Pesticides Essays - Pesticides, Environmental Health, Biocides

Pesticides Pesticides effects on humans Pesticides are chemicals that make our produce perfect, and our yards free of pests. However, this perfection comes at a price to many different people. Pesticides are poisons with the sole purpose of killing. They are intended to kill weeds, insects and fungus. There are three types of pesticides called herbicides, insecticides, and fungicides. Every pesticide has an active ingredient, and an inert ingredient. The active ingredient is the poison that kills he pest, and the inert ingredient is the carrying, or spreading compound. (Honey pg. 2) Pesticides were once thought of as a miracle cure for hunger. They were supposed to keep crops free of pests, and misquitos under control. People were not aware of the dangers that these poisons possessed. DDT* was supposed to be a, benefactor for all humanity(Honey pg. 2). There were few regulations on the use of DDT use. It was even sprayed where children played. It was intended to kill misquitos, but it ended up poisoning, even killing people. (Honey pg.2) Elizabeth Rollings says that one of her teachers, Mrs. Keller, had a sister that died from DDT poisoning when Mrs. Keller was a child. People came to her house that sprayed the bushes with DDT to control misquitos, and when Mrs. Keller and her sister played near the bushes they were exposed to the deadly poison. Now a days the U.S. has seen the dangers that pesticides possess and banned many kinds from use in this country. However, the U.S. has yet to ban them from being made here and exported to foreign countries. In fact, 25 tons are exported every hour. (Honey pg. 1) There are three main problems with this: the regulations are very low in the places the U.S. exports to, many of the people in those places are unaware of the dangers, and the pesticides can return on the produce that the U.S. imports. A specific example of how unaware the people are is an incident in Costa Rica. The field workers in a sugar plantation were not told of the dangers of the pesticides that they applied, and they were not given any protective clothing. Many of them went shirtless, and in tennis shoes with no socks. They had used this pesticide for several days when many began to complain of headache and nausea; some began to vomit blood. One man died, but fortunately the problem was discovered in time to treat the rest of the workers before they died. Another of the problems that arise from pesticide exportation is getting it back in the produce we import from these countries. One third of the poison banned in the U.S. returns in what is being called the circle of poison, which is when pesticides that are exported and used on produce that return on the produce, back to the people it was being meant to keep away from. (Scanlan pg.1) To avoid this, many people are shopping at health food stores where pesticides have not been used on the food. There is a basic progression that occurs when the body is poisoned by a pesticide. First there is a biochemical inactivation of an enzyme. Next this biochemical change leads to cellular change. Then the cellular change causes symptoms of poisoning seen or felt in the particular organ where the enzyme that was deactivated was. All this changes a body's homeostasis*, and when homeostasis can not be maintained or restored, disease occurs. Most effects aren't permanent, but may take a long time to completely recover from. However, some do cause permanent damage. The damage of pesticide poisoning varies. It can effect just one particular organ system, or it can effect a number of organ systems.( GTI. Manifestations of Toxic Effects. pg 1) Another problem that pesticide poisoning possess is detection. A history of being exposed to chemicals can cause illness that can be hard to distinguish from a viral infection, such as the flu. One might go to long without treatment thinking they have a virus that they will eventually overcome, when in reality they have been poisoned by pesticides, which can lead to worse and worse damage over time. People who handle chemicals frequently in the course of

Strategies to Handle a Disruptive Student

Strategies to Handle a Disruptive Student Teachers understand that the time they have with their students is limited. Good teachers maximize their instructional time and minimize distractions. They are experts at handling adversity. They deal with problems quickly and efficiently minimizing the disruptions.The most common distraction in a classroom is a disruptive student. This presents itself in many forms and a teacher must be adequately prepared to address every situation. They must react quickly and appropriately while maintaining the dignity of the student.Teachers should always have a plan or certain strategies they rely on to handle a disruptive student. It is important to realize that every situation will be different. A strategy that works well for one student may set another one off. Individualize the situation and make your decisions based on what you feel will minimize the distraction with that particular student the fastest. Prevention First Prevention is the best way to handle a disruptive student. The first few days of the school year are arguably the most important. They set the tone for the whole school year. Students are feeling out teachers. They will push to see exactly what they are allowed to get away with doing. It is important for teachers to establish those boundaries quickly. Doing so will help deter problems later on down the road. It is also important to start building rapport with your students immediately. Fostering a relationship based on trust with students can go a long way in disruption prevention simply out of mutual respect for one another. Stay Calm and Emotion Free A teacher should never yell at a student or tell a student to â€Å"shut up. While it may temporarily diffuse the situation, it will do more harm than good. Teachers must stay calm when addressing a disruptive student. In many cases, a student is trying to get the teacher to react foolishly. If you stay calm and keep your wits, it can diffuse the situation rather quickly. If you become combative and confrontational, it can escalate the situation making it a potentially dangerous situation. Getting emotional and taking it personally will only be detrimental and ultimately hurts your credibility as a teacher. Be Firm and Direct The worst thing a teacher can do is to ignore a situation that they hope will go away. Do not allow your students to get away with the little things. Immediately confront them about their behavior. Have them tell you what they are doing wrong, why it is a problem, and what the proper behavior is. Educate them on how their behavior impacts others. Students may resist structure early on, but they ultimately embrace it because they feel safe in a structured learning environment. Listen Carefully to Students Do not jump to conclusions. If a student has something to say, then listen to their side. Sometimes, there are things that led to the disruption that you may not have seen. Sometimes there are things going on outside of the classroom that led to the behavior. Sometimes their behavior may be a cry for help and listening to them may allow you to get them some help. Repeat their concerns to them so that they know you have been listening. It may not make a difference in how you handle the situation, but listening may build some trust or provide you with insights into other issues that are more important. Remove the Audience Never intentionally embarrass a student or call them out in front of their classmates. It will do more harm than it will good. Addressing a student individually in the hallway or after class will ultimately be more productive than addressing them in front of their peers. They will be more receptive to what you have to say. They are probably likely to be more open and honest with you. It is important to maintain the dignity of all of your students. No one wants to be called out in front of his or her peers. Doing so ultimately damages your credibility and undermines your authority as a teacher. Give Students Ownership Student ownership offers individual empowerment and potentially has the greatest impact on behavior change. It is easy for teachers to say it is my way or the highway, but allowing students to develop an autonomous plan for behavior correction may be more effective. Give them the opportunity for self-correction. Encourage them to establish individual goals, rewards for meeting those goals, and consequences when they do not. Have the student create and sign a contract detailing these things. Encourage the student to keep a copy in a place that they often see such as their locker, mirror, notebook, etc. Conduct a Parent Meeting Most parents expect their children to behave while they are at school. There are exceptions, but most will be cooperative and helpful in improving the situation. Teachers should have documentation detailing every issue and how it was addressed. You will likely see more positive results if you request that the student sit in on your meeting with their parents. This also prevents he/she said and the teacher said issues. Ask the parents for suggestions from their perspective on how to deal with these issues. They may be able to provide you with strategies that work for them at home. It is important to work together to create a potential solution. Create a Student Behavior Plan A student behavior plan is a written agreement between the student, their parents, and teachers. The plan outlines expected behaviors, provides incentives for behaving appropriately, and consequences for poor behavior. A behavior plan provides a direct plan of action for a teacher if the student continues to be disruptive. This contract should be specifically written to address the issues the teacher sees in class. The plan can also include outside resources for help such as counseling. The plan may be modified or revisited at any time. Get an Administrator Involved Good teachers are able to handle the majority of their own discipline issues. They rarely refer a student to an administrator. In some cases, it becomes a necessity. A student should be sent to the office when a teacher has exhausted every other avenue and/or a student has become such as distraction that it is detrimental to the learning environment. Sometimes, getting an administrator involved may be the only effective deterrent for poor student behavior.  They have a different set of options that may get a student’s attention and help correct the problem. Follow Up Following up can prevent recurrences in the future. If the student has corrected their behavior, then periodically tell them that you are proud of them. Encourage them to keep working hard. Even a little improvement should be recognized. If parents and administrators become involved then let them know how things are going from time to time as well. As a teacher, you are the one in the trenches seeing first hand what is going on. Providing positive updates and feedback can help ensure a good working relationship in the future.

Summary essay Example | Topics and Well Written Essays - 500 words

Summary - Essay Example And this â€Å"ocular centrism† is approached in different levels of philosophical thinking, hence the birth of Cartesian, Baconian, and Baroque systems of vision; albeit the focus of Jay’s discourse is the comparison and contrast of the first and last school of thought. The Cartesian model, also known as Cartesian Perspectivalism centers itself in the â€Å"harmonious and scientific† approach in defining a vision. This hegemonic perspective reduces the interpretation of â€Å"representations† which are embedded in the mind of the beholder. Representations being symbols and symbols entrenched in images arranged accordingly to mathematical grid orders. It is like discovering and understanding the world in a strictly empirical direction of math and sciences. The spectator then is assumed a blank slate that looks at a spectacle devoid of any context, whether social, cultural, or religious. The meaning then is dependent upon who beholds what, depending on his â€Å"discovery† on the world. This then creates contention between the artist who produced the perspective and the assumed beholder of that same perspective. Baconian school of thought, on the other hand, offered an alternative visual model during the 17th century Dutch occupation but is not necessarily an independent system of vision but a product of the criticisms encountered by the previous visual model. If the aforementioned ideology is specific about seeing the world in consonance with science, the Baconian argument on the other hand inclines itself to the social and humanistic approach of understanding and viewing the world. Hence, it enables the depiction of a story or the substantive narrative content in a single spectacle. It explores the narrative and descriptive articulation of the world being presented to the beholder. The last visual argument posited by Martin is the Baroque system of vision where it drastically