Duties and Responsibilities Essay Example for Free

Duties and Responsibilities Essay The main purpose of a master scheduler should be to arrange the staff, students and resources of the school in order to come up with a schedule that optimizes learning in the institution. She/He is tasked to assure that the operation of the institution runs smoothly and efficiently. This paper discusses the duties and responsibilities of a master scheduler, as well as activities that he/she should be implementing. The main duty of a Master Scheduler is to initiate and spearhead the planning, development and maintenance of the Master Schedule. The Master Schedule is expected to support the objectives and the existing curricula of the school. A few signs of a good Master Schedule are as follows: 1) ample time is allotted for the teachers and the students to attain their objectives and expectations, and 2) teachers are able to focus on their area of expertise for more efficiency. This Master Schedule should be finalized and approved before fall of 2009. Since this is the main activity of a Master Scheduler, all 150 hours should be spent on this activity. In the development of a schedule, the Master Scheduler should first do an inspection of the resources of the school. Some of the factors that should be considered when doing the Master Schedule are the approved curriculum, population of the enrollees, availability of teachers, expertise of teachers, number of available classrooms, size of the school cafeteria and number of cafeteria employees and transportation schedules to and from school. These factors will dictate what the schedule should be in order to optimize learning in school given the limited resources. Recording and note-taking should be done. This should be implemented during the first 24 hours on the job or an equivalent of 3 days. Upon receipt of the records of the available teachers, the necessary coordination with the teachers and administrators should be done to come up with an initial Master Schedule. The Master Scheduler can opt to discuss the schedule one-by-one with each teacher, if not too pressured with time. This should take about 40 hours on the job. After an initial Master Schedule has been drafted, this should be discussed with all the teachers and administration staffs. A general meeting of about 4 hours or half a day should be initiated by the Master Scheduler for the purpose of clarifying any conflict, questions and concerns that the teachers and administration staffs should have. Analysis of the final schedule should be done alone by the Master Scheduler. He/She should be able to make sure that the schedule has been optimized given the limited resources of the institution. Problems which are foreseen to happen should be eliminated and alternative plans should be laid out. The analysis should be done in 40 hours or equivalent of 1-week work. After finalization of the Master Schedule, this should be submitted to the school superintendent for approval. Meetings should be set in order to discuss the Master Schedule with the school’s higher management. Questions and concerns should be clarified during this stage. Discussion with higher management should take about 16 hours on the job or an equivalent of 2 days. Prior to the enrollment, a proper monitoring system should be set up in order to examine the workability and feasibility of the Master Schedule. Set-up of the monitoring system should take about 16 hours or 2 days of work. And during enrollment, the monitoring system should be used to observe any problems and deviations from the Master Schedule. If problems and deviations occur, the Master Scheduler should be able to coordinate this with the necessary parties and decide promptly on it. Upon enrollment, the Master Scheduler should spearhead and manage the encoding of the student records, schedules, registration, registration changes and late registration. This stage also involves encoding of the teachers’ schedules. Management of the encoding and monitoring of the Master Schedule should be done during the enrollment period which is about a week or 40-day work.

Dunbar’s Identification with Indians in the Film, Dances with Wolves :: Movie Film Essays

Dunbar’s Identification with Indians in the Film, Dances with Wolves In the film Dances with Wolves, the settlers view the Indians as primitive and uncivilized creatures. Dunbar, played by Kevin Costner, needs a change of pace so he decides to go to the "furthest outpost." Upon arriving at his post, he gradually realizes that the Indians are just as scared of him as he is of them. Soon Dunbar identifies with their way of life and in the end has to choose to live either as a settler or as an Indian. The first scene in which we are introduced to the Indians, Timmons and Dunbar are making their way to the post. Along the way they find a human skeleton with an arrow protruding from it. The next morning when Dunbar wakes up Timmons, he jabs him in the rear with an arrow. The irony in it is that when Timmons is returning to town he is attacked by Indians and the first arrow that makes contact with his body hits him in the rear. Kicking Bird is the first Indian that Dunbar comes in contact with. After bathing one day Dunbar sees an Indian (Kicking Bird) trying to steal his horse. Dunbar, not realizing that he doesn't have any clothes on, runs after Kicking Bird to try to rescue his horse. Needless to say both Dunbar and Kicking Bird were scared of the other. This scene is followed by, several braves attempting to steal Dunbar's horse, but every time his horse returns to the post. After a period of time, Dunbar decides it is time to meet the Indians. On his way to their camp he runs into a woman who has slit her wrists and is bleeding to death. The woman, who he later finds out is Stands with a Fist, is scared of the white men because she believes that the white men will take her captive. The irony in this is that when she was a child, Indians had killed her parents, taken her captive and raised her as their own. Out of exhaustion and blood loss Stands with a Fist collapses and Dunbar carries her on his horse to the Indian village. Upon entering the village, Dunbar attempts to convey to them that he means no harm by stopping his horse and carrying Stand with a Fist to the man who appeared to be the chief.

Mediation †Practicum

What kept the two sides glued to the negotiating table was their mutual desire to stay out of court.   Although for different reasons, a court case would not help the causes of Manasseh Pulp & Paper Company (Manasseh) and Shawnee Power Company (Shawnee).   Manasseh had two reasons for wanting to settle the dispute out of court.   First, the company was not financially healthy.   It feared that the combined cost of taking down the dam and bringing Shawnee to court would dangerously drain the company coffers. Second, it considered Shawnee a big customer for their specialty papers and believed, correctly, that filing a suit would certainly mean losing a sizable amount of business. (Selig, 2002) Although Manasseh appeared adamant in its initial demand, I believe that the company was really hoping for a favorable out of court settlement. Shawnee, on the other hand, had its own reasons for avoiding a court case.   Even before the problem with Manasseh arose, the company had already received an order from the Environmental Protection Agency (EPA) requiring it to clear the river of their toxic metal discharge.   The company counsel pointed out that a suit involving the same issue might work to their disadvantage in that it might force EPA to compel Shawnee to speed up its compliance with the clean-up directive. Shawnee would not want this to happen because it would mean an earlier cash outflow for the project.   Moreover, if Shawnee lost a court case with Manasseh (and the probability was very high because unquestionably, Shawnee was the source of the toxic metal in the river), the company counsel feared that such a ruling might cause a negative influence on the EPA regarding their directive on the toxic metal clean-up. (Selig, 2002) The aforementioned motivations compelled both parties to keep on discussing possibilities despite recurring impasses brought about by their conflicting interests.   The counsels of both parties played a significant role in maintaining interest in the discussion not only by their constant reminders about the undesirability of litigation, but also by their active participation in efforts to look for mutually-beneficial alternatives. It must be properly noted that during one of the lulls in the discussion, it was the remark of one of the legal counsels that â€Å"it would be a lot simpler and cheaper if we could repair the dam instead of having to take it down,† (Selig, 2002) that started the ball rolling again. Notice should also be made of the participants’ enthusiasm in following-up any new ideas that came from discussants from both sides of the table every time an impasse occurred.  Ã‚   When one of the attorneys made the remark about the possibility of a repair being cheaper, it was a Manasseh vice president who followed it up by asking â€Å"if we were to repair this dam, could we restore railway service over the top and also use it once again to generate electricity?† (Selig, 2002) Another constructive quality shown by the parties to the conflict was their readiness to look at the issue from all sides and take into account radical departures from their original demands and objectives in order to investigate all possible areas of agreement.   For instance, the final solution found by the parties – that of repairing the dam, restoring the railway service, and operating a turbine that would generate power (Selig, 2002) – was a far cry from their original plan of dredging the toxic wastes and dismantling the dam.   However, since both parties were determined to look for a solution, their discussions stretched that far. The successful resolution of the problem faced by Manasseh and Shawnee as shown in this case history, is evidence that if parties to conflicts adopt the correct attitude before embarking on conflict resolution processes, solutions that could benefit all parties involved are almost always available.   That attitude would include a determination to resolve the issue in a way that would benefit the two sides.   To achieve such an attitude, both parties are required to come prepared to open up, speak freely, patiently listen to arguments, empathize with the other’s situation, and be prepared to utilize all pieces of information arising out of the discussions to explore possible avenues of success. As a tactical move, it might help to stand firm on one’s position, but for the sake of a successful negotiation, one should never close the door on proposals from the other side.   In the case history presented, several issues stalled the discussion.   The first hurdle proved to be the differential amount of $2.2 million that Manasseh insisted must be paid by Shawnee and which Shawnee expectedly rejected. (Selig, 2002).   However, because both sides were decided to settle things out of court, that disagreement, and all other subsequent differences of opinions, did not deter them from seeing the process to its final conclusion. The Manasseh – Shawnee negotiation showed that in cases where the parties to a conflict are both intent on resolving their common problem, the mediator becomes redundant.   A mediator is someone who has no interest in the case, personal or otherwise, and his or her neutrality is supposed to afford him or her with an unobstructed view of the possible solutions to the conflict. However, in the subject case history where both parties were determined to cooperate in order to find a mutually-beneficial solution – out of court – their positive attitude was enough to provide them with a certain amount of neutrality that enabled them to stay focused on looking for possible solutions to their shared problem.   Of course, full realization of the dire consequences to both parties in case they failed to reach an agreement proved decisive.   Both Manasseh and Shawnee, for instance, were fully aware of the urgency of repairing the dam before it collapsed because they were advised by their respective counsels that they â€Å"would probably be held jointly and severally liable for the consequences of such a collapse.† (Selig, 2002) The six-month deadline fixed by the Corps of Engineers for the removal of the dam provided an added impetus for the two parties to stay on the negotiating table in spite of several impasses until a solution was finally found. (Selig, 2002)   Based on this case history, it would therefore be safe to conclude that given the proper guidance and control from the proper authority, it only takes total cooperation from both parties to render the mediator redundant. REFERENCES Selig, E.I. (2002). Mediation Principles: An Environmental Case History. Dispute Resolution

Behaviorism and Classical Conditioning Essay - 3350 Words

Abstract The year 1913 marks the birth of the most radical of all psychological concepts, that of Behaviorism (Moore, 1921). Since the original behavioral theories were studied by scientists such as Edward Thorndike and John B. Watson, there have been many variations of the behaviorist view that have surfaced over the years. In this paper I will attempt to give a detailed description of the history of behaviorism including information about some of the most influential men associated with this movement. I will also explain the methodologies associated with behaviorism such as classical conditioning, operant conditioning, and other controversial theories and views. Behaviorism The atmosphere surrounding the psychological†¦show more content†¦Watson then extinguished the fear by presenting the rat without the loud noise. Through the years since John Watson initially fathered the theories behind behaviorism, there have been many theorists who have questioned his radical practices and elaborated on his methodologies. Yet, through the many controversies and skepticism, the theories of our modern day humanistic and more eclectic behaviorism are still deeply rooted in the early works of Watson. Another of the key players in the development of the behaviorist theory and, like Watson, most known for his work in classical conditioning is Ivan Pavlov (1849-1936). In fact, Pavlov is famed for first introducing classical conditioning in 1903. Pavlovs most famous experiment where he demonstrated classical conditioning involved a dog, food, and a bell. Before conditioning, ringing the bell caused no response from the dog. Placing food in front of t he dog initiated salivation. During conditioning, the bell was rung a few seconds before the dog was presented with food. After conditioning, the ringing of the bell alone produced saliva (Dembo, 1994). During this experiment, Pavlov coined several terms to define the stimulus-response associations that he discovered. The initiation of salivation due to the presence of the food was an unconditioned association. The phrase unconditioned association refers to the fact that the dog didShow MoreRelatedBehaviorism: Classical Conditioning1197 Words   |  5 PagesThere are four primary conditioning theories of behaviorism. These four theories are Pavlov’s (1849-1936) classical conditioning, Thorndike’s (1874-1949) connectionism (also known as law of effect), Guthrie s (1886-1959) contiguous conditioning, and Skinner’s (1904-1990) operant conditioning. According to the text (Shunk 2012) Classical conditioning was discovered around the beginning of the 20th century by Russian physiologist Ivan Pavlov. Pavlov was studying digestive process in dogs when heRead MoreBehaviorism And Classical Conditioning And Operant Conditioning Essay1504 Words   |  7 PagesBehaviorism is one of many theories in the field of psychology. It can be applied in different learning scenarios for different research purposes. Biographical information will be provided about the founders of the theory who are John B. Watson and B. F. Skinner. However, the information will focus more on their early education and known achievements. Furthermore, you will find different theories regarding behaviorism such as classical conditioning and operant conditioning. In order to understandRead MoreBehaviorism Theory Of Classical Conditioning1700 Words   |  7 Pages Behaviorism is a theory that behavior can be altered through conditioning. Behaviorism does not focus on thoughts or feelings of the subject, just their behavior. Ivan Pavlov was a major part of this movement of behaviorism with his theory of classical conditioning. 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His fundamental study was based on digestion and behaviors that are evoked during an event and an anticipate response. Yet, his experiment awoke the twentieth century by a different type of learning called Classical conditioning, which is a compulsory or unconditional type of learning from one stimulus to another through a response. The master of classical conditioning and behaviorism For many centuries ago, various studiesRead MoreClassical Conditioning and Behaviorism Essay1096 Words   |  5 PagesClassical Conditioning and Behaviorism When taking psychology classes I have always enjoyed learning about behaviorism because it seems so cut and dry; if someone wanted to get a clear understanding or their fellow man, all they would have to do is sit back and observe. With behaviorism there is no Id, Ego or Superego to take into account, just raw behavior. While this approach seems simple enough, I feel that it can only offer an incomplete window into seeing how people function and react withRead MoreJohn B. Watson s Theory Of Psychology1048 Words   |  5 Pagesan enduring influence on psychology. Possibly his biggest contributions to psychology were his theory of behaviorism and his experiment on Little Albert. Though Watson’s experiments were extremely unethical and behaviorism doesn’t account for biological psychology, Watson was an extremely remarkable psychologist because of his principal of behaviorism and his findings on classical conditioning. Background John Broadus Watson was born on January 8, 1878 in Travelers Rest, South Carolina. Watson’s familyRead MoreBehaviorism The Developmental Grand Theory1525 Words   |  7 PagesBehaviorism the Developmental Grand Theory Hillary C. Wade Cisco College Author Note This paper was prepared for Psychology 2314 Lifespan Growth and Development, Fall Mini-Semester, Taught by Linda Grant. Abstract Out of all the theories of lifespan development, behaviorism has proven to be the most efficient explanation of how we grow and adapt with our environments. Also known as the learning theory, it was developed by John B. Watson, and with major contributions from B.F. Skinner and Ivan PavlovRead MoreBehaviorism s Theory Of Psychology983 Words   |  4 PagesClassification Behaviorism claims that â€Å"consciousness† is neither defined nor unable concept; that it is merely another word for the â€Å"soul† of more ancient time (Watson, 1970). However, behaviorism holds the subject matter of human psychology it focus on the behavior or activities of the human being. Etymology The word behaviorism originates from the Middle French word behavior, meaning the observable activity in human and animal. This term was coined in 1913 by the United States psychologistRead MoreHow Two Incredibly Innovative Behavior Theorists During Their Time Were By John B. Watson1014 Words   |  5 PagesAmanda Blom EDS 6123 - Educational Practices I Dr. Barbara Murray 20 November 2014 Supervision Research Paper Two incredibly innovative behavior theorists during their time were, John B. Watson, and B. F. Skinner. The spark of the behaviorism movement began after Watson published the classic article Psychology as the behaviorist views it in 1913 (McLeod, 2004). John B. Watson’s prestigious career began in 1903 when he learned his doctorate degree in psychology with a minor in philosophy. Soon