Free Essays on Indian Removal

The decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830’s was more a reformulation of the national policy that had been in effect since the 1790’s than a change in that policy. It was more of a reformulation because Jackson acquired more Cherokee lands, he gave them an ultimatum, and he tried to persuade the Indians to move. After 1825 the federal government attempted to remove all eastern Indians to the Great Plains area of the Far West. The Cherokee Indians of northwestern Georgia, to protect themselves from removal, made up a constitution which said that the Cherokee Indians were sovereign and not subject to the laws of Georgia. When the Cherokee sought help from the Congress they only urged them to move. However, the Supreme Court in Worcester vs. Georgia ruled that they constituted a â€Å" domestic dependent nation† not subject to the laws of Georgia. Andrew Jackson’s decision to remove the Cherokee Indians to lands west of the Mississippi River was a reformulation because it continued Washington’s, Monroe’s, and Jefferson’s administration to acquire Indian land. The administrations during the 1790’s to the 1830’s had gradually acquired more and more land from the Cherokee Indians. According to Document A, the map shows the relationship between time and policies that effected the Indians. From the Colonial and Confederations treaties, a significant amount of land had been acquired from the Cherokee Indians. On December 8, 1829 Jackson gives a speech and the objective seemed to be to convert the Cherokee Indians from hunters into cultivators but the underlying reason for the movement is for gold which was found in Georgia. (Doc.O) In 1906 Jackson gave the Cherokee Indians an ultimatum, which stated the Cherokee Indians move west of the Mississippi or they will have to abide by the laws of Georgia and the United States. The Cherokee Ind... Free Essays on Indian Removal Free Essays on Indian Removal The decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830’s was more a reformulation of the national policy that had been in effect since the 1790’s than a change in that policy. It was more of a reformulation because Jackson acquired more Cherokee lands, he gave them an ultimatum, and he tried to persuade the Indians to move. After 1825 the federal government attempted to remove all eastern Indians to the Great Plains area of the Far West. The Cherokee Indians of northwestern Georgia, to protect themselves from removal, made up a constitution which said that the Cherokee Indians were sovereign and not subject to the laws of Georgia. When the Cherokee sought help from the Congress they only urged them to move. However, the Supreme Court in Worcester vs. Georgia ruled that they constituted a â€Å" domestic dependent nation† not subject to the laws of Georgia. Andrew Jackson’s decision to remove the Cherokee Indians to lands west of the Mississippi River was a reformulation because it continued Washington’s, Monroe’s, and Jefferson’s administration to acquire Indian land. The administrations during the 1790’s to the 1830’s had gradually acquired more and more land from the Cherokee Indians. According to Document A, the map shows the relationship between time and policies that effected the Indians. From the Colonial and Confederations treaties, a significant amount of land had been acquired from the Cherokee Indians. On December 8, 1829 Jackson gives a speech and the objective seemed to be to convert the Cherokee Indians from hunters into cultivators but the underlying reason for the movement is for gold which was found in Georgia. (Doc.O) In 1906 Jackson gave the Cherokee Indians an ultimatum, which stated the Cherokee Indians move west of the Mississippi or they will have to abide by the laws of Georgia and the United States. The Cherokee Ind...

Geronimo Held Captive at Fort Pickens

Geronimo Held Captive at Fort Pickens The Apache Indians have always been characterized as fierce warriors with an indomitable will. It is not surprising that the last armed resistance by Native Americans came from this proud tribe of American Indians. As the Civil War ended the U. S. Government brought its military to bear against the natives out west. They continued a policy of containment and restriction to reservations. In 1875, the restrictive reservation policy had limited the Apaches to 7200 square miles. By the 1880s the Apache had been limited to 2600 square miles. This policy of restriction angered many Native Americans and led to a confrontation between the military and bands of Apache. The famous Chiricahua Apache Geronimo led one such band. Born in 1829, Geronimo lived in western New Mexico when this region was still a part of Mexico. Geronimo was a Bedonkohe Apache that married into the Chiricahuas. The murder of his mother, wife, and children by soldiers from Mexico in 1858 forever changed his life and the settlers of the southwest. He vowed at this point to kill as many white men as possible and spent the next thirty years making good on that promise. The Capture of Geronimo Surprisingly, Geronimo was a medicine man and not a chief of the Apache. However, his visions made him indispensable to the Apache chiefs and gave him a position of prominence with the Apache. In the mid-1870s the government moved Native Americans onto reservations, and Geronimo took exception to this forced removal and fled with a band of followers. He spent the next 10 years on reservations and raiding with his band. They raided across New Mexico, Arizona, and northern Mexico. His exploits became highly chronicled by the press, and he became the most feared Apache. Geronimo and his band were eventually captured at Skeleton Canyon in 1886. The Chiricahua Apache were then shipped by rail to Florida. All of Geronimos band was to be sent to Fort Marion in St. Augustine. However, a few business leaders in Pensacola, Florida petitioned the government to have Geronimo himself sent to Fort Pickens, which is part of the Gulf Islands National Seashore. They claimed that Geronimo and his men would be better guarded at Fort Pickens than at the overcrowded Fort Marion. However, an editorial in a local newspaper congratulated a congressman for bringing such a great tourist attraction to the city. On October 25, 1886, 15Â  Apache warriors arrived at Fort Pickens. Geronimo and his warriors spent many days working hard labor at the fort in direct violation of the agreements made at Skeleton Canyon. Eventually, the families of Geronimos band were returned to them at Fort Pickens, and then they all moved on to other places of incarceration. The city of Pensacola was sad to see Geronimo the tourist attraction leave. In one day he had over 459 visitors with an average of 20 a day during the duration of his captivity at Fort Pickens. Captivity as a Sideshow Spectacle and Death Unfortunately, the proud Geronimo had been reduced to a sideshow spectacle. He lived the rest of his days as a prisoner. He visited the St. Louis Worlds Fair in 1904 and according to his own accounts made a great deal of money signing autographs and pictures. Geronimo also rode in the inaugural parade of President Theodore Roosevelt. He eventually died in 1909 at Fort Sill, Oklahoma. The captivity of the Chiricahuas ended in 1913.

Business Failure Essay Example | Topics and Well Written Essays - 1250 words

Business Failure - Essay Example Moreover, the individuals within both the corporations also projected the fact that this amalgamation would facilitate their individual pathways to success. The observable fact is that the stockholders of both the corporations had given their management a green signal in regards to this amalgamation. Furthermore they had also highly recommended and supported the act. Nobody could even remotely predict what was to follow the amalgamation. Soon after the amalgamation was signed, it seemed that both the corporations individually were not even treading close to their routine work path; instead somehow, they were treading way from their usual successful modes of operations. Routine after the amalgamation, though, was totally diverse, mainly at the Chrysler division. And in the following months, their stock prices plunged down by an approximate one half. The Chrysler division, which had seemed to be lucrative earlier to the amalgamation, began trailing upon their wealth shortly afterwards. The management then presumed at that point in time that they would somehow carry this on. In accumulation to this, there had been noteworthy number of layo ffs at Chrysler following the amalgamation. This had not been projected prior to the act of the amalgamation (CNNMoney,2001). The reason of failure: The dissimilarities within the culture linking the two associations were mainly accountable for this collapse. The processes along with the administration were not effectively incorporated as contemporaries as of the completely diverse ways within which the Germans also Americans functions: whilst Chrysler and Daimlers customs strained upon a more official and controlled administration style, Chrysler privileged a more comfortable, non-interventionist style, to which it billed a big part of its pre amalgamation economic triumph. Additionaly, the two divisions conventionally held utterly diverse outlooks on vital effects like salaries also travel expenditures (Vlasic and Stertz, 2000). As a consequence of these disparities along with the German unit's mounting supremacy, routine and worker happiness at Chrysler gave way to a sharp recession. There had been big numbers of variations amongst the key Chrysler executives also engineers, even as the German unit became ever more discontente d with the routine of the Chrysler division. Chrysler workers, in the meantime, became enormously displeased with what they professed as the foundation of their division's tribulations. The idea that Daimler wanted to execute included taking over the entire corporation and enforcing their culture in it. The Cultural standards materialize to make individual corporations more competent by producing a communal perceptive that supports statement also action. Nevertheless, when two united corporations vary in their principles; this can generate a basis of divergence and misinterpretation that precludes the merged corporation from comprehending the economic competence. The corporations conjecture that the degree of these differences are unforeseen as spectators spotlight on concrete aspects of the company's exercises like that of expertise, resources, as well as

Democracy in Singapore Essay Example | Topics and Well Written Essays - 250 words

Democracy in Singapore - Essay Example Despite all of this, Singapore is consistently ranked as one of the least corrupt countries in the world. The Singapore government is led by a Prime Minister and a President. The latter plays largely a ceremonial role, although the position does contain some veto powers. The Members of Parliament are voted into parliament by the first-past-the-post system. The PAP has controlled Parliament every since the first election in 1959, although the opposition Workers’ Party was able to make significant inroads into Parliament in the 2011 elections. If Singapore’s citizens are able to demand more freedom, it is possible that the country will be able to become a more democratic society. The one thing in Singapore’s favor is that it is relatively corrupt free and is one of the better educated nations in Southeast Asia. If the government realizes that greater freedom will lead to a more productive economy then political change is possible in the not too distant

Proposal Cover Letter Essay Example for Free

Proposal Cover Letter Essay Enclosed please find the protocol and consent form for the study, â€Å"Name of Study.† I have also enclosed a copy of the State University Institutional Review Board’s approval, dated January 12, 2002, and the Tribal Council’s approval, dated December 15, 2001. We propose to conduct a population-based study of all tribal members age 60 and greater on the Tribe Reservation. Individuals participating in the project will receive both a comprehensive medical evaluation at the Tribal Health and Wellness Center and a safety and functional evaluation in their home performed by a tribal member. While providing researchers at State University data regarding the prevalence of dementia and other chronic disabilities, the study also offers valuable information to both individual tribal members and the Tribal community. We have met with both staff and tribal members on the reservation on several occasions to discuss this project. We have received official approval of the project from both the Tribal Council and the Health and Welfare Committee. We have scheduled a trip to the reservation on June 3, 2002, to begin this project. We would appreciate your informed review and approval of the enclosed material. If you have any questions or concerns, please contact me at (503) 555-5555, extension 555. I will serve as the contact person for this project. We look forward to your comments and approval. Sincerely, Jane Doe, MD, Principal Investigator John Doe, RN, MN, Co-Principal Investigator ***Sample IHS Service Unit Letter of Support*** December 15, 2001 Jane Doe, MD State University PO Box 12 Anycity, Northwest State, 99999 Dear Dr. Doe: This letter is to inform you that the Service Unit has reviewed and supports your research study titled, â€Å"Name of Study.† It is our understanding the project will begin on June 3, 2002. We are very interested in your efforts that may help improve our understanding of health in our elderly population. If you have any questions or need further assistance, please contact me at (503) 555-5555. Sincerely, Jane or John Doe, Service Unit Director Name of Service Unit Anycity, Northwest State ***Sample Tribal Resolution*** WHEREAS, the Tribe is a federally recognized National pursuant to the Treaty of 1855 (12 Stat. 951); and WHEREAS, the Tribal Council is the governing body of the Tribe, by authority delegated by Resolution ABCD-1234; and WHEREAS, the Health, Employment, and Welfare Committee of the Tribal Council has been delegated the responsibility for providing the leadership, guidance, and oversight to all of the health, employment, and welfare programs and services; and WHEREAS, nationwide statistical data has indicated that an increase in the number of elderly Native Americans has been observed in recent decades; and WHEREAS, a National Indian Council on Aging study has shown that the life expectancy for Native Americans has increased by 19% since 1955; and WHEREAS, the prevalence, causes, and risk factors for chronic disabilities including dementia in Native Americans are as yet completely unknown; and WHEREAS, a study has been designed to determine the general health status and prevalence of major disabling conditions in elderly Native Americans, the functional status of elderly Native Americans, and the effectiveness of interventions that are currently used to maintain function; and WHEREAS, the study was designed with input from tribal council members and health staff; and WHEREAS, in implementing the study, the researchers will follow the protocol contained in the study design; and WHEREAS, the researchers will work closely with tribal health staff to have a clear understanding of culturally sensitive issues and to ensure that the dignity of all people contacted is maintained; and WHEREAS, the title of the study will be â€Å"Name of Study;† and WHEREAS, permission from the Executive Board of the Tribal Council is sought by Dr. Jane Doe to implement the study; and WHEREAS, there is to be no publication of the data collected in the study without the express permission of the Tribe. NOW THEREFORE, BE IT RESOLVED, by the Executive Board of the Tribal Council, acting under authority delegated by Section IV-A of the Rules or Procedures, approved by the Tribal Council Resolution AAAB-0001, dated January 31, 1969, and meeting at the Governmental Headquarters of the Tribe, Anycity, Northwest State, that approval to initiate the study in question be signed. BE IT FURTHER RESOLVED, that the Tribe does not waive, alter, or otherwise diminish their Sovereign Immunity whether expressed or implied by virtue of this contract, for any and all administrative or legal action, which may arise directly or indirectly from the same. Nor does the Tribe waive, alter, or otherwise diminish their rights, privileges, remedies, or services guaranteed by the Treaty of 1855. DONE AND DATED on this 15th day of December, 2001, by the undersigned members of the Executive Board of the Tribal Council.

The Science Project :: essays research papers

Product Assortment   Ã‚  Ã‚  Ã‚  Ã‚  The Science Project’s goal is to provide consumers with all the science related products they want. The goal is to not only provide consumers with what they know they want, but also with what they don’t realize they want. Based on this, our product assortment has to include items that will get consumers into the store and products that consumers will buy impulsively when they see them in the store. It is with this strategy in mind, that has caused the development of four broad product categories 1) science projects 2) science equipment 3) science books and DVD’s 4) science novelty items. Science Projects   Ã‚  Ã‚  Ã‚  Ã‚  The cornerstone of The Science Project will be its namesake, science projects. In classrooms across America, science projects are assigned with the same basic results. Students make the same projects year in and year out because they do not have easy access to all the materials they need to do something different. Often, a very simple project will be avoided because the materials needed to build it add up to a great expense and trips to many different stores for items that aren’t normally sold together. The Science Project will take away the undue expense and excessive trips with its science project kits. The Science Project will offer dozens of different kits in-store with dozens more that can be ordered for rush delivery. The kits will be continuously evolving. Science evolves every year, why shouldn’t science projects? This continuous product development will benefit the minds of America’s students while saving teachers the boredom of reviewing the same projects all the time. Kits of this nature sold online take time to be delivered and rarely evolve. At The Science Project kits can be purchased as soon as needed and consumers can be certain that they will be offered the newest and best science project kits in the world. Science Equipment   Ã‚  Ã‚  Ã‚  Ã‚  A store called The Science Project would not be complete if it didn’t sell science equipment. Like the science projects, much of the equipment will be sold in kits. Also like the project kits, the equipment will be items that an individual would normally have to buy online or from a catalog. Examples of the equipment include mortar and pestle, telescopes, stethoscopes, dissection sets, microscope slides and covers, test tubes and accessories, portable UV lights, Petri dishes, filter paper, beakers, flasks, measuring cylinders, calorimeters, tuning forks, Bunsen burners, alcohol burners, scales, drying

Diffusion Coefficient Apparatus Essay

General Start-up Procedure: ïÆ'Ëœ Prior to running an experiment, students are advised to perform the following startup procedure. ïÆ'Ëœ Fill the water with clean (preferably filtered) water to approximately 20 mm from the top. ïÆ'Ëœ Plug the main cable to the electrical supply. Be sure that the voltage of the supply is correct to suite the equipment. ïÆ'Ëœ Switch on the main power on the control panel. ïÆ'Ëœ Adjust the set-point value on the temperature controller to 500C. Warning!! Do not set the temperature controller beyond 700C. Switch on the heater. Observe the water temperature heats up to 50 0C and remain constant. The equipment is now ready for experiment. Priming procedure for capillary Tube: Before using the capillary tube in an experiment using acetone, students are advised to clean the inside of the tube. ïÆ'Ëœ Prepare a weak solution of detergent. ïÆ'Ëœ Use the Hirschman pipette to fill the tube with the solution. Tapping the of side of the tube may be necessary if the solution is trapped and does not flow down. ïÆ'Ëœ Turn the tube upside-down and shake. Empty the tube. ïÆ'Ëœ Repeat steps 2 to 3 with acetone. ïÆ'Ëœ The tube is now ready for student experiment. General Shut-down Procedure: ïÆ'Ëœ After the completion of an experiment, students are advised to shut down the equipment as follows: ïÆ'Ëœ Switch off the heater and air pump. ïÆ'Ëœ Adjust the set-point value of the temperature controller to approximately 5 degree below the room temperature. ïÆ'Ëœ Allow the water to cool down until it is safe to touch. Open the drain valve and empty the water tank. ïÆ'Ëœ Detach the flexible tubing and clean the capillary tube for next use. (Refer to priming procedure) ïÆ'Ëœ Switch off the main power. Unplug the main cable if the equipment will not be used for a long period. EXPERIMENT OBJECTIVE: To determine gas diffusion coefficient of acetone using the established Winkelmann’s method. Procedure: 1. Perform the start-up procedure. 2. Partially fill the capillary tube with acetone to a depth of about 35 mm. 3. Carefully insert the capillary tube through the fitting on the top of the water bath cover. Do not over-tighten the fitting. 4. Observe the initial level of acetone through the telescope. Record the level of acetone. 5. Connect the flexible tubing from the air pump line to one end of the capillary tube. Switch on the air pump. 6. After 30 minutes, switch off the air pump. Disconnect the flexible tubing and close the two capillary tubes ends with the cap provided. Observe and record the level of acetone. 7. Repeat steps 4 to 6 at 30 minutes intervals. ANALYSIS & DISCUSSION: Plot t/ (L-L0) against (L-L0).Determine gas diffusivity, D from the obtained slope, S. Compare the experimental value with the theoretical value that can be predicted from empirical equations (e.g. modified Maxwell’s equation by Gilliland).

What is innovation, what influences whether new ideas emerge, and whether they are eventually successful?

Innovation is the introduction of something new. It could be a new idea, a new product, a new design, a new curriculum or a new method. The factors that influence new ideas to emerge are due to consumer wants and needs. People are always looking for ways and means to make life easier. The success of an innovation is usually based on consumer feedback and how user friendly the innovation is. Take for example the innovation of the telephone. The old design was quite bulky and they used the rotary dialing system. When the phone line was busy, you have to redial all the numbers. For an elderly person with finger arthritis, that is quite painful and difficult to do. For a very busy person, it takes a lot of time to dial again and again. Then, the push button telephone with the redial system innovation came. Calling a busy number became easier but if you are busy doing something with your hands. It’s quite difficult to keep dialing or talking on the phone and continues to work by using your shoulders or hands to prop or hold on to the earpiece. So, speakerphones were invented. First it came as an attachment to the phone unit but then it occupied a lot of space on the office table. So, another innovation came in the form of a telephone with built–in speaker. Then the intercom innovation came. Manufacturing plant personnel would find it quite difficult to talk to other personnel through phone. It would be expensive to have so many phone lines for each department within a compound. The intercom system was used so inter department communication would be easier. To having an intercom unit and a phone unit on the office table takes up a lot of space. So another innovation was made. Telephone units with built-in speakers and intercoms were made. Ideas keep coming as the need for new features to help ease communication problems arise. That is why from a rotary dial system, phone innovation has become cell phones with wi-fi and camera features with phonebook, organizer, radio, mp4 music player, alarm clock with world time converter and word document programs.

How Many Ways Can You Edit

How Many Ways Can You Edit In my opinion you cannot edit too much unless you have no idea what youre writing. If you have purpose in your project and understand the direction of your story, then youll know when the editing is done. How many times do you edit a story? Wrong question. The question is more along the lines of how many ways can you edit. I cannot tell you whats right for all writers, novelists, freelancers and copywriters, but I can tell you what I do when Im writing my mysteries. I also use many of these for my magazine projects as well. The ways Hope edits: 1) Finish the rough draft. (on screen) 2) Let it sit overnight at a minimum. A novel needs to sit for a week or two. 3) Edit it on screen for the big picture aspects. Does it have a beginning, middle and ending? Does it open strong and end strong, making the point clear? Did the middle sag? Is the plot solid? 4) Edit it on screen for flow, syntax, and flavor. Tweak dialogue. Revisit the climax. Dissect the pivotal scenes. Make the setting three dimensional and the characters real. 5) Edit it on screen for grammar, typos and spelling. 6) Print it off and pull out your red pen. Read it with a hard editors eye, slowly and methodically. You will see the story differently on paper than you did on the screen. 7) Now, read it aloud. You can read it to someone or they can read it to you. If the other person is not a serious writer, have them read it to you, so your ear can catch the mistakes, lulls and boredom. 8) Have a beta reader who is a writer read it. 9) Have a beta reader who is a voracious reader read it . Do not waste your time with someone who is not a solid, well-read recreational reader. They will not catch the boo-boos. 10) Hire an editor. 11) Find a copyeditor. 12) Find a proofreader. (You can often combine numbers 10, 11, 12 or 11 and 12.) One editing tactic that makes my work better is locating repeating words. As you read your work aloud, youll hear the words that are stated too many times. In my most recent manuscript, I took note of such words as I read it, listing words like HAND, LOOK, ROSE, UNDERSTAND, THOUGHT, and STOOD. Dont assume you repeat the same words in each of the works, because Ive found that no two stories are the same in the words I like to overuse. There are lots of steps to edit your work, especially your long works. If you wonder about whether youre editing enough, chances are you arent.

Using Response Cost in Classroom Behavior Management

Using Response Cost in Classroom Behavior Management Response cost is the term used for removing reinforcement for an undesirable or disruptive behavior. In terms of Applied Behavior Analysis, it is a form of negative punishment. By removing something (a preferred item, access to reinforcement) you decrease the likelihood that the target behavior will appear again. It is often used with a token economy  and is best used when a student understands the implications. An Example of Response Cost Alex is a young child with autism. He often leaves the instructional setting, requiring the teacher to get up and leave. He is currently working on sitting in the instructional setting while participating in an imitation program. He is given tokens on a token board for good sitting during instruction, and earns a three minute break with a preferred item when he earns four tokens. During trials he is given constant feedback on the quality of his sitting. Even though his leaving the site of instruction has decreased, he does occasional test the teacher by getting up and leaving: he automatically loses a token. He quickly earns it back when he returns to the table and sits well. Eloping from the classroom has been extinguished. Leaving the instructional site has dropped from 20 times a day to three times a week. With some children, like Alex, response cost can be an effective way to extinguish problematic behavior while supporting other behavior. With others, response cost can present some serious problems. Response Cost as Part of an ABA Program The basic unit of instruction in an ABA Program is the Trial. Usually, a trial is very brief, involving an instruction, a response, and feedback. In other words, the teacher says, Touch the red one, John. When John touches the red one (response), the teacher gives feedback: Good job, John. The teacher may reinforce each correct response, or every third to fifth correct response, depending on the reinforcement schedule. When response cost is introduced, the student may lose a token for an inappropriate behavior: the student needs to know that he or she can lose a token for the target behavior. Are you sitting nicely John? Good Job or No, John. We dont crawl under the table. I have to take a token for not sitting. You need to constantly be evaluating the effectiveness of response cost. Does it really reduce the number of inappropriate behaviors? Or does it just drive the inappropriate behavior underground, or change the misbehavior? If the function of the behavior is control or escape, you will see other behaviors popping up, perhaps surreptitiously, that serve the function of control or escape. If it does, you need to discontinue response cost and attempt differentiated reinforcement. Response Cost as Part of a Classroom Token Economy Response cost can be part of a Classroom Token Economy, when there are certain behaviors that can cost a student a token, a point (or points) or money (a fine, if you are using play money, School Bux or whatever). If it is a classroom program, then everyone in the class has to be able to lose points at a set rate for a certain behavior. This reductive method has been shown to be effective with students with ADHD, who often never get enough points for positive behavior, so they end up very quickly bankrupt in the classroom economy. Example: Mrs. Harper uses a token economy (point system) in her Emotional Support Program. Each student gets ten points for each half hour that he/she stays in their seat and works independently. They get 5 points for each completed assignment. They can lose 5 points for certain infractions. They can lose 2 points for less severe infractions. They can get 2 points as bonuses for exhibiting positive behavior independently: waiting patiently, take turns, thanking their peers. At the end of the day, everyone records their points with the banker, and at the end of the week they can use their points in the school store. Cost Response for Students with ADHD Ironically, the one population for whom cost response is effective are students with Attention Deficit Hyperactivity Disorder. Often they fail at classroom reinforcement schedules  because they can never quite earn enough points to get the prize or the recognition that comes with earning points. When students start with all their points, they will work hard to keep them. Research has shown this can be a powerful reinforcement regimen for students with these behavioral disabilities. Pros of a Response Cost Program When you have real clarity about the behaviors for which a student can lose points, tokens or access to reinforcers, it is likely that you will see very little of those behaviors. At the same time, you are reinforcing the desired behavior.Response cost is easy to administer,When the student has a behavior that prevents his or her peers from learning, creates a danger to himself or others (eloping, climbing on furniture) response cost can provide a swift punishment without actually applying any aversive. Cons of a Response Cost Program If the ratio of positive reinforcement is not at least 3 to 1, your students may never get out of the hole. It will merely be punitive, and never really take hold.If response cost is not consistently applied in a non-emotional way, it will become the source or recrimination and bad blood between students and staff or students and teacher.If it builds dependence on punishment, it will be counter-productive. Reinforcing replacement behavior is still the most effective way to change undesirable behavior. Resources and Further Reading â€Å"Behavior Modification in the Classroom.† Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management, by Nancy Mather et al., 3rd ed., Brookes, 2008, pp. 134-153.Walker, Hill M. â€Å"Applications of Response Cost in School Settings: Outcomes, Issues and Recommendations.† Exceptional Education Quarterly, vol. 3, no. 4, 1 Feb. 1983, pp. 47-55.

M10 data discussion Assignment Example | Topics and Well Written Essays - 500 words

M10 data discussion - Assignment Example Children: National Health Interview Survey, 2010† available at http://www.cdc.gov/nchs/fastats/children.htm. The data was based on the question, â€Å"During past 12 months, was there any time when your child (aged 2 to 17 years) needed dental care including check-ups but did not get it because you could not afford it?† The hypotheses tested were: The results of the Chi-square Test for Two-way Tables suggested that there is an association between unmet dental need and sex of children, χ2(1,  N  = 66098000) = 5335.10,  p   Initially, at the start of the project, the main challenge was to select a question to investigate for the project that every team member agrees-on. The next challenge was to decide on the project parts that each group member would complete. Another challenge was to find valid data set for our research question: â€Å"Is there an association between unmet dental need (decay) and age and sex of children?† Luckily, all these challenges were easily handled because of group participations/discussions and contributions (and help) from each member. The results suggested that about 6.8% of female child aged 2 to 17 years unmet dental need as compared to about 6.4% of male child. In addition, unmet dental need based on the age of the children was 4.0% for children aged 2 to 4 years, 6.5% for children aged 5 to 11 years and 8.0% for children aged 12 to 17 years. Thus, for all age groups, girls tend to have more unmet dental needs than boys, and as the age of the child increases, there is more chance of unmet dental need. The results suggested that age and sex are associated with the level of unmet dental needs among children aged 2-17 in the US. In other words, the percentage of children