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INTASC I
ARTIFACT: THE SWEET HEREAFTER: Novel compared to the Movie
INTASC STANDARD: Knowledge of subject matter -- The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
This artifact demonstrates mastery of INTASC Standard I because it shows mastery of the novel form. The artifact compares two novels with the movies based on those stories. It shows that the teacher understands the use of characterization, plot devices, and symbolism. It also demonstrates that this teacher can use comparison and contrast between a novel in its printed form and in a movie representation of it to demonstrate the characteristics of the novel form.
The artifact accomplishes this by showing what was left out of the movie and its importance in the printed version,...
Throughout the artifact, the teacher demonstrates that some things can only be fully communicated by using the written word, and thus demonstrates the ability to communicate to students the need to read literature. The artifact goes beyond the surface characteristics of the novels and movies explored and demonstrates recognition of character development as well as how events can change characters over time. It delineates what the movie had to leave out in some cases and why, highlighting what was lost when the novel was produced as a movie. In addition, the artifact distinguishes between changes made in the movie that diminish the story and changes made in the movie that clarify and illuminate the story. This knowledge would teach students to be more discerning consumers of movies and help them develop a deeper sense of appreciation for the novel…
Discipline in Public Schools: Recent Court Cases "From 1969 to 1975, amid increasing legal challenges to the regulation of student expression in school, the Court's rulings largely confirmed students' rights to various free expression and due process protections" (Arum & Priess 2009). In Goss et al. v. Lopez et al. The U.S. Supreme Court decided that public school students do have a right to due process. In the case, a student
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These include: formulating a hypothesis, assembling resources and designing / running experiments. The combination of these elements will provide a way of accurately assessing the underlying amounts of risk. Moreover, it will help to identify procedures that will allow entrepreneurs to continually innovate. (Sull, 2004, pp. 71 -- 77) According to Soto, this is in line with his basic function of an entrepreneur. Evidence of this can be seen with
Discipline and Grievances Procedures The Chartered Institute of Personal Development (CIPD) Survey report of February 2007 entitled: "Managing Conflict at work" reports a survey of 798 participant organizations that employ in excess of 2.2 million employees. This survey reports that the most common causes of workplace disputes are "general behavior and conduct issues" followed by "conflicts over performance, sickness absence and attendance and relationships between colleagues." (CIPD, 2007) According to CIPD
Discipline Exercises "Missing Money." My first reaction is to look at all the students involved and at their reactions. Eileen looks shocked, but does Carol look guilty? While Carol may have behavior issues, I cannot make snap judgments about her and the missing money. Other options would be to talk to Carol and Eileen, and try to get to the bottom of the missing money from them. Talking to Carol might