Gender Discrimination Essay Example for Free

Gender Discrimination Essay How can you balance work and having a life? Balancing work and life you have to build downtime into your schedule. Make a point to spend time with family and friends. Set up activities that everyone can do and you can combine the two. Set goals, plan and organize what should come first. Having your goals set is much easier than to just go day to day. Work/Life balance is all about flexibility, but to have flexibility you need a support system around you. Both at work and at home. If you dont have the support its harder to deal. Having structure is important because it brings certainty into your world. Without structure life is a bit more chaotic. You then find that you use both physical and emotional energy to bring meaning and clarity to different situations. A good way to improve on your skills is to write things down. It may help you balance out your day, week, or even a whole month. Manage is a world which comes from experience. There are people who took things as they come and manage them accordingly. It is a will power and self-confidence which play a dice game here. Considering women are good managers when they balanced office and home life. Women have a lot going on when it comes to life period. In a large majority of families with children, both parents work, and women now hold half of all jobs. Majority of the time women do more of home caregiving then men. Some men think longs as they bring home the bacon thats all they need to do. Not at all, women work 40 hours a week, have to get kids ready for school, cook, clean, ECT. In my case school to for the adult and Im a single parent. Its so many issues and that alone can cause tension in your  relationship. Many women assume that the men in their lives pick up signals and hints about stuff like needing help at the house, and many men (not all, but honestly most that Ive had any kind of close relationship with) just arent good with those signals. I suppose its a classic issue within genders as well; it seems like many people assume that theyre sending out all kinds of signals to their boss that they want to move up, or have too big a workload, or whatever, those signals arent getting picked up on their end, and then we just get more and more frustrated! This should help people get a better understanding of working out your life and work life so that they both can balance. Everyones situation is different but itll all come together if you prioritize your life balance. Many people are able to accommodate work and home. You can solve your work life problem if your home life is up to par. Pat Katepoo, Founder, WorkOptions.com http://www.womensconference.org/a-flexible-work-life/ Year Published: 2008 Melanie Hawks is the Learning and Development Coordinator at the J. Willard Marriott Library, University of Utah.

own ethic :: essays research papers

I'd never really thought of placing my own ethics in this site but as several people have asked to this list, I thought "Well, why not?" I began like most people, with a basic concept of being honest, and over the years added to this 'code of ethics' and refined it to what it is right now. Often I have found myself doing things just because I "have always done it this way", not thinking to mention it as part of my ethics when speaking on the subject. And then their are times when I look this over and have a new thought to add to the list. So this was an interesting topic to work on, when I had to actually write such things down in detail. So if you are like me, a long time practitioner, try it... write down your code of ethics. You may find there is more to them than you ever realized. Enjoy! -------------------------------------------------------------------------------- Before each and every Reading I might do, no matter how quickly they come, I will make sure my space has been cleared and re-dedicated... sacred. I will view each Querent as an individual and owed an individual Reading and response, based on that special individuality of theirs. I will not use canned, routine responses repeated by rote. Before starting a Reading, I will make sure the Querent understands fully what I can offer them in the way of service, the fee, and answer any questions they have. ..... Because of my own special circumstances, I will make sure the Querent knows they have 10 days to be satisfied with their Reading, before they need to pay me, and if not satisfied, no payment is required. However, no further Readings will be done for this Querent, either. I will be clear that a Tarot Reading is not meant to replace the Querent’s own good judgement and common sense! I will be clear that Tarot is not ...fortune telling... that I can interpret probabilities, but that the future is a fluid thing and constantly changing. Even by having a Reading done for themselves, the Querent has changed the future to some extent and can willfully change it even more, if they so desire. I will be totally honest with the Querent, without being brutally honest. I will do my best to be tactful, understanding, compassionate, and kind. I will end all Readings, even not so nice ones, on a positive note.

Academic Life Essay

New generation of students in university may change their major. When university starts a student is asked to succeed a certain type of courses or requirements to graduate. There is no dead line to take a new path. Thus, it can happen that suddenly for some reasons students change their major ; namely, due to the will of some parents, the student not having passing grades, and the student changing his mind. The first reason that leads a student to change his major may come from his parents. Sometimes children don’t have the choice to follow their own studies. They have to execute whatever their parents want. In this case, nothing is expecting from the child beyond to obey. When students are pushed like this, it mostly happens when a member of the family has previously succeeded well. The child is placed in a position where he has to walk behind the one who was successful. Therefore, whatever the major the student has decided to take, the final decision belongs to the parents. The second cause is failing in class. Many students are not taking their academic life seriously enough to get passing grades. This situation shed light on the fact that there is no choice other than withdrawal the course and look for a new area where the student will feel more comfortable. Many reasons can be found for the failure of students ; however, their own responsibility was engaged when they have decided to pick those majors. As serious students, they should be aware of their behavior during the whole studies period. Accordingly to the cause of this paragraph, students may have no other solution than changing their way. See more: Old Age Problem essay The last and main cause that pushes a student to change his major is the changing of mind. University starts very early in a student’s life, so for this reason it can happen that his first choice of major was wrong. As a result, he can choose to change it by simply switching to another major and complete his studies. In this case, it is very important for the student to follow exactly the type of studies that suit him the best for his own success. For example, a student who applied for the Law course suddenly realizes that it doesn’t concur with his skills. The only escape is to find something more suitable. In other words, the choice of major is not permanent. Hopefully, every student can move to a new major without  complications. It should be clear that even if it is an easy thing to do, it has to be taken with precaution because changing major imply a new education. It has many positives effects but it should remains in coherence with the studies of the student. S omehow, when it is easy for students, the good grades will follow.

The 49 Techniques from Teach Like a Champion

The 49 Techniques first came to our attention in a March 7, 2010 article in the New York Times Magazine entitled Can Good Teaching Be Learned? The story focused on the book Teach Like a Champion by Doug Lemov. Having taught with mixed success in inner-city Philadelphia, some of us recognized the efficacy of the techniques, even in tough to handle classrooms. This article brings links to some of the blogs we found useful regarding this topic. Setting High Academic Expectations Technique One: No Opt Out. Teachers with high expectations dont accept I dont know, but expect students to be engaged and give it a shot.Technique Two: Right is Right. This technique accepts no half-answers but asks for complete and correct answers to questions.Technique Three: Stretch It. This technique pushes a teacher to take correct answers and ask students to add depth or nuance to their answers.Technique Four: Format Matters. High expectations also means only accepting students answers in complete sentence with good grammar.Technique Five: No Apologies. Teachers with high expectations dont apologize for what they teach. No more Sorry I have to teach you Shakespeare.Technique 39: Do It Again. Repetition is one way to be sure that students understand what you expect and that it is done to your standards. Planning that Ensures Academic Achievement Technique Six: Begin with the End. This planning technique focuses on the outcome instead of what you want to do during the period.Technique Seven: The Four Ms. The four ms of planning are:ManageableMeasureableMade FirstMost Important.Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.Technique Nine: The Shortest Path. Although teachers are often enamored with clever approaches, Lemov asserts that the shortest path to the objective is the most effective.Technique 10: Double Plan. Double planning involves planning not only what you will do, but also what the students will do during a lesson.Technique 11: Draw the Map. Drawing the map is controlling the environment by wisely grouping students through the seating chart. Structuring and Delivering Your Lessons Technique 12: The Hook. Introducing the lesson with a hook, an activity or item that grabs the attention of your students will help enhance your lesson.Technique 13: Name the steps. Great coaches, like great teachers, break down the tasks into steps.Technique 14: Board Paper. This technique means that students put everything you put on the board on their paper.Technique 15: Circulate. Keep moving! Drawing the map suggests making room between the desks so the teacher moves unhindered.Technique 16: Break it Down. Breaking it down requires the teacher to use the wrong answers and help students discover the correct number.Technique 17: Ratio Part One. This is a complex idea and requires two parts! It involves increasing student participation and limiting teacher talk.Technique 17: Ratio Part Two. More strategies for increasing the time students are involved in discussion.Technique 18: Check for Understanding. This is an on your feet method of data collection, sort of a formative assessm ent on the run.Technique 19: At Bats. Baseball coaches know that the best way to increase effectiveness is to increase the number of times they are at bat.Technique 20: Exit Ticket. An exit ticket is a quick formative assessment of the lesson your students just finished.Technique 21: Take a Stand. This technique encourages students to have opinions and to take stands on those opinions. Engaging Students in your Lesson Technique 22: Cold Calls. Like the sales technique, the teacher asks someone who is unsuspecting for an answer. It avoids opting out, and keeps all your students on their toes.Technique 23: Call and Response. This technique uses a tradition from African American hymnody and creates a way that the whole class can participate in questioningTechnique 24: Pepper. Like a coach lobbing balls to his fielders, a teacher can pepper his or her students with fast-paced questions, which makes it fun and keeps students on their toes.Technique 25: Wait Time. Teachers are too often too impatient, and provide an answer to their own question when no student pops a hand up. On the other hand, teachers also dont give students time to shape a complete, thoughtful response to a question.Technique 26: Everybody Writes. What goes on the board needs to go in the notebooks.Technique 27: Vegas. Nothing like a little glitz to liven up classroom instruction! Creating a Strong Classroom Culture Technique 28: Entry Routine. Having a structured entry routine expedites the beginning of instruction.Technique 29: Do Now. Familiar to elementary teachers and devotees of Harry Wong as bell work, Do Nows are brief academic tasks to review the previous days work or to introduce the days new work.Technique 30: Tight Transitions. Transitions need to be scripted and rehearsed, so little time is wasted between instructional activities.Technique 32: SLANT. SLANT is an acronym for what excellent attention behavior looks like.Technique 33: On Your Mark. Coaches expect athletes to be ready to engage in their sport. In the same way, a teacher shows students what they need to be on their mark.Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom or getting a pencil, can eliminate some of the waste of time that plague instruction.Technique 35: Props. In Teach Like a Champion, parlance, props are fun routines the class does together t o support the success of their peers. Building and Maintaining High Behavioral Expectations Technique 36: 100 Percent. Champion teachers dont create unreasonable behavioral expectations, because their final expectation is that everyone conforms all (100%) of the time.Technique 37: What to Do. Be sure, if you are asking for compliance, that you have been very explicit in explaining what it is you want your students To Do.Technique 38: Strong Voice Part One and Part Two. This technique, strong voice, is one that separates the really effective teacher from the adequate. Its in two parts so you understand its use and how to acquire it. The Blogs below continue the chapter Setting and Maintaining High Behavioral Expectations. Technique 39: Do It Again. This technique is perhaps the only negative consequence that truly works. When students fail to meet your standards, you ask them to Do it again. They model the appropriate behavior but are eager not to have to do it again.Technique 40: Sweat the Details. Building on the broken window theory of policing, Lemov notes that maintaining high standards will have positive effects across the classroom environment.Technique 41: Threshold. This threshold is the one at the door. By meeting and greeting students as they enter you can set the tone for your class.Technique 42: No Warnings. Responding early and proportionately can help you avoid real crises. So rather than giving warning, you mete out consequences when the behavior is still only a minor problem. Building Character and Trust Technique 43 Part 1: Positive Framing. Positive Framing means casting things in a way that is positive and leads to appropriate behavior. This blog starts with three strategies to help you frame it positively.Technique 43 Part 2. Three more strategies for framing classroom experiences positively.Technique 44: Precise Praise. Rather than cheap praise, precise praise is valued by students because it describes what it is you are pleased with.Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers can be both at the same time.Technique 46: The J Factor. The J in J factor stands for Joy. This technique offers ideas to help your students experience the Joy!Technique 47: Emotional Constancy. An effective teacher keeps his or her emotions in check and doesnt make it all about him or herself. Make your good moods about good performance, not about pleasing you.Technique 48: Explain Everything. Be sure your students understand why you do what yo u do, as the why is an important part of instruction.Technique 49: Normalize Error. If students understand that errors are not the end of the world but an opportunity to learn, they will be more willing to take risks and more likely to learn. Teach Like a Champion is an excellent resource for teaching, especially for middle school and high school students. Besides the 49 techniques, it includes recommendations for improving instructional delivery. The book also includes video demonstrations of the techniques which make it well worth investing in the book.