The Mona Lisa Curse Assignment Example | Topics and Well Written Essays - 500 words

The Mona Lisa Curse - Assignment Example Towards the end of the film, Hughes says, â€Å"If art can’t tell us about the world we live in, then in don’t believe there’s much point in having it†. Herein I disagree with his view, since art has always been a reflecting of the contemporary culture. It is kind of rule followed by artists in every era, and is reflected in renowned pieces of modern art. According to Hughes, art is now controlled by the rich who can pay high price for them rather than the critics. However, giving the power back to the critics is not the solution. The solution lies in viewing art from the perspective of the artists since they have created art and so have the answers to all questions. .It is an undeniable fact that people learn to love only those things about which they grow to learn. The same thing can be applied to Godhead. Since the beginning of restoration, many truths have come forward regarding the Godhead. Many such truths were lost during the Apostasy. It is because of Restoration that today we have realized that Heavenly Father, Jesus Christ, and the Holy Ghost are three distinct beings but with a common purpose. We now believe that Father and Son are two separate beings with flesh and blood, while the Holy Ghost is personification of the spirit, who took the form of dove when descending from heaven. It is only by understanding the true essence of God, mankind can introspect themselves. Restoration of Godhead has also inspired us to believe that although Heavenly Father, Jesus Christ, and the Holy Ghost are three distinct beings.

How far can recruitment and selection processes under HRM be Essay

How far can recruitment and selection processes under HRM be characterised as being about 'getting the best person for the job' - Essay Example Much of the important work on the relative merits of employment structures has evolved through the debate in the industrial sociology/industrial relations and HRM literatures on the ‘flexible firm’. Several dimensions of flexibility have been identified (Blyton and Turnbull, 1998). Effective recruitment and selection are critical to organizational success. They enable companies to have high-performing employees who are also satisfied with their jobs, thus contributing positively to the firm’s bottom line. On the contrary, poor recruitment and selection often result in mismatches which can have negative consequences for an organization. A misfit who is not in tune with the organization’s philosophies and goals can damage production, customer satisfaction, and relationship with suppliers and the overall quality of work. He can also adversely affect the morale and commitment of co-workers and negate efforts to foster team work. Training your way out of a wrong hire can be very expensive. Effective recruitment and selection are therefore not only the first step towards organizational excellence, but are important cost control mechanisms as well. Although HR managers may be responsible for designing employees’ recruitment and selection systems in many firms, all managers need to understand and use these systems. After all attracting and hiring the right kind and level of talent are critical elements of business effectiveness. Stocking a company with top talent has been described as the single most important job of management (Hand, 2002). Managers being an in charge of recruiting or have a key role in the process, if they do not attract and hire the right people it can hurt the organization. Recruitment is the process of generating a pool of qualified candidates for a particular job. The firm must announce the job’s availability to the market and attract qualified candidates to apply. The firm may seek applicants

Understanding The Growth Theory By Solow Economics Essay

Understanding The Growth Theory By Solow Economics Essay Robert Solow was born of a Jewish family on August 23, 1924 in Brooklyn. Fortunate with the opportunity to attend public schools, he had a strong academic foundation along with with motivation and mentoring he was awarded a scholarship to attend Harvard University in 1940. During his freshman year at Harvard he chose sociology and anthropology as his majors with a minor in elementary economics. At the end of 1945 Robert Solow decided to serve in the US army and later returned to Harvard in 1945. The depression at the time strongly influenced him to study the way the economy actually worked and after returning from the army he decided to switch gears and studied economics. At Harvard he was an assistant to Wassily Leontief producing the first set of capital coefficient for the output and input model sparking his interest in statistics and probability models which lead him to Columbia University for a concentration in statistics. About the same time he was also offered a position to lecture economics and statistics at Massachusetts Institute of Technology (MIT) which he accepted and overtime his fascination leaned more with macro economics. For 40 years Solow worked closely with Paul Samuelson and together they developed numerous work together such as: Balanced Growth under Constant Returns to Scale, (1953), Theory of Capital (1956) and A Complete Capital Model Involving Heterogeneous Capital Goods. In 1961, Robert Solow won the John Bates Clark Award which is given to someone under 40 years who have made a major contribution to economic thought and knowledge. His continued efforts and passion for macro economics resulted to him winning the Nobel Prize in 1987 for his analysis in economic growth. Over the years Solow has continued to be a prominent figure as an economist, his theory is thought all over the world from government to his theory thought in schools. The study of the factors which permit production growth and increased welfare has been a central feature in economic research for many years. Robert M. Solows prize recognizes his exceptional contributions in this area. This paper will discuss the major contributions Robert Solow made to economics in an A Contribution to the Theory of Economic Growth (1956), the influences for his analysis and its relevance in understanding how the economy works. Understanding the Solow growth theory is a challenge due to the number of models that he incorporates to explain growth theory. The basic model focuses on the accumulation of capital after which Solow incorporates new factors such as population growth and technology in order to show the changed result in comparison to the basic model. To aid in development of his Growth Theory, Robert Solow addressed the specifics concerning the growth of an advance industrial economy, this was first developed by Nicholas Kaldor. Kaldor has six characteristics for the economy, four of which Solow focused mainly to development the Solow model. Real output grows at a constant rate. Capital Stock grows at a constant rate Real growth and capital stock are likely to be the same Profit rates show a horizontal trend with the exception of changes in effective demand. The first three characteristics describe when an economy is in the steady state. To expand on this definition the steady state as described by Robert Solow is constant growth and capital stock. In an article, A Contribution to the theory of economic growth (1956) Solow growth model represented an addition to the Harod- Domar Model which explained growth patterns in terms of savings and capital. The main differentiation between his model and the Harrod-Domar model lay in Solows assumption that wages could adjust to keep labor fully employed. The Solow Model is neo-classical and as a results focuses primarily on the supply side. This implies that as long the supply of a good increases then economic growth can be accomplished. In this aspect it differs from the Keynesian models which focus on the demand side of the economy in areas such as: unemployment and inflation. The supply side In Solows model follows the following assumptions: One good in production with no change in technology and two factors of production, capital (K) and labor (L) deriving the following equation Y =F (K, L). The demand side for the Solow model assumes that output demand is equal to consumption and therefore there is no disposable income in the economy. Y= C + S Thus far the model describes a stagnant economy and Solow introduces dynamic factors in the model to show capital accumulation which are investment which increases the capital stock and depreciation which decreases capital stock. The saving rate in this model represents the tradeoff between consumption and investment. This means, what is not consumed is saved in the economy; this therefore increases capital stock growth or capital accumulation in the economy. In the active economy in the Solow model the production changes and is represented by the equation Y=F (K, S, à ¢Ã‹â€ Ã¢â‚¬Å¡, k0) meaning output is a function of capital, savings, depreciation and capital stock. By utilizing the capital stock increases output in different periods but at some point the economy comes to a steady state as described by the Solow Model. The steady state is accomplished when output and capital are in equilibrium. It also implies that the economy will cease to grow so there is no change in capital at that point. Furthermore an economy in a positive steady state does not move from that point therefore this can also be considered as the equilibrium point The variables listed above can be divided into two variables exogenous which comprises of savings depreciation and capital stock and endogenous which are capital, income and investments. The model shows that increased savings shifts increases investments which impacts the steady rate causing it to shift also. This activity illustrates that higher savings in an economy means that there is higher capital stock thus leading to higher steady state per worker. Therefore in the economy one need to know that is the optimum level of savings is necessary to get to maximize steady state which is known was the golden rule. To recap, the steady state can be referred to as long run equilibrium in the economy and savings is critical in the model because it shows that by increasing savings the steady state can shift upward which asserts higher level of capital stock per worker. The concept of golden rule was also incorporated in the Solows Growth Theory but prior to that the golden rule was a concept by Jon von Neumann and later in the work of Edmund Phelps. In Solows Growth Theory, he makes the assumption that policy makers will consequently determine a savings rate that will maximize consumption per worker referring to it as the golden level of capital accumulation. Robert Solow did not stop here with his theory he went on further to introduce population growth in his dynamic model which also means that the labor force is growing as well. What Solow is illustrating is the effect of this exogenous factor on the population. Therefore the capital stock will be divided thinly across the increasing population. Since this increase in population is decreasing the capital stock this indicates there is a negative effect on income per worker. Solow then adds technology to the model, technology as described by Solow can improve efficiency of production and this means that there is an increase in output ultimately leading to the sustained growth in the economy. At this stage in the model, Solow uses a new production function to describe the economy Y=F (K, L, E, à ¢Ã¢â‚¬Å¡Ã‚ ¬) this means that output is a function of capital, labor, efficiency and effective worker for this economy. Solow goes on to describe what is meant by an efficient worker and this is characterized by knowledge, familiarity and ability. Output can consequently increase by the efficiency levels of workers. Efficiency in this model per effective worker can move the steady state equilibrium where capital stock per worker constant. As a result, with technological progress in this model the capital stock per worker is growing at the technology rate even in the steady state due to efficiency in the economy. We can see that even if capital is not growing in the steady state capital per effective worker is at the rate of technology. In addition, this also asserts that output per worker is also growing at a rate of technology. Combined, total output and capital stock are both growing when the two variables population and technology are present. The Solow Model therefore shows that technological progress in the economy explains sustained economic growth in the context of living standards per worker.

To Kill a Mockingbird by Harper Lee - Learning and Personal Growth :: Kill Mockingbird essays

Learning and Personal Growth in To Kill a Mockingbird Conflict is an inevitable part of life. In many cases, these conflicts are between two individuals debating over one specific subject. It is often hard to declare a winner when both people consider their argument to be the correct one. Scout and Jem learn the tools necessary to overcome conflict through personal experience as well as the experiences of other characters in the novel. As a person grows older, conflicts in life become a more regular and more real occurrence. Through experience, knowledge, and bravery any situation can be controlled and overcome as seen in To Kill A Mockingbird by Harper Lee. As life goes on, a child gains a great deal of experience through her own doings and those of others. With each new situation, this child is able to better carry his or her way through life. Scout grows up in a small Alabama town, and she contains herself between two houses in her neighborhood: Mrs. Dubose's house (2 doors north) and the Radley place (3 doors south). She and her young playmates start off as clean slates, so they act out other people's experiences to compensate for the lack of their own. "He (Dill, an out of town friend) played the character parts normally thrust upon me--the ape in Tarzan, Mr. Crabtree in The Rover Boys, Mr. Damon in Tom Swift" (Lee 8). This game playing becomes the first sign in the novel that Scout is ready to enter the world of the adult. Scout's first learning experience away from home is at school. "I never deliberately learned to read, but somehow I had been wallowing illicitly in the daily papers,..., reading was something that just came to me " (Lee 17). She is a smart child and has no trouble with the educational learning involved with school, but for the first time, she experiences conflict through the differences in her classmates. As Scout grows older she becomes more curious. She even go so far as to enter the world of the Negro and to go to church with Calpurnia. "First Purchase African M.E. Church was in the quarters outside the southern town limits" (Lee 118). Calpurnia's church is a long way from their original neighborhood barriers, but thanks to Scout's new experience, she will not contain the prejudices held by many of the white townspeople.

Most Significant Event of My Life

In 2000, our family business was not doing well and our financial condition was very bad. My father was not in a position to finance my education. But because of these financial difficulties, at the age of 18, I got the opportunity to get a first-hand experience in business. For two years I was completely involved in business. It was a life-changing experience, which I think I could not have normally attained even in a five-year period. My father has a construction business, mainly doing irrigation projects and small bridges for the government. It is a small business with 100-120 employees. During that period, there was a huge delay in getting the bills passed, even after the work is completed. The interest on the loans became a huge burden because of this delay. My father had to spend a lot of time in getting the bills passed, but that affected the functioning of ongoing projects. I was doing my pre-bachelor degree then. I was not interested in business and was planning to go for engineering. But I had to put aside my dream and help my father, even before my exams were over. Initially my father had given me only the accounting tasks. I had to keep track of the employees and their salaries. I also had to monitor the stock of equipment. I learned many things within short time; preparation and submission of quotations, arrangement of funds, doing the complicated calculations involving kilograms of cement and cubic meters of sand and rubble, and keeping track of work completed and money spent. Gradually he gave me more important duties. After one year, I was responsible for managing employees and monitoring the work. I also began interacting with suppliers and government officials. Since I started taking care of many things, he got sufficient time to follow up and get the bills passed at the earliest. Gradually our business was on the track again. I still wanted to complete my formal education. After overcoming the financial difficulties, I joined for graduation. Even though I got less marks in my pre-degree, my attitude towards the business was completely changed by that time. I became a new person with added enthusiasm, confidence and experience. My decision to join MBA, to some extend, roots back to my experience in family business.

Retired Teacher

Implementing Time To Teach Using a Flow Chart D’Ette Griffin March 11, 2013 EDU 618 Dr. Thinh Nguyen Learning Setting: The learning setting is a middle school in rural Espanola, New Mexico. The school is only 8th and 9th grade, about six hundred students. Having only two grades causes some of the discipline problems of the school to be exaggerated. Schools with only two grades set up unique problems, missing the third grade which balances the school. Eighty five percent of these students are on the free lunch program, many of their families are on welfare, unemployment, disability or have very low paying jobs.The poverty rate in Espanola, New Mexico is very high. The racial break-down is about 49% Hispanic, 28% Native American, 20% Caucasian and 3% African American. The school’s staff has noticed that many of the students lack positive character traits, low level discipline problems; they have low test scores and a huge bullying problem. The administrators and staff hav e decided to bring in a classroom management program that will address these issues. The program the principal has decided to implement is called Time To Teach. The principal has hired a trainer and the dates have been set.This paper will explore the process of choosing and implement a classroom management program by using the project logic model. â€Å"The program logic model is defined as a picture of how your organization does its work – the theory and assumptions underlying the program. A program logic model links outcomes (both short- and long-term) with program activities/processes and the theoretic assumptions/principles of the program. †(Kellogg, 2004 p. 111) The goal of an educator is to educate, but every administrator and educator knows that that is easier said than done.The goal of education is often hindered by inappropriate behaviors that stop teaching, stop learning and are a waste of time. Initial attempts to combat this problem begin with posting all t he school-wide rules and expectations and a list of what the consequences for failure to follow the rules. Schools wanting to create a positive learning environment and sense of community to must go beyond the basic rules and communicate the vision of the school. The vision should be shared among staff, students and the community and all stakeholders need to â€Å"buy-in†.The students must be ‘buy-in’ the importance of good behavior and character, furthermore become active participants in making their school better. The behavioral expectations will be displayed in every classroom as the ‘expectations will posted throughout the campus as well as the schools vision. It is â€Å"equally important to remember to periodically update the vision as necessary to maintain personal and cultural relevance. †(Dahlgren, Malas, Faulk and Lattimer,(2008, p. 188) When choosing a vision for your school it may take on many varied forms the authors continue, there is n o right way to have it, â€Å"the important thing is just to have it. (p. 189) Finally they suggest Vision and Mission statements should be revisited in three to four years to reflect the cultural changes and relevance of the times. Mission Statement The mission of Carlos Vigil Middle School is to guide students to become productive and contributing members of society. Carlos Vigil Middle School will provide strong academic and co-curricular programs. The staff shall coordinate resources of the school and community so that students will respect themselves and others, while appreciating the value of diversity, individuality, creativity.Recognize that problems are opportunities of change. We seek a set of moral standards and character traits that allows them to thrive in the world. Students will be taught with â€Å"Unconditional Positive Regard† and teachers will model appropriate behavior. Students will experience the joy of learning as a lifelong process. The value system t hat underlies efforts to accomplish this mission includes these beliefs and student Expectations: †¢ The school community will be a safe and caring environment that promotes respect, self-worth, creativity, and academic growth. All members of the school community work collaboratively. This process includes good communications, shared decision-making and accountability. †¢ Learning is a process in which all can participate and succeed. Inherent in the process is innovation, risk-taking, and the challenge of one’s personal limits. †¢ The school community should foster the intellectual, emotional, and physical well-being of each student. †¢ Diversity should be welcomed for the strength it brings to the education of all members of the school community. Education should be celebrated as a lifelong process that fosters person and positive growth. The staff and administration and a group of students worked on a committee that helped plan and develop the vision an d mission statements for Carlos Vigil Middle School. Finally, the school will hold a contest to develop a â€Å"Character Logo† that will be in every classroom and part of the school community. The winning design will be made into huge posters, banners, and will represent what we as a school are our most important character traits.Once the vision and mission statements have been decided upon the next step would be to present the ‘Logic Model’, and the flow chart will be explored throughout this paper. The logic model as described by W. K. Kellogg in his Logic Model Development Guide: â€Å"In general, logic modeling can greatly enhance the participatory role and usefulness of evaluation as a management and learning tool. Developing and using logic models is an important step in building community capacity and strengthening community voice.The ability to identify outcomes and anticipate ways to measure them provides all program participants with a clear map of th e road ahead. Map in hand, participants are more confident of their place in the scheme of things, and hence, more likely to actively engage and less likely to stray from the course – and when they do, to do so consciously and intentionally. Because it is particularly amenable to visual depictions, program logic modeling can be a strong tool in communicating with diverse audiences – those who have varying world views and different levels of experience with program development and evaluation. (Kellogg, P. 111) Logic Model Development Guide The school system including the principal, counselors, administrators, and a group of teachers collaborated on helping to decide on the program that would be implemented â€Å"Time To Teach† and which behaviors that we were going to â€Å"Teach To† if we plug these behaviors into the flow chart model each segment will have a chart that represents that particular behavior or character trait. A typical flow chart will incl ude the following:Assumptions| Input| Activities| Outputs | Short & Long Term Outcomes| Impact| Conduct Needs assessment | Money for Staff development and Title 1 monies | Staff training & training activity| Five core beliefs | Students will have better self-esteem| Successful student-teacher relationships | Secure Training facility | Equipment needs | Classroom ecology analysis | Self-control | Improved Test scores | Increased Test Scores by a measurable percentage | Classroom management program will address behavior issues and character traits. Selection of the Time to Teach Program | Teaching classroom expectations & Refocus Establish a base of support Establish â€Å"buddy teachers†Teach Refocus Process Produce Refocus forms | Classroom by Design Teach To’sStudents learn â€Å"expectations† | Lower principal referrals Intended OutcomesStudent Mood Awareness & Rapid Teacher Response (SMARTRTM)Clear classroom expectations â€Å"Teach-To’s†Student s with good self –esteem ~ Unconditional Positive Regard Lower Principal referrals Improved Test Scores| Students will recognize the good in each other and will accept each others differences, there will be less bullying because they are treating each other with the respect that the receive from staff and each other. | Before any program can be implemented the principal will be doing certain activities to get ready for implementing the program. A needs assessment must be completed to determine to what the goals are and what activities are going to be done to reach these goals.After conducting the needs assessment, the principal can determine the goals for the program. Once they have chosen a program, then they must budget for the training, that means acquiring funds. The next activity is choosing a venue to have the training session and planning for lunch and or snacks. Activities â€Å"are the procedures, techniques, tools, events, technology, and actions of the planned pro gram. †(Kellogg, 2004,p. 8) The author continues, â€Å"These may include products-promotional materials and educational curricula; services education and training, counseling, or health screening and infrastructure –structure, relationships, and capacity, used to bring about the desired results. (p. 8) Activities will include students designing character logos and banners, after the implementation of the program. The Time to Teach classroom management program can be implemented into the school system as soon as the training session is over; all the components can be implemented the following school year. The next school year will begin with all the â€Å"classroom expectations† posted in the hallways, classrooms and on the buses. Starting on the first day of school and will continue until all classrooms, school library, cafeteria, behavior on the bus, the first week to two weeks will be spent teaching the expected behaviors to the students.As teachers we cannot afford to assume that students know how to behave properly in need to be taken to prepare for the professional development training program and for implementing strategies after the training has been completed. For example, Implementation activities are â€Å"included for each component of a program logic model. † (McDavid, Huse, & Hawthorn, 2013) These implementation activities teachers can use to immediately start using the techniques of the program. Here is the three classroom integrity classroom questions teachers can mentally ask themselves, â€Å"Am I able to Teach? Are the other students able to learn? Is the student in question able to learn? † (Dahlgren & Hyatt, 2007) This is just a quick sample of a starting point for teachers. Outputs:Outputs can be described as in â€Å"terms of the size and or scope of the services and products delivered or produced by the program. They indicate if a program was delivered to the intended audiences at the intended ‘ dose. †(Kellogg, 2013) The Time To Teach would have to be viewed by the teachers to start to implement the â€Å"product† which in this case it would be the training session. Once the teachers have participated in the training/product they can return to the classroom and begin to implement the Time To Teach strategies and activities so that they can get the desired outcome. The desired outcomes will include ‘buy-in’ by all staff members, parents and teachers.There must be a shared sense of purpose among the staff, students, parents and community. (Dahlgren, & Hyatt, 2007) The authors continue when there is a failure to achieve this ‘buy-in’ by one or more of the stakeholders than there will be limited policy effectiveness and it may even become useless. When the Time To Teach program has been properly implemented and there is ‘buy-in’ by all participating parties then the likely outcomes will be successful. The Five Core Beliefs th at the Time to Teach philosophy incorporates, Self-Control, Classroom by Design, Teach To’s, Refocus, and the student teacher relationships or Unconditional Positive Regard.If the stakeholders do ‘buy-in’ to the program then they end up with 30% higher test scores, better behaved students and lower principal referrals. (Dahlgren & Hyatt,2007) Outcomes: When planning for your program you can demonstrate your programs progress by projecting outcomes. â€Å"Outcomes identify the short-term and long-term outcomes you expect to achieve for each activity. †(Kellogg, 2007p. 14) Outcomes can further be defined as â€Å"specific changes in attitudes, behaviors, knowledge, skills, status, or level of functioning expected to result from program activities and which are most often expressed at an individual level†(p. 8) The activities that are planned ultimately bring the outcomes that are trying to accomplish. The activities approach model also connects progra m resources and activities but does so in great detail. Each outcome is usually dealt with separately by the activities and events that must take place to keep on track. †(p. 12) The intended outcomes for the Time to Teach program will be discussed throughout the rest of this paper. Time To Teach! is an evidence based classroom management program that uses proven, practical, and powerful strategies. These strategies are researched based and ready to be put to use in the classroom. The Five Core components of Time To Teach! mirror what many esteemed researchers say works. Many leading researchers define classroom management in similar terms.Robert Marzano (2003) defined effective classroom as â€Å"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†(88-89) C lassroom management was rated as the most important variable in building and sustaining a high achieving classroom in nearly every major study on academic achievement. (Dahlgren, Malas, Faulk, and Lattimer,2008) Once Time To Teach! has been implemented, teachers should be able to read student mood and respond calmly and quickly, as needed. Teachers will correctly read social and emotional cues and correctly perceive students responses to their behaviors. Specifically, when a student becomes disruptive, it is the teachers job to respond calmly and appropriately. Teachers who exhibit this kind of self-control can read their room and will react swiftly, calmly, and compassionately. We call this the SMARTR TM response- Student Mood Awareness and Rapid Teacher Response. †(Dahlgren et. al. ,p. 6) Projected outcome of the Time To Teach! once the program has been implemented students will be taught what the classroom expectations are and the teachers will not how to teach classroom ru les and routines with success. The term Teach To’s was first coined almost four decades ago. (p. 6) With today’s students showing up for class not knowing how to act or what is expected of them is the norm while having students who show up knowing how to act is the exception.The good news is that there is that even if we have students that have bad behaviors that affect the classroom functioning, when successfully â€Å"teaching-to† your classroom rules and routines, â€Å"you will be guaranteed a more effective instructional climate. †(Dahlgren et. al. ,p. 7) The authors continue, â€Å"Teaching-to† behaviors are a foundational and powerful component of the Time To Teach! Program. We have been doing it for forty years. †(p. 7) Conclusion: Students should gain more confidence as teachers continue with the program and as they begin to ‘buy-in’ in to the system. School-wide behavioral- management and character education in todayâ⠂¬â„¢s world is a must. Every classroom in every school can find a room with the rules posted, and talked about once, but these programs â€Å"expectations† will be posted everywhere and will be talked about and taught until every student gets it.Students will be taught how to act and what is expected of them in a positive respectful way with unconditional positive regard. Students will be asked to compete in a contest to design the â€Å"character logos,† whoever wins will receive a prize of some sort and school wide credit. Because somewhere in this face paced world, of video games, cell phones, tablets, and laptops, these latch key students have not been taught how to act appropriately and it is our responsibility as teachers to teach them character traits and behavior management skills. The school administrators have a tough job. They have to try to please the district offices, teachers, parents, students, the community and the government, all while trying to do wh at’s best for the education of the student.In today’s world it is increasingly apparent that it is essential to incorporate the behavior management skills. â€Å"It is important to understand that teaching behavior is as important as teaching academics. †(Dahlgren et. al. ,p. 198) The authors continue, that â€Å"on a school-wide basis, children must be taught these expectations until they understand these expectations, and finally they should be held accountable for these expectations. † (p. 198) Thanks to Time To Teach for making these expectations a reality. References Dahlgren R. , Dahlgren A. , Faulk J. , Lattimer M. , Ludwig. (2011) Associate Training Manual Time To Teach. , Dahlgren R. & Hyatt J. (1994-2007). Time To Teach: Encouragement, Empowerment, and Excellence in Every Classroom. Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. Dahlgren R. , Malas B. , Faulk J. , & Lattimer M. (2008). Time To Teach! The Source for Classroom Managemen t. , Hayden Lake, ID. , CTE, Center for Teacher Effectiveness. W. K. Kellogg Foundation. (2004). Using Logic Models to bring together planning, evaluation, and action: Logic Model Development Guide. , Retrieved from http://www. wkkf. org/~/media/36693510092544928C454B5778180D75/LogicModel. pdf McDavid J. C. , Huse I. , & Hawthorn R. L. , (2013) Program Evaluation and Performance Measurement An Introduction to Practice. , Second Edition. , Thousand Oaks, CA. , Sage Publications.