Social Media Overview

Social Media Overview Social media has become an important tool in the current society. They provide means through which people can share information in a societal set up with the help of internet connection using such devices as phones and computers. Facebook, YouTube and Tweeter are the three most common types of social media.Advertising We will write a custom essay sample on Social Media Overview specifically for you for only $16.05 $11/page Learn More Facebook has attracted massive number of people from all corners of the world. With the increased sophistication in the field of technology, most phones became internet enabled just to allow users to access Facebook. Personal computers also became cheaper. Other social media such of YouTube and Tweeter also became common and very popular. Facebook has the highest number of subscribers of all the social networks. According to Mandiberg (2012), Facebook has attracted massive number of youths, especially given the fact that it allo ws an individual to reach out for friends or family members whose contacts could have disappeared. Facebook is estimated to have a fan base of about one billion people. To be a member, an individual will have to sign up for an account. In most of the cases, one would sign up using the e-mail address. Once an individual has an account, he will need to invite friends who already have accounts with Facebook. This results into a community where information can be shared. A user will have a ‘wall’ in the Facebook. In this wall, an individual can post information that will reach all the confirmed friends. These friends can comment on the communication made by the individual. This media allows users to send and receive messages from ‘friends’ using a specified number of characters. The fact that an individual can chat with two or more friends simultaneously has made it very popular. An individual can also send a message to the intended recipient if the recipient i s not online. Tweeter is another social media that has gained fame in the last half a decade. Just like Facebook, for one to be on Tweeter, he or she will need to sign up. The individual will need to create an account with Tweeter using his or her identifications. After signing up for an account (always starting with @), the individual can invite friends. One can then be free to start tweeting with friends on this site. The messages sent through this site are called tweets. Just like in Facebook, one can only share message on Tweeter with another individual who has a tweeter account. It will therefore, require an individual to have a number of friends signed up on this account in order to make communication possible.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More YouTube is another very popular social media both to firms and general public. Like Facebook, YouTube allows users t o share information online. The main difference between Facebook and YouTube is that through YouTube, an individual can share heavy graphics such as a video (Sterne, 2010). Facebook and Tweeter cannot support audiovisuals. However, YouTube offers its users ability to share or watch video or songs online. YouTube is a little different from both Tweeter and Facebook in its usage. Although one may use YouTube to share a text message, it is always more appropriate for audio visuals. For an individual to share a video through YouTube there will be need for the individual to sign up for an account with YouTube. This is mostly done using the Gmail address. However, once an individual posts a piece of information, it can be accessed by anyone online, including those without an account. If the video is intended for a specific individual, then the recipients will also need to have a YouTube account to receive the specific video. Advantages and Disadvantages of Social Media Advantages of Socia l Media The following are some of the advantages of social media. Facebook and Tweeter allow users to share information in form of texts. Through Facebook and Tweeter, one can trace an individual whose contact one had lost. YouTube allows t one to access a video or any information on YouTube without having an account with it. In various countries around the world, YouTube is growing in popularity and this increases the volume of information to be shared. It is advantageous to companies because they can develop television commercials showing the beauty of their products to attract customers as is the case with Coca Cola and Apple. To the youth, YouTube is one of the best sites for entertainment. Disadvantages of Social Media Social media are addictive and can prevent one from performing critical duties in life. The site can be use to defame an individual or a firm, as was the case with Domino’s Pizza. Some of the information on the social sites is corruptive, especially to the minds of youths and children. The Effect of a Person Knowing Advantages and Disadvantages of Social Media It is always important for an individual to know the consequences of an item he or she uses. When an individual knows the advantages and disadvantages of the social media, the main reaction will be discretion. An individual will be discrete with the information he or she releases to the social media because it can easily leak to the public and damage his or her image. References Mandiberg, M. (2012). The social media reader. New York: New York University Press. Sterne, J. (2010). Social media metrics: How to measure and optimize your marketing investment. Hoboken: John Wiley.Advertising We will write a custom essay sample on Social Media Overview specifically for you for only $16.05 $11/page Learn More

The Best of Tsunami-Resistant Building

The Best of Tsunami-Resistant Building Architects and engineers can design buildings that will stand tall during even the most violent earthquakes. However, a tsunami (pronounced soo-NAH-mee), which is caused by an earthquake, has the power to wash away entire villages. Tragically, no building is tsunami-proof, but some buildings can be designed to resist forceful waves. The challenge of the architect is to design for the event AND design for beauty - the same challenge faced in safe room design. Understanding Tsunamis Tsunamis are usually generated by powerful earthquakes underneath large bodies of water. The seismic event creates a wave that is more complex than when the wind simply blows the waters surface. The wave can travel hundreds of miles an hour until it reaches shallow water and a shoreline. The Japanese word for harbor is tsu and nami means wave. Because Japan is heavily populated, surrounded by water, and in an area of great seismic activity, tsunamis are often associated with this Asian country. They occur, however, all over the world. Historically tsunamis in the United States are most prevalent on the West coast, including California, Oregon, Washington, Alaska and, of course, Hawaii. A tsunami wave will behave differently depending on the underwater terrain surrounding the shoreline (i.e., how deep or shallow the water is from the shoreline). Sometimes the wave will be like a tidal bore or surge, and some tsunamis dont crash onto the shoreline at all like a more familiar, wind-driven wave. Instead, the water level may rise very, very quickly in what is called a wave runup, as if the tide has come in all at once - like a 100 foot high tide surge. Tsunami flooding may travel inland more than 1000 feet, and the rundown creates continued damage as the water quickly retreats back out to sea.   What Causes the Damage? Structures tend to be destroyed by tsunamis because of five general causes. First is the force of the water and high-velocity water flow. Stationary objects (like houses) in the path of the wave will resist the force, and, depending how the structure is constructed, the water will go through or around it. Second, the tidal wave will be dirty, and the impact of debris carried by the forceful water may be what destroys a wall, roof, or piling. Third, this floating debris can be on fire, which is then spread among combustible materials. Fourth, the tsunami rushing onto land and then retreating back to the sea creates unexpected erosion and scour of foundations. Whereas erosion is the general wearing away of the ground surface, scour is more localized  - the type of wearing away you see around piers and piles as water flows around stationary objects. Both erosion and scour compromise a structures foundation. The fifth cause of damage is from the waves wind forces. Guidelines for Design In general, flood loads can be calculated like for any other building, but the scale of a tsunamis intensity make building more complicated. Tsunami flood velocities are said to be highly complex and site-specific. Because of the unique nature of building a tsunami-resistant structure, FEMA has a special publication called Guidelines for Design of Structures for Vertical Evacuation from Tsunamis. Early warning systems and horizontal evacuation have been the main strategy for many years. The current thinking, however, is to design buildings with vertical evacuation areas: ...a building or earthen mound that has sufficient height to elevate evacuees above the level of tsunami inundation, and is designed and constructed with the strength and resiliency needed to resist the effects of tsunami waves.... Individual homeowners as well as communities may take this approach. Vertical evacuation areas can be part of the design of a multi-story building, or it can be a more modest, stand-alone structure for a single purpose. Existing structures such as well-constructed parking garages could be designated vertical evacuation areas. 8 Strategies for Tsunami-Resistant Construction Shrewd engineering combined with a swift, efficient warning system can save thousands of lives. Engineers and other experts suggest these strategies for tsunami-resistant construction: Build structures with reinforced concrete instead of wood, even though wood construction is more resilient to earthquakes. Reinforced concrete or steel-frame structures are recommended for vertical evacuation structures.Mitigate resistance. Design structures to let the water flow through. Build multi-story structures, with the first floor being open (or on stilts) or breakaway so the major force of water can move through. Rising water will do less damage if it can flow underneath the structure. Architect Daniel A. Nelson and Designs Northwest Architects often use this approach in the residences they build on the Washington Coast. Again, this design is contrary to seismic practices, which makes this recommendation complicated and site specific.Construct deep foundations, braced at the footings. A tsunamis force can turn an otherwise solid, concrete building completely on its side.Design with redundancy, so that the structure can experience partial failure (e.g., a destroyed post) with out progressive collapse. As much as possible, leave vegetation and reefs intact. They wont stop tsunami waves, but they can slow them down.Orient the building at an angle to the shoreline. Walls that directly face the ocean will suffer more damage.Use continuous steel framing strong enough to resist hurricane-force winds.Design structural connectors that can absorb stress. Whats the Cost? FEMA estimates that a tsunami-resistant structure, including seismic-resistant and progressive collapse-resistant design features, would experience about a 10 to 20% order-of-magnitude increase in total construction costs over that required for normal-use buildings. This article briefly describes design tactics used for buildings in tsunami-prone coastlines. For details about these and other construction techniques, explore the primary sources. Sources United States Tsunami Warning System, NOAA / National weather Service, tsunami.gov/Erosion, Scour, and Foundation Design, FEMA, January 2009, PDF at https://www.fema.gov/media-library-data/20130726-1644-20490-8177/757_apd_5_erosionscour.pdfCoastal Construction Manual, Volume II FEMA, 4th edition, August  2011, pp. 8-15, 8-47, PDF at https://www.fema.gov/media-library-data/20130726-1510-20490-1986/fema55_volii_combined_rev.pdfGuidelines for Design of Structures for Vertical Evacuation from Tsunami, 2nd edition, FEMA P646, April 1, 2012, pp. 1, 16, 35, 55, 111, PDF at https://www.fema.gov/media-library-data/1426211456953-f02dffee4679d659f62f414639afa806/FEMAP-646_508.pdf  Tsunami-Proof Building by Danbee Kim, http://web.mit.edu/12.000/www/m2009/teams/2/danbee.htm, 2009 [accessed August 13, 2016]The Tech To Make Buildings Earthquake - and Tsunami - Resistant by Andrew Moseman, Popular Mechanics, March 11, 2011How to Make Buildings Safer in Tsunamis by Rollo Reid, Reid Steel

Growing Trend of Employment-Related Background Essay

Growing Trend of Employment-Related Background - Essay Example Credential fraud consists of an employment candidate falsifying information on the employment application, usually in the form of misrepresented employment history and academics-related credentials. This type of fraud has witnessed the creation of many external agencies which act as third-party investigators and are generally hired as a proactive risk management investment. There is also ample research evidence pointing toward an increased awareness of credential fraud in modern business organizations, promoting human resource officials to promote extensive training to interviewing managers in recognizing potential discrepancies within employment applications. With background checking being established by many organizations in an attempt to combat this fraudulent activity, it is somewhat unexpected that credential fraud continues to rise statistically. This project identifies the potential detriment which is caused by credential fraud, both to the business which experiences increases in similar fraud and to the employee or potential job candidate who knowingly falsifies their credentials. Further, an interview was conducted with the Regional HR Manager at The Home Depot, a major home improvement center with facilities in North America and abroad, to highlight the issues faced by today's human resources departments. Credential fraud is not only a modern problem plaguing businesses, instances of misrepresentation have been experienced since at least the 1970s. Research indicates that fraudulent employment activities involved degree forgery and the use of diploma mills on black markets. These mills offered the creation of official-looking degrees from major universities across the nation, costing, at the time, around $1500.  

Multiculturalism in Human Resource Management Essay

Multiculturalism in Human Resource Management - Essay Example I believe that the essence of diversity, cultural or otherwise, is the co-existence of different attributes within a single social environment. For instance, if there are different cultures involved, but each culture is encountered within the context of its own social milieu, then there is multiculturalism but no diversity, because the employees are not members of a minority culture subjected to a dominant culture. On the other hand, if the variety of cultures were encountered within the United States, then one might say that cultural diversity existed. The essence of â€Å"diversity† is pluralism within a single context, â€Å"diversity in the creation of a common society† (McGraw & Formicola, 2005, p. 14). Therefore, if the multiculturalism involved a multinational hiring individuals of different races or cultures in different overseas subsidiaries only because a particular race or culture is prevalent in that particular host country, then diversity did not exist as p lurality because the cultures were dominant in their own locales. The answer to the third question affirms that diversity and inclusion are important in the business environment, but is not clear on why diversity is important. The example given is that diversity draws world customers closer to the organization rather than alienates them. However, culture-sensitive marketing strategy changes consumer perception of the firm, without necessarily transforming the parent corporation into a diverse and inclusive entity (Van Mesdag, 1999). A devolved management approach that employs cultural adaptation in its marketing efforts does not necessarily result in a diverse work force, although a diverse work force may draw customers of different attributes and backgrounds, within the parent company’s environment, closer to it. Response for the post of Student 2 (Brandon Burton) The post points out an important challenge to diversity, that is, how the ideals and theoretical principles of d iversity are actualized so that one may say, â€Å"Our corporation has achieved diversity†. The difficulty in arriving at a cogent description of diversity is underscored by Brandon’s questions: Is it hiring more minorities? Is it seeking minorities who think differently? While these ambiguities are well illustrated, there appears to be something missing in the definition that is arrived at. Diversity in this post is defined in terms of possessing different ideas, personal as well as business experiences, and culture (in what sense is uncertain – culture related to nationality or ethnicity, or culture related to personal upbringing and orientation?). It appears that this definition defeats the concept behind â€Å"diversity and inclusion† because it ignores the sense behind â€Å"inclusion.† â€Å"It is generally accepted that ‘Inclusion’ means inviting those who have been historically locked out to ‘come in’.† (Asa nte, n.d.). The post is correct in stressing that the person with the right qualifications must be hired, but the implicit premise here is that diversity will compel the business to hire one who is not qualified. Diversity and inclusion are specific in that they are initiatives which aim to set straight the historical prejudices that relegated people of certain races, creeds, cultures, and other attributes to cycles of poverty and exclusion. Diversity is â€Å"a moral imperative to ensure justice and fair treatment of all members of society†¦The comprehensive proactive organization focuses not only on the business case for diversity, but also actively on the social justice case and what is ‘the right thing to do’

International News Coverage of Developing Countries

International News Coverage of Developing Countries International news coverage of the developing world has seen a steady decline over recent years which has recently been reversed due to intervention in developing countries by western governments. The primary example of this has been the Iraq conflict. The medias focus tends to cover traditional realist issues such as the relations between states. Many of the important political and social issues in developing countries do not concern these inter-state relationships and are therefore overlooked. Diplomacy and intervention by western governments in developing countries fits this realist agenda and accounts for the upsurge in interest in developing countries, particularly in Iraq. In contrast, many of the most important issues to developing countries such as poverty, hunger and civil war are marginalised in international news coverage. They exist outside of the traditional realist conception of inter-state relations and do not concern western governments, companies, readers and audienc es directly. They also reflect the inequality of a global capitalist system which keeps the developing world in its unequal position to ensure the prosperity of the developed world. The media is naturally wary about pointing out the horrendous ramifications of this inequality to its readers and viewers. Research conducted by VSO, an organisation which works with many international development charities does not believe that developing countries get the international news coverage they deserve. Its website claims that factual coverage of the developing world is at the lowest level ever recorded It claims that in 2004 BBC1 and ITV1 showed less than twenty hours of factual programming which was filmed in developing countries. It went on to note that international news coverage of all media types was failing to comply with the Communications Act, passed by Parliament in 2003, which required that adequate space be given to international news coverage. Another study by ibt.org suggests that the amount of news stories covering the developing world increased and decreased across most news organisations at the same rates. This led them to the conclusion that news events, rather than editorial policies, primarily determine the amount of foreign news coverage They continued this theme by noting that an increase in news coverage of the developing world after 2003 could be explained by the Iraq conflict and the interest shown in it by the western media. Opinion is therefore divided about the significance of the figures involved in international news coverage of the developing world. The issue is not just about the amount of time and space given to the developing world. The nature of the coverage is also important. The ibt.org study pointed out the significance of the Iraq conflict in increasing news coverage of the developing world. However, this conflict involves governments, troops and companies from the developed world and could be seen as interesting the western media for this reason. The medias interest in the developing world is so high because it temporarily ties in with governments, people and issues which are normally the primary concern of the international media. This questions the nature of events in the developing world which are deemed worthy of attention by the western media. International news coverage can be seen as reporting issues which cover the main concerns of the countries and societies which produce them. Traditional realist international relations theory holds that the primary actors in the international system are states. Relations between states are the most interesting and most significant areas of analysis, and the history of international relations is the history of relations between states. Steven Lamy points out the importance of the structure of the international system and its role as the primary determinant of state behaviour. War and diplomacy (which in the developed world has now largely replaced war) are seen as the most important elements of international relations. News coverage of international issues follows this pattern and focuses on the developing relationships between states. However, many political relations within developing countries do not necessarily follow this realist way of thinking. Many of the important issues within developing countries do not concern relations between states. According to liberal international relations theory, developing countries are beset with issues that do not concern inter-state relations. Poverty, disease, hunger and civil war beset many developing countries and have little to do with relations between states. Developing countries do not have the same history of state relations as developed countries and the issues which concern them and which may be worthy of international news coverage are on a smaller, longer-term scale than the inter-state relations of the developed world. They often do not fit into the perceived pattern of international relations which the western media is primarily concerned with. This fits in with the case of increased media interest in the Iraq conflict. Diplomacy and inter-state war are involved and fit the realist agenda of what is significant in the realm of international relations. The issues at stake concern an international order which developed governments have a clear interest in. The conflict touches the lives of the readers and audiences of the western media, either through the success or failure of their governments, the price of their oil and petrol, or the lives of loved ones fighting or working in Iraq. In contrast the horrendous devastation which the conflict has cause to the Iraqi people is not the main issue reported by the media. International news coverage reports on the developing world but not about it. Its primary concern is the realist actions of developed states and those working for those states. In contrast to the media coverage of a conflict involving developed states in a developing country many of the biggest concerns of developing countries remain unaddressed by the western media. The many civil wars which blight African countries receive little media attention because they do not involve inter-state conflict and because they involve protracted disputes over objectives which do not fit realist principles. Poverty and hunger, some of the biggest issues affecting developing countries do not make for intensive media coverage except in extreme cases. This is partly because they are such an overwhelming part of everyday life in so many parts of the developing world. Caroline Thomas notes how a billion people in the developing world face hunger on a daily basis but the western media has tended to direct attention away from the ever-present unvoiced crises that hunger and poverty represent(and) the focus has been on soft travel and wildlife issues. Recent news coverage on the crisis of poverty in the developing world has focused on diplomacy between western governments. This again reflects the realist tendency to see issues in terms of state relations. The grim reality of how these issues concern the lives of ordinary people in the developing world is overlooked. The political consequences of this poverty are seen in terms of relations between developed governments instead of an analysis of domestic politics in developing countries. This lack of focus on the everyday problems faced by many people in the developing world can also be explained from a Marxist perspective. The developing world is seen as being held in its unequal position by the global capitalist system which works in favour of the developed world. Michael Rush notes that underdevelopment is not a stage on the road to a capitalist society, but a condition or symptom of capitalist domination. Our prosperity is ensured by the poverty of others. From this point of vie w everyone in the developed world is partly responsible for the unequal relationship between the developed and developing worlds. Western readers and viewers may wish to help out particular crises in the developing world with charitable donations but suffer a kind of compassion fatigue (and even guilt) if they are exposed to prolonged exposure to the everyday horrors that many people in the developing world face. In conclusion, the amount of international news coverage of the developing world tends to vary according to events. The media focuses on inter-state diplomacy and conflict, particularly when developed governments and armies are involved. This is well shown in the case of western governments involvement in the Iraq war and the interest shown in it by the western media. In contrast many of the issues which really matter in the developing world such as poverty, disease and civil war go largely unreported in international news coverage. These issues do not fit in with the dominant realist conception of international relations as interactions between states. On top of this these crucial issues can be seen as being caused by the unequal relationship between the developing and developed worlds inherent in the global capitalist system. The developing world deserves, and indeed needs to have these issues addressed if they are to be resolved.

America’s educational system Essay

Introduction As America’s educational system continues to strengthen and develop, a focus on individualized instruction and intervention within the regular education classroom has been brought forth in an attempt to keep struggling students from falling behind. This specific additional instruction and intervention, known as Response to Intervention in most states (RtI), is not only viewed as a push towards the improvement of education for all students, but is also being used as the means by which decisions regarding a student’s special education eligibility is based upon. However, for such a program to ultimately be beneficial, it will be up to the schools to ensure that the education professionals are putting forth significant effort in using the most appropriate type of intervention for that specific student. It will be the RtI team’s duty to define the student’s problem, plan an intervention, implement the intervention, and regularly evaluate the student’s progress (Martinez & Young, 2011, p. 44). Various interventions should be attempted if the scheduled improvement is not initially apparent. Statement of the Problem The groundbreaking passage of the Education for All Handicapped Children Act in 1975, the long overdue act which provided official protection of the rights and individual needs of those with disabilities within the educational system, sparked the remarkable increase of students being quickly diagnosed with a learning disability in whatever subject the specific student was struggling in (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). It was also noted that the majority of this increase in special education was found to be packed with minority students due to the deficient amount of teacher cultural awareness within the classroom. The special education identification method of Response to Intervention came about as education personnel searched for appropriate ways to identify students who genuinely required special education and attempted to remove the subjectivity from the identification process that had caused the previous increase (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). Instead of instinctively assuming that a struggling student has an LD, therefore immediately referring him or her for special education, educators need to attempt to reach this student by using other methods of instruction  that are research-based and proven to be highly-effective. Purpose of the Study This paper is designed to inform the readers about the core principals of Response to Intervention, the roles of school personnel, effective implementation, how educators are reacting to the process, and how RtI is filtering into the behavioral domains of the classroom. Both positive and negative aspects of Response to Intervention will be presented. The research is current and needs to be added to the available body of knowledge. Significance of the Problem Providing quality education to the children of this nation will hopefully always be unquestionably significant to society. The growth and development of society essentially relies on such provision. Considering this reality, the actual effort an educator makes in order to guarantee that each individual child is presented with the opportunity to reach his or her full potential academically will not only affect this individual child’s future, but the future of all of America. With the proper implementation of the Response to Intervention framework within the nation’s educational system, the appropriate exertion of effort from educators can be ensured. Limitations This article’s content was taken from database research using scholarly sources. It was researched and written in a period of 15 weeks with the required minimum of 15 pages but limited to 20. Response to Intervention is the structured process implemented by education personnel in which individualized instruction and intervention is provided for students who are struggling either academically or behaviorally (Martinez & Young, 2011, p.44). RtI’s purpose is also to serve in the early identification and preventative intervention process with hopes of ultimately reducing the amount of inappropriate special education referrals that are issued due to poor instruction. In order to construct a sound Response to Intervention framework within a school, the core principles of RtI need to be efficiently developed. Attention to each of Rudebusch’s principles from The Source for RTI: Response to Intervention will help to  ensure a more successful intervention process and should be used as a guide for educators. These principles include: We can effectively teach all children Intervene early Use a multi-tier model of service delivery Use a problem-solving method to make decisions Use research based, scientifically validated instruction and intervention Monitor student progress to shape instruction Make decisions by using student performance data Use assessment for a variety of purposes (Rudebusch, 2008, p.20). As the general educator develops and constructs his or her own plan within the classroom, it is important that he or she fully understand that effectively teaching all kinds of children is possible. Thanks to No Child Left Behind (2001), teachers are now expected to deliver high-quality instruction to their students at all times as well as be held accountable for their student’s achievement (Osborne & Russo, 2008, p.17). To push for student achievement, and for high-quality instruction to occur, teachers need to implement both explicit and systematic instruction. This explicit instruction is especially important in the beginning stages of the widely-followed model of teaching provided within the Gradual Release of Responsibility Model. Rudebusch states; â€Å"The instructional sequence gradually moves each student from teacher-dependence to learning-independence. The teacher focuses the lesson with explicit instruction, uses guided instruction and student teamwork to practice the skills, and finally, allows students to demonstrate independent mastery of the skill.† Teacher responsibility decreases as student responsibility increases. This process also helps children in developing crucial self-regulated learning skills. Self-regulation can be defined as â€Å"the child’s capacity to plan, guide, and monitor his or her behavior from within and flexibly according to changing circumstances,† (Bramer, 2011, p.41). The development of this proficiency is critical as it will push the child to take control of his or her own learning helping to bring about a sense of independence which is the main focus of the Gradual Release of Responsibility Model. High-quality instruction has been filtered through the  self-regulated learner’s education. The second core principle of RtI provided by Rudebusch establishes the significance of early intervention. As soon as a child reveals any signs or symptoms regarding academic or behavioral difficulties to come, the educator is to intervene in order to attempt to keep the student on a similar pace compared to others in his or her same grade (Rudebusch, 2008, p.22). Students who receive such assistance early have been known to need fewer special education services as well as fewer rehabilitative services throughout the entirety of their education. The U.S. Department of Education states that intervening during preschool years can â€Å"enhance the child’s development, provide support and assistance to the family, and maximize the child’s and family’s benefit to society† (Rudebusch, 2008, p.22). If the child is identified at an early age then there is a greater possibility that they will benefit from the intervention strategies that are designed to meet their personal needs. Early intervention is also supported legislatively as the Individuals with Disabilities Education Improvement Act (IDEA) addresses the guidelines. Part C of IDEA â€Å"addresses services for children from birth to age 3 and their families, and section 619 of Part B†¦covers services for children ages 3 to 5,† (Bruder, 2010, p.339). Using a multi-tier model of service delivery allows struggling students to be provided with increasing levels of support in regards to their specific areas of difficulty. Each level varies in time consumption, intensity, and the amount of students receiving intervention. Whether they are receiving intervention in small structured groups using specific organized programs, or more intensive, individualized intervention that is provided for longer periods of time, this model of service delivery has been constructed to ultimately prevent future academic and/or behavioral problems, as well as assist in identifying students who actually posses specific learning disabilities (Rudebusch, 2008, p.23). RtI models are typically created with at least three tiers. From the description provided by Amy Detgen, Mika Yamashita, Brittany Davis, and Sara Wraight, in State Policies and Procedures on Response to Intervention in the Midwest Region, we are provided with a brief description and purpose of e ach tier: Tier 1:  Evidence-based instruction provided to all students in the general education classroom. Student progress is continually monitored. Tier 2: Small-group supplemental instruction provided to students who fail to make adequate progress in the general classroom. Programs and strategies are designed to supplement tier 1 instruction. Tier 3: Specialized and individualized instruction provided to students who are not responding to tier 2 interventions. Throughout each of these tiers, the progress of each individual student is monitored as data is collected and evaluated. This process is completed in order to ensure that the constructed intervention is proving to be effective for the targeted student. If the student continues to underachieve and show no progress, despite the various â€Å"high-quality instruction and targeted interventions† that have been provided, than this student may possess a specific learning disability (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 18). All remaining RtI related decisions have been left up to the schools, such as â€Å"†¦how many tiers are needed; movement from one tier to the next and duration, frequency, and timing of the interventions; and how screening for secondary intervention should occur†¦Ã¢â‚¬  (Brady, Bucholz, Duffy, Goodman, & Hazelkorn, 2011, p. 19). Rudebusch’s fourth RtI core principle consists of using an appropriate problem-solving method when making decisions within this multi-tiered model. This will aid in determining the specific student’s needs, as well as continue to develop and help evaluate student responsiveness to the actual intervention being provided. An efficient problem-solving process that should be used within the RtI framework should involve a variety of professionals’ skills and opinions in order to create the most appropriate intervention for the child in question. This process should involve: using measurable terms when defining the problem; effectively analyzing the problem and its variables; constructing a plan that will appropriately address the problem; putting the plan into action; evaluating the ultimate effectiveness of the plan (Rudebusch, 2008, p.24). Such a problem-solving process will contribute to the validity of a child’s individual plan as each step will help to ensure that appropriate decisions  are being made. Being able to effectively and efficiently solve RtI problems when they arise is of great importance as the child’s first constructed plan will not always be successful. In order for Response to Intervention to bring forth the amount of efficiency that it is capable of, it is essential that educators use â€Å"research-based, scientifically validated instruction and intervention† (Rudebusch, 2008, p.24). In No Child Left Behind (2001), scientifically-based researched is defined as â€Å"†¦research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs† (Zucker, 2004). Using this type of instruction for your students will be critical for their ultimate academic success. Another important quality to the highly-effective teacher’s style of instruction is differentiation. As the student population continues to expand and diversify, and as it is now known that not all students learn in the same manner or are at the same level in regards to their intelligence, differentiated instruction is crucial so that all types of lear ners can be met. Joan Van Bramer (2011) declares in Teacher Talk and Assistance and Self-Regulated Learning within the Context of RtI and Explicit and Systematic Teaching, that, â€Å"In differentiated classrooms, teachers begin where students are, not the front of the curriculum guide†¦In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one’s student’s road map for learning is identical to anyone else’s†¦Differentiated classrooms feel right to students who learn in different ways and at different rates and who bring to school different talents and interests†¦Differentiated instruction is the heart and soul of Tier 1, a teaching model necessitated by the wide reading range represented in each classroom.† Providing research-based instruction as well as differentiation on all three tiers can set in motion positive progress from each and every student. In the sixth, seventh, and eighth RtI core principles, Rudebusch highlights the importance of monitoring student progress in order to effectively shape instruction. Decisions made should be based on the student performance data that has been consistently collected from this progress monitoring. Rudebusch also stresses the usefulness of  assessments when checking progress. This progress-monitoring is the most suitable way in which an educator can determine whether or not the specific intervention being provided to the child is actually effective. By monitoring student progress, educators can understand and genuinely witness which types of instruction the child has positively responded to as improvement in their targeted area has been documented. This monitoring can also point out ineffective instruction as a child’s lack of improvement would be noticed. This is equally important as unproductive intervention should be put to an end or altered in a way which will hopefully meet the student’s previously denied needs. Using the collected performance data to identify the most appropriate methods of intervention, as well as using a variety of specialized judgment from the professionals involved, and using â€Å"scientifically validated evidence and information about a student,† are the foundations of the previously mentioned RtI problem-solving process (Rudebusch, 2008, p.25). To continue making the most efficient decisions in regards to student academic and behavioral intervention needs, the schools systems need to: continually collect student data; be able to pull valuable information from the data concerning student needs; use this data to â€Å"make informed instructional decisions at every level of the RtI framework,† (Rudebusch, 2008, p.25). Determining student needs from the data collected from progress monitoring is a reliable way to ensure that the selected intervention for said child is actually helping the child to improve in their targeted area of struggle. Using assessments within this progress monitoring is also another effective way to measure improvement. Assessments are also initially used to screen those children who are believed to not be making appropriate academic or behavior progress before intervention has even begun. Effective implementation of the Response to Intervention program within schools is key if success is to be witnessed among those struggling students who are participating within the program. In order for effective implementation to occur, the foundation of the RtI framework needs to not  only be based upon its eight core principles, but also needs the appropriate amount of dedication and commitment from the school personnel who are involved in the process. There are seven essential skills and competencies identified by Rita Bean and Jennifer Lillenstein in Response to Intervention and the Changing Roles of Schoolwide Personnel that education related professionals need to possess to help ensure the success of RtI within the schools. These seven proficiencies are: in-depth knowledge of literacy development and instruction; an understanding of how to collect and interpret data for instructional decision making; being able to differentiate one’s instruction; a willingness to collaborate and work successfully with others; a commitment to Lifelong Learning; possessing leadership skills; a facility to work with technology (Bean & Lellenstein, 2012, p.493-497). With the workings of RtI within the schools, it is now being found important for all school personnel to understand the â€Å"components of reading acquisition† and to be able to effectively provide evidence-based literacy instruction (Bean & Lellenstein, 2012, p.494). Principals viewed this knowledge as a way to better understand their educator’s struggles and concerns, while specialized personnel, such as special educators and psychologists, who formally did not need to possess such knowledge, now find the understanding of the literacy curriculum to be of great significance. All RtI school personnel involved and knowledgeable in reading and literacy education have a better chance of helping those students who are struggling with language arts eventually reach their full potential. As well as understanding the importance of effective literacy instruction, school personnel also need to be able to collect, interpret, and use the data they pull together from monitoring student progress to construct further instruction and intervention. Teachers need to understand that certain assessments might not be the most appropriate choice for one child while it could be the most effective for another. A wide variety of ways to assess students needs to be used, such as teacher observations and collaboration, rubrics, and student work samples, in order to truly grasp  what the student is struggling with. â€Å"To use data effectively, there is a need for shared expertise, with reading specialists, principals, and psychologists offering their expertise in psychometrics, instruction, and so on,† (Bean & Lellenstein, 2012, p.495). With school personnel interpreting data effectively and using such information to construct the most appropriate instruction and intervention for the targeted student, the likelihood that the student will benefit from the RtI process is much greater. The ability to differentiate instruction, as mentioned previously, is extremely significant to the implementation of RtI, and yet is one of the most difficult factors to achieve. However, successful differentiation is possible when educators take the time to seek out the most effective way to reach the child, understanding that all children learn differently. The support of differentiated instruction can be carried out by principals who help to develop staff schedules that will ultimately increase the availability and numbers of personnel available to aid in the classroom. These professionals can include special educators, reading specialists, or English language learning teachers. Using such professionals within the RtI process will only benefit those struggling students and help to differentiate the kind of instruction they will receive. This will aid in discovering the best way to reach each child academically. Another important ability school personnel needs to posses in order to carry out RtI effectively is the ability to collaborate positively with one another. Being able to work with others toward a common goal is extremely important, and regardless of the situation, this common goal should always be to discover the most efficient way to educate the child in question. Jennifer Lillenstein and Rita Bean (2012) state, in regards to collaboration within the classroom, that â€Å"there was consensus that to collaborate effectively, there must be a sharing of and value for diverse perspectives and preparation to attain the larger goal of enhanced instructional decision making and improved student outcomes.† By effectively working with one another in an attempt to make the best decisions in regards to what the targeted student needs, the educators establish joint responsibility for the  student. From this joint responsibility, the educators will be able to discuss the student’s strengths and weaknesses when making decisions concerning instruction (Bean & Lillenstein, 2012, p.495). Efficient collaboration between those who are a part of the RtI process is critical if what is best for the targeted student is truly in question. This consistent collaboration also provides opportunities for education professionals to learn from one another as they maintain and inspire their commitment to lifelong learning. Educators can always learn from the strategies, thought processes, and experiences of their co-workers. The final two skills and/or competencies mentioned by Rita Bean and Jennifer Lillenstein (2012) are leadership qualities and competency within the field of educational technology. Leadership qualities can involve a variety of skills, such as interpersonal skills, communication skills (such as assertive communication), skills related to the principle of trust, and skills involving active listening and problem solving. Other important aspects of leadership qualities an educational professional should possess include being able to successfully collaborate with a team, and leading and participating in conversations with individuals or groups concerning pressing matters. During these times of discussion, a leader should be able to not only provide positive feedback to his or her fellow co-workers, but must also be able to provide critical feedback if necessary. When critical feedback is taking place, a leader needs to treat his or her other co-workers with respect, be able to back up his or her claims with data and evidence, and should always keep the student’s best interests in mind. In regards to school technology, educators need to possess facility concerning these kinds of classroom advancements. Collecting data, monitoring the process of students, finding ideas for differentiated instruction, and learning more on one’s own are merely a few of the ways technology is now being used in the classroom. The collection, reviewing, and monitoring of student data and performance is critical to the success of their individualized RtI plan (Bean & Lillenstein, 2012, p.496). To find out how schools are implementing the entire Response to Intervention process within the classroom, as well as how educators are responding to the  process, a specific example is provided. In South Eastern Texas, an online survey in both rural and urban schools was completed. In Response to Intervention: How is it Practiced and Perceived?, by Rachel Martinez and Andria Young, the various aspects of RtI, as well as the results of the survey are examined. Ninety-nine educators completed this online survey in rural and urban schools in South Eastern Texas answering questions regarding the RtI process and their opinions about the procedure. The questions related to the RtI initiation practice, documentation of the student’s goals, data collection, intervention procedures, the resulting follow up decision process, and the educators’ overall opinions regarding the entire implementation. In reviewing the results, it was discovered that 87% of the respondents stated that it is the general education teacher who initiates the RtI process for the struggling student (Martinez & Young, 2011, p.47). Seventy seven percent of the respondents indicated that this course of action is most often initiated after a student scores poorly on a school-wide screening test. Now that this student has been identified as one who will participate in the RtI process, an RtI Team is formed. This team usually consists primarily of the general education teacher, special education teacher, administrator, and a reading specialist. Only 34% of the respondents stated that the child’s parent was a part of the team (Martinez & Young, 2011, p.46). In order for a child to be properly monitored, school personnel are to write specific academic goals concerning the student’s targeted areas and the amount of progress he or she is to make before a certain time period. These areas are to be operationally defined so that they can be continually examined (Martinez & Young, 2011, p.47). This is extremely significant to the RtI process as student progress needs to actually be seen in data form in order for the specific intervention to continue. Yet the comments left by the respondents concerning writing these measurable goals indicate that this is an area of weakness for educators and needs improvement. Concerning the follow-up process, results indicate that a follow up meeting was usually held by the RtI Team in order to appropriately monitor a student’s progress.  Seventy six percent of the respondents’ answers points towards the fact that at least half of the time students are making some sort of progress (Martinez & Young, 2011, p.49). Seventy one percent also indicated that students actually met their goals at least half of the time (Martinez & Young, 2011, p.49). If a student does not reach their goals, it is indicated that a new type of intervention is started and if progress is still not made, a special education referral is conducted. Yet the majority of the respondents, 74%, indicated that this eligibility is determined using a combination of RTI results and standardized testing data instead of just relying on RTI data alone (Martinez & Young, 2011, p.49). This specific example has provided evidence of the positive results of RtI and that the greater part of the respondents involved in this study felt that such a process ultimately benefited students. Yet comments concerning how the process is perceived by educators in this area were not all entirely positive. Some educators indicated that the same students who were being put through this process were actually already being provided extra help by their teachers. There was also an overwhelming amount of complaints in regards to the time RtI paperwork and documentation takes (Martinez & Young, 2011, p.50). In Special Education Teacher’s Perceptions and Instructional practices in Response to Intervention Implementation, by Elizabeth Swanson, Michael Solis, Stephen Ciullo, and John W. McKenna, some similar complaints involving RtI are stated. These negative aspects include scheduling challenges—as it is sometimes difficult to set aside a time in which all those who are required in the RtI process are available, the increased amount of paperwork necessary for each student, and the probability that additional staff may be needed. Despite these challenges, teachers find the early intervention opportunities, meeting the unique needs of each student, and the positive collaboration with other staff members to outweigh the previously mentioned negative features. The results of the specific study completed in the South Eastern Texas area indicate that the school personnel are consistently tending to the important components of the RTI process, despite such challenges, as they attempt to help each individual student reach their full potential academically. As Response to Intervention continues to show success in regards to aiding students academically, the use of RtI to help students who struggle with the social, emotional, and behavioral aspects of school is now an option. Since this type of negative behavior can be associated with poor school-related outcomes, the use of RtI behavioral interventions may prevent further dire behavior as well as prevent the need for special education services. A specific example where such intervention took place is provided in Response to Intervention (RtI) in the Social, Emotional, and Behavioral Domains: Current Challenges and Emerging Possibilities, by Elina Saeki, Shane R. Jimerson, James Earhart, Tyler Renshaw, Renee D. Singh, and Kaitlyn Stewert. This study uses RtI as a constructive approach for preventing and remedying emotional, social, and behavioral problems in students. The study took place at a public elementary school in a midsized city in Southern California by a collaborative problem-solving team consisting of the school psychologist, the principal, university faculty supervisors, and school psychologist interns. The participants included 55 third-grade students from three separate classrooms who all participated in Universal Intervention (Tier I). During Tier I, the two school psychologist interns conducted impulse control lessons for the students and administered a specific assessment both before and after the intervention. At the conclusion of Tier 1, the teachers nominated nine students who would possibly benefit from further behavioral intervention within Tier II. One student was chosen from this group by the school psychologist to receive intensive intervention (Tier III) targeted to his specific emotional areas of difficulty (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.48). In regards to the implemented Tier I Universal Intervention, 81% of the students improved their score on the assessment provided. For those receiving intervention at Tier II, four scores increased, one decreased, and two showed no change. The remaining two students were not present for either the pre- or post-assessment (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011, p.50). However it must be stated that in this particular study the type of lessons provided to these children at this level were based on teacher recommendation and not on their actual testing scores. In regards to the child identified for targeted intervention, no pre- or  post-test measures were actually conducted and the school psychologist’s clinical judgment was used. Yet the results were stated to be favorable concerning the child’s progress. Bringing the RtI framework into the area of social, emotional, and behavioral issues among students, instead of only issuing such intervention in regards to their academic insufficiencies, is a way school personnel can provide additional support for those students who are at-risk but are not eligible for special education services. However, it is of great importance that educators use a combination of both quantitative and qualitative data and that the interpretation of both must be objective. In the previous example, teacher input was used as the main source concerning the identification of students who would be receiving Tier II and Tier III intervention (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.50). This specific example of how behavioral issues are being tended to by RtI is shown to have overall positive results. Yet every school who implements such a structure for behavioral purposes must use a multifaceted evaluation process to avoid strong subjectivity in the decision making procedures. The implementation of the Response to Intervention program within classrooms, schools, and the entire educational system can have an overwhelmingly positive effect on those students who are struggling, either academically or behaviorally, when the process is executed in the proper manner. For this to occur, the eight core principles of RtI need to be apparent among educators and flourishing throughout the schools. These core principles include the understanding that all children can be taught effectively, the necessity of early intervention when possible, using a multi-tiered model of service delivery, using an effective problem-solving method to make decisions, using research based, scientifically validated instruction and intervention, monitoring student progress in order to shape instruction, making decisions involving implementation and instruction by using student performance data, and using the appropriate assessments for a variety of purposes when necessary (Rudebusch, 2008, p .20). Each of these Response to Intervention aspects are critical to RtI’s strategic implementation and crucial to the ultimate success of the program. Behind the eight Response to Intervention core principles are the educational  professionals who are following such guidelines and putting them into action. As RtI continues to grow and expand within the educational system, the various roles and tasks of school personnel also continue to develop. There are a mixture of skills and competencies that each educator should possess in order to carry out the RtI core principles effectively. These proficiencies include an in-depth knowledge of literacy development and instruction, an understanding of how to collect and interpret data for instructional decision making, the ability to differentiate one’s instruction, a willingness to collaborate and work successfully with others, a strong commitment to Lifelong Learning, various leadership qualities, and the ability to work with educa tional technology (Bean & Lellenstein, 2012, p.493-497). RtI implementation will have a greater chance of success for its students if the educators involved grew to be knowledgeable and comfortable in each of the previously mentioned areas. A study conducted in South Eastern Texas provided an amount of insight in regards to how schools are implementing the Response to Intervention process. This study also presented the manner in which school personnel responded to the program. RtI initiation within the schools, documentation of student goals, collection of data, intervention procedures, follow up decisions, and the educators’ overall opinion concerning the entire process is reviewed (Martinez & Young, 2011, p.47). Although the study ultimately praises RtI for its effectiveness, complaints regarding the amount of paperwork, time, and documentation procedures were noted. South Eastern Texas is not the only area in which these complaints have been made. Another source complains about the RtI scheduling challenges, the increased amount of paperwork, and the need for additional staff. Negative aspects aside, educators praised the early intervention opportunities, meeting the individual needs of each student, and the overall positive and informative collaboration with other co-workers. Since Response to Intervention has proven effective in aiding its participants academically, the use of RtI within the social and behavioral domains of the classroom is now an option. This behavior-driven intervention is used as a preventative measure as well as a remedy for those students who are already struggling with poor behavior. A study conducted in Southern California used this type of multi-tiered intervention to address some of the behavior issues taking place within the school as well as  appropriately aiding those children who were struggling both emotionally and socially (Saeki, Jimerson, Earhart, Hart, Renshaw, Singh, & Stewart, 2011 p.50 ). Although the results were deemed positive, the subjectivity of the educators in charge was questioned. Objectivity is a must if behavior-driven RtI is to truly address those who require the program. In conclusion, the Response to Intervention process is one that can benefit scores of struggling students if the structured program is adequately conducted by the professionals involved. In order for RtI success to occur, these professionals will need to consistently work together in discovering the most efficient way to sufficiently educate the students in question. Although the appropriate materials, specialists, and other intervention tools can be extremely significant to the RtI process, it is the distinguishing quality of effort that will ultimately hold the entire program together. If educators and other related school personnel do not exert the proper amount of effort in carrying out this process, then Response to Intervention will eventually be deemed worthless. It is up to the ed ucators and school personnel involved in this program to help RtI genuinely reach its valuable potential.

General vs. Specific Topics for a Essay - Overview

General vs. Specific Topics for a Essay - Overview The cost of an essay depends upon the quantity of effort the writer has to exert. It is all about putting into beautiful words, our thoughts and ideas. General ideas usually express the most important point or main notion of a bit of writing. To start with, your key to winning essay is a crystal clear comprehension of what you're likely to handle. Specific objective are usually expressed in regard to the student, and they're unequivocal, meaning that they're expressed clearly and have just one interpretation. You know your general objective is to persuade. General statements are likewise a significant part a conclusion. A particular purpose statement is just one of the initial tools you may utilize to come up with your speech. The content following a sub heading should have a most important element linked to the principal topic plus stick to the excess information meant to provide under that. The topics you'll find here require a distinctive approach as you attempt to think of useful and accurate content. Each sorting option provides a distinctive chance for users to engage with content which other users have authored. Developing a diagram or outline lets you put pen to paper and begin organizing your ideas. There are lots of resources out there which can help you in getting ready for the coding interview. To put it simply, an outline is a succinct review of your work, which highlights its key points. The Key to Successful General vs. Specific Topics for a Essay The above-mentioned topic selection may give you a crystal clear understanding of what things to write about. Clicking on it is going to bring up a list of all of the people tweeting about that topic. When choosing a topic for your essay, you are going to want to make sure that your topic supports the sort of paper you're predicted to write. You limit a topic by finding o.. Following that, you can't locate a best topic. The topic has to be interesting, the topic has to be essential and finally the topic has to be informative. The Hidden Treasure of General vs. Specific Topics for a Essay To defend your subject, you might recall the effect of overloaded schedule on college grades. The very first step is where a lot of students become stuck. Explain why it is you are interested in a specific career. The approaching list of deadlines may appear endless for an ordinary student. By the way, you should be aware that readers expect you to give deductive summaries throughout a document, especially in lengthy documents. If you still doubt whether you are able to deal with this kind of assignment for a definition essay alone, we're delighted to inform you that there's an exemplary solution! At exactly the same time, it's an excellent persuasive essay idea. So, the ideal start would be to interpret this kind of assignment for a definition essay as a way to define and understand its features that have to be preserved. The Little-Known Secrets to General vs. Specific Topics for a Essay Nearly every social networking platform has a search functionality and a type of an alert that delivers first-level social networking analytics. With a social networking content calendar for your company, you're in a place to advance the content which works best for your business to attain its targets and objectives. After you have made a definition of your intended market, you may use quite a few social networking tools to help you connect with them. To maximize your sales potential, you need to concentrate on attracting people in your intended market to your company. The Supreme Approach for General vs. Specific Topics for a Essay Look through actual topics that have an opportunity to hook your readers' interest. When there's only a single opinion about your topic or the great majority of individuals think exactly the same way as you do, there's no use in arguing the problem. You'll tackle distinctive issues and explain different situations as you attempt to locate the perfect answer. It is essential to understand what conversations people are having regarding the topics and issues that could impact your organization. General vs. Specific Topics for a Essay Secrets That No One Else Knows About It's imperative that you learn early on how best to compose effective essays that communicate clearly and accomplish certain objectives. Citations and extracts from several sources have to be formatted properly. Essays enable a writer to come up with and increase his writing skills. The thesis provides you with a guideline about how to go about with writing the essay. In your essay, you should use an argumentative thesis.