animal Inteligence essays

animal Inteligence essays The debate about the intelligence of animals has been one of the most frequently talked about subjects in the study of animal behavior. Are animals intelligent, or are the just doing what their instincts tell them to do. But if an animal only reacts on instinct, how have some animals been able to survive even though their environment has changed. How could these animals survive they are not able to learn from and recognize the changes to their environment. Too me the idea that animals are just mindless robots just doing what their instincts tell them to do is preposterous. Animals have a long history of learning, communication, and other signs of intelligent behavior. Scientist trying to understand their behavior has studied animals around the world. Some scientists have been studying conditioning animals to do certain action and remember long string of characters. Pavlov a behavioral physiologist discovered that when he rang a bell just before feeding his dogs began to salivate and expect food. While most people think of this as just a simple reflex it shows that the animal has linked the two actions. The Skinner box showed the learning capability small animals. It used operant conditioning to teach mice to remember patterns to switches. If a creature can remember and figure out how to activate a switch it clearly shows a capacity for higher thought. If animals only act on instinct what does it due when it encounters an event that it has never come across before. The whole idea of adaptation would not exist. When the first gazelles appeared on earth did they right from the start that know that moving in herds would be their safest option. Highly on likely, it probably took a few gazelles being eaten before the learned that. While I will admit that there is a possibility of this knowledge occurring naturally I still doubt it very much. Did ants suddenly organize the complex socia ...

Free Essays on Neolithic

In some regions, farming arose through native developments, and in others it spread from other areas. It allowed more permanent settlements, the accumulation of surpluses and wealth, much larger and denser populations, the development of more profound status and rank differences within populations, and the rise of specialized crafts. Neolithic tool-making shows a great deal of technological advances from the Mesolithic. Neolithic industries often include blade technologies and a wide range of retouched tools, including endscrapers (narrower scrapers for working hides), backed blades, and a wide range of projectile points. Other technological developments in the Neolithic include grinding stones, such as mortars and pestles, for the processing of cereal foods, the widespread use of pottery for surplus food storage and cooking, the construction of granaries for storage of grains, the use of domesticated plant fibers for textiles, and weaving technology. The domestication of plants and animals led to an astonishing social change during the Neolithic. Some Neolithic graves contain rich stores of goods or exotic materials, revealing differentiations in terms of wealth, rank, or power. In certain areas, especially parts of the Near East and Western Europe, Neolithic peoples erected massive ceremonial complexes, efforts that would have required extensive, dedicated work forces. Large earthworks and giant stone monuments from the Neolithic suggest more highly organized political structures and more complex social organization than among most hunter-gatherer populations. In most cases, men hunted for food, while women would gather it. Women may be the reason why the Neolithic cultures began to farm. It is said that women planted the first seed of Neolithic agriculture. Pottery and textile fabrication were tasks often performed by women. Later, women in Neolithic societies became basic housewives, they would cook, clean, birth a... Free Essays on Neolithic Free Essays on Neolithic In some regions, farming arose through native developments, and in others it spread from other areas. It allowed more permanent settlements, the accumulation of surpluses and wealth, much larger and denser populations, the development of more profound status and rank differences within populations, and the rise of specialized crafts. Neolithic tool-making shows a great deal of technological advances from the Mesolithic. Neolithic industries often include blade technologies and a wide range of retouched tools, including endscrapers (narrower scrapers for working hides), backed blades, and a wide range of projectile points. Other technological developments in the Neolithic include grinding stones, such as mortars and pestles, for the processing of cereal foods, the widespread use of pottery for surplus food storage and cooking, the construction of granaries for storage of grains, the use of domesticated plant fibers for textiles, and weaving technology. The domestication of plants and animals led to an astonishing social change during the Neolithic. Some Neolithic graves contain rich stores of goods or exotic materials, revealing differentiations in terms of wealth, rank, or power. In certain areas, especially parts of the Near East and Western Europe, Neolithic peoples erected massive ceremonial complexes, efforts that would have required extensive, dedicated work forces. Large earthworks and giant stone monuments from the Neolithic suggest more highly organized political structures and more complex social organization than among most hunter-gatherer populations. In most cases, men hunted for food, while women would gather it. Women may be the reason why the Neolithic cultures began to farm. It is said that women planted the first seed of Neolithic agriculture. Pottery and textile fabrication were tasks often performed by women. Later, women in Neolithic societies became basic housewives, they would cook, clean, birth a...

Ratings on Risk Priority Assignment Example | Topics and Well Written Essays - 750 words

Ratings on Risk Priority - Assignment Example Most of the materials to be used were: Pneumatic nailers, Scaffolding, Power hand tools, Cleaning agents, Sandblasters, Hammers, Hoisting equipment and Paint Sprayers. The project entails repairing a 4 story building using the above-mentioned materials. The renovation will see the building have a new look with most of the facilities being modern. The renovation process makes it possible for its users to have access to most of the equipment and services efficiently. Most nailers were found to have hazardous effects mostly on the users. Most of them are connected to a compressed air stream by a long hose, which is a nimble hazard as workers do move and climb up in the construction site. Power hand tools become hazardous if improperly used. There are several power tools based on the source of energy they are used. For instance, it becomes hazardous to use power hand tool while holding the cord or the hose. All equipment should be used appropriately and in a timely manner to avoid such effects. It is the responsibility of the project management team to ensure that the aim of the renovation is achieved in a safe and sound manner.  

Church growth handouts Assignment Example | Topics and Well Written Essays - 1250 words

Church growth handouts - Assignment Example The learning goals aim to achieve a dedicated network of workers, a strong database of qualified resource people and organizations, implementation of training programs, aim to address obstacles to church growth and to research and experiment. The key strategies to achieve these goals include developing high functioning teams, imparting knowledge and developing practical skills, generating opportunities for worship and fellowship, knowledge and skills transfer, the sharing of resources, to be intentional about including the youth, equip bishoprics themselves to encourage the growth of their churches, and to manage resources responsibly. The purpose of the church is to create and develop all-rounded, Holy Spirit filled, and a productive Christian. The Church must be a place where believers share the Lords Supper, to proclaim the gospel of salvation through Jesus Christ, and care for those in need. The church has several roles to play in the society. The church provides the foundation and platform, a point of reference for fellowship. Through the church, the God’s family is devoted. A church is also a place where the Christians can sharpen and instruct each other as well as be kind and loving with each other. In addition, the church acts as a source of resources, organizer and

Contemporary recreation, sports, or tourism legal issue Essay

Contemporary recreation, sports, or tourism legal issue - Essay Example The amount of lawsuit and the diversity of cases in the sports fraternity have been on a surge as more people rely on the courts to solve disputes. The laws have the required expertise to enable the smooth running of the sports. There exists variation as to the way the law is defined, one school of thought hold the view that a law is a congregation of regulations and rules that govern a particular action. Sport law refers to the application of existing laws to recreation and sports. Sports governing bodies operate almost similar to state administrative and federal institution. The governing structures of sports organization are based on the federal laws, regulations and rules. For example, the guideline adopted by the National Football League in the U.S resembles traditional state tort law principles. Thus when a dispute over the interpretation of a regulation or rule arises, lawyers represent the participants and the principal body to resolve the dispute via the administrative structures set up by the sport organization. The Constitution of United States does not guarantee freedom from an invasion of privacy. To justify an action for invasion of privacy, a petitioner must show the cause why the invasion is significant and is in an area for which there is anticipation of privacy (Flannery, 1998 pp 9). In the sports business, such cases are not uncommon especially in drug testing programs. Consider the case involving (Acton v. Vernonia School District 1995); James Acton challenged the drug testing program initiated by Vernonia School District as an invasion of privacy. However the Supreme Court established that school children had a smaller expectation of privacy because athletics subjected one to a need for medical attention, physical examination and a locker room environment. The Court thus upheld the view that drug testing does not constitute an invasion of privacy (Lisa, 2008 pp87). However the Vernonia ruling is not likely to be relevant to collegiate athletes. In the Acton v. Vernonia case, the judge further explained that the high school students had a lower expectation of privacy given their minor age and were under the care of the school in absence of their parents. Given the situation it was the sole responsibility of the teachers to ensure discipline is observed at school. On the other hand, collegiate athletes are considered adults under less supervision from the college and university administration. An example is the U.S Supreme Court decision not to grant a hearing of an appeal of the Supreme Court of Colorado's verdict which found that drug testing program on football players at the Colorado University constituted an invasion of privacy. During the Proceedings, (University of Colorado v. Derdeyn, 1993), the Supreme Court of Colorado ruled that despite the University's concerns in protecting the student's welfare, the argument is not sufficient enough to warrant the intrusion on privacy through random testing for drugs on the players (Lisa, 2008 pp 94). Herbs, (1985) notes that constitutional challenges to drug testing have been unsuccessful in professional sport. For instance, in 1994, the federal district court of Pennsylvania ruled that the National Football League (NFL) drug testing program was not subject to a constitutional challenge because of the absence of state action. The court (NFL v. Long) ruled that neither the commercial association between the Steelers and the City of Pittsburg

Disruptive Behavior in Classroom

Disruptive Behavior in Classroom According to Utley (2002), the statistics of violence and discipline problems in public school showed that aggressive and violent behaviors are increasing among children and youth in schools and that school discipline is critical to the prevention of student behavior problems. Leaders of educational organizations are attempting to solve the problems through research and then implementing various solutions. Disruptive behaviors are occurring more frequently in educational facilities. Disruptive behaviors interrupt classroom instruction which in turn has a significant negative impact on all students. Students with behavioral problems may strain even the most competent classroom teacher. More children from troubled homes are bringing well-developed patterns of antisocial behavior to school. Their disruptive, aggressive, and defiant behavior (a) wastes teaching time, (b) disrupts the learning process of other students, and (c) threatens the safety of others (Walker, Ramsey, Gresham, 20 03). Knowing that students perform better in classrooms that are safe, secure, and orderly is one of the most important concepts teachers learn and strive to maintain Need to add references (Christensen, Marchant, Young, 2004; Horner, Sugai, Lewis-Palmer, Todd, 2001; Utley,Kozleski, Smith, Draper, 2002). However, general education classroom teacher surveys routinely identify discipline as one of the topics considered most important or in need of improvement (Witt, VanDerHeyden Gilberston, 2004). A study indicated that general education teachers reported on average, one in five of their students exhibited disruptive behaviors and one in twenty exhibited aggressive behaviors to the point intervention was necessary (Myers Holland, 2000). Those that are significantly at-risk for school failure are children who exhibit behavior problems at an early age. Disruptive behavior is a student-initiated act that ranges from tardiness to violence. It may consist of behavior that is disrespectful, offensive, or threatening and may present itself physically, verbally, or psychologically. It has a negative impact in any learning environment and interferes with the learning activities of the perpetrator and other students. It must be kept in mind that all disruptions, regardless of perceived seriousness, detract from academic learning time. Even small, annoying problems such as tardiness can create a serious problem for educators and fellow students and must be dealt with promptly (DeFrance, 1997). Numerous labels exist when describing types of behavior children exhibit such as violent, aggressive, oppositional, challenging and disruptive. According to Kaiser and Rasminsky (2003), psychologists often define aggression as behavior that is aimed at harming or injuring others. Each of these behaviors, impact the student, teacher and classroom envi ronment. There are numerous reasons for the negative behaviors that more and more students are exhibiting (Greene, 2001). According to Adelman and Taylor (2002), between 12-22 percent of all children in schools suffer from mental, emotional, or behavioral disorders. Many of these students do not respond to behavior strategies and expectations that work with the other students. Hardman (2003) stated that for most secondary school teachers, maintaining classroom discipline is a daily concern that can be rewarding and also a source of frustration. On a regular basis, teachers and staff members are affected by the extreme challenges that these students create. These extreme challenges include continuously talking out of turn, inattentiveness, fidgety, acts of defiance, noncompliance, and belligerence (Boynton Boynton, 2005). The Association of School Counselors reports that 18% of students have special needs and require extraordinary interventions and treatments that go beyond the typical resou rces available to the classroom (Dunn Baker, 2002). Although classroom teachers may not be in a position to directly service students with these types of needs, teachers must be well-equipped to meet the needs of all students. A number of factors can influence students classroom behaviors, and teachers have to be prepared with methods and models to manage the classroom successfully to ensure an environment conducive to learning. Educators continue to rely on traditional discipline practices that generally involve punishment, especially for the most challenging behaviors. The assumption is that punishment-based discipline implemented in response to rule violations will deter future occurrences and somehow teach and promote more pro-social skills (Sugai Homer, 2002). The zero tolerance approach to discipline has proven ineffective in reducing problem behavior (Skiba, 2002). Zero tolerance policies began being adopted in reaction to an increase in violence in schools as well as society. Schools are in charge of educating students; however, they are constantly suspending students for minor infractions (Cox, 2009). It was reported in 2008 in USA Today, that tens of thousands of students are suspended each year from Maryland schools for minor infractions under the zero tolerance policy. Nine percent of students were suspended with the higher rate being African Americans, special education and boys. There is increased interest in programs designed to decrease problem behavior and behavioral referrals (Tidewell et al., 2003). The Classroom Management Checklists (appendices A, B, C) provides teachers with descriptions of effective models and methods in which teachers can utilize and monitor in their classroom daily. Although the importance of classroom management is widely recognized in research, its definition is elusive (Marzano, 2003). Marzano (2003) defined classroom management as the following: Classroom management is the confluence of teacher actions in four distinct areas: (1) establishing and enforcing rules and procedures, (2) carrying out disciplinary actions, (3) maintaining effective teacher and student relationships, and (4) maintaining an appropriate mental set for management. Only when effective practices in these four areas are employed and working in concert is a classroom effectively managed. (p.18) One analysis of five decades of research on classroom management reviewed some 228 variables influencing student achievement. Nothing, it found, affected student achievement more than skillful classroom management (NEA Today, 2004). In addition, research has shown us that teachers actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, Marzano, Pickering, 2003). Unfortunately, the implementation of positive and proactive behavioral approaches in our public schools is rare (Snell, 2005). Instead schools often rely on less effective reactive and exclusionary approaches that hinder students educational progress (Christle, Jolivette, Nelson, 2007). END OF INTRODUCTION School discipline has always been perceived as essential for the proper functioning of a public school. Expectations are clear that discipline is necessary for students to learn and that educators are expected to establish and maintain well disciplined schools (Covin, 2007). All stakeholders historically have taken pride in maintaining well disciplined schools. The following highlighted are comes from resource saved as disst Resource 2.8.10 According to Sugai (2007), schools are complex environments where skills, knowledge, and practices of a culture are taught, shaped, encouraged, and transmitted. Educators are challenged to provide effective and explicit instruction that maximizes students knowledge of concepts and skills. In the educational environment, students are challenged to remain focused, responsive, and engaged to benefit from instruction. These goals are enriched and complicated by students with diverse learning styles, unique strengths and weaknesses, and defining cultural influences. Additionally, schools, students, and families must adapt to maximize benefits from the school experience. Nevertheless, there continues to be a growing concern about the number of disruptive behaviors and lack of discipline in the educational facility (Covin, 2007). These disruptive behaviors make it more challenging for educators to accomplish goals. Luiselli, Putnam, Handler, and Feinberg (2005) stated, Many students attending public schools exhibit discipline problems such as disruptive classroom behaviors, vandalism, bullying, and violence. . . Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment (p. 183). According to McAdams and Lambie (2003), public schools are facing increasing challenges with regards to the rise in disruptive behaviors amongst children. Curwin and Mendler (1999), includes unclear limits, student boredom, sense of failure and attacks on student dignity, lack of acceptable outlets for feelings and a sense of powerlessness as basic causes of discipline issues. Students at the elementary level are becoming more violent. They are kicking, biting, scratching, and hitting both their classmates and teachers (Toppo, 2003). Many educators are extremely concerned about the danger and disorder in school environments. Unbelievable scenarios of violence in schools have made teachers, administrators, parents, and children aware that violence can happen anywhere in the United States. However, compared to other settings in terms of physically safety, most schools are safe environments (Dwyer, Osher, Hoffman, 2000). Approximately, 3% of teachers and students in urban schools and between 1% and 2% of teachers and students in rural schools are attacked physically or robbed each month (Cotton, 2007). These types of extreme disruptive behaviors in a school setting are an ever-increasing concern (Eber, Sugai, Smith, Scott, 2002). Elementary school principals say theyre seeing more violence and aggression amongst their youngest students, than ever. In Philadelphia, 22 kindergarteners were suspended in the first part of the year (Toppo, 2003). Violence in schools is an urgent problem. In school settings, it is an extension of the violence that occurs among children in communities throughout our Nation. The effects of school violence take a toll on the education of the poor and minorities. On reviewing research on youth violence, some of the risk factors within the school setting were; negative peer influences, low commitment to school, academic failure, and certain school environments/practices, such as undisciplined classes, and lax enforcement of school rules (Rosenberg, 1999). Prior to age 13, children who exhibit violent behaviors are confirmed to be on a path of criminal tendencies and escalating violence throughout childhood (U.S. Surgeon General, 2001, chap.1). It is easier to recognize behaviors, that suggest a child is troubled than to predict that the childs behavior will lead to violence. Theres no single sign or early warning signs that can accurately predict whether a child will be violent or not (Dwyer, Osher, Hoffman, 2000). There are identifiable risk factors in individuals that increase the likelihood for developing problem behavior. Risk factors include poor anger management skills and lack of academic interest (Hunt, Meyers, Davies, Meyers, Grogg, Neel, 2002). Other identifiable risk factors include disruptive classroom behavior, defiance of adults, and poor school readiness (Walker, H., Severson, H., Feil, E., Stiller, B. Golly, A., 1998). According to Porter (2009), some reasons for student discipline problems are boredom, powerlessne ss, unclear limits, lack of acceptable outlets for feelings and attacks on diginity. School violence affects all of society and interferes with the learning process (Taub, 2002). In a Greensboro elementary school, parents are concerned that well-behaved students are having difficult times learning because of the continuous outburst and violent acts in the classroom (Benscoter, 2007). Some students who exhibit aggressive reactions often overreact to even small incidences and have a limited threshold for frustration (McAdams Lambie, 2003). If any of these negative reactions or incidences is repeated over a period of time towards others, it is considered bullying. Bullying behaviors can include physical, verbal, sexual or social ostracism (Boynton Boynton, 2005). Students who exhibit these behaviors are often viewed by educators and parents as unpredictable (McAdams Lambie, 2003). Statistically, children who engage in bullying behavior are more likely to commit crimes as adults (Taub, 2002). There are studies that show that bullies are five times as likely to have serious criminal records by 30 years of age (Boynton Boynton, 2005). If youth violence is not averted, it will be costly to society (Connor, 2002). The longer a child continues to use aggressive behavior, the more difficult it becomes to change his direction (Kaiser Rasminsky, 2003). Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and control in schools (Rose Gallup, 2005). School administrators, parents, community members and policy makers all recognize that the safety of public schools is of the utmost importance (Barnoski, 2001; Snell, 2005). The Juvenile Offenders and Victims: National Report (Synder Sickmund, 2006) describes continuing concerns with violence in schools; even though, there has been some increase in public school safety. The survey reports that there are less severe forms of school violence that is problematic. In a survey conducted in Washington State, teachers indicated that decreasing disruptive behavior was one of the top three priorities at their schools (Barnoski, 2001). Disruptive behaviors were noted as having a significantly negative effect on students learning ability. Some of those behaviors are considered of low-severity. Those behaviors may include noncompliance, classroom disruptions, teasing, theft bullying. Of these behaviors, bullying is the most prevalent (Whitted Dupper, 2005). According to Bowman (2001), 30% o f students reported being bullied, bullying others, or both, in grades 6-10. According to Snell (2005), 29% of schools reported bullying to be a serious problem. Approximately one third of students reported being involved in fights, being victimized by theft, or vandalized while at school (Synder Sickmund, 2006). These disruptive behaviors negatively affect student learning (Barnoski, 2001). As a result, schools establish policies that try to increase discipline and control, often by adopting get tough practices. When the initial policies prove ineffective, schools often respond by getting tougher. That is, they invest in other security and punitive measures that actually have little impact on student behavior (Skiba Peterson, 2000). As administrators seek ways to address behavior problems in their schools, the norm is to be a reactionary approach rather than a proactive approach (Tidewell, Flannery Lewis-Palmer, 2003). The methods used are often a get tough approach to problem behaviors rather than efforts grounded in experimental research (Muscott, Mann, Benjamin, Gately, 2004; Sugai Homer, 2006). Researchers have found that general approaches to disruptive behaviors are often successful and may actually exacerbate these behaviors (Tidwell, et al.). Common solutions to continuous discipline problems such as suspending and expelling students from school do not solve the problem (Muscott, et al.). As previously mentioned, schools are meant to be places that provide students with a safe, secure, and orderly environment. However, school professionals have recently seen as an increase in violent behaviors that have taken place in a setting that was once considered safe (Metzler, Biglan Rusby, 2001). Although behavior issues in the school setting are not a new problem, there has been a plea for more effective discipline procedures especially in the face of recent school violence (Muscott, et al, 2004.). The reform and accountability of schools has added new demands for restructuring systems of discipline as well as restructuring the school day (Frey, Lingo, Nelson, 2008). According to Metzler, et al (2001), the search for plans and procedures to impact increasing behavior problems is not just an issue of safety but is also associated with other issues including school failure and delinquent behavior. In the need to increase student achievement, many administrators, educators, and counselors are spending much of their time and effort addressing students negative or problem behaviors (George, Harrower, Knoster, 2003). A variety of models and approaches have been used in an attempt to decrease discipline referrals due to the complex problems created by students disruptive behavior. The decrease of problem behaviors allows the students quality of life in other areas to increase (Hendley Lock, 2007). Effective behavioral models have included a variety of strategies structured in multilevel process (Muscott, et al., 2004); however, in the last 25 years, many schools have adopted more punitive approaches to violence prevention in public schools. These include the use of metal detectors, video surveillance, searches and zero-tolerance policies (Van Acker, 2007). All 50 states have enacted zero-tolerance legislation that requires suspension or explosion and provides for no administrator discretion in determining appropriate punishment for certain types of infractions (Yell Rozanski, 2000). In some cases students are referred to law enforcement agencies for infractions. These methods are not effective at preventing or reducing disruptive behavior; however, they are associated with student dropouts (Wald Losen, 2003; Yell Rozanski, 2000). The Federal Government included in its Goals 2000: Educate America Act, that by the year 2000, every school will offer a disciplined environment conducive to learning (Marzano, 2003). Teachers have been receiving additional training on how to handle classroom misbehavior (Tuleya, 2002). Having a solid tool (behavior plan) and continuous staff training will be key in averting negative behaviors. Providing these students with the tools to monitor their own feelings may assist in halting some of the explosions before they occur (Smallwood, 2003). According to Gartrell (2004), in appropriate teaching practices, teachers facilitate the development of self-control, social skills, and self-regulation in children by using positive guidance techniques. These activities include modeling and encouraging expected behavior, redirecting children to more acceptable activities, setting clear limits, and intervening to enforce consequences for unacceptable, harmful behavior. In appropriate teaching practices, teachers expectations respect childrens developing capabilities and teachers are patient, realizing that not every minor infraction deserves a response. When dealing with students exhibiting reactive aggressive behavior, adults must be cognizant of the following: relationship building, stimulus control, cognitive restructures, self-control training, and social skill training (McAdams and Lambie, 2003, p. 129) Conroy and Davis (2000) discuss the importance of taking a proactive stance when dealing with inappropriate behaviors. Leadership plays an important role in dealing with students exhibiting explosive behaviors. To increase the likelihood of success, a learning environment has to be created that promotes positive interactions and focuses on teaching the skills necessary to prevent outburst. According to Smallwood (2003), one will significantly increase effectiveness if comprehensive prevention strategies are put in place. An intervention process that emphasizes problem solving, not punishment, and facilitates collaboration between all stakeholders will also increase the likelihood of success. Smallwood (2005) provides the following strategies for averting and/or solving issues. Have teachers introduce expectations at the beginning of the year and regularly incorporate opportunities for learning coping skills into the school day. Give students praise when you see them make a good choice. Model the skills you want the students to learn. Provide teachers and support staff, cafeteria monitors and bus drivers with training. Develop a problem solving team approach with the staff. Designate an office or special place as a time out room for students who need to regain self control. Students should know where the room is and what adult(s) will be there to help them. This is often the counselors office or the administrators office. Build trust with students by being accessible and encouraging. Many teachers turn to the Special Education department because chances are the student will be identified as a Special Needs student and will receive specific services. A specific plan and strategies are developed to help the staff work together for the students benefit (Boynton Boynton, 2005). Prevention and early intervention are key in the process of reducing and ultimately eliminating many of the issues that continually require the attention of the classroom teacher and those that prevent the occurrence of academic and social skills instruction. Early intervention for school violence is favorable because the behaviors are found to increase over time (Stormont, 2002). However, for early intervention to have an impact, we have to provide the at-risk children with environments that both directly teach and actively support adaptive behaviors. Its not the children that we should focus on modifying; it is the environment that needs modification. Effective intervention takes into account child characteristics as well as the characteristics and cultural expectations of the setting in which they live and learn (Hester, Baltodano, Hendrickson, Tonelson, Conroy, Gable, 2004). According to Elliott (2003), many of the school programs geared towards preventing these type behaviors have not been thoroughly evaluated or have been evaluated and found to be ineffective. Less attention has been devoted to assessing social validity of primary prevention efforts such as school-wide positive support plans (Lane, Kalberg, Edwards, 2008). As a result, a review of primary prevention program with a behavioral component was conducted on the elementary level. This review suggested that approximate one-third of the school-wide primary prevention efforts mentioned and reported social validity. Social validity had been assessed using surveys wit h unknown psychometric qualities which makes it unreliable (Lane, Kalberg, Bruhn, Driscoll, Wehby Elliott, 2009). END OF EXAMPLES OF NEGATIVE BEHAVIORS What does the literature indicate as the key elements to include in a successful discipline plan to affect student behavior and achievement? Discipline in the 21st century should be proactive. This type of discipline should not be focused on one punishing behavior. The focus should be prevention of conflicts and disruptions. Students have to be taught responsibility, self-management, problem solving, and decision-making. External control and compliance are not congruent with the 21st century values. Self-control should be the goal of discipline for todays student (McLeod, Fisher Hoover, 2003). According to Hester, et al (2004), to ensure system-wide intervention, changing the structure and culture of the school, the classroom and curriculum of daily instruction in ways that teach, reinforce, and otherwise strengthen appropriate student behavior is necessary. A system-wide change requires that teachers establish nurturing classroom environments that are conducive to learning. The following highlighted are comes from resource saved as disst Resource 2.8.10 In order for schools to achieve effective and explicit instruction that maximizes students knowledge of concepts, skills, and information and ensure students are challenged to remain focused, responsive, and engaged, the following must take place: increase instructional accountability and justification improve the alignment between assessment information and intervention development enhance use of limited resources and time make decisions with accurate and relevant information initiate important instructional decisions earlier and in a more timely manner engage in regular and comprehensive screening for successful and at-risk learners provide effective and relevant support for students who do not respond to core curricula enhance fidelity of instructional implementation (Sugai, 2007). Accomplishing that goal requires integrating social behavioral and academic aspects of group-individual instruction. A successful educational environment is punctuated by clear expectations, high rates of engagement and academic success, high rates of student and teacher praise statements, acknowledgements of appropriate behavior (e.g., verbal and nonverbal positive feedback) and direct systematic instruction that included modeling and role playing activities to replace behavior that disrupts classroom instruction (Hester, et al, 2004). It is evident even in schools, where the most serious offenses have occurred, that there is lack of a proactive plan. A review of information regarding school discipline procedures revealed that of 25 schools, only 2 had a comprehensive and proactive approach to managing student behavior after shooting incidents. The remaining 23 schools had adopted reactive and punitive approaches (Gagnon, Rockwell, Scott, 2008). Schools need something more than a r eactive approach to behavior management (Crone Horner, 2003). The capacity to identify, adopt, and sustain systems that are effective and efficient in meeting the needs of students is what many schools lack. The research showed that, without a successful plan to handle these disruptive behaviors of children, the learning of all children within the environment can be negatively affected. Others affected by these significant disruptive behaviors are school personnel, families and community (Sugai et al., 2000). Thats why its important to have a school-wide, positive, behavior support program. Six thousand schools in 37 states use Positive Behavior Support (PBS) (Danielson, Cobb, Sanchez, Horner, 2007). In Using Staff and Student Time Engaged in Disciplinary Procedures to Evaluate the Impact of School-Wide PBS, Scott Barrett (2004) describe positive behavior support as the application of positive behavioral interventions and systems to achieve social change. Walker, Cheney, Stage and Blum (2005) describe PBS as a 3-tiered model for early intervention with students to prevent school failure due to behavioral difficulties. According to George, et al. (2003), the focal point of PBS is problem behavior prevention using a 3-tiered approach that includes primary, secondary and tertiary prevention. Tier 1 aims at school-wide prevention by setting behavioral expectations, teaching students and reinforcing expectation. Tier 2 is for those students who did not respond favorably to Tier 1 and are at risk of social and behavioral problems. Tier 3 is for extreme nonresponders who continue to struggle. These students require individual interventions (Gagnon, Rockwell, Scott, 2008). The Office of Special Education Programs (2004) recommends that the PBS team include an administrator, teachers from each grade level, support staff and parents. They are responsible for developing school-wide behavioral expectations and plans for teaching and reinforcing appropriate behavior. The PBS team is also instrumental in problem solving and data-based decision making. The teams critical role is to ensure that the program is being implemented and any new information is being delivered to the staff (Netzel Eber, 2003). PBS professional development will help the staff understand the program; therefore, commitment and support will arise. This professional development should take place before staff begins planning (Luiselli et al., 2005; Metzler et al., 2001; Netzel Eber, 2003; Oswald et al., 2005; Scott, 2001). Brainstorming activities such as setting behavioral expectations and planning teaching and reinforcement activities is an approach that helps engage the staff (Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). To increase the likelihood of the plan being followed, ensure that the PBS action plan is one thats agreeable to the staff. Program implementation can be promoted by reinforcement of staff for helping to implement the action plan (Netzel Eber, 2003). According to Scott (2001), in order to be effective, all school personnel must be committed to the program. The effectiveness of PBS has been the focus of research. Evidence shows that PBS is an effective approach to student behavior in regular public schools (Sugai Horner, 2005). Cohn (2001) believed that PBS is an empirically validated, function-based approach to eliminate challenging behaviors and replace them with prosocial skills. The use of PBS decreases the need for more intrusive or aversive intervention (i.e., punishment or suspension) and can lead to both systematic as well as individualized change. According to Hendley and Lock (2007), when schools properly and effectively implement PBS, students benefit by improved academic achievement and increased appropriate behaviors. Horner, Sugai, and Todd (2001) indicated that office referrals for discipline decrease on average 40-60% when schools implement PBS effectively. Students with behavioral concerns receive increased positive support through behavior interventions that focus on the teaching and reinforcement of appropriate behaviors and social skills development and result in the prevention of behaviors of concern. Numerous studies of office discipline referrals and suspension data indicate that PBS is effective in reducing behavior problems (Kartub et al., 2000; Metzler, Biglan, Rusby, Sprague, 2001; Oswald et al., 2005; Scott, 2001; Turnball et al., 2002). These studies also show that PBS reduces the number of students with repeated behavioral incidences not just those with behavioral problems. Scott and Barrett (2004) studied the impact of reduced disciplinary problems on instructional time and found that following PBS implementation, students experienced many hours of instruction. This is a result of less student time spent in exclusionary punishment and less instructional time was spent on behavioral concerns. Horner et al. (2001) stated that the framework of PBS The following is from resource marked red star dated 1/20/10 pg1 Progress has been made in understanding and developing solutions for disruptive behaviors (Burns, 2002). Teaching experience has been found to be helpful, but not always necessary, when relating to teachers and fostering positive school environments (Smith, Crutchfield, Culbreth, 2001). Recognizing the seriousness of behavior in a classroom is an essential part of teaching. Teacher preparation programs should understand the problems confronting teachers with regard

Flame of Hope :: Description Essays

Flame of Hope I was walking along Michigan Ave., in Grant Park, when I saw it across the street. I couldn’t take my eyes off it. It was a sculpture entitled Flame of Hope, by Leonardo Nierman. I know I’ve passed by this sculpture before, but I never really paid any attention to it. I don’t know why, but it caught my eye today. Maybe it was the break in the buildings, or the way the sun was reflecting off of it, but for whatever reason I was fixated. The sculpture is in between three buildings, right next to another sculpture. It seems as though the sculptures were placed there to give the people of Chicago something to look at other than buildings. The sculpture is made of shiny, silver, metal and has a very smooth surface. Because of the time of day and the way the sun has been reflecting off the sculpture, its surface is hot to touch. Some parts are hidden from the sun though, and no matter how hard the sun tries, it will never reach those areas. It’s like an unending game of tag where the sun is always it. Standing next to the sculpture, I’m reminded of how little I actually am. It’s a very humbling experience whenever one realizes how little a person really is when compared to the big picture. For some reason, that’s the feeling I got as I looked up at this shiny piece of metal. The flame is made up of several distorted shapes, both large and small, but in some way, they all fit together, like a j igsaw puzzle. All the shapes are not connected though, and there are places where you can look through and see the sky. It’s as if someone took a picture, and for one brief moment, the sky is frozen in time. There are so many angles and curves to this sculpture. It looks as though it's in continual motion; it intertwines within itself. Depending on where you stand, it can take on different shapes and personalities. From across the street, I could see a dancer. Her arms and legs flailing about to the ever-changing beat of the music that has captured her soul. The beautiful dancer is in continual movement; never stopping for a breath, she just keeps dancing. In between the buildings she moves, allowing anyone who wants to stop, to enjoy the show. Flame of Hope :: Description Essays Flame of Hope I was walking along Michigan Ave., in Grant Park, when I saw it across the street. I couldn’t take my eyes off it. It was a sculpture entitled Flame of Hope, by Leonardo Nierman. I know I’ve passed by this sculpture before, but I never really paid any attention to it. I don’t know why, but it caught my eye today. Maybe it was the break in the buildings, or the way the sun was reflecting off of it, but for whatever reason I was fixated. The sculpture is in between three buildings, right next to another sculpture. It seems as though the sculptures were placed there to give the people of Chicago something to look at other than buildings. The sculpture is made of shiny, silver, metal and has a very smooth surface. Because of the time of day and the way the sun has been reflecting off the sculpture, its surface is hot to touch. Some parts are hidden from the sun though, and no matter how hard the sun tries, it will never reach those areas. It’s like an unending game of tag where the sun is always it. Standing next to the sculpture, I’m reminded of how little I actually am. It’s a very humbling experience whenever one realizes how little a person really is when compared to the big picture. For some reason, that’s the feeling I got as I looked up at this shiny piece of metal. The flame is made up of several distorted shapes, both large and small, but in some way, they all fit together, like a j igsaw puzzle. All the shapes are not connected though, and there are places where you can look through and see the sky. It’s as if someone took a picture, and for one brief moment, the sky is frozen in time. There are so many angles and curves to this sculpture. It looks as though it's in continual motion; it intertwines within itself. Depending on where you stand, it can take on different shapes and personalities. From across the street, I could see a dancer. Her arms and legs flailing about to the ever-changing beat of the music that has captured her soul. The beautiful dancer is in continual movement; never stopping for a breath, she just keeps dancing. In between the buildings she moves, allowing anyone who wants to stop, to enjoy the show.

Phospholipases

A) The hypothesis being tested here is the enhancement in the lipase activity of phospholipase C-?1 via phosphorylation of tyrosine 783.B) To perform the experiment equal concentrations of purified phospholipase-C-?1 were set on incubation with the active kinase domain of FGFR2 and ATP in bovine serum albumin containing buffer. The samples of this reactions were tested for two activities: 1) for lipase activity in the phospholipid vehicles indicated in the figure on left y axis. Secondly the phosphate incorporation in phospholipase-C-?1 was studied, illustrated at right y axis of figure.This was performed to check the phosphorylation of tyrosine and auto inhibition of PLC-? isozymes, 775/783 of PLC-?1 were substitutes at the place of phenylalanine, they could be used individually or together, but in the experiment tyr783 is used individually. Phospholipase activity of resulting mutant after purification was quantified with active domain of FGFR2K (helps in phosphorylation and activation of phospholipase). certain known moles of phosphates were added into purified PLC-?1 in wild type under above mentioned conditions and was observed that phospholipase activity was enhanced 10 times. The mutation of tyr783 completely nullified the kinase stimulated acceleration of phospholipase activity along with reduction in FGFR2K-promoted phosphorylation of PLC-?1. Therefore, phosphorylation of Tyr783 is vital forrelief of auto-inhibition. C) Studies reveal that Tyr-783 was essential for auto inhibition. As discussed above, permanent phosphorylation of tyr-783 will completely nullify the kinase stimulated and FGFR2K stimulated phosphorylation of PLC-?1. lipase activity of PLC-?1 will be enhanced across its limits and over-expression of PLC-?1 can induce malignant transformation. The results could be leading to production of carcinoma cells. It has been found in various studies that activity of PLC-?1 is more in cancerous cells as compared to normal cells. So, permanent phosphorylation tyr783 could be a way leading to malignant cancers.

Abraham Lincoln and the Gettysburg Address

Abraham Lincoln and the Gettysburg Address Abraham Lincoln’s Gettysburg Address is one of the most quoted speeches in American history. The  text is brief, just three paragraphs amounting to less than 300 words. It only took Lincoln a few minutes to read it, but his words resonate to the present day. It’s unclear how much time Lincoln spent writing the speech, but analysis by scholars over the years indicates  that Lincoln used extreme care. It was a heartfelt and precise message he very much wanted to deliver at a moment of national crisis. The dedication of a cemetery at the site of the Civil Wars most pivotal battle was a solemn event. And when Lincoln was invited to speak, he recognized that the moment required him to make a major statement. Lincoln Intended a Major Statement The Battle of Gettysburg had taken place in rural Pennsylvania for the first three days of July in 1863. Thousands of men, both Union and Confederate, had been killed. The magnitude of the battle stunned the nation. As the summer of 1863 turned into fall, the Civil War entered a fairly slow period with no major battles being fought. Lincoln, very concerned that the nation was growing weary of a long and very costly war, was thinking of making a public statement affirming the country’s need to continue fighting. Immediately following the Union victories at Gettysburg and Vicksburg in July, Lincoln had said the occasion called for a speech but he was not yet prepared to give one equal to the occasion. And even before the Battle of Gettysburg, famed newspaper editor, Horace Greeley had written to Lincoln’s secretary John Nicolay in late June 1863 to urge Lincoln to write a letter on the â€Å"causes of the war and the necessary conditions of peace.† Lincoln Accepted an Invitation to Speak at Gettysburg At that time, presidents did not often have the opportunity to give speeches. But the opportunity for Lincoln to express his thoughts on the war appeared in November. Thousands of Union dead at Gettysburg had been hastily buried after the battle months earlier and were finally being properly reburied. A ceremony was to be held to dedicate the new cemetery and Lincoln was invited to offer remarks. The main speaker at the ceremony was to be Edward Everett, a distinguished New Englander who had been a U.S. Senator, Secretary of State, and president of Harvard College as well as a professor of Greek. Everett, who was famed for his orations, would talk at length about the great battle the previous summer. Lincoln’s remarks were always intended to be far briefer. His role would be to provide a proper and elegant closing to the ceremony. How the Speech Was Written Lincoln approached the task of writing the speech seriously. But unlike his speech at Cooper Union nearly four years earlier, he did not need to undertake extensive research. His thoughts about how the war was being fought for a just cause had already been set firmly in his mind. A persistent myth is that Lincoln wrote the speech on the back of an envelope while riding the train to Gettysburg, as he didn’t think the speech was anything serious. The opposite is true. A draft of the speech had been written by Lincoln in the White House. And it’s known that he also refined the speech the night before he delivered it, at the house where he spent the night in Gettysburg. Lincoln put considerable care into what he was about to say. November 19, 1863, the Day of the Gettysburg Address Another common myth about the ceremony at Gettysburg is that Lincoln was only invited as an afterthought and that the brief address he gave was nearly overlooked at the time. In fact, Lincoln’s involvement was always considered a vital part of the program, and the letter inviting him to participate makes that evident. The official invitation explained to Lincoln that the idea was always to have a featured orator and that it would be meaningful for the chief executive to then offer remarks. David Willis, a local attorney who was organizing the event, wrote: It is the desire that, after the Oration, you, as Chief Executive of the Nation, formally set apart these grounds to their Sacred use by a few appropriate remarks. It will be a source of great gratification to the many widows and orphans that have been made almost friendless by the Great Battle here, to have you here personally; and it will kindle anew in the breasts of the Comrades of these brave dead, who are now in the tented field or nobly meeting the foe in the front, a confidence that they who sleep in death on the Battle Field are not forgotten by those highest in Authority; and they will feel that, should their fate be the same, their remains will not be uncared for. The program that day began with a procession from the town of Gettysburg to the site of the new cemetery. Abraham Lincoln, in a new black suit, white gloves, and stovepipe hat, rode a horse in the procession, which also contained four military bands and other dignitaries on horseback. During the ceremony, Edward Everett spoke for two hours, delivering a detailed account of the great battle which had been fought on the ground four months earlier. Crowds at that time expected long orations, and Everett’s was well received. As Lincoln rose to give his address, the crowd listened intently. Some accounts describe the crowd applauding at points in the speech, so it seems that it was well-received. The brevity of the speech may have surprised some, but it seems that those who heard the speech realized they had witnessed something important. Newspapers carried accounts of the speech and it began to be praised throughout the north. Edward Everett arranged for his oration and Lincoln’s speech to be published in early 1864 as a book (which also included other material related to the ceremony on November 19, 1863). What Was the Purpose of the Gettysburg Address? In the famous opening words, Four score and seven years ago, Lincoln does not refer to the United States Constitution, but to the Declaration of Independence. That is important, as Lincoln was invoking Jeffersons phrase that all men are created equal as being central to the American government. In Lincolns view, the Constitution was an imperfect and always evolving document. And it had, in its original form, established the legality of slavery. By invoking the earlier document, the Declaration of Independence, Lincoln was able to make his argument about equality, and the purpose of the war being a new birth of freedom. Legacy of the Gettysburg Address The text of the Gettysburg address was widely circulated following the event at Gettysburg, and with Lincolns assassination less than a year and a half later, Lincolns words began to assume iconic status. It has never fallen out of favor and has been reprinted countless times. When President-elect Barack Obama spoke on election night, November 4, 2008, he quoted from the Gettysburg Address. And a phrase from the speech, A New Birth of Freedom, was adopted as the theme of his inaugural celebrations in January 2009. Of the People, By the People, and For the People Lincolns lines at the conclusion, that government of the people, by the people, and for the people, shall not perish from the Earth has been extensively quoted and cited as the essence of the American system of government. Sources Everett, Edward. Address of Hon. Edward Everett, at the Consecration of the National Cemetery at Gettysburg, 19Th November, 1863: With the Dedicatory Speech of ... by an Account of the Origin of the Under. Abraham Lincoln, Paperback, Ulan Press, August 31, 2012. Santoro, Nicholas J. Malvern Hill, Run Up To Gettysburg: The Tragic Struggle. Paperback, iUniverse, July 23, 2014. Willis, David. Gettysburg Address: The Formal Invitation. Library of Congress, November 2, 1863.

The Definition of an Angle

The Definition of an Angle In mathematics, particularly geometry, angles are formed by two rays  (or lines) that begin at the same point or share the same endpoint. The angle measures the amount of turn between the two arms or sides of an angle and is usually measured in degrees or radians. Where the two rays intersect or meet is called the vertex.   An angle is defined by its measure (for example, degrees) and is not dependent upon the lengths of the sides of the angle. History of the Word The word angle  comes from the  Latin  word  angulus, meaning corner. It is  related to the  Greek  word ankylÃŽ ¿s  meaning crooked, curved, and the  English  word ankle. Both Greek and  English  words come from the Proto-Indo-European  root word ank-  meaning to bend or bow.   Types of Angles Angles that are exactly 90 degrees are called right angles. Angles less than 90 degrees are called acute angles. An angle  that is exactly 180 degrees is called a straight angle  (this appears as a straight line). Angles that are greater than 90 degrees and less than 180 degrees are called  obtuse angles. Angles that are larger than a straight angle but less than 1 turn (between 180 degrees and 360 degrees) are called  reflex angles. An angle that is 360 degrees, or equal to one full turn, is called a full angle or complete angle. For an example of an obtuse angle, the angle of a typical house rooftop is often formed at an obtuse angle. An obtuse angle is greater than 90 degrees since water would pool on the roof  (if it was 90 degrees) or if the roof did not have a downward angle for water to flow.   Naming an Angle Angles are usually named using alphabet letters to identify the different parts of the angle: the vertex and each of the rays. For example, angle BAC, identifies an angle with A as the vertex. It is enclosed by the rays, B and C. Sometimes, to simplify the naming of the angle, it is simply called angle A. Vertical and Adjacent Angles When two straight lines intersect at a point, four angles are formed, for example, A, B, C, and D angles. A pair of angles opposite each other, formed by two intersecting straight lines that form an X-like shape, are called  vertical angles  or  opposite angles. The opposite angles are mirror images of each other. The  degree of angles will be the same. Those pairs are named first.   Since those angles have the same measure of  degrees, those angles are considered equal  or  congruent.   For example, pretend that the letter X is an example of those four angles. The top part of the X forms a v shape, that would be named angle A. The degree of that angle is exactly the same as the bottom part of the X, which forms a ^ shape, and that would be called angle B. Likewise, the two sides of the X form a and an shape. Those would be angles C and D. Both C and D would share the same degrees, they are opposite angles and are congruent. In this same example, angle A and angle C and are adjacent to each other, they share an arm or side. Also, in this example, the angles are supplementary, which mean that each of the two angles combined equals 180 degrees (one of those straight lines that intersected to form the four angles). The same can be said of angle A and angle D.

Final assingment Essay Example | Topics and Well Written Essays - 1500 words

Final assingment - Essay Example i. Disciplinary literacy This subject in the content areas of Math, Science and Social Studies should be a subject area to be taught to students when they are in the middle and secondary school setting and not the level at which they are taught currently. This may be given the approach of making the use of comprehensive strategies and subsequently teaching those strategies to adolescent readers. This aspect has been a challenge since most teachers or tutors have since believed that just the provision of adequate basic skills would suit kids with the adequate knowledge, which will enable them, read and write. This view once seemed feasible because at the time following it would enable schools produce an educated population for the countries needs. This was despite the fact that most of the students did not attain the highest level of education. Identity is an issue when it comes to disciplinary literacy; this is because it has many practical applications in classrooms. This is because it presents a challenge when it comes to a situation when one needs to understand their identity at different levels and how these identities shape what they see, view and understand texts. The identity challenge applies in the area of disciplinary literacy in the most basic sense to be able to deal with a given bunch of texts or academic artifacts; this is because this aspect requires that one is disciplinary literate in the area of study. This means one is proficient with the skills that would enable them pass the next level course by taking the material seriously and making sure that one is abreast with the skills required at every step in the process. Therefore, disciplinary literacy involves hard work with a strong foundation of the skills from the required disciplines which most of the teachers at the foundation level forego posing a challenge to the adolescents in terms of career development. It is considered a challenge in the majority because the few instances when it has been used it has brought in insights to many learners through useful applications hence enabling the setting up of appropriate foundations for students to progress deeper into their chosen disciplines (Brozo). ii. Poverty hence homelessness Poverty is a serious issue most so when it comes to the adolescents, this is even further propagated in situations when the same students both the rich and the poor share the same classroom setting. This is a problem because it would affect the level at which the adolescent poor will be willing to learn as the vice affects their innermost self in terms of how they feel and hence their motivation to learn. It is a worse scenario children being faced by poverty situations like homelessness when they are still in schools, this is despite the fact that the government existence while making expenditures towards unnecessary budgets. In the US, about 13 million children are faced with a homelessness situation due to low income while they can still affor d to stay in the same classrooms with other students (Brozo). Although some children still manage to learn even in the states which they are in most of the adolescent students are poor students due to the lack of early literacy development due to lack of permanent stations. The state is even worsened, as the teachers may not be willing to understand the situation in which the children had

General Motors Global Competitive Strategy Case Study

General Motors Global Competitive Strategy - Case Study Example The paper will involve a thorough analysis of General Motor’s (GM) global competitive strategy which will be explained on the basis of the ‘Star analysis.’ GM is a US-based multinational car manufacturing company which has a significant worldwide presence operating in 157 countries (Yahoo finance, 2013). Its global competitive strategy can be best explained through the following perspectives as highlighted by the Star framework. Home Country After the company was bailed out during the 2007-08 financial crises, GM has experienced drastic changes in the way it conducts its business and implements its strategies. New and influential members were hired in order to form a highly efficient management team which included Daniel Akerson as the CEO. He took control into his own hands and shook the company’s bureaucratic organizational culture thereby inducing new strategies and visions to the business. The company’s strategy in its home country has been small er but leaner in order to be cost competitive. GM currently manufactures and sells 18 different automobile brands in order to satisfy the needs of the customers. The company has been able to achieve a significant market share in its home country because of its extensive knowledge regarding the US market and its consumers (Jurevicius, 2013). GM’s strategy in its home country has been to focus on fewer brands. Their idea is to leverage global resources in order to create the most gripping vehicles and technologies. They plan to reinvest cash and profits into their vehicle and technology division on a consistent basis, regardless of the business cycle.