments. Lu, Y., Wang, S. and Shan, K., 2015. Design optimization and optimal control of grid-connected and standalone nearly/net zero energy buildings.Applied Energy,155, pp.463-477. Mohamed, A., Hasan, A. and Sirn, K., 2014. Fulfillment of net-zero energy building (NZEB) with four metrics in a single family house with different heating alternatives.Applied Energy,114, pp.385-399. Newatlas.com 2015.Green living: Top 10 sustainable houses. [online] Newatlas.com. Available at: https://newatlas.com/gizmag-top-10-sustainable-innovative-green-houses/34712/ [Accessed 19 Aug. 2017]. Peng, C., Huang, L., Liu, J. and Huang, Y., 2015. Energy performance evaluation of a marketable net-zero-energy house: Solark I at Solar Decathlon China 2013.Renewable Energy,81, pp.136-149. Poppendieck, D., Khurshid, S., Dols, W.S., Ng, L., Polidoro, B. and Emmerich, S., 2016. Formaldehyde Concentrations in a Net-Zero Energy House: Real-time Monitoring and Simulation.Proceedings of Indoor Air 2016. Stefanovi?, A., Boji?, M. and Gordi?, D., 2014. Achieving net zero energy cost house from old thermally non-insulated house using photovoltaic panels.Energy and Buildings,76, pp.57-63. Williams, A. 2014.One man's garbage is another man's ... house?. [online] Newatlas.com. Available at: https://newatlas.com/waste-house-bbm/32616/ [Accessed 19 Aug. 2017].

Student Motivation Essay Example For Students

Student Motivation Essay Motivation in SchoolsThe topic I originally planned to look into for my Action Research Paper was the affect of reward systems on a students academic performance. My idea was that a students performance could be influenced by the presence of a reward system. I was interested in seeing if certain subject areas were more likely to use such systems than other subject areas. I strived to see if a students academic performance could mean more than just their exam scores and ability to complete assignments. I wished to see if a reward system could change the way a student was motivated in the classroom; to see if their overall attitude could be changed. I also thought to look into their attendance in classes where motivation was present. I wanted to see if they were less frequently absent and if they participated more. And lastly, I thought it would be interesting to see if students felt they could in turn change their destiny in education, or if they simply believed they are predestined f or something else. We will write a custom essay on Student Motivation specifically for you for only $16.38 $13.9/page Order now As I was looking further into my topic at hand, I decided to go a different way with my paper. I got away from the reward system and decided to look into student motivation as my topic, focusing on the teacher-student relationship. In high school, I can remember one teacher that changed the way I saw science and it affected me greatly. Before this teacher, although I was always in advanced science classes, I never achieved high grades. I always struggled to keep up with other students, and when I performed poorly on exams, my previous teachers never thought to why I had done so. She approached science in a way I had never seen before, and she offered recognition and praise. She set up the classroom in such a way that I never felt I was being left behind, and she encouraged us always to work up to our potential, and then some. I was motivated to do well and in a way I had never cared for before. I chose to look from the students point of view, instead of talking only to teachers. I th ought it would be more useful to see what the students thought, as I am pursuing my graduate education in Secondary Education. My ultimate goal, to be a teacher, could only benefit from the research I was setting out to collect. I wanted to know what circumstances students felt most comfortable working in. Also, I wanted to see what made them tick inside the classroom. I had the opportunity to use some of the readings I had to complete for my SED 213 class for this paper. In that class, we used two textbooks which I felt fit my topics needs. The chapters on motivation proved useful to my paper, and even gave me ideas to look further into. In the chapter, it discussed a students need for affiliation and approval. By wanting to be a part of a group, a student might be motivated to perform in a certain way, in order to gain entrance to that group and in turn gain their approval. The idea of achievement motivation was also brought up, in which students need to excel only for their own s ake without external rewards. I found that Alfie Kohn, author of Punished by Rewards and many other books on education, feels that achievement motivation is most important to a student truly learning. He feels that authentic experiences in the classroom can only occur when the teacher leaves out all words of praise and punishment. He feels that praise can often be empty in nature, and in turn could actually do more damage to a student than good. Punishments are also damaging, because students could be turned off to learning because they constantly feel threatened by the teacher. He feels that if we want students to take responsibility for their learning, it is up to us to give them responsibilities. They will in turn learn to make good decisions by having the opportunity to decide what happens to them every day, and not by following someone elses directions. Kohn also feels that traditional grades turns students creativity off and causes them to lose interest in what they are learning. He also feels that they lea d students to avoid challenging tasks. He made a point of noting that most students feel the point of going to school is to get As, and not to really learn. It is this need to perform that poses a threat to the education of all students, and traditional grades are the ultimate cause. There is more to memorizing the right answers; because teachers havent completely done their job if the students dont understand why those answers are the right ones. Greg Michies book, Holler if you Hear Me, took the opposite approach to what Kohn proposed. He not only offered his students praise when he felt they deserved it, but he took the time to empathize with them. He knew nothing about their cultures, and in time he came to learn many things about them. In the courses that he taught he always sought to find the best way to relate the material to his students. He often had them read about people from their cultures to serve as motivation that they could be more than the neighborhood expected of t hem. He also motivated his students by keeping his ears open to them, he listened when they talked, which was not always the case with their other teachers. I initially planned to gather my research primarily by interviewing at least 10 high school teachers, varying in their subject areas. I also planned to look further into the differences in advanced versus regular classes when it comes to motivating students to perform. I looked forward to observing first hand the ways in which a teacher uses a reward system during my school visits. After changing my initial proposal, I also decided to revamp the method I was previously going to use to collect my research. Instead of interviewing 10 teachers, I decided to go right to the students, and I surveyed 30 students in two different classes. I was placed in Uniondale High School for my observations for another graduate course, and I thought I would use my time there to my benefit. Uniondale High School is in Nassau County. The school has about 1400 students in grades 9-12. There are 93 teachers in the school, with 27 other professionals and 24 para-professionals also on staff. The students are 77% African American, 19% Hispanic and 4% White and other. The average class size is 23 students. I decided to ask my cooperating teacher if she would allow the students to take my survey. After looking one over, she gave her approval and I set the stage for the surveys. She allowed me to be involved with them, instead of just observing in the rear of the classroom, so that made it easier for me to ask them to help me with my research. I waited until my second day of observing to distribute the surveys. I chose her two AP Social Studies classes because they had a smaller number of students. I felt that they would have more room to spread out during the surveys, so that no one would know what they were writing down. I also put the surveys on smaller pieces of paper so they could easily fold them up after finishing them. Before handing out the surveys I explained to them what I was using them for. I told them why I had decided to go into teaching, and how my research paper would help me to become the best teacher I could be. With that all said they were eager to get started. (I have attached a copy of the survey to the back of this paper). All of the students pooled felt that they would tend to work harder in classes where the teacher offered praise. On most of the surveys they wrote additional comments on the reverse side of the survey. Most felt that in their school there were more teachers that put students down than those who offered praise. When presented with the opportunity to receive encouragement for their hard work, they wanted to continue working hard because they enjoyed that feeling. They expressed the wish that more teachers would use words of encouragement in the classroom instead of only negative comments. They felt that there was more of an emphasis on what they didnt do than what they ha d done. When they forgot their homework assignment, a fuss was made from the teacher, but when they received a good mark on a paper nothing was said. They expressed that they often felt discouraged by this practice, and decided to not spend as much time on future assignments. A few students mentioned that it didnt matter if they received praise or not, they did not care to work hard in classes. They described a sort of unspoken code in the classroom where some students might decide to act up to keep face in front of the other students. In their words, no body wants to be the teachers pet. They had mixed feelings on whether a reward system would be beneficial in their classroom. Some felt that some students would only perform for the reward, and not the actual learning experience. Others felt that a student shouldnt need such a system, and that if they were interested in learning in general, they would learn with or without a reward system. They also were split on the idea of coopera tive learning. Some felt that it was useful in the classroom because it allowed the class to be broken down into smaller groups, and they would feel more comfortable asking questions. Others felt cooperative learning was ineffective because these small groups often didnt do the tasks at hand, and wasted time just socializing. They also felt that it wasnt fair for the whole group to receive the same grade because some students tend to not pitch in as much as others. The most responses came from the question about whether or not students felt teachers treated students differently. Overwhelmingly, most responded that teachers favored students in advanced classes over regular classes. They felt that advanced students had more freedom in class, and that not as many classroom rules were in place. They also felt that they got better grades because the teachers liked them better as well. Students in the regular classes often were subjected to stricter rules, with less opportunities for crea tive learning because they were too often falling behind in lesson plans because of classroom disruptions. As for whether or not teachers treat male and female students different, most felt it wasnt a practice at their school. They felt they were more likely to be judged by whether or not they were good students, not if they were male or female. .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .postImageUrl , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text-area { min-height: 80px; position: relative; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:visited , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:active { border:0!important; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .clearfix:after { content: ""; display: table; clear: both; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:active , .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text-area { width: 100%; position: relative ; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:hover .ctaButton { background-color: #34495E!important; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60 .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub80cd7d8c2fcf9cb5d0fd3b6bb779a60:after { content: ""; display: block; clear: both; } READ: Nonverbal communication EssayAlthough I felt that the surveys did produce enough feedback to help me with my research paper, I do feel that I could have also benefited from other sources. If given more time, perhaps I would have enjoyed setting up interviews with the students I observed. I was present in their class for three days in a row and I felt at the end that they were quite familiar with my being there. If I had been able to conduct interviews at the end, I feel that my answers could have included more detail on specifics, such as what types of praise they prefer or how a teacher could set up cooperative learning so that all could enjoy and benefit from it. I think that they would have enjoyed having more input in my paper, as they were already honored that I wanted to know what they thought about their classroom settings. I also would have liked to hand out he survey to other classes not on the AP level but could not find the time to do so. Instead of just focusing my time in Uniondale High School, I would have enjoyed pooling other schools from different areas other than Uniondale as well. Because my placement was in Uniondale, it made for easier access to the students. I had also wanted to survey two social studies classes from my old high school, but my relentless phone calls were not returned in sufficient time to allow that. I thought it would have served as a nice comparison, demographically, because my high school was in a neighborhood which consisted of mostly middle class white students and a very small Asian population. Unlike Uniondale, whose student body is primarily made up of African American students, with a small amount of Hi spanic students and even fewer Asian or whites. My Reaction I reviewed the surveys numerous times, and after reading my journal entry for my other graduate class on my observations, it came to me. The process I had gone through to write my paper was meta-cognitive in nature. I had picked my initial topic, only to find out later that a new topic would suit better. I changed it, and set out on a new road collecting information and analyzing it. And even now, when the paper is done the process continues because I realized there were limitations which if not present, my paper would have been even better. I think this is important to relay to students. I think that too often students, like me, have felt they are at a dead end. Instead of trying to run themselves around and go down a different educational road, they chose to relinquish control to fate and continue on the road they are familiar with. Motivation in the classroom can change that. Although I do not agree whole heartedly with Alfie Kohns philosophy on motivation, I do agree that students will work better if they feel they have a say in their education. In my classroom, on the first day of every year, I was thinking that I would put up on the blackboard these two words: student and teacher. I would put under each blank line, and I would ask my students to think of answers for what they expect from a teacher. I in turn, would write down what I expect from them as students. Giving them the option to say what they feel a teacher should be could be a positive growing experience for both them and myself. Each class could want different things, and I feel it is my job to realize their needs and try to address them as best I can. I know it sounds corny, but I truly feel that education in the classroom is a two way street. Teachers and students can only flourish when able to both get to where they are going by removing obstacles that would limit their driving experience. I look forward to my teaching career, and although I know Im bound to have a few fender benders along the way, I hope the journey as a whole is a productive one. Works Cite dDaniels, H. Bizar, M. (1998). Methods that Matter. Portland, ME: Stenhouse Publishers. Ryan, K. Cooper, J. (2004). Kaleidoscope: Readings in Education (10th Ed.). Boston: Houghton-Mifflin. Michie, G. (1999). Holler if you hear me. New York: Teachers College Press. .ua5bcedf6df96e9f6b8c888177aeb07d5 , .ua5bcedf6df96e9f6b8c888177aeb07d5 .postImageUrl , .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text-area { min-height: 80px; position: relative; } .ua5bcedf6df96e9f6b8c888177aeb07d5 , .ua5bcedf6df96e9f6b8c888177aeb07d5:hover , .ua5bcedf6df96e9f6b8c888177aeb07d5:visited , .ua5bcedf6df96e9f6b8c888177aeb07d5:active { border:0!important; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .clearfix:after { content: ""; display: table; clear: both; } .ua5bcedf6df96e9f6b8c888177aeb07d5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua5bcedf6df96e9f6b8c888177aeb07d5:active , .ua5bcedf6df96e9f6b8c888177aeb07d5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text-area { width: 100%; position: relative ; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua5bcedf6df96e9f6b8c888177aeb07d5:hover .ctaButton { background-color: #34495E!important; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua5bcedf6df96e9f6b8c888177aeb07d5 .ua5bcedf6df96e9f6b8c888177aeb07d5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua5bcedf6df96e9f6b8c888177aeb07d5:after { content: ""; display: block; clear: both; } READ: 12 Angry Men EssayMcDevitt, T. Ormrod, J. (2002) Child Development (2nd Ed.). Columbus, OH: Pearson Prentice Hall. http://216.239.57.104/u/nydoe?q=cache:OaYbZiCK2GkJ:www.emsc.nysed.gov/repcrd20http://www.alfiekohn.org