Effective Management Essay Example | Topics and Well Written Essays - 250 words

Effective Management - Essay Example The party- the core principal which may be the local city may decide to give contracts to the contractors to do the work in accordance to the stipulated guidelines. The contracts may invoke agency problems since the contractors may fail to deliver what their principle requires. For example schools with the help of school boards may decide to contract unqualified teachers on behave of the teachers unions because of the low price that the teacher has offered. Often, the contractors will do will always do their tasks to save costs at the expense of quality of the work that they have been contracted to do. They may also fail to finish the work or do the work at their interests. Normaly, recognision of the incentives is pivotal in the effectiveness of the management. The incentives that are given to the contractors should be increased so as to act as a motivation to the contractors. This will enable them to do the work without the desire to minimize costs thus compromising the quality of the work. In class most students rated others with high and perfect score, this was an agency problem since many revealed conflict of interest as per the requirements. I think the incentive should be changed and that the perfect score should only be given when there zero

Personal statment Essay Example | Topics and Well Written Essays - 750 words - 1

Personal statment - Essay Example I have seen enough problems since my growing up years such as poverty, sicknesses, abuse, divorce, teenage pregnancies, addiction and related unfortunate events. I strongly believe that solutions exist in creative ways even in the direst situations and that I can be a part of this solution. I am most willing to take on leadership and set preliminary actions even in a very small way to contribute to the betterment of the neighbourhood I live in. I have been very interested to be involved in small projects that help individuals or groups that enables them to face crisis and get back to their abilities to take on their responsibilities in their families and function normally. I have always been an encourager to my friends and it has been almost â€Å"automatic† to me to offer them anything that I have that can be beneficial in improving their situation or achieving their goals. It is most vivid to my memory just about five years ago when one of our neighbour’s child, of 10 years old at that time, had been diagnosed of leukemia which resulted to his single mother having depression, also because she didn’t have enough financial support and resources to provide for her child. When I knew about this situation, I knew exactly what to do. I was moved with compassion and burning desire to help this single-parent family albeit I was very young at that time. I did several inquiries in Red Cross and other non-gover nment organisations that I know of, about what help can be delivered in this family. Eventually, through the cooperation of my parents, relatives and other friends in the neighbourhood, we were able to run fund raising activities by selling hand-painted crafts that bear the signature of the child with leukaemia. We were able to raise about 1000 pounds for the whole 6-month duration of our fund-raising. This provided a big sustenance to some of their needs. And the mother recovered from her depression, as we encouraged her to be active in the fund-raising that we

Disabled by Wilfred Owen and Out, out’ by Robert Frost

Disabled by Wilfred Owen and Out, out’ by Robert Frost How the theme of loss is communicated in the poems Disabled by Wilfred Owen and Out, out’ by Robert Frost   The poems Disabled by Wilfred Owen and ‘Out, out by Robert Frost were written 1917 and 1916 respectively, the poems were both written with the theme of loss featuring prominently throughout the narrative. Wilfred Owen was an English poet and soldier during the First World War, he was one of the leading poets of the First World War and his shocking, realistic war poetry on the horrors of trenches and gas warfare and stood in stark contrast both to the public perception of war at the time and to the confidently patriotic verse written by earlier war poets who had a romantic view of war. Wilfred Owen used his poems to express his negative attitude to the First World War. His use of comparisons and harsh imagery keeps his readers entertained throughout the whole poem. Robert Frost was an American poet who was highly regarded for his realistic depictions of rural life in the United States of America and his command of American colloquial speech. Robert Frost uses literary terms such as imagery, personification and caesuras to describe the theme of loss throughout the poem ‘Out, out’. The poems both display the theme of loss quite prominently and frequently refers to the theme of loss in order to show how they felt during the time of writing. The theme of loss in Wilfred Owen’s poems originated from his surroundings when he wrote it; the poem ‘Disabled’ was written by Wilfred Owen in 1917 while he was recovering from injuries that he had sustained in the trenches of the Western Front. Wilfred Owen’s view on the war was quite poor at this point as he had seen many horrors while fighting in the trenches and because of his exposure to victims of Shell Shock otherwise known as post-traumatic stress disorder. The poem ‘Disabled’ talks of the tormented recollections and thoughts of a soldier in World War I who has lost his limbs in battle and is now confined to a wheelchair and is utterly helpless. The poem contrasts the living death he is now facing with the pleasures he once enjoyed â€Å"before he threw away his knees†. The main character then recalls the frivolous crowds which had cheered as he joined up to fight in the war. The main character then notes how the crowds had look ed smaller and less enthusiastic, and how women no longer look at him but at the strong men who were whole. Wilfred Owen uses the poem title itself: ‘Disabled’ to display the theme of loss, the title is quite important as it is what grabs the reader’s attention and gives a brief description of the poem and the title ‘Disabled’ certainly does that and is to the point, this gives the reader a picture in their mind of loss in the poem due to imagery and the use of language throughout the poem. The poem ‘Out, out’ was written by Robert Frost and published in 1916, it is be based on a true event which occurred in March 1910 when the son of Frosts friend and neighbour lost his hand to an accident with a saw and bled so profusely that he went into shock and died. Robert Frost emphasizes on the innocence of the boy through personification frequently throughout the poem in order to show the theme of loss. Frost concentrates on the apparent innocence and passivity of the boy. The poem ‘Out, out’ can be used to demonstrate how extreme circumstances such as war can force innocent and young boys and men to leave their childhood innocence behind, and ultimately be destroyed by circumstances created by the responsible adult as well as the idea that even if somebody dies life will go on as if nothing happened. Disabled is a potent and strong poem which communicates the theme of loss because of mainly the style and structure that Owen has used. Harsh words are used to emphasize the theme of loss inside the poem through imagery; this is shown when the man is wearing a â€Å"ghastly suit of grey’ which shows the man’s morbid and depressed state of mind. As well as that the narrator says sleep ‘mothers’ the main character from the laughter and noises of young boys which suggests that the man no worth living for and prefers the temporary respite sleep provides. He regrets the loss of ‘throwing’ away his knees which suggests that the ideas and inspirations behind joining the war were not as patriotic or loyal as they should have been and his vanity and immaturity only has now left him a cripple. The girls all touch him like a â€Å"queer’ disease† while he used to dance with them freely in his youth; this shows how he has paid for his vanity with the loss of his legs. Wilfred Owen also uses comparisons frequently to demonstrate loss, the line: About this time â€Å"Town used to swing so gay† uses past tense to help compare the town before the war and after the war, this helps to show how he is regretting the losses since he joined the army. The phrase â€Å"Now he is old; his back will never brace† shows the man’s loss through his physical state and can be compared to the phrase: â€Å"for it was younger than his youth, last year.† The use of imagery is used when the narrator talks of the man’s life bleeding out of him through a wound on his thigh, and the use of the word ‘purple’ which is usually a colour denoting life and vitality, shows that the ordeal the soldier had gone through when he had been injured had a deep impact on him, as he no longer feels like he had a reason to live or be happy while compared to when he was younger when he was full of joy and was living life to the fullest. The poem also illustrates how the man’s lifestyle changed dramatically through contrasts between his past life and his current state to show the theme of loss. He was once described as a great athlete and was popular with girls but now he is in a wheelchair and they touch him like a queer disease, and he notices how their eyes pass from him to the strong men that were whole, this is contrast to before when he was the centre of attention. He is no longer seen as a normal person. The man notes that once there was an artist was once eager to paint him but compared to before Now he is old, his back will never brace; hes lost his colour very far from home. The analogy is drawn between being a soldier and playing sports highlights the selfish motives the man had for joining the army such as ‘jewelled hilts, daggers in plaid socks and smart salutes’ which can be seen as a very naà ¯ve view of the army, it also acts as a constant reminder to the man that his pride and va nity had caused him to lose the exact things he had been proud of: he would never again run in a field or score a winning goal, he would never again be praised for being a hero but will only pitied and mocked endlessly for being a cripple. Things that would previously have been boasted about such as the small injuries received in a football match, and being carried on the shoulders of his team mates after a match have become permanent sources of sorrow as he no longer has his legs and needs to be carried around helplessly by nurses and doctors. This contrast is chilling and distressing as it shows his loss though comparisons between his past and his present state. The idea of how much he has lost is made worse when the ‘Only a solemn man who brought him fruits, Thanked him; and then enquired about his soul.’, this section is quite significant as it shows that there is only one man who cares to ask how he is and only then he is only caring because of his own selfish reas ons and does not really care about how the man is doing, this helps further the theme of loss on ‘Disabled’. The poem ends on a sad and mundane note as the man wonders why they do not come and put him to bed. It is a reminder that he will have to have others do things for him from now on, this shows how the man is now reliant on others to help him and that he has nothing to live for anymore furthering the sense of loss in ‘Disabled’. The title of the poem ‘Out, out’ is an allusion to William Shakespeares tragedy Macbeth, in the play Macbeth is shocked to hear of his wifes death and comments on the brevity of life in the quote ‘out, out brief candle’. It refers to how unpredictable and fragile life can be. This title itself also relates to the narrative as the poem is also about how unpredictable and fragile life is. The theme of loss is communicated in ‘Out, out’ with the constant use of personification, an example of this would be the personification of the Buzz Saw which constantly buzzes and snarls while jumping out of the boy’s hand in ‘excitement’. The line: â€Å"leaped out at the boy’s hand, or seemed to leap† as well as the word ‘excitement’ to describe the saw helps to create an image in the readers mind through personification that the saw has a mind of its own. This is uses later on to help display the theme of loss l ater on in the narrative. The poem is penned in blank verse with deviations from iambic pentameter to create a rhythm for when you read the poem, this helps to create tension to help display loss and tension as the narrative goes on. Robert Frost initially starts poem with mentioning the tragic event to come when he states that he wished that the workers would have â€Å"called it a day† and â€Å"given† the boy â€Å"the half hour that counts so much when saved from work†, this leads the reader to wonder what will happen as there is foreshadowing for a unknown event. This eventually leads to the sense of loss when the boy nearly severs his hand. After the boy’s hand is nearly severed, he is still mature and old enough to realize that he has lost too much blood to survive. The boy is shown to desperately attempt to â€Å"keep the life from spilling† from his hand, but even that is only an attempt, since nothing can be done and everybody including t he boy knows he will die soon. Above all, though, the boy hopes to maintain his physical dignity in his death and would rather die with a hand than die with a missing hand, this helps to shows the theme of loss when the boy dies. Robert Frost also shows the theme of loss when he writes: â€Å"the watcher at his pulse took fright†¦.† this use of imagery shows that maybe an acquaintance and not a family member who is with the boy when he dies. This scene is a cold image and shows a lack of humanity to help demonstrate the theme of loss as the boy is shown to be without much family when he dies. Near the end of the poem the narrator says ‘Little—less—nothing’, this is an example of diminishing words and the caesura used creates a pause to put emphasis on what has just been said. The theme of loss is communicated here because it shows that the boy is weak and that he has nothing because his life has been taken away from him. To communicate the them e of loss at the end of the poem Robert Frost writes that the workers: ‘And they, since they were not the one dead, turned to their affairs’, this shows that the family did not feel much emotion when the boy died and instead just carried on with their work without the boy. Onomatopoeia is also prominent throughout the poem as it helps highlight the extended personification, an example of this would be: ‘And the saw snarled and rattled, snarled and rattled’, this helps build up tension for when the boy loses his hand to help further communicate the theme of loss. In the two poems â€Å"Out, Out† by Robert Frost and â€Å"Disabled† by Wilfred Owen, a similar theme of loss is portrayed. Both of these poems deal with the subject of physical loss, as both protagonists of these poems experience amputation which are also both accidental, in the case of ‘Disabled’ the loss of the man’s legs and the loss of a hand in ‘Out, out’. Both Robert Frost and Wilfred Owen have managed to captivate their audience’s attention, and also a certain degree of sympathy for the protagonists’ misfortune in ‘Disabled’ and ‘Out, out’. The two poets do this quite well in their poems, with the use of common literary techniques and linguistic skills, such as similes, metaphors, personification, personification, imagery, contrast, and more literary devices, which range from subtle to very obvious. The heavy use of imagery throughout the poem helped to create an image in the reader’ s mind which helped to show the protagonist’s loss. Overall, this helps to make the two poems communicate the theme of loss effectively throughout the narrative. In their different ways the poems ‘Disabled’ by Wilfred Owen and ‘Out, out’ by Robert Frost communicate the theme of loss through literary devices and language features. In the poem ‘Disabled’ by Wilfred Owen; Owen mainly uses comparisons to draw contrasts between his current state and his former life in order to show loss while the poem ‘Out, out’ by Robert Frost mainly uses literary devices which include imagery and personification well as caesuras to help convey his theme of loss. However both poems deal with the subject of physical loss and both Robert Frost and Wilfred Owen manage to captivate the reader’s attention and create a sense of sympathy through the theme of loss. I personally feel that ‘Out, out’ by Robert Frost is more effective due to the heavy use of imagery to help show the protagonists loss. Overall the writers communicated the theme of loss effectively throughout the narrative.

Mans Search for Meaning by Viktor E. Frankl :: Papers

Man's Search for Meaning by Viktor E. Frankl "On the average, only those prisoners could keep alive who, after years of trekking from camp to camp, had lost all scruples in their fight for existence; they were prepared to use every means, honest and otherwise, even brutal force, theft, and betrayal of their friends, in order to save themselves. We who have come back, by the aid of many lucky chances or miracles - whatever one may choose to call them - we know: the best of us did not return." (p. 7) The Three Phases of the Inmate's Mental Reactions to Camp Life: a) the period following his admission Symptom = shock "Delusion of reprieve": "The condemned man, immediately before his execution, gets the illusion that he might be reprieved at the very last moment. We, too, clung to the shreds of hope and believed to the last moment that it would not be so bad." (p. 14) 1) a grim sense of humor 2) cold curiosity 3) thoughts of suicide "An abnormal reaction to an abnormal situation is normal behavior." (p. 30) b) The period when he is well entrenched in camp routine a) Relative apathy, a kind of emotional death "Disgust, horror and pity" were "emotions" one could "not really feel anymore. The sufferers, the dying and the dead, became such commonplace sights to him after a few weeks of camp life that they could not move him anymore." (p. 33) "...the prisoner soon surrounded himself with a very necessary protective shell." (p. 35). b) Extreme hunger from undernourishment & preoccupation with food c) Absence of sexual urge d) "Cultural hibernation," with the two exceptions: politics and religion "In spite of all the enforced physical and mental primitiveness of life in a concentration camp, it was possible for spiritual life to deepen. Sensitive people who were used to a rich intellectual life may have suffered much pain (they were often of a delicate constitution), but the damage to their inner selves was less. They were able to retreat from their terrible surroundings to a life of inner riches and spiritual freedom." (p. 56). On love while thinking on his wife while marching: "...for the first time in my life I saw the truth as it is set into song by so many poets, proclaimed as the final wisdom by so many thinkers. The truth - that love is the ultimate and the

Week 2 Quiz

. (TCO 2) Bubba’s Crawfish Processing Company uses a traditional overhead allocation based on direct labor hours. For the current year overhead is estimated at $2,250,000 and direct labor hours are budgeted at 415,000 hours. Actual overhead was $2,200,000 and actual direct labor hours worked were 422,000. (a) Calculate the predetermined overhead rate. Rate, based on budgeted factory overhead cost and budgeted activity, that is established before a period begins. 2,250,000/415,000Budgeted activity units used in the denominator of the formula, more often called the denominator level, are measured in direct labor-hours, machine-hours, direct labor costs, or production units. Read more: http://www. answers. com/topic/predetermined-overhead-rate#ixzz2NxCv9pKK (b) Calculate the overhead applied. Applied overhead = predetermined overhead rate x actual direct labor (c) Determin Prorate the overhead variance to the appropriate accounts 765 – 750 = variance of 15K Rate This Answe r e the amount of overhead that is over/under applied. 2. TCO 2) Thibodeaux Limousine Corporation is trying to determine a predetermined manufacturing overhead. Estimated overhead for the upcoming year is $776,000. Budgeted machine hours are 105,000 hours, and budgeted labor hours are 17,500 hours at a rate of $10. 00 per hour. Compute the predetermined overhead rate based on: (a) Direct labor dollars Labor rate variance = (Actual hours worked ? Actual rate) ? (Actual hours worked ? Standard rate) Read more at http://accounting4management. com/direct_labor_rate_variance. htm#pqUTOT7ClOOtMr4F. 99 (b) Direct labor hours (c) Machine hours 3. TCO 1) List and briefly describe four of the five differences between managerial accounting and financial accounting 4. (TCO 2)The following information is available for Sappy’s Surgical Shears for the fiscal year ending December 31, 20XX. Beginning balance in Finished Goods $ 17,000 Ending balance in Finished Goods 15,200 Beginning balance in Work in Process 2,500Ending balance in Work in Process 1,836 Selling expenses 123,000 General and administrative expenses 89,000Direct material cost 54,500 Direct labor cost 66,000 Manufacturing overhead 21,400 Sales 385,000 Prepare a schedule of cost of goods manufactured. . (TCO 2) Match each of the following six terms with the phrase that most closely describes it. Each answer below may be used only once. Read also Quiz Week 42. ______ 1. activity-based costing ______ 2. cost of goods available for sale ______ 3. period costs ______ 4. process costing system ______ 5. just-in-time system ______ 6. work in process A) Costs assigned to the goods produced; also known as manufacturing costs (B) Materials costs that are not traced directly to products produced (C) System that seeks to minimize Raw Materials Inventory and Work in Process Inventory (D) Cost of items that are completed and transferred from Work in Process Inventory to Finished Goods Inventory (E) Costs that are identified with accounting periods rather than with goods produced (F) Actual overhead is greater than overhead that has been applied to products (G) Method of assigning overhead costs that uses multiple allocation bases (H) System that uses job-order sheets to collect costs for each individual job (I) Cost of all materials and parts that are directly traced to the items produced (J) Beginning balance in the Finished G oods Inventory plus cost of goods manufactured (K) Overhead applied to products is greater than the actual overhead costs incurred (L) Used by companies that produce large quantities of identical items (M) Cost of all manufacturing activities other than direct material and direct labor (N) Inventory account that contains the cost of goods that are only partially completed 6. (TCO 2) Far Out Ceramics akes custom macaroni tile and applies job-order costing. The following information relates to the fiscal year ending December 31,20XX. Beginning balance in Raw Materials Inventory $ 12,500 Purchases of raw material 189,000 Ending balance in Raw Materials Inventory 14,300Beginning balance in Work in Process 24,500 Ending balance in Work in Process 23,100Direct labor cost 89,700 Manufacturing overhead applied 66,200 Actual manufacturing overhead 64,100Beginning balance in Finished Goods 28,900 Ending balance in Finished Goods 24,300Sales 432,000Selling expenses 120,000 General and administ rative expenses 86,000 How much is cost of goods sold? 7. TCO 2) Match each of the six following terms with the phrase that most closely describes it. Each answer may be used only once. _____ 1. Direct costs _____ 2. Fixed costs _____ 3. Incremental costs _____ 4. Economic Resource Planning system _____ 5. Noncontrollable costs _____ 6. Opportunity costs (A) Costs that increase or decrease in total in response to increases or decreases in the level of business activity (B) Costs that are directly traceable to a product, activity, or department (C) Costs that a manager can influence (D) The difference in costs between decision alternatives (E) Costs incurred in the past that are not relevant to present decisions (F) Costs that cannot be influenced by a manager G) Financial plans prepared by management accountants (H) Value of the benefits foregone when one decision alternative is selected over another (I) Costs that cannot be directly traced to a product, activity, or department or a re not worth tracing (J) Costs that do not change in total with changes in the level of business activity (K) These systems prepare a master production systems and all the support across the company. (L) Allows companies and suppliers to share information to improve efficiency in getting inputs. (M) Allows customer data analysis and support, often in online format for customers. 8. (TCO 3) The Marinade Department began the period with 150,000 units.During the period the department received another 180,000 units from the prior department and at the end of the period 112,000 units remained which were 17%complete. How much are equivalent units in The Marinade Department’s work in process inventory at the end of the period? (TCO 3) The Franc Zeppo Venture manufactures a product that goes through two processing departments. Information relating to the activity in the first department during April is given below: Work in process, April 1: 50,000 units (80% completed for materials a nd 60%completed for conversion. Work in process, April 30: 45,000 units (70% completed for materials and 60%completed for conversion. 4. The department started 380,000 units into production during the month and transferred 385,000 completed units to the next department.Compute and calculate the equivalent units of production for the first department for April, assuming the company uses the weighted-average method of accounting for units and costs. 1. Question : (TCO D) A company that has a profit can increase its return on investment by Student Answer: increasing sales revenue and operating expenses by the same dollar amount. increasing average operating assets and operating expenses by the same dollar amount. increasing sales revenue and operating expenses by the same percentage. decreasing average operating assets and sales by the same percentage. Instructor Explanation: Chapter 12 2. Question : (TCO D) Given the following data, what would ROI be?Sales $50,000 Net operating income $5,000 Contribution margin $20,000 Average operating assets $25,000 Stockholder's equity $15,000 Student Answer: 10% 20% 16. 7% 80% Instructor Explanation: See Chapter 12. ROI = Net operating income / Average operating assets = $5,000 / $25,000 = 20. 0% 3. Question : (TCO D) Given the following data: What is the return on the investment (ROI)? Sales $50. 000 Net operating income $5,000 Contribution margin $20,000 Average operating assets $25,000 Stockholder's equity $15,000 Student Answer: 10% 20% 16. 7% 80% Instructor Explanation: ROI = Net operating income / Average operating assets = $5,000 / $25,000 = 20. 0%

Investigating Meaningful Teaching Essay

Investigating Meaningful Teaching Daniel Bowen Grand Canyon University Special Education Foundation and Framework SPE-330 May 26, 2011 Investigating Meaningful Teaching Investigating what meaningful teaching is it is having teachers that are willing to teach to the whole student by having patience, compassion and developing a meaningful relationship with their students. Being a positive influence and having effective classroom management. An effective teacher is a teacher that wears many hats such as a coach, actor, cheerleader and friend. Having the ability to read their moods, body language, when and what may cause them to become frustrated. Also having a deep belief in each and every student has the ability to learn and achieve. In an interview with four teachers, two inclusion teachers and two self contain teachers was conducted. All four teachers were asked the same questions this being a summary of the results of that interview. (Grand Canyon University, n. d. ) In their opinions, what is necessary for a meaningful and worthwhile teaching and learning experience? All four teachers refer to having respect for each student and students having respect for them and being consistent in enforcing classroom rules. Maintain a set of routines so the students know what is expected of them each day. Know the laws that deal with Special Education. These laws are appt to change at any time. (Grand Canyon University, n. d. ) How is a meaningful learning experience for students related to the teacher’s philosophy of education? The teachers all feel in general that a meaningful education is synonymous with their philosophy. A student must be made to feel respected, valued, and to feel safe in the classroom. Discipline is as necessary as the text without it the learning process cannot be achieved. Each teacher believed that having the understanding that each student will learn on deferent levels and different ways. It was part of their philosophy to discover the uniqueness of every student. (Grand Canyon University, n. d. ) Why did you want to become teachers? Why do you continue teaching? The first part of this question is generic. They all were influence by a teacher or more than one teacher as they were growing up. The second part was a little different with each teacher. In general the challenge they face every day. Having a child all of a sodden come alive. They begin to grasp the math or reading at their level seeing the excitement in their eyes when a door opens for them that once was closed. The small rewards everyday is what kept them in the classroom. (Grand Canyon University, n. d. ) What are two or three of their most rewarding teaching experiences? Their most challenging? Two of the teachers stated that their most rewarding experience was in having a past student call them up with an invitation to their graduation. These students stating that they would not have made it through school if these two teachers did not believe in them from the start. The others where when they observed there student achieve the understanding of basic math without a calculator and one learning how to write their name for the first time at the age of thirteen. (Grand Canyon University, n. d. ) What changes would they like to make in teaching? Why? They all agreed that the change they would make would be Standardize testing the F-cat (Florida Comprehensive Assessment Test). The teachers have to teach the test and not what the student truly need to be successful in the classroom. They state the biggest problem with this test is that the government is trying to outsmart the student. It is believed that they design the test to make the students to fail. One example was given were a student was a straight â€Å"A† students her whole life all through elementary, middle and high school. She took the F-cat so she could graduate and failed. She could not graduate with her class. They feel the test is not fare to student with or without learning disabilities. The changes they all agreed with was to completely do away with the F-cat and much of the paper work and go back to letting teachers teach. (Grand Canyon University, n. d. ) The reason I want to become a teacher is the total opposite of the teachers interviewed. I never had a teacher that left a lasting impression on my life. I had no on to mentor me as I chose to become a teacher. I became a teacher because after a few industrial accidents left me unable do anything physical for a very long time. While I was looking for something I could do. A bus driving passion came open. So I became a bus driver. As I was driving the position of a substitute teacher open I became a substitute teacher because it paid two dollars more an hour. That was as a substitute teacher that and working with the student that made me decided to become a teacher full time. Watching students struggle with their work, being able to show them how to do it correctly, and having the opportunity to see the â€Å"ahh† factor. Being able to help students learn and see them as they learned is one of the greatest experiences I had in my life time. The decision to become a Special education teacher came a little later. It was the same as when I decided to become a teacher. It was having that one on one with the student. Being able to teach a class with children that were diagnose with Downs, Autistics, Mental Retardation and the list grows. I feel in love with these children and discovered the real need for teacher in this area. This is the reason I decided to join the ranks of Special Education teachers. Through the interview I discovered an even stronger desire to become a Special Education teacher. Through these teachers interview help to enforce what I already knew. Each student is a unique individual. Having different personalities, weakness, strengths, and learning styles. This becoming one of the greatest challenges is unlocking each student mind helping them to discover knowledge. References Grand Canyon University. Syllabus module 2 (n. d. ). http://angel103. gcu. edu/section/default. asp? id=835810