Essay about Task 2

Essay about Task 2 Essay about Task 2 TaLonne Gungle LWT1 Task 2 The secondary school in which I will be using for my program is a rural school in central West Virginia. The school district includes the entire county. The percentage of Caucasians is 98.4% with all other races at 0.2% or lower, respectively (U.S. Census Bureau, 2014). The residents have a low socioeconomic status. According to the West Virginia Department of Education (2014), 58.43% of students are considered economically disadvantaged. The median household income is $29,282 with 22.4% living at or below the poverty level (U.S. Census Bureau, 2014). The most recent unemployment data shows that this county has an unemployment rate of 11.5% (West Virginia Research, Information and Analysis Division, 2014). According to the West Virginia Higher Education Policy Commission (Reed, 2014), this county has the lowest percentage of high school seniors attending an institution of higher learning at 36.5%. Procedures to Assess Workforce Engagement The administration of this educational institution evaluates workforce engagement by conducting an annual review of all teachers using the state adopted educator evaluation system. Teachers are divided into different progressions based on their years of experience. Advanced progression teachers have taught for six or more years, intermediate progression teachers have taught for four-five years, and initial progression teachers have taught three years or less. The evaluation system includes a self-reflection, observations, student learning goals, and school-wide growth in reading and mathematics. The self-reflection and final annual review are the same rubric. The teacher places themselves in whichever category they feel they belong based on the rubric. The administration conducts observations throughout the year in order to compile data to complete the annual review rubric. The teacher is also required to create two student learning goals, collect data, and evaluate the performance. The school-wide growth in reading and mathematics is based on student test scores on the state standardized test, and the growth is measured by the state department of education. Results Promote High Performance Based on their performance, teachers earn a performance level of distinguished, accomplished, emerging, or unsatisfactory. Teachers who earn an unsatisfactory rating are required to complete a corrective action plan that addresses their deficits. The educator evaluator system is successful in that teachers know what performance level they have earned, and can make corrections to be better teachers. This system also requires teachers that score unsatisfactory to focus on their deficits and correct them. If these deficits are not corrected, the teacher is terminated. This requires all teachers be successful and continuously meet the requirements set forth by state code. Process Improvement The administration meets with each teacher after their observation has been complete. The administration tells the teacher which performance level they have been assigned, but do not explain why. This part of the educator evaluation system could be improved by the administration completing the required rubrics and then explaining why the teacher has been assigned that performance level. Without an explanation and more substantial conversation about the observation, the teacher is unable to make corrections or improve parts of their instruction. If the teacher were provided with this information, the teacher could make the necessary improvements to be a better teacher. Labor Association Collaboration The school organization’s leadership team does not effectively collaborate with the labor association representatives. The leadership team does not meet with the labor association representative unless a major issue that affects most staff arises; small issues are not addressed through the labor representative. Several teachers were asked to use their planning periods to cover

Comparitive Gatbsy book to Movie Essay

Comparitive Gatbsy book to Movie Essay Comparitive Gatbsy book to Movie Essay The Great Gatsby Comparison Novel vs. Cinema Raela Petersons The story of the love drunken man and the careless indecisive woman called The Great Gatsby will forever live in the hearts of those who are still shaken by the abrupt and unhappy ending of the story line. The tragic story stays within the reader’s mind. It lingers within our minds and tugs at our heartstrings for the fall of the characters we have fallin in love with. This tragic tale deserves to be told over and over again, and so it is, in movie form. Often times movies never seem to measure up to the literary genius within the pages of a book, and with this story, the director did a decent job of capturing the overall theme of the book, but some of the story line was smudged due to poor casting and the modernization that had to take place in order to make the movie a box office hit. The overall plot and storyline of the novel remained mostly the same. In both the novel and the movie you could feel and agony and confusion Daisy felt during this difficult time in her life, and the overall emotions felt while reading the novel, and watching the mov ie remained similar in comparison. Although modernized in the movie, Gatsby’s money was just as exaggeratedÍ ¾ The confidence ­Ã‚ ­ or lack ­there ­of (depending on the scene), and mystery about Gatsby remained consistent throughout the novel and movie. Obviously, not everything within a novel can fit inside a short movieÍ ¾ scenes, characters, and details deemed unimportant were, for the most part, removed for the sake of time. One of the first things I noticed when watching the movie was the absence of Nick’s maid around his cottage. The movie exaggerates Nick’s poor economic status more than in the novel. Also, near the end of the novel, Gatsby’s father attends his funeral and we learn more about his past life and how intelligent and determined of a person Gatsby really was. This entire part is omit from the movie, most likely because it did not flow with the way the movie had been set up. The movie wanted to end it on an errey tone, and to accomplish this, that part had to be omitted. The movie seems to capture some of the characters in a different way than the novel did. In the movie, Myrtle is portrayed as a more beautiful and skinny v ersion than described in the novel. Daisy’s Character within the novel could be described as careless and free ­spirited. While the movie version seems to capture the free ­spirit aspect of Daisy, she does not come across as careless more than she comes across incompetent and weak. While subtle character changes between the movie and novel do not alter the overall meaning behind the storyline, entirely new changes within characters can sometimes change the way an audience would view the overall message of the story trying to be told. Daisy’s husband Tom, in the novel, is a very complex and difficult man to understand. If his love for Daisy was real, why would he cheat? But, if he would not even let his mistress speak his wife’s name, does he love his wife? Why would he answer the phone at dinner if his only reason for having a mistress was for sexual pleasure and a thrill? Who did he love? The questions never stop, and the novel never answers them. The movie seems to take a different approach to tackling this complicated character. Right from the beginning, the movie sets up Tom to be the villain. According to the movie, Tom pinned the killing of Myrtle and the affair with Myrtle all on GatsbyÍ ¾ When in the novel, neither of those things being blamed on Gatsby had anything to do with Tom telling anyone. The biggest difference of the characterization of Tom between the novel and the movie was the overall role of Tom’s characterÍ ¾ This being that within the novel, while Tom was not seen as a particularly nice man, he was not the super villain the movie portrayed

Employment Law Essay Example | Topics and Well Written Essays - 750 words - 1

Employment Law - Essay Example ee is used to make employment decisions that affects that particular individual; or, submission to sexual nature conduct is made implicitly or explicitly a condition or a term of employment of an individual (U.S. Equal Employment Opportunity Commission). From the facts of the case, it is evidently clear that the conduct of Mr. Clark, the V.P towards Ms. Jensen amounts to sexual harassment. He requests her to spend a weekend at his cabin in Yosemite so as to discuss the details of him offering her a V.P position. While there, he tells her how lovely she is and that he had his eye on her from the first interview. He goes ahead and leans over to take a kiss, but she moves away. It is at that point that point that Mr. Clarke reacts and then relates: â€Å"why did you think I would offer you such position at your age†? Don’t you realize that unless you are my girl, you will never amount to anything in this company?† Ms. Jensen agrees at that point but realizes the next day that it was a mistake, and tells him she does not want the position with his condition. This scenario clearly amounts to sexual harassment, and as such, sexual harassment law should be applied. Majorly, there are two areas of sexual harassment, namely: Quid Pro Quo and Hostile Environment. Quid Pro Quo harassment is that which employment decisions for a particular employee are based on rejection of or submission to unwelcome sexual behavior. A good example for this type of harassment is when a supervisor fires an employee because of rejecting his sexual advances. On the other hand, Hostile Work Environment harassment happens when working environment creates unwelcome sexual behavior directed at an employee because of his or her sex that is intimidating, hostile, and/or offensive and therefore adversely affects performance of an employee (U.S. Equal Employment Opportunity Commission). Ms. Jensen’s case falls under Quid Pro Quo harassment because it comes from her supervisor. As such, the company