The global stage

The global stage Global Media: Foreign Media Organizations in China In the globalization age, information flow, just like commodity flow and capital flow, increasingly takes place at the global stage. Global media and communication, although certainly has its flaws, has become a prominent phenomenon today. This constitutes the international environment in which the current development of media in China takes place. Globalization and Global Media When communications satellites and computer networks took off in the early 1990s, the world found itself faced with a new generation of media technology which not only undermined geographical distances but also national borders. Fueled by a wave of communications policy deregulation, changes in the media industries soon led to the belief that the whole world was now linked by global media which transmit messages in split seconds to audiences everywhere, including those living in the most remote corners of the world. The era of global media thus pronounced itself arrived. In recent years people have come to witness interesting, albeit somewhat puzzling, developments in the world of media, specifically the transnationalization of national, or even local, media in many parts of the world. These developments have painted a media landscape that quite different from what people used to be familiar with. In the discourse of globalization, there does not seem to be a generally accepted definition of the term. On many different occasions the term has been defined as the free worldwide flow of the production elements and resources, as borderless or stateless economy. It is also widely viewed as the cultural, political, and economic, integration of the whole world. Even before the term â€Å"globalization† became a catchword in the academic and popular vocabulary in the 1990s, global operations and transnational corporations in many industries had long aroused academic attention. In addition, many scholars have long been noticing the connection between the media and globalization. For instance, McLuhan, a media theorist, was claimed to have suggested their connection â€Å"by combining ‘the medium is the message with his ‘global village† (Rantanen, 2004:1.) Globalization suggests simultaneously two views of culture. The first, taking a monoculturalist point of view, treats globalization as the â€Å"extension outward of a particular culture to its limits, the globe,† through a process of conquest, homogenization and unification brought about by the consumption of the same cultural and material products (Featherstone, 1995:6). The second one, adopting a multiculturalist stand, perceive globalization as the â€Å"compression of cultures† (Featherstone, 1995:6). While the meaning of globalization remains ambiguous, â€Å"global media† or â€Å"media globalization† have quickly become clichà ©s in media studies. Two questions can be raised about the use of such terms, however. First, what is meant by a globalized media industry, and secondly, can we assume that a genuine globalization of the industry has already taken place? More precisely, what is the direction of changes that we can observe now-globalization, localization, or something else? Too often when the term â€Å"global† is used in conjunction with the media, it refers primarily to the extent of coverage, with the popularity of satellite television and computer networks serving as evidence of the globalization of communications. However, the linkages brought about by the globalization process are largely confined to OECD and G7 member countries, which constitute one-third of the world population. And even when a medium, e.g. CNN, can put over 150 countries on its map, the rate of penetration and actual consumption can present rather a different picture. As Street (1997:77) has said, the fact that a product is available everywhere is no guarantee that it achieves the same level of popularity, let alone acquires the same significance, meaning or response (Featherstone, 1990:10). It is no secret that CNNs audiences normally account for only a small fragment of a nations population. But even with its conceptual flaws corrected, coverage is merely one of the important dimensions of the media industry. The meaning of a globalized industry would be seriously distorted if other dimensions were left out of the discussion. These dimensions, including the dynamics of the market, modes of production, the contents and messages transmitted, are closely related to the perception of the role and function of media in the globalization process, the direction of change in the industry, and ultimately, the cultural images presented by the theories of globalization. What roles and changes, then, should be expected to see in the media industries according to the monoculturalist point of view? Media Development in China Since the 1990s, with broadcasting and newspapers outlets already reaching large numbers, China has moved onwards into a new stage of media development, prioritizing quality improvement, intensive management/operation instead of increase in numbers, and optimization of the industry structure. In the globalization context with a goal of making its media more competitive and more effective in the mass media market, as well as to strengthen the media industry, China has been adopting the strategy of optimization of the media industry structure (Zhang, 2007:78). The country has closed down, combined, or transformed several media organizations that failed to satisfy the needs of the market competition. In recent years, Chinas media development is also mirrored in the adoption of the latest information technologies, most especially the Internet, by media organizations. In the late 1990s, media organizations in the country used computer technologies extensively. The fever in adopting Internet technologies was spurred on primarily by factors like the eagerness to embrace the trend throughout the world, towards building an information superhighway, the need to stay competitive with other media institutions, and the desire to grasp the opportunities for the stations or papers new development (Zhang, 2007:78). The Chinese experience suggests a strong link between globalization and the enthusiasm of the media organizations to adopt Internet technologies. Starting from the year 2000, media in the country have maintained such desire to adopt state-of-the-art information and communications technologies. Along with the ever-increasing media websites, a new type of websites has emerged sites jointly established and operated by several media institutions in a region (Zhang, 2007:78). Presently, new media technologies are in the spotlight in the technological stage in Chinas media industry. For example, CTP technology is widely used in the countrys newspaper industry. Digital TV and digital audio broadcasting have also emerged in China. Internet protocol TV (IPTV) is also one of the highlights in the current development of the Chinese TV industry. In the area of online outlets, news websites have become a recent type of media outlets in the country. News websites are composed of three levels: websites of large national media organizations, major provincial/municipal ones, and city-level ones (Zhang, 2007:79). Moreover, cross-media operations in mass communications constitute another important aspect of the development of media in China (Zhang, 2007:80). Foreign Media Since China entered the World Trade Organization (WTO) in 2001, the government has eventually opened its domestic media market. Because of the the increasing degree of the media openness, foreign media organizations have begun to enter the Chinese media market. In 2001, from October to December, the government permitted three overseas TVchannels to go into Guangdong province. These are Star TV, Phoenix Satellite Television, and CETV, which is owned by AOL Time Warner. It is the very first time for China to allow foreign channels to be played on local cable and satellite system. Despite these limited entries, the event has caused major ripples throughout the entire Chinese media industry. In addition, in October 2004, the State Administration of Radio Film and Television (SART|FT) enacted two regulation policies allowing foreign media in the country through more diverse formats (Chan and Ellis, 2005:1). It suggested a constantly-open media market toward foreign capitals in China, a fiery trial for the entire country. Due to the easing of regulation, foreign media organizations have started to swarm into China. In 2008, SARFT approved 33 foreign channels. Many broadcasting organizations had branches in Beijing, Guangdong,Shanghai, and Chongqing. These include Time-Warner, Sony, Disney, News Corp, and Viacom (China Business New, 2008:1). Shanghai, for example, houses competitive foreign media organizations like CNBC (US Cable Network), BBC (British Broadcasting Company), FBC (Italy FactBased Communications), NHK (Japan Broadcasting Corp.), and SUNSET (France), with investment flowing from the United States, the United Kingdom, France, Switzerland, Germany, Japan, Singapore, and South Korea, among others. Localization According to neo-Marxists, who advocate a homogeneous world view, one of the major characteristics of globalization is that everyone has the feeling of being a member of one single society. The feeling, as described by Albrow (1990:8-10), is the sense of â€Å"the whole earth as the physical environment, where all are citizens, consumers and producers, possessed of a â€Å"common sense interest in collective action to solve global problems.† The increasing interdependencies of nation-states has been cited as a major cause for nurturing such a feeling. Today the comforts and assurances of local communal experience are now undermined by distant social forces. Communications media, TV in particular, is an important factor in the compression of time and space. It constantly brings distant events and concerns to the homes and minds of people around the world as they happen. This constitutes an intrusion of distant events into everyday consciousness. However, this compression of time and space is not without its limits. As pointed out by Mittelman (1996:229), capital and technology flows must eventually â€Å"touch down† in distinct places. These places, in contrast to the global phenomenal world, are where everyone lives his or her local life. To human beings, wanting a place where one feels a sense of belonging is natural. However, such a sense of place is cultural, as has been pointed out by Hall (1995:178). Despite the intrusion of distant social forces, feelings and perception of people about their environment remain closely associated with the memories and personal ties they have, together with the social, cultural, and even geographical and climatic setting of their environments. The emphasis on what is called a â€Å"local culture† is â€Å"the taken-for-granted, habitual and repetitive nature of the everyday culture of which individuals have a practical mastery† (Featherstone, 1995:92). This and the cultural forms, the common language, shared knowledge and experiences associated with a place, are the essence of the concept of local culture. Global political and economic factors and media technologies serve to compress, but not eliminate, time and space. In addition, the sense of place, something associated with the essence of a local culture, has become a major determinant in the restructuring of the world communications industry. To suggest that media globalization is no more than a part of a process of domination by Western media and ultimately of the Westernization of world cultures conflicts with the advocacy of Asian values in Asia and is reductionist. To modify the monoculturalist image of culture, Featherstone (1995:6) suggested that globalization may be better considered as a form, a space or field, made possible through improved means of communication in which different cultures meet and clash, or simply a stage for global differences. According to him, this conception points directly to the fragmented and de-centered aspects of the globalization of culture, and in the mean time suggests greater cultural exchanges and complexity. One may argue that a multiculturalist view of globalization does not advocate the localization of transnational media as the only venue for communication as a platform for cultures to meet and clash. But powerful as the idea may be, this view does not offer a clear picture, nor an indication of, how the structure of the world cultural industries has, and will, change; how different it is from what we used to have, and how the ideals of meeting/clashing points may be achieved and professed. According to cultural and media imperialism theories, the demise of local cultures and cultural industries was something predictable, as a consequence of the importation of television programs. By the 1990s, however, it has become evident that the theories have suffered from a lack of evidence. Destructive or Constructive? Since many foreign media organizations have penetrated China, it can be argued that Western media products transmitted in the process will challenge or damage the local culture. However, the impacts of these organizations in the local media market in China appear to be constructive, not damaging, to local cultural heritage. Foreign programs offer great opportunities for reflexive awareness. Audiences do not just receive meanings passively. They are critical and active during the reception process. Watching Hollywood movies and foreign TV shows does not mean the local audience are being American. Instead, in theory, Chinese viewers form a reflexive awareness (who am I? or, who am not I?). Also, many studies in China and the rest of East Asia have suggested that the opposition to foreign culture has been engendered by watching overseas TV shows and thus evokes a protective attitude toward their local culture. While the purity of cultural identity remains a much debated issue, there is no denying that the Chinese audience are also reflexively considering their own identities while being faced with increased importation of foreign cultural products. Regional or national consciousness more than a homogenous global identity enlarges as exposure to alien cultures speeds up. In spite of some visible evidence of cultural homogenization as part of the everyday life, like westernization, it seems that people have a stronger sense of membership in their groups (Morris, 2002:278). In addition, according to Harvey (1989:306), â€Å"localism and nationalism have become stronger precisely because of the quest for the security that place always offers†. On the contrary, there is little evidence of â€Å"cultural abrasion†, instead there is an increasing protective attitude and reflexive awareness within the receiving nations (Varan, 1998:58). The entry of foreign media organizations in China appears to be constructive, not destructive, when one views localization as a form of cultural adaptation. Cultural adaptation, in the mass media context, refer to a comprise strategy, like adding Chinese subtitles for overseas programs. It also refers to an active devotion into the local culture made by the transnational media. Foreign media organizations not only provide Chinese subtitles to achieve high ratings, but they also do research and make compelling contents for the local audience in China. In order to produce a program that will fit with the Chinese culture and one that will not offend sensibilities, many foreign media organizations actively delve themselves into local cultures. They also try to penetrate the market by employing local production groups, such as producers, directors, and performers, as well as as original scripts.. The contents are produced to satisfy the local taste, full of cultural factors and traditional background. Thus what transnational media organizations have brought to the country seems not to be the threat of foreign or western cultural products, but the significant amount of foreign investment used to produce local cultural programs. From the cultural point of view, these programs owned by foreign media organizations would not damage Chinese native norms or values. This is because many shows are produced considering the local audience and embedding with them strong traditional cultural background. From the economic point of view, the significant amount of foreign capital brought by the large media organizations can help the local media market prosper. Basically, local media companies benefit from the competition by cooperating with foreign companies. The localization process of the media in China not only induces the indigenized strategies of global companies; it also induces the globalized reactions of local media industries. The strategy of localization cannot be understood simply as a unidirectional flow of global power on the local media industry. Mutual influences suggest a complex and complicated reciprocal interaction between the global and the local, taking into consideration the reverse effects that the local brings to the global. For example, AOL/Time Warner promised to air CCTV 9th channel through its cable network in Houston, Los Angeles, and New York. CCTV 9th channel contains music, news report, travel and leisure, nature, as well as mandarin education specifically designed to expand the Chinese traditional culture. The aim of such move appears to be the reeducation of the Americans and Chinese Americans and changing of their attitude toward China (Rowe, 2001:1). This shows that Chinese TV officials have already realized the significance of exportation of Chinese programs. By borrowing resources from foreign media organizations, China is able to to send out locally produced products, shaping western attitude toward China and its culture ideologically. It is also noteworthy that many other broadcasters throughout Asia have already begun to target people in overseas market. For example, TVB has been serving Chinese speaking subscribers in North America and Canada. Likewise, MBC, a Korean broadcaster, has established a channel aimed at Koreans in the US. Zee TV, a South Asian broadcaster, has also penetrated The US and the UK (Chadha and Kavoori, 2000:415). As media globalization goes intensive, further reaction taken by the receiving societies is not limited to the cultural resistance of the local audience any more. It now has changed to the active competition among media organizations as well as the exportation of cultural products outside China. Such active activities from China, and also the developing countries in Asia, are seen to increase in the next few decades. With a stronger than ever economic development, the exportation of media contents will became more and more. It can be argued that there is actually no absolute weak and strong culture in the media globalization trend. Every culture changes over time no culture is exempt from this fact. In economic arena, the :Third World† or â€Å"developed countries† category has constantly been facing challenges and has been forced to change. The same is true in the media and cultural arena. No one culture in the world will be the stronger or weaker culture forever. Conclusion The influx of foreign media organizations in China has not yet threatened the local culture as seriously as many observers have proclaimed. There is a conscious effort among transnational media organizations to adapt culturally in order to produce programs that cater to the local taste and ones that embed traditional culture in them. Local Chines audience have a strong reflexive awareness, making them active viewers not passive. This safeguards local culture. Similarly, the local media industry is not passively waiting for challenge; rather, local media organizations actively pose serious competition with media conglomerates, borrowing their resources to promote Chinese culture outside China and to educate people around the world about their culture. Cultural hybridization is expected to be promoted by the strong influences of local responses. Recent exporting activities in China and other Asian nations suggest a novel reciprocal interaction between the global and the local. What the globalization of media brings to China, and the less developed countries in Asia, is not only the difficult challenges, but also the many benefit. While the eastern and western cultures become increasingly because of the media globalization trend, local cultures are also given the opportunity to keep its own characteristics and its independence. Overall, the consequences of media globalization to China seem to be constructive rather than destructive both from local cultural and economic points of view.

Internship report

Internship report Introduction My two-month internship in the Ministry of Foreign Affairs and Cooperation was a worthwhile experience as it helped me gain considerable and Professional knowledge about the way Moroccan diplomacy is exercised by carrying out different ministerial tasks and witnessing the way work is done in the ministry from translating documents to writing reports. My interest in International Studies and Political Science as an area of study goes back to my high school when I was keen on studying Philosophy, History and Geography. Although when I went to university I picked English Studies as my major, my growing interest in International Relations was reawaken after my three years of taking English Studies at Hassan II University, when I went to study Political Science at Beloit College under the PLUS Scholarship. The internship that I took in the ministry corresponds to my carrier interests and school major; it was also an opportunity to compare my experience as an intern at the Office of Tammy Baldwin in Beloit, Wisconsin that dated back to 2008 with my current internship in the ministry. My internship report is divided into four main sections; the first one is concerned with giving brief information about the ministry and its missions, the second one is concerned with duties and tasks that I was assigned to do in my internships, the third one is devoted to the knowledge and experience that I learned and finally the fourth section includes my critical assessment of my internship in the ministry by identifying the things that I want to change if I am to work in the ministry and comparing it to my previous internship in the USA. The Ministry Of Foreign Affairs The Ministry of Foreign Affairs and Cooperation is one of the four ministries in Morocco in which the ministers are directly appointed by the king. It is concerned with the foreign policy of Morocco and managing its diplomatic relations with foreign countries and non-state actors like the UN. The current Foreign Minister is Mr. Taieb Fassi Fihri and his secretary general is Mrs. Latfia Akherbash. The ministry undertakes various operations that can be summarized into six missions: The first one is to drive the diplomatic action of Morocco by representing its interest at the international level, insuring the development of international cooperation and coordinating the foreign relations of Morocco. The second point is to serve as the official representative of the monarchy in front of foreign countries and international and regional organizations, therefore any communication or agreement between a foreign country and Morocco must first go through the ministry before reaching its direct destination in the kingdom. The third mission is to be involved in the preparations of conferences and meetings at the international level and represents the monarchy in those manifestations. The fourth missions are to conduct negotiations of agreements, conventions and treaties that have political and diplomatic character and to coordinate the economical, political and social engagements of Moro cco. Moreover, with the exception of treaties, the ministry has the power to renew or reject any argument if it is deemed to not be in the interest of the kingdom. The fifth mission is to afford the protection of the rights of Moroccans living abroad and foreign citizens taking refugee in the monarchy, in addition to that the ministry also coordinates the activities of the public services situated outside of the country. Finally the ministry has the responsibility to inform regularly the government about the status of Moroccos foreign relations. As far as the structure of the ministry is concerned, it is divided into two main sections: the direction of bilateral relations and the direction of Multilateral relations and global cooperation, the former directions is further divided into five divisions according to geographical locations such as Arab and Islamic Affairs Division , African Affairs Division, and American Affairs Division†¦.while the second direction is concerned with Moroccos relations with non-state actors, international organizations and multilateral cooperation. This direction contains many sub-directions like Protocol, Cultural and Scientific Cooperation Direction†¦My assigned department was the American Affairs Division which is divided into two main services: Political Affairs Service and Bilateral Cooperation Service, I was assigned to the Political Affairs Service practically in the American and Caribbean section. The way the American continent is divided in the ministry is based on linguistic ra ther geographic criteria, where Central and South America speak Spanish and Portuguese while in North America and the Caribbean it is English that dominates as the official language. As a result, two sections exist within the department of American Affairs one concerned with the region of Northern America and the Caribbean and the other concerned with Central and South America. The Political Affairs Service is mostly involved in the political and diplomatic aspects of Moroccos foreign policy in harmony with its relations with the American continent. it was interesting to notice the that Morocco before starting or renewing any relation with a country a huge emphasis is put on the Sahara issue which represent the national cause number one in the ministry. The main tasks of the direction are the diplomatic and political negotiations of bilateral accords and the coordination of the exterior engagements that can be economic, commercial or social. The Tasks That I Accomplished In The Ministry Of Foreign Affairs And Cooperation Mr. Abderrahim Errehali, who is responsible for the political affairs of the Americas, was my supervisor who introduced me to the personnel that work in the division, the most prominent characteristics that I noticed in the American Affairs division is the hierarchical structure that the ministry follows where the director of the American division, Mr. Fouad Yazourh, is at the head of the department followed by chief of the Political Affairs Division, who is my supervisor, and with an equal status is Mrs. Farida Loudaya Who is the chief of the Bilateral Cooperation Service, then followed by Mr. Mostafa Rezzouk. And finally the hierarchy ends with the personnel and the secretaries. The main tasks that I was assigned to do in my internship tend to fall on clerical duties that vary from translating documents to writing reports. One of the most frequent tasks that I was asked to do during my internship in the ministry was to translate documents mainly from English to Arabic or to French and vice versa, the task is of an immense importance to the ministry especially within my department, Since the monarchy has special relations with the US and it is crucial to make its points of view understood in America and vice versa. The documents that I was assigned to render, include official correspondence with various embassies of Northern America and Caribbean countries, conferences reports and the framework of future conferences The translation was a rewarding experience because it did not only make me sharpen my English vocabulary but also my French and Arabic ones, especially in the domain of diplomacy. the internship was also an opportunity to have an experience in mak ing formal translations by paying attention to the salutations and giving each political figure his own respect, a point which has to do with cultural difference between Arabic, French and English that must be carefully considered to avoid any misinterpretations and fatal errors . One of the most frequent tasks that I was assigned to undertake are conducting research and summarizing official documents and reports, the research process was an enriching activity as it was an opportunity me to learn much information about issues that demand thorough understanding in the ministry. I made research about various subjects like the speech that Obama delivered in Cairo in June 4, 2009, the economic crisis and its effects on governance and the new American ambassador Mr. Samuel L. Kaplan in Rabat†¦ It is also very important to be aware and have a critical analysis of the international events that does only have to do with Morocco but also with different countries in the world. For instance, in my department the expulsion of two Canadian diplomats by Russia in and its aftermath was an important event to write a report about and impart it to the director. hence, One of the tasks that are crucial in the ministry is to be updated of any report or article that mention Morocco, mainly from the American think tanks, and during my stay I was asked to prepare summaries about the main points mentioned about the kingdom in the human trafficking report published by the UN, the Economic Freedom Index published by the Heritage Foundation and also about two reports that appeared in the International Crisis Group website: one about the issue of Sahara and the other about the issue of Algerian armament. Furthermore, I was also asked to write congratulatory letters to congratulate particular countries for the celebration of their national days, my colleague in the office introduced me to the way congratulatory letters are written and I drafted three congratulatory letters for Trinidad and Tobago, Jamaica and Saint Kitties. He also showed me other kinds of letters that are usually drafted in the ministry: like a letter to congratulate a particular country upon such events as winning elections or to express condolences for a sad event. In the second half of my internship I asked my supervisor if I can work on a project or an issue that is related to the American Department and he assigned me to do some research about the Free Trade Agreement between Morocco and the USA. In order to get access to the archives my supervisor introduced me to Mrs. Houda Zemmouri, the person responsible for the FTA agreement in the department, who provided me with access to the archives and showed me the summaries of the seminar â€Å"Maximizing Trade with the United States† that was held in Casablanca in 9 and 10 June, 2009. Mrs. Zemmouri advised me to make a general research about the FTA while paying attention to the current performance of the Moroccan economy and contrast it with similar Middle Eastern countries that signed free trade agreements with the USA, particularly Egypt and Jordan. The aim of utilizing comparison is to find Moroccos strong and weak points and culminating it by drawing recommendations in respect of the comparison results so that Morocco would efficiently benefit from the agreement. As far as my research methods are concerned, I relied on the documents from the archives that were provided to me by Mrs. Huda Zemmouri who was very accommodating and ready to lend a hand, I also relied on the internet, mainly the website of the FTA that provided the agreements articles online. In addition to that, the websites of the Moroccan newspapers such as La Vie Economique and L`Economist, were very useful. I began my research by giving a historical perspective of the US-Moroccan relation that dated back to 1978, when Morocco was the first country to recognize the independence of the United States, a fact that was mentioned by President Obama in his Cairo speech. Then I talked about the implementation of the FTA, its rules and how they are meet and my last part was devoted to contrast the performance of Morocco with the ones of Egypt and Jordan upon their signature of Free Trade Agreements and b ased on the comparison I made a conclusion by stating the importance of the FTA for both Morocco to make its economy more competitive and for the USA to take advantage of what Morocco offers and make an example to lead the MAFTA that is schedule to start in 2012. In the end, I presented my finished work to my supervisor who took a look at it and ask me to make some alteration to the final version. The Knowledge I Obtained From My Internship It was very interesting to notice the use of language in the ministry, although the official language in Morocco is Arabic, the language that is still frequently used in the office is French with some differences from one department to another, and what I have noticed is that whenever a letter from the US embassy is sent to the ministry that is concerned with the parliament or the place it is very important to follow the formal correspondence with Arabic equivalent. However, when the letter is directed to some other ministries, like Ministry of Finance, it is very important that a French translation must accompany the letter while the use of Arabic is rare, a thing that I also noticed when I was delving in the archives of the FTA between Morocco and USA where I seldom come across an Arabic document whereas there was a plethora of French files. When I was working on the project I noticed the way conference summaries were executed, mostly in French, with the first page being dedicated to the headings (subject, date) and the center is a summary of the main points that were discussed in the conference while the last page includes the names of the participants and their titles, phones and emails. Working on the project was very valuable because it made research an issue of utmost importance to Morocco and gain knowledge in it. For instance, the project added to my learning that the FTA was signed in 2004 but did enter into force until 2006 due to the issue of Moroccos concern about its economy and society to meet some US standards that are delicate to the kingdom, mainly the copyrights laws (TRIPS) and the consequences of the inflow of US agricultural products on Moroccos economy such as wheat and meeting the WHO SPSS requirements. It is interesting to notice that Morocco is the fourth country to sign an agreement with the US, upon the initiation of the FTA with the USA the volume of bilateral trade exchange between the two countries experienced an increase. The targeted industries in Morocco are textile, leather and agriculture. Furthermore, Morocco signed many free trade agreements countries with 54 countries. In my comparison I noticed that Morocco compared to Jordan and Egypt has higher labor cost in addition to its reliance on European countries to buy fiber in contrast with the geographic proximity of Egypt and Jordan to cheap fiber suppliers such as: India an Turkey. I learned a lot of information by reading various reports that are published by different US think tanks like World Heritage and International Crisis The issue of Sahara is vital to Moroccos foreign policy as it the national cause number one that the morocco is working to solve through diplomatic means by persuading countries to not recognize RASD or to suspend their recognition for countries that already have relation with Polisario. in my internships I went into discussions about the subject and the countries that recognize the Polis Rio while none of the major powers recognize it, of the 46 countries that recognize RASD, most of them come from Africa and Latin America particularly in the Caribbean where the only country that has never recognized RASD there is Bahamas and among those who recognized RASD only Saint Lucia and Dominica canceled their recognition in 1989 and Dominican republic in 2002. In addition to that, of the four 4 countries that does not recognize RASD were in favor three of them voted in favor of the Algerian proposal in 2006 a fact which portray to the need of more diplomatic relations. The fact that Caribbe an countries recognized RASD did not hinder Morocco from establishing political and economic and cultural relations with the Caribbean. For instance, as afar as cultural cooperation is concerned, there is a program that is funded by the ministry that grants scholarships to Caribbean students to study in Al Akhawayn University. However, Morocco did only cut its diplomatic relations with two major countries in the region Cuba in 1980 and Venezuela in 2009 due to their recognition of RASD and establishment of its embassies in their countries. The wide concern in the United States over the rise of the radical left in America particularly in Venezuela and Bolivia was also a shared concern for Morocco, leftist government mainly those forming alliance with Hugo or what is called the populist left in contrast with the center left of Brazil and Chile as they have the potential to support polisario. I gain enormous knowledge of the Caribbean countries during my internship, although the region is geographical small with 17 countries. The most striking point that I learned, apart from the fact of being the highest place that support polisario, is the way it constituted, as many countries in central America and South America are also included in the area. Like Belize, Surinam, cooperative republic of Guyana which are belong to that area fro historical, linguistic and cultural reasons as most of those countries speak English and tend to have a rupture with the Spanish countries in Central and South America. In addition to Venezuela that has strong presence there. The region is untied under one regional organization called CARICOM (Caribbean Community) where only 2 countries are not included: Cuba and the Dominican Republic. The Vienna convention: The two major incidents that marked the Ministry was when Ben abdellah was asked to come to Morocco and the case of Norwegian embassy and its complicity in the abduction of the two children of the former athlete Mr. Sekkah Benefits of Translation the nature of working in public administration particularly in the ministry The way diplomatic relations are conducted: length and time that treaties and agreements take, signing treating between two countries is very demanding process that takes a long time due to the aim of the two countries to avoid any misunderstanding that would jeopardize their agreement, and this is why the process of translation is a huge where the main task is to compare the original document and its translation to see if there are any words that might alter the meaning of the treaty. The courses that helped me in the process: US-Maghreb Relations: FTA, Piracy, The Elements That I Want To Alter In The Ministry My internship in the Ministry of Foreign Affairs and Cooperation was a rewarding; however my experience in the ministry could have been more beneficial and effective if certain conditions were provided. First, the AUI should provide student who are willing to intern in the ministry with contact information of Alumni student working in the ministry so as to make the incoming interns aware of the nature of the work they should be expecting and provide them with sources to answer questions they have about their internship. Second, it would more effective if student know of their assigned department ahead of time so that they will not be surprised by their department on their first day in addition to make them avoid going through the transfer. Third, taking particular classes before doing an internship will be helpful, mainly the courses of Moroccan Foreign Policy and Research Methodology as many of the assigned task are related to doing research and writing reports and summaries. Concerning the nature of work in the ministry I would make a list of think tanks and Particular newspapers to be checked out daily, Preparing some daily work that can be done daily like looking for articles that mention Morocco in newspapers. The personnel should have some seminars of latest innovations in computer and Information technology to keep them updated of what is new in this domain, therefore enhancing their performance. To improve my research and writing report skills Comparison The main points that I noticed in comparing both my internship experience in the USA with the one in Morocco has to do with the extensive of use such tasks as translation while they are quite absent in USA. In both instance I notice the importance of the media and checking it on daily basis to look for article that mention Tammy Baldwin and those that mention morocco Responding to phone calls Writing support letters, organizing the archives, faxing newspaper articles and call sheets, searching for grants and bills The constituent call sheet Emails accounts Clothes and formality Conclusion The internship was a golden opportunity to broaden my experience in diplomacy and moroccos foreign policy by witnessing how diplomacy is exercised in the ministry. I learned valuable information and gained a professional experience that is relevant and directly related to major.

Use of Irony to Portray Morality in Lord Byrons Don Juan Essay

Use of Irony to Portray Morality in Lord Byron's Don Juan In Don Juan, George Gordon, Lord Byron, diverges from his name-sake characterization with an un-Byronic hero, Don Juan. The poem has been viewed as nihilistic and immoral. Actually there is plenty present in the first canto to show morality and hope for humanity. The poem should be viewed as the author intended: "a satire on abuses of the present state of Society, an not an eulogy on vice..." (Bostetter 9). Don Juan is a satire and therefore the morals present are shown in an ironic way. If fact, he wrote in such an obvious ironic fashion that it is hard to imagine the message was lost on many. His ironic theme is based on what people think and what they actually do. In effect it is the masks people wear in public view and carelessly toss away in private. Hence he shows the immorality in society through their hypocrisy. The poem begins from the narrator's point of view. The narrator guides Juan's story and plays an important role because from his perspective we can see the reasons behind so many of the "immoral" circumstances in the poem. He begins with a search for a hero. After a search in his present time he states: "The age discovers he is not the true one" (Byron 5). He cannot find a hero in his time but he does acknowledge the existence of hero's in the past. "Brave men were living before Agamemnon" (Byron 33). Therefore he may be pessimistic about his time but not for the whole of humanity. Byron utilizes irony often, and it usually is through the narrator that the irony is drawn out. The narrator is detailing a background on Juan's parents and tells that they quarrel often. He says that it is no business of his that they quarrel. "I loathe that low vice cu... ... theme than morality is demonstrated when the effects of a restrictive education on a youth are shown? Byron, the best supporter of his work said: "I maintain that it is the most moral of poems; but if people won't discover the moral, that is their fault, not mine" (Trueblood 87). While he may overstate the morality of his poem, he does write the truth, the morality is there if one cares to find it. Works Cited Bostetter, Edward E., Ed. Twentieth Century Interpretations of Don Juan. NJ:Prentice Hall, Inc. 1969. Byron, George Gordon. Don Juan The Norton Anthology of English Literature The Major Authors, 6th ed. New York:W.W. Norton & Company, Inc. 1996. Rutherford, Andrew. Byron A Critical Study. CA:Stanford University Press 1961 Trueblood, Paul Graham. The Flowering of Byron's Genius Studies in Byron's Don Juan. New York:Russell & Russell 1962.

Power Of The Few Over The Many :: essays research papers

The Eleventh Commandment portrayed the state church as being the supreme dictator. It is through the eleventh commandment that the church held it's power and control over the masses. Without the church and it's leaders to guide the masses, their society would have collapsed. However, compared to Brave New World, the whole society is conditioned to "work for everyone else"(Huxley 67) by the abuse and daily consumption of soma. Without the drug called soma, their society would have also collapsed due to withdrawal symptoms. The underlying reality between the two societies is that the masses are manipulated, controlled, and brainwashed, without resistance, to obey and follow their leaders through various methods of enforcement. The Brave New World is controlled by a select few who call themselves Resident Controllers and Directors. These elite few are able to control the production and selection process of societies masses. Mustapha Mond, Resident Controller for Western Europe, and the Director of Hatcheries and Conditioning, oversee the conditioning of embryos. Their powers and control over these particular jurisdictions gave them great power, and with that the ability to manipulate others. "'You ass'... said the Director,... 'Hasn't it occurred to you that an Epsilon embryo must have an Epsilon environment as well as an Epsilon heredity'"(Huxley 23). Through a hierarchy of Alaphas and Betas down to the lower cast Epsilon, everyone was suited for their job. The Director however, through his position of authority, was able to "... condition the masses to hate the country,"(Huxley 30). In doing so, the Director succeeds in creating an obedient society, which obeys and bows to every whim of his commands. The Resident Controller and Director were two authoritative figures that were able to control whomever and whatever each person worked at, even before they were conceived. Each cast had pre-conceived morals preached to them through conditioning, and to this end effectively brainwashed to the point of utter obedience. The outcome of this brainwashing by conditioning sets forth a society that exists in two tiers, the guardians and the domesticated animals. [who? why?->BNW] [who? why?->11th C] The church and it's head archbishops are able to control and manipulate the masses in North America by preaching the eleventh commandment through strict laws and enforcement practices. The eleventh commandment ordained that every man and women must be fruitful and multiply. Because of this commandment and of the militant ruling religionist enforcement, North America alone had four billion people, and yet the church continued to preach the eleventh commandment and it's practices. The competition between continents was the driving force behind the eleventh commandment. If it was not the competitiveness between ruling church states,

First time :: essays research papers

The first time event that I remember best is my first time in Blue Water. It was a life altering event for me, and I am thankful for it. I forgot what the most important thing in life was, and I became a bad person and I did bad things, in turn ended me up in jail. I have to admit it at first I was scared so bad I was sick to my stomach. I remember the thoughts that were going through my head. I kept thinking about all the movies I have seen about jail, that just made it worse, and it really bothered me that I would have to get a strip search.   Ã‚  Ã‚  Ã‚  Ã‚  Once I was there, it had a smell that I could never forget; it was a sterile smell but at the same time grungy. I had to strip in front of a guard. He took my clothes and gave me burgundy shirt and sweat pants. After your search they take you to the doctors to look at you and see if you have any problems. Then a guard will take you to the admission house, it was called Trent House. Trent has 18 hour lock up and half an hour outside time. When you are in that house it has very limited privileges, also it has big, thick metal doors that have huge locks on them.   Ã‚  Ã‚  Ã‚  Ã‚  When I walked into the range I was scared, but I was trying to look like I wasn’t. When I got out of my room, I had one guy come up and tell me to fight someone, and told me if I didn’t that him and three other guys would jump me. The way people handle things in there is extremely different then the way people do in society. You have to fight for your respect, and that’s all that counts. I found myself not as afraid once you have some respect. Its not exactly like real jail, people don’t get raped or killed, but in a way it is in the fact fighting solves all problems.   Ã‚  Ã‚  Ã‚  Ã‚  When I was transferred to Georgian House I got that feeling in my stomach again, because Georgian held people that have worse crimes and have been there longer. It was the exact same, fight and people won’t bother you. We showered alone, and we only got a little paper cup of shampoo and a little bar of soap.

Attention Deficit Hyperactivity Disorder

A classroom that includes students diagnosed with ADHD needs to include effective intervention strategies. According to the American Psychiatric Association, Attention Deficit Hyperactivity Disorder is characterized by pervasive and developmentally inappropriate difficulties with attention, impulsivity, and hyper activity. These students frequently have difficulties following classroom rules and can show aggression, they are also more likely to be rejected socially and have more difficulty getting along with other students. School-based services are usually needed as well as placement in a special education class. The implementation of behavioral strategies combined with the use of psychotropic medications can help achieve a favorable outcome and a greater chance of success. Children with ADHD have different behaviors that can prevent them from learning and those behaviors can range from being mildly disruptive to almost making it impossible for academic and social success. A variety of behavioral strategies can be implemented to accommodate each child's needs. These strategies should include some clear, simple expectations or rules that outline expected behaviors for all students. These rules should be posted and reviewed frequently as well as recognized and praised when they are being followed. When all students understand the expectations, they have a goal they can work towards. For some students having additional prompts can help them to maintain self control and achieve these goals. Academic tasks can seem overwhelming for some students and there are some ways to help these students complete their school work. One effective strategy is modifying the size of a task, breaking it into smaller assignments can help them achieve success. Gradually increasing the level of difficulty, and the time spent working on an academic activity might help some students learn self regulation. When they can complete a task they should be praised or rewarded. I currently work in a classroom where there are modifications made for several students depending on the subject being taught. One student becomes overwhelmed by math lessons and feels defeated before he even begins. His behavior reflects this when he becomes disruptive and refuses to even try. Several strategies have been implemented to help him and are currently being used with success. Presenting the work in smaller assignments has helped him feel less overwhelmed. First I make sure he understands the task and what the total assignment is, then it is broken into sections for him to choose from. By choosing the section he feels most comfortable to begin with helps promote a positive attitude toward the overall task. Combining this with positive reinforcement and praise for staying on task and not disrupting others has been successful and this student's average grade has increased by 10% since the beginning of the school year. Reinforcement based strategies like a reward system can be a very helpful tool as a whole class strategy. The desired behavior and expectations need to be outlined as well as what the reward will be. These expectations need to be individual and realistic so that the student can see progress toward the goal. This strategy can be successful when used regularly and followed through. This is a strategy that I currently work with and it brings positive results. I work in a seventh grade ASD classroom where there are clear classroom goals as well as individual goals. The students earn â€Å"checks† for short term rewards like 15 minutes of IPad use or art time as well as a larger goal of â€Å"Friday Fun† which is a free period of social interaction with classmates where they can choose a game or activity to play for an entire period. The goals are individualized and can be increased as the student's ability grows. Having a long term goal also gives a student room to adjust their behavior and make up for times when behavior needed to be corrected. Not every student earns this reward all the time, but the teacher helps the students understand where they need improvement and how together they can work to achieve their goal for the next week. Both articles discuss the importance of the partnership between parents, teachers, and counselors. All parties should have a good understanding of the strategies used at home and in school. These strategies are the most successful when they are followed through by all. Open communication is very important and allows for an easier transition from school to home and home to school. For two students in my classroom we send home a â€Å"Have a Good Day Chart† which gives parents a look at their child's overall behaviors as well as their progress throughout the day. This helps us to see what time of day may be more challenging or if a particular subject causes unwanted behaviors. If the student is on medication it can track the time of day behaviors are occurring and can help when parents speak with their child's doctor. Intervention services are essential to helping a student succeed. These providers evaluate from a different perspective and can offer additional strategies for parents and teachers The way to achieve the best outcome is for all caregivers to develop a plan that includes strategies that are both proactive and reactive. Encouraging the desirable behaviors and addressing undesirable actions help to teach self regulation. Tracking and recording data show growth and improvements. This helps everyone identify the strategies that work and where changes are needed as the child grows. These strategies should be reviewed and discussed by everyone implementing them. This is especially important for children in middle school or high school where there are multiple teachers working with the students each day. Consistent and clear guidelines can help students with ADHD be successful and reach their full potential. Attention Deficit Hyperactivity Disorder Wolraich and Baumgaertel in â€Å"The Prevalence of Attention Deficit Hyperactivity Disorder Based on the New DSM-IV Criteria† (1996) observe that ADHD is â€Å"the most common mental disorder in children† (p. 168). From a parent’s perspective, ADHD is a troubling disorder feared due to its adverse effects on the behavior of children. Wolraich and Baumgaertel (1996) further notes that the symptoms for the disorder â€Å"are usually well developed by school age† children and are also â€Å"most clearly and consistently observed in the school and classroom environment† (p.  170).For the parent, ADHD is a disorder that should be given strict consideration as it may greatly affect their child’s school performance and overall mental development. The article gives a detailed account of the history of ADHD, consistently citing earlier researches conducted in examining the disorder. The article also emphasizes the previous criteria in determining t he disorder. In essence, Wolraich and Baumgaertel (1996) argue that DSM-IV as a new criteria for the prevalence of ADHD.In their research, the authors obtained teachers who will fill-up a behavior rating scale for their students. Children from kindergarten to fifth grade in a middle Tennessee county participated in a second study under the same research. Moreover, the questionnaires used in the research consisted of a modified teacher rating scale in order to fit the DSM-IV. In the studies, a principal component factor analysis with varimax rotation was used. Wolraich and Baumgaertel (1996) found similarities among the studies and that ADHD is indeed a prevalent disorder among school children.With DSM-IV as the new criteria, the researchers confirm that the scope of ADHD is more prevalent than we may already know. From the perspective of the parent, it can hardly be denied that the behaviors of their children may reflect symptoms of ADHD in one way or another. By noting the research findings of Wolraich and Baumgaertel (1996), parents may soon realize that their children may have ADHD or show symptoms of the disorder. It may cause a reason for alarm which can ultimately result to an increase in the efforts of parents to constantly monitor their children’s behavior both at home and in school.I have learned that ADHD is indeed a serious disorder because it is prevalent among children who, in their young age, are still on the verge of learning many things which are basic to one’s life. If that is the case, ADHD poses a threat on the younger generation of learners which should be a sufficient reason for the learning institutions and key officers to assess the school services being provided and to create measures which will address the symptoms of the disorder manifested by young learners with ADHD. Without doubt, my perspective towards ADHD and those who have it has changed.The prevalence of ADHD among children taught me that the disorder is not a si mple problem which has a ready-made solution. Because the disorder is primarily rooted in the human brain, one’s attitude towards children with ADHD should not be in a harsh way. Learning to treat children with the disorder with respect and understanding is a must. If the facts presented by Wolraich and Baumgaertel (1996) are not compelling enough, I cannot think of any other compelling force to make people rethink their attitudes towards people with ADHD.In case one may wonder, the research done by the authors of the article is a credible research primarily because the authors have accurately and objectively presented their findings with no regard to personal bias. More importantly, the authors have the authority and scholastic records to back-up their efforts in the research. For one, Mark Wolraich is the Child Development Center’s director as well as a Professor of Pediatrics in Vanderbilt University Medical Center.On the other hand, Anna Baumgaertel is an Assistant Professor of Pediatrics in the same university. Apart from the thing that the authors have presented, there are still other things I would like to know. For instance, can ADHD last a lifetime? Inasmuch as ADHD can be acquired by children at a young age, does it also indicate that the disorder can be carried over to one’s adulthood or later years on life? Hyperactivity is one of the symptoms in determining if a person has the disorder.But it is certainly not the sole defining symptom in identifying traces of ADHD in a person’s behavior. If that is the case, then it is more than likely that grown-ups and the elderly may also manifest ADHD. Or is it? Another thing that I would like to know is whether ADHD can be directly cured by medicines or medical and surgical operations. Since the disorder has strong relation to a person’s brain, can doctors make use of brain surgery in order to ‘correct’ what seems to be a flaw in one’s brain and eventuall y relieve the person suffering from ADHD?Or can it be the case that continuous medication through pills or perhaps through injection of medicine in the form of fluids can result to an immediate and long-lasting cure for the disorder? Lastly, if ADHD is best manifested through the behavior of children, what can parents do in order to counter or at least lessen the possibility for children with the disorder to suddenly turn towards a hyperactive state?It seems much is yet to be explored about the nature of ADHD and those who suffer from it. For the moment, it is sufficient to know that the disorder is a serious problem and necessitates serious solutions for both parents, teachers and doctors. Reference Wolraich, M. & Baumgaertel, A. (1996). The Prevalence of Attention Deficit Hyperactivity Disorder Based on the New DSM-IV Criteria. Peabody Journal of Education, 71 (4), 168-186. Attention Deficit Hyperactivity Disorder Attention Deficit Hyperactivity Disorder (abbreviated as ADHD) is a term that used to describe a range of behavior related problems leading to lower concentration and poor attention.   It is a problem which affects many people across all ages in the world.ADHD leads to development of many learning difficulties in children since they cannot pay full attention in class.  Ã‚   While some individuals may exhibit one condition alone, other may exhibit a wide range of conditions including impulsiveness, restlessness, hyperactivity, and many others.The severity of the condition depends on the range of symptoms that are exhibited by the child.   Apart from academic problems, children with ADHD also suffer from social problems and most of them have shown inability to socialize with their peers at home or at school. The condition is also known by other words like hyperkinetic due to the common factor of restlessness which is exhibited by children suffering from the condition.The conditio n can be categorized together with other neurobehavioral defects which affects a wide range of population.  Ã‚   However, ADHD is more prevalent in children although statistics shows that the condition affects close to 5% of the people in the world regardless of their age. The symptoms the conditions are more evident in children than in adults and are mainly noted in a close supervision set up like in schools.There is also gender variation in the prevalence of the condition and it has been diagnosed twice in males and females.   In some case, the disease has been shown to be chronic where more than 45% of individuals who are diagnosed with the condition in their early age progress with the symptoms late to their adulthood. As individuals grow, they develop coping mechanisms which decrease the prevalence of the symptoms of the condition in later adulthood.ADHD presents one of the greatest academic challenges that teachers have to deal with.   Unlike normal children who are atte ntive in class, ADHD children exhibit a wide range of attention difficult which affects their academic performance.Therefore it is the duty of the teacher to come up with working strategies to help ADHD children to perform like the rest in class. There are various strategies that have already been proved quite effective in assisting ADHD children to improve their academic performance.  This paper will discuss ADHD in school going children. The paper will first have an overview of ADHD including its definition, pathopysiology, symptoms, and treatment. Then it will review the   social and academic difficulties that ADHD children goes through and finally it will review strategies that can be used by teachers to help students with ADHD to perform well in class.ADHDADHD was first recorded by Scottish physician Alexander Crinchton in 1798. Alexander described a condition resulting to mental restlessness which is very similar to the modern  Ã‚   diagnoses of ADHD.   However, ADHD w as recognized in 1902 by a British pediatrics George Fredrick.   Fredrick also defined a condition which was very similar to ADHD but he recognized it as an abnormal physical condition affecting children which as more evident in their studies (Cleave and Leslie, 2008).Extensive research on ADHD has shown that it can be caused by biological or environment factors and the combination of the two aggravates the symptoms of the condition.  Ã‚   According to Cleave and Leslie (2008), there are three biological factors which can predispose individual to develop the symptoms of the condition including;Child temperament   which   lead to   varied change in attitude and   personality Genetic factors   including inheritance of the condition   from parents   or close relatives Accidents leading to damage of the brain tissues which can be due to pre-birth problems or trauma which leads to hypotoxic damage of the brain Environmental causes have also been linked to development of the condition.   Environmental causes include a wide range of factors that compose the growth environment (Stern and Stern, 2002).There are wide ranges of environment factors which can predispose individuals to the development of the condition including the family stress, the style of parenting earlier difficulties faced in education, growth in  Ã‚   areas prone to negative behaviors like violence, peer influence, and many others. For example, research has shown that children who grow up with violent parents or alcoholic parents are prone to development of symptoms of the condition than others.In the United States ADHD has remained on of the most controversial social and medical issue.   Different stakeholders like medics, social workers, media, and others have all questioned the diagnoses criteria in ADHD with some arguing that the condition is over diagnosed by the present DSM-IV criteria.However this controversy in the diagnoses criteria stems from the systematic developme nt of the diagnoses tool keeping into consideration that ADHD cannot be diagnosed using clinical signs.

Teacher Descriptive Essay

Lily Campbell Block 3 Mr. Watrous 18 September 2012 Who is Mr. Watrous? When we initially meet someone, we immediately tend to judge by physical appearance. This is somewhat of a natural instinct, although the way someone looks does not necessarily reflect the individual’s true self. When I first strolled into Mr. Watrous’s classroom, my first impression was that he’d be a stern, serious teacher. Soon after I heard him speak to our class, and even more after having him for a few blocks, I found that he is an amiable and whimsical man.My first impression of Mr. Watrous is nothing at all as his true personality. He’s actually quite an interesting teacher and very different from the majority. Mr. Watrous appears to be middle aged, as his dark brown, short hair is filling in with gray. He doesn’t seem to have wrinkles. Instead he has a clear, healthy looking face, impressive green eyes, and dark stubble from his beard. He’s about medium height fo r an adult man and has a thin, yet muscular frame. Mr. Watrous dresses different than most teachers at Central West.His most stylish outfits consist of â€Å"tablecloth† print, button up shirts, green pants, and two-inch heeled shoes. But what he regularly wears are collared or button up shirts, jeans, and dress shoes. In my opinion, Mr. Watrous’s appearance makes him appear as a strong, harsh kind of guy. But in reality, he’s far from that. In class Mr. Watrous is a mixture of both formal and informal. When lecturing, or directly asking questions he speaks and behaves quite formal. However, when he casually speaks with a student he’s more informal.Outside of the classroom Mr. Watrous’s speech is Campbell 2 more informal with the use of a lot of slang. For example, he refers to the people he’s speaking to as â€Å"man† often, despite their gender, as part of his normal vocabulary. In our class Mr. Watrous acts as he wants the best pos sible out of us. He seems really focused on preparing us for the future. He talks to us about college and our future constantly. He also teaches us the importance of speaking in formal and informal manner, and indirectly teaches us life lessons.One example I’ll never forget was that on the first day of school he assigned an almost impossible task of answering about 40 questions in 15 minutes, in attempt to teach us that we need to speak up and recognize ridiculous tasks requested of us. It seems that Mr. Watrous’s thoughts are really clever and strategic. Yet, when one asks him to describe how he thinks he says little of it is based on logic and he usually just ends up going with his gut. This is consistent with how Mr.Watrous teaches, he presents himself as a really smart, all-knowing guy, but as he’s teaching he is thinking of new things to say. In our classroom Mr. Watrous thinks a lot about his students and how to help them succeed, but outside of school he has more important priorities. He owns an art gallery and ranch, plus he has a family. Mr. Watrous probably thinks about his ranch very often since it needs maintenance. Since he is an artist, he is very creative, I’m sure he is constantly thinking of new things to paint. Just like any other husband/father Mr.Watrous is going to constantly think about his family. Students look up to Mr. Watrous and treat him very respectfully. He is appreciated by his students who trust him, and want to learn from him. Students will joke around with Mr. Watrous since he’ll joke around with us often also. Mr. Watrous treats his student in a respectful manner. Although he will be honest, and tell someone what is exactly on his mind. He holds our class up to high standards and wants us to be the best possible. If a student says â€Å"Um† he’ll mock them Campbell 3 very single time, hoping that we will eventually stop being unsure of ourselves and think before we talk. He doe s this so we will think before we speak and not be unsure or ourselves. Mr. Watrous is a different kind of teacher, but in a good way. His appearance is deceiving since he looks scary and mean. He’s really actually super nice and a laid back teacher. He acts different in his classroom and home settings. As a teacher his interest is in what’s best for his students. His students realize that so they respect and appreciate him very much.