How to Deal With Discipline Problems in the Classroom

Discipline problems challenge most new teachers and even some veteran educators. Good  classroom management combined with an effective discipline plan helps keep bad behavior to a minimum so the entire class can focus on learning. Classroom rules  must be easy to understand and manageable. Make sure that you dont have such a large number of rules that your students cant consistently follow them. Set an Example Discipline starts with you. Begin each class period with a positive attitude and high expectations. Itll help create a positive learning environment. If you expect your students to misbehave, they probably will. Come to class prepared with lessons for the day. Reduce downtime  for students to help maintain order. Work on making transitions between lessons smooth. For example, as you move from whole-group discussion to independent work, try to minimize the disruption to the class. Have your papers ready to go or your assignment was written on the board so you can move quickly through the process. Many disruptions occur in transitional times during lessons. Be Proactive With Discipline Problems Watch your students as they come into class and look for signs of discord. For example, if you notice a heated discussion before class starts, deal with it then. Give the students a few moments to work things out before you start your lesson. Separate them if necessary and try to gain agreement that during your class period at least, they will drop the issue. Post a discipline plan that you follow consistently to govern student conduct. Depending on the severity of an offense, this should provide a warning or two before formal punishment. Your plan should be easy to follow and cause minimal disruption to your class. For example, first offense: verbal warning; second offense: detention with the teacher; third offense: referral. Use humor when appropriate to diffuse touchy situations. For example, if you tell your students to open their books to page 51, but three students are so busy talking with each other that they do not hear you, resist the urge to yell. Smile, say their  names and ask them calmly to please wait until later to finish their conversation because you would really like to hear how it ends but you have to get this class finished. This should get a few laughs but also get your point across. Be Firm But Fair Consistency and  fairness  are essential for effective classroom management. If you ignore disruptions one day and come down hard on them the next, your students wont take you seriously. You will lose respect and disruptions will probably increase. If you appear unfair in how you enforce the rules, the students will resent you. Address disruptions with in-kind responses. In other words, dont elevate disruptions above their current significance. For example, if two students keep talking in class, dont disrupt your lesson to yell at them. Instead, simply say the students names and issue a verbal warning. You can also try asking one of them a question to bring their focus back to the lesson. If a student becomes verbally confrontational, remain calm and remove them from the situation as quickly as possible. Do not get into yelling matches with your students. And do not bring the rest of the class into the situation by involving them in the disciplinary process. Prioritize Safety When a student becomes visibly agitated, you must maintain a safe environment for the other students. Remain as calm as possible; your demeanor can sometimes diffuse the situation. You should have a plan for dealing with violence that you discussed with students early in the year. You should use the call button for assistance or have a designated student get help from another teacher. Send the other students from the room if it appears they could get hurt. If a fight breaks out in the classroom, follow your schools rules concerning teacher involvement as many administrators want teachers to stay out of fights until help arrives. Keep an anecdotal record of major issues that arise in your class. This might be necessary if you are asked for a history of classroom disruptions or other documentation. Most importantly, let it go at the end of the day. Classroom management and disruption issues should be left at school so you have time to recharge before coming back to another day of teaching.

Alexander the Great Historys Greatest - 1250 Words

I. Introduction Pella, Macedonia was the birthplace of the greatest man in history: Alexander the Great. Greatness was in his blood, fierceness and bold fighting was only a bit of his entity. Alexander also influenced the world. He died young and for a brief period of twelve years of his life were actually spent engaged in performing the work of his life (Abbot, chapter 1). However, his influence was great and seen throughout history around the globe. Alexander the Great was the greatest in history because he conquered the known world, through conquering most of the known world of his time, he became a role model for later leaders, spread the Hellenistic Age which influenced different times afterwards and unified the world allowing ideas to spread around the world which greatly influenced times afterwards. II. Biography 356 BC, Olympias and Philip II were gifted with a son: Alexander. Alexander was raised to be great. At the young age of twelve, Alexander showed great equestrian skills to his father and other onlookers (History of Macedonia). He tamed the wild Bucephalus, a feat no other could achieve. Bucephalus was to the others untamable, and was fabled to eat the flesh of all that tried. Bucephalus would become Alexander’s trusty steed in his future battles till the end. The next year, furthering his greatness, Philip hired Aristotle to teach young Alexander. Alexander started schooling aged thirteen. For three years Aristotle taught young Alexander in rhetoric,Show MoreRelatedWhat Has The History Of Leadership Taught Us?1281 Words   |  6 Pagescharisma to inspire and motivate their followers. However, the results of their vision and the long term impact may be a different story altogether. We have seen great leaders like Nelson Mandela and Martin Luther King Jr that inspired millions of people around the world to stand up for their rights. 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Dioxide film Essay Example For Students

Dioxide film Essay A set of windows are to be etched in a silicon dioxide film of thickness 6000 A. As patterned in the photoresist, the size of the windows is 6 um square. The question states that the etching process is ideal and isotropic, with no overetching or underetching. This implies that the time required to complete the etching process is exactly the time required for the etchant to etch to the interface between the silicon dioxide layer and the substrate. I have also completed this question with the assumption that the etchant is a wet etchant. The slide entitled Isotropic Wet Etching and Feature Size in section 5 of the notes states the time required for a perfect etch using a wet etchant, with no overetching or underetching. This time is given in the following formula: where z is the thickness of the film, r is the etch rate of the etchant and ? is the time required for a perfect etch, with no overetching or underetching. Rearranging this equation to solve for z yields: The slide entitled Isotropic Wet Etching and Feature Size in section 5 of the notes states the amount of undercutting that would occur at the top of the silicon dioxide layer for a perfect etch, with no overetching or underetching. Since the etchant is isotropic, it must etch equally in all directions. Additionally, the etchant is always in contact with the top of the silicon dioxide layer during the etching process. Therefore, it etches horizontally along the top of the silicon dioxide layer for the same amount of time that it etches vertically from the top of the silicon dioxide layer down to the substrate. Therefore, the length of the undercut that is generated at the top of the silicon dioxide layer is simply equal to the etch rate of the etchant multiplied by the time of the etching process. Mathematically, where xundercut is the length of the undercut that is generated at the top of the silicon dioxide layer. The above two equations can be combined to yield: This result indicates that in an ideal etching process using a wet etchant, with no overetching or underetching, the length of the undercut that is generated at the top of the silicon dioxide layer is equal to the thickness of the silicon dioxide layer. According to the question, the silicon dioxide layer has a thickness of 6000 A. Therefore, z = 6000 A. Using the conversion factors 1 A = 10-10 m and 1 um = 10-6 m, z can be converted to um in the following manner: with significant figures applied We have just stated that xundercut must equal z. Therefore, xundercut = 0. 6 um. Since the etchant is isotropic, it must etch equally in all directions. Therefore, each of the original sides of the windows must now be located a distance xundercut away from their initial positions, as defined by the patterning process. Therefore, the total distance between two opposite sides in the expanded window must be equal to with significant figures applied where dsides is the total distance between two opposite sides in the expanded window. Additionally, the corners of the original windows would also have etched isotropically. These corners must link the four original sides of the windows at their new locations. Therefore, after the isotropic etching process, these corners should each be quarter-circles. Since these corners must also have etched a distance xundercut further into the silicon dioxide film, the radius of the quarter-circles must be equal to xundercut. Therefore, the final dimensions of the window, as measured at the top of the oxide layer, after ideal isotropic etching using a wet etchant is complete is represented in the following diagram: b). .u151945dcb5178f1a6443e8b820ea0019 , .u151945dcb5178f1a6443e8b820ea0019 .postImageUrl , .u151945dcb5178f1a6443e8b820ea0019 .centered-text-area { min-height: 80px; position: relative; } .u151945dcb5178f1a6443e8b820ea0019 , .u151945dcb5178f1a6443e8b820ea0019:hover , .u151945dcb5178f1a6443e8b820ea0019:visited , .u151945dcb5178f1a6443e8b820ea0019:active { border:0!important; } .u151945dcb5178f1a6443e8b820ea0019 .clearfix:after { content: ""; display: table; clear: both; } .u151945dcb5178f1a6443e8b820ea0019 { 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; } .u151945dcb5178f1a6443e8b820ea0019:active , .u151945dcb5178f1a6443e8b820ea0019:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u151945dcb5178f1a6443e8b820ea0019 .centered-text-area { width: 100%; position: relative ; } .u151945dcb5178f1a6443e8b820ea0019 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u151945dcb5178f1a6443e8b820ea0019 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u151945dcb5178f1a6443e8b820ea0019 .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; } .u151945dcb5178f1a6443e8b820ea0019:hover .ctaButton { background-color: #34495E!important; } .u151945dcb5178f1a6443e8b820ea0019 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u151945dcb5178f1a6443e8b820ea0019 .u151945dcb5178f1a6443e8b820ea0019-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u151945dcb5178f1a6443e8b820ea0019:after { content: ""; display: block; clear: both; } READ: Ed Wood - A Biopic by Tim Burton EssayThe question states that the etching process is ideal and isotropic, with no overetching or underetching. This implies that the time required to complete the etching process is exactly the time required for the etchant to etch to the interface between the silicon dioxide layer and the substrate. Therefore, the etching process should have ended at the exact moment the etchant touched the oxide-substrate interface. If the etching process ended at the exact moment the etchant touched the oxide-substrate interface, the etchant would simply have reproduced the dimensions of the original windows on the substrate surface. It would not have had any additional time to expand these dimensions. This implies that the dimensions of the windows at the oxide-substrate interface should be identical to the dimensions of the original windows. In other words, the dimensions of the windows at the oxide-substrate interface should simply be 6 um square. Therefore, the final dimensions of the window, as measured at oxide-substrate interface, after ideal isotropic etching using a wet etchant is complete is represented in the following diagram: c). I have completed this question with the assumption that the average slope of the window edge can be determined by drawing a line connecting the window edge at the top of the silicon dioxide film to the window edge at the oxide-substrate interface. The slope of this connecting line can then be determined and treated as the average slope at the window edge. I have also made the simplifying assumption that I can disregard the quarter-circular corners of the window at the top of the silicon dioxide layer when determining the slope. Using this assumption, I need only to connect a point on a straight edge of the window at the top of the silicon dioxide layer to a point on a straight edge of the window at the oxide-substrate interface. I can then take the slope of this connecting line. Consider the diagram below of the cross-section of the two windows one at the top of the silicon-dioxide film, the other at the bottom of the silicon-dioxide film. The diagram focusses on the amount that the window edges have expanded during the etching processes. The variable drun has been introduced in the above diagram to denote the horizontal component of the slope. The variable drun has been introduced in the above diagram to denote the vertical component of the slope. From the above diagram, it is apparent that drise is equal to the thickness of the film, so drise = 0. 6um. Also from the above diagram, it is apparent that drun is equal to the amount of horizontal etching that was performed at the top of the silicon-dioxide film. Therefore, drun = 0. 6um. From the above diagram, we can see that we can determine the slope of the connecting line in the following manner: with significant figures This slope is equal to the average slope at the window edge. d). I have denoted the total amount of time for which the etching process occurs by the symbol t. Overetching by 30% implies that the etchant is applied for 130% of the time it would take for a perfect etch to clear the entire thickness of the silicon dioxide film. Therefore, t can be expressed in terms of ? , the time required for a perfect etch: with significant figures Any number expressed as a percentage can equivalently be expressed as a decimal. For example, the percentage value 130% can be equivalently expressed as 1.3. We may substitute the decimal value 1. 3 for the percentage value 130% in the above equation: with significant figures The above expression for ? can now be substituted into the above equation to yield: with significant figures Since the etchant is isotropic, it must etch equally in all directions. Additionally, the etchant is always in contact with the top of the silicon dioxide film during the etching process. Therefore, it etches horizontally along the top of the silicon dioxide film for the same amount of time that it etches vertically through the silicon dioxide film. .u789cb75e82b481893a82b9c8b4d74950 , .u789cb75e82b481893a82b9c8b4d74950 .postImageUrl , .u789cb75e82b481893a82b9c8b4d74950 .centered-text-area { min-height: 80px; position: relative; } .u789cb75e82b481893a82b9c8b4d74950 , .u789cb75e82b481893a82b9c8b4d74950:hover , .u789cb75e82b481893a82b9c8b4d74950:visited , .u789cb75e82b481893a82b9c8b4d74950:active { border:0!important; } .u789cb75e82b481893a82b9c8b4d74950 .clearfix:after { content: ""; display: table; clear: both; } .u789cb75e82b481893a82b9c8b4d74950 { 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; } .u789cb75e82b481893a82b9c8b4d74950:active , .u789cb75e82b481893a82b9c8b4d74950:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u789cb75e82b481893a82b9c8b4d74950 .centered-text-area { width: 100%; position: relative ; } .u789cb75e82b481893a82b9c8b4d74950 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u789cb75e82b481893a82b9c8b4d74950 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u789cb75e82b481893a82b9c8b4d74950 .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; } .u789cb75e82b481893a82b9c8b4d74950:hover .ctaButton { background-color: #34495E!important; } .u789cb75e82b481893a82b9c8b4d74950 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u789cb75e82b481893a82b9c8b4d74950 .u789cb75e82b481893a82b9c8b4d74950-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u789cb75e82b481893a82b9c8b4d74950:after { content: ""; display: block; clear: both; } READ: Race and Gender in Molding Female Heroines EssayTherefore, the length of the undercut that is generated at the top of the silicon dioxide film is simply equal to the etch rate of the etchant multiplied by the time of the etching process. Mathematically, where xundercut is the length of the undercut that is generated at the top of the silicon dioxide film. The previous two equations can now be combined to yield: with significant figures This result indicates that in an ideal etching process using a wet etchant, a 30% overetch, the length of the undercut that is generated at the top of the silicon dioxide film is equal to 1.3 times the thickness of the silicon dioxide film. It was shown in question 6-2-a that the silicon dioxide film is 0. 6 um thick. Therefore, z = 0. 6 um. Substituting this value for z into the above formula yields: with significant figures Since the etchant is isotropic, it must etch equally in all directions. Therefore, each of the original sides of the windows must now be located a distance xundercut away from their initial positions, as defined by the patterning process. Therefore, the total distance between two opposite sides in the expanded window must be equal to  with significant figures applied where dsides is the total distance between two opposite sides in the expanded window. This length dsides is equal to the dimension of the expanded window after the etching process is complete. Additionally, the corners of the original windows would also have etched isotropically. These corners must link the four original sides of the windows at their new locations. Therefore, after the isotropic etching process, these corners should each be quarter-circles.

Management of Risk

Question: Discuss about the Management of Risk DHL Express. Answer: Introduction: The current assignment aims to provide a critical demonstration of the risk governance and management in the chosen global logistics organisation, DHL Express. As commented by Baxter et al. (2013), the event manager is responsible for planning and executing global conferences that include greater delegations, events, senior meetings and field visits. Therefore, the focus of the organisation is to manage risk in these areas of work. Understanding of risk governance in DHL Express: DHL Express has well-established risk management system, which has enabled the organisation in identifying the risks at all stages. In this context, Christopher (2016) suggested that effective risk management system helps an organisation in adopting necessary measures for ensuring continual growth. The event manager of DHL Express is responsible for continuous monitoring and analysis of the global security situation. In addition, the personnel is responsible for preparing forecasts and facilitating business activities in places by considering the security risk. DHL Express has formed a global IT security platform to conduct strategic evaluation of the potential security risks in its global supply chain (Dhl.de 2017).It has been observed that DHL Express has adopted a system based on hierarchical reporting to sort out queries and seek approvals. Therefore, it is the duty of the event manager to involve all the managerial levels in the process of risk management. Moreover, the event manager could report event risk before two weeks on an ad hoc basis. Organisational structure of DHL Express: DHL Express has four operating divisions and there are segregated divisional headquarters to control each division. These are further segregated into business activities to meet reporting needs, which are depicted as follows: Mail division: In this division, the organisation delivers global and global parcels, as the organisation is experienced in dialogue marketing, services related to press distribution and other electronic services. In addition, with the introduction of E-post brief product, DHL Express has provided secured and user-identified written communication on internet. Express division: This division of DHL Express is engaged in providing courier mad express services to the business customers in over 220 nations. As a result, it has been the most comprehensive global network in the logistics industry (Franks et al. 2014). Freight and global forwarding division: This division manages the carriage of goods via rail, air, road and sea. In terms of freight operator, it is the best in the world, second best in terms of ocean freight operator and leading overland forward forwarders in EU. Supply chain division: The division of supply chain is the international market leader in contract logistics, which provides warehousing and manages value-added services and transport at all supply chain links for the different industrial customers. In addition, the organisation provides solutions related to corporate information for tailoring the customer needs (Galliers and Leidner 2014). Figure 1: Organisational structure of DHL Express (Source: Dhl.de 2017) Policies and procedures of DHL Express for managing risk: The event manager undertakes the following policies and procedures for managing the risks related to global conferences: Identification and assessment of risk: Before arranging any global conference, the event manager dissects the opportunity and risk situation three months before the conference and documents the deed taken. The event manager then apportions the identified risk to one or more managers assessing and monitoring the risk. After that, the event manager lays down probable procedures to proceed ahead for filing a report. The same procedure is followed in case of opportunity, in which the results are stored in database of the organisation. Aggregation and reporting: After sending the report, the controlling units accumulate the outcomes and review the same for plausibility. In case, there is overlap in financial impact, the same is noted in database. After seeking the approval from departmental head, the outcomes are handed over to the next hierarchy level. The final level is complete at the time corporate controlling reports to the board group on considerable opportunities and risks and their impact on each division (Haimes 2015). Overall strategy: Based on the report obtained, the management of DHL Express selects the methodology to be used for evaluating and reporting on risks and opportunities. In addition, such report contains an additional information source for entire steering of the group. Operational measures: The necessary measures to be applied are ascertained within the individual organisational units. Each unit develops cost-benefit analyses to determine the ways of avoiding or mitigating the risks or transfer the same to other parties. Reasons for involving external stakeholders to the team of the organisation: In the words of Peng, Peng and Chen (2014), the activity of stakeholder engagement is proactive dialogue. In case of DHL Express, this is broad due to large number of suppliers, shareholders, customers, societies, governmental and non-governmental organisations. In addition, the organisation has worked in sensitive areas and it is at the middle of challenging complexities like high-risk operations and considerable consumers of resources. Thus, involving the external stakeholders to the team arranging for conference implies listening to problems, identification of material issues and benchmarking performance in contrast to expectations. In addition, it is possible to accumulate input for organisational activities and priorities and give feedback, which would help in eliminating the conference risks (Pritchard and PMP 2014). Summary/ Recommended methods for engaging stakeholders in risk management: The following methods could be used for involving stakeholders in the risk management process of DHL Express: DHL Express could involve the stakeholders in its risk management for enhancing the understanding of a specific issue by using policy dialogues. With the help of these dialogues, common ground could be framed for future interactions. As a result, it would help the event manager of DHL Express to resolve sharp conflict and opposing opinions and beliefs. DHL Express could use surveys for generating information regarding knowledge, beliefs and opinions of a diverse group of stakeholders. By properly executing this method, DHL Express could ascertain the extent to which different perspectives depict the broader views of the general population. Thus, with the help of external stakeholder engagement, the event manager would be able to mitigate the security risk associated with global conferences through field visits and meetings. References: Baxter, R., Bedard, J.C., Hoitash, R. and Yezegel, A., 2013. Enterprise risk management program quality: Determinants, value relevance, and the financial crisis.Contemporary Accounting Research,30(4), pp.1264-1295. Christopher, M., 2016.Logistics supply chain management. Pearson UK. Dhl.de. (2017).DHL. [online] Available at: https://www.dhl.de/en.html [Accessed 11 Feb. 2017]. Franks, D.M., Davis, R., Bebbington, A.J., Ali, S.H., Kemp, D. and Scurrah, M., 2014. Conflict translates environmental and social risk into business costs.Proceedings of the National Academy of Sciences,111(21), pp.7576-7581. Galliers, R.D. and Leidner, D.E., 2014.Strategic information management: challenges and strategies in managing information systems. Routledge. Haimes, Y.Y., 2015.Risk modeling, assessment, and management. John Wiley Sons. Peng, M., Peng, Y. and Chen, H., 2014. Post-seismic supply chain risk management: A system dynamics disruption analysis approach for inventory and logistics planning.Computers Operations Research,42, pp.14-24. Pritchard, C.L. and PMP, P.R., 2014.Risk management: concepts and guidance. CRC Press.