The article examined the relationship between teachers in a job setting and the meaning of the barroom setting for teachers. (Pajak & Blase, 1984) “The data suggest that teacher dichotomized their professional and personal identities and that barroom interaction facilitated their professional and personal identities and that barroom interaction facilitated the transition from a restricted professional self to a more spontaneous personal self”(1984). My own personal reaction to this article can be summarized in one word, duh! What profession really exists that you can be yourself at work? It seems that in almost all professions you need to take on a more professional persona than you would at home or with friends, so why would anyone need to do a study on the separation of professional self and “a more spontaneous personal self”? As far as this research making any contribution to society, or to anyone in fact, is a contradiction to the very basis of research. Why are the authors doing research on aspects of professional life that most people would jump to tell you are true?

In their review of the literature the authors related their research to similar studies in which either different occupations or ethnicities were questioned in a barroom setting. The authors seem to feel that what sets their research aside from the rest is that their inquiry “was directed toward understanding the relationship of the bar to the professional lives of teachers” (1984) not the teachers’ personal lives. Although their research and methodology seems well written I am still unclear if there was any statement of a problem. I also am confused by the authors’ attempt to hypothesize whether there is a need for teachers’, or any profession, to wind down or shake off their professional self before returning to their personal lives.

Like all college freshman, starting college is the first time away from the parents for more than a week. It signifies being on your own and learning about who you really are as a person. As a freshman rushing for a sorority or fraternity seems like a good way to meet new people and feel like you have a close group of friends in a sea of students. During rush it seems like the Greek system pushes for high academic grades and overall grades are put first before anything else. From my experience and from others this concept seems to be lost in all the other activities going on within the Greek system. Being a member of a sorority or fraternity creates distractions from members’ academics.

Just finishing high school and coming into college is a big transition in itself, but after awhile students catch on and get familiar with their surroundings. During high school many students had distractions but for the most part they knew how to balance having fun with their school work. Students in general never really have particular issues with their academics from participating in a sport or club. For many students the first few weeks of college are difficult trying to find friends and get used to the class work load. Some freshman will consider the idea of rushing for a sorority or fraternity to feel more involved on campus.

To many this seems like a good idea, having a social network and meeting other people in classes that can help them achieve higher grades. What many freshmen do not know is there are some serious problems with joining the Greek system on many college campuses. Many students after joining the Greek system find out the hard way being faced with these issues such as academic dishonesty, binge drinking and a considerable decline in ones GPA after rushing for a sorority or fraternity.

You often hear that professional wrestling isn’t a real sport, it isn’t the real deal, it’s all fake. Well, I’m here to prove you differently. There are many characteristics in the sport that makes it very real, and a lot of it is geometry related. Anything from the way they execute moves, the way they react to moves, to the ring they wrestle in. It’s all related to how wrestling is proved to be real. You may think, “What does this have to do with anything?” Well, it proves that geometry is very present in all things we do today; even proving that wrestling is a real sport.

One item that proves the way wrestling and geometry are formed is the very present fact that the moves they do are very real. One human lifting another human into their shoulders to swing them around over their head into a move called an “F5” takes a lot of strength. Well, if you think about it, lifting a person over one’s head causes them to be perpendicular. The body standing it perpendicular to the body he has straight out on his shoulders.

As you can see, the wrestler, Brock Lesnar, has the opponent, A-Train, on his shoulders ready to do his signature finishing move, the F5. When Brock does the move, he swings the opponent over his shoulders causing them to be parallel to each other as they both fall backwards to the ground: Brock landing on his back, and the opponent landing on his face and stomach.

Another prime example of the way the moves are executed is a basic suplex. One wrestler by the name of Chris Jericho demonstrates his skills by propping the opponent around his body almost in an 180º motion.

Thousands of years ago “The Toltec” were known throughout Southern Mexico, as “women and men of knowledge”. They were scientist and artists who formed a society to explore and conserve the spiritual knowledge and practices of the ancient ones. They were called the “Masters of Wisdom”. The Toltec were seen as the Dream Masters. No, I’m not a Toltec, though I try to learn something new every day. I think that each of our lives is the manifestation of our own dream, and I consider it an art. Everyone can change that life any time if we are not enjoying the dream. Dream Masters create a masterpiece of life: they control the dream by making choices or decisions. Every action has a reaction and a Dream Master is aware of that reaction and its consequences. Being a Toltec is a way of life we choose. It is a way of life where there are no leaders and no followers, where we have our own truth and live with it.

Today, you are reading one of my dreams, one of my finest decision, which I think is one of the best ones I have made in my entire life: to apply for this Law School. With this personal statement I have to impress this school, be honest as well as unique, and glow among all those who are applying. In a personal way, I need to transmit my unique personality and confess, my goals and dreams. I have so many experiences in my life; I don’t know how to start. Well, to talk a little about myself I can say I am funny. I am an impulsive person. I like butterflies, and my two favorite places in the whole world are Walt Disney World and my home town Panama. I love The Dave Mathews Band. I enjoy helping people around me, making them happy and comfortable. I just moved out of home, to this new phase of my live, in other country with a different mentality and customs. I love my family, and I love my boyfriend who is also my best friend in the whole world. Finally, I question everything in my mind, often in the hopes of changing what I do not think is fair.

1. In the space below, fully explain the rationale and procedure for Read Aloud
with accountable talk.

The rationale for interactive read-aloud with accountability talk provides time for the students to listen and talk about wonderful books that are most likely beyond their independent reading levels by building community in the classroom.. During interactive read-aloud with accountability talk, the teacher models the work that careful readers do to comprehend texts and to foster ideas and theories about stories and characters. Because the teacher is doing the reading, children can concentrate on using strategies for comprehension and having accountable conversations about the text. The conversations that children have about the read-aloud texts serve as models and scaffold the kinds of conversations we want them to have with their partners during the independent reading workshop. Explicit instructions must be given to the students to ensure successful accountable talk, while children listen to and enjoy literature.

In order to have an accountable talk, the students must understand that they have to be good listeners. They need to be taught to have good listeners’ bodies by looking at the speaker. They need to have good listeners’ minds by thinking about what the speaker is saying. They listen hard to try and understand and picture in their minds what the speaker is saying. They need to be taught to question listeners to ask for help to understand, by asking the speaker for details (“Can you say more?), asking the speaker to explain what he means (“I’m not sure I understand.” “Can you explain that?”) or by asking the speaker to explain what she said (“Could you repeat that so I can understand?.”)

How hard would it be to teach a deaf and blind child? Not as easy as you think. Anne Sullivan taught Helen Keller who was both blind and deaf. She was a teacher with great patience. She was someone who respected Helen and felt empathetic for her. It didn’t just take a couple days for Helen to learn. It took several years but Anne never gave up. That is why I think Anne Sullivan should be recognized as a “gifted teacher.”

The realization of the number of adolescent students (with hearing or total deafness disabilities) that have been abused in some other way, and are in residential treatment facilities, is not understood. I had the opportunity to work with some deaf students for the first time at a residential treatment facility called Tampa Bay Academy. I had never been exposed to deaf culture before working there, and it was the best experience, thus far, that I have had in my career.