Promoting Courteous Classroom Behavior †Psychology Essay

Promoting Courteous Classroom Behavior – Psychology Essay Free Online Research Papers Promoting Courteous Classroom Behavior Psychology Essay From state to state, city to city, system to system, classroom to classroom, teachers are united in the struggle to promote courteous classroom behavior while creating a classroom climate that is conducive to learning. This paper focuses on three distinct classroom discipline strategies which are, controlling undesirable behavior, encouraging good behavior, and strengthening your relationship with students. These principles of effective discipline strategies will force you to transform your thinking, your personality, and your teaching style. As a teacher, it appears that students simply don’t care. Why? Is it due to lack of motivation, too many children in classes, lack of parental involvement, or insufficient funds for adequate supplies and/or materials? Whatever may be the case, many books and articles have been written on this problematic subject to teach teachers the process of using effective classroom methods to defray some of these discipline areas. Many teachers daily address these challenging behaviors in the classroom. Many have been trained and feel well prepared to teach their academics to their students. However, true learning comes inside that classroom when it is just you and those students. The first day sets the tone for the remainder of the academic school year. Your approach and methods for behavior management used on that very first day, tells the students your standards and your expectations. Controlling undesirable behavior can be done effectively and efficiently with a classroom atmosphere based on caring, kindness, dignity, and mutual respect. Our environment or the arrangement of space emits a powerful message to our students about our expectations for their behavior. The environment should be stimulating, inviting and nurturing to all students and their academic performance. It should evolve around their interests. This kind of environment would bring a sense of belonging to them especially if they are allowed to be a part of the creations and decorations. Involve the students with the plans and layout of the classroom. Get those â€Å"creative juices† flowing. Many of our students are creative beings, very artistic, and highly talented. They have unlimited resources with worthwhile skills and ideas that often times get overlooked by teachers. Teachers don’t have to do it all. Delegate some authority, with limits, to the students. Seeing their ideas valued by the teacher is a reward in itself. When they see the fruit of their labor, they will be least likely to cause damage or allow someone else to damage their efforts. According to Seymour and Seymour, â€Å"We expect so little from kids. Is it really surprising when we get so little in return?† Effective teaching is another fringe benefit for controlling undesirable behavior. Effective teachers are always exploring new ideas, reviewing, reteaching, taking risks, and always learning. They are willing to try new things with new approaches. They realize that the textbook is not the only working source available for the learning process. They use other instructional materials to amplify their lessons such as newspapers, internet sources, videos, workbooks, etc. According to Phelan and Schonour, â€Å"effective teaching is the best preventive discipline strategy. With the previously stated comments, these teachers will most likely have the least amount of disciplinary problems. Why? The reason is that they focus more on a learning environment, rather than on the problem. They have come to realize that teaching empowering skills such as language, problem solving skills, critical thinking skills, higher order skills, and decision making skills, empower the students with a positive attitude for success in life. â€Å"When the underlying motivation of discipline is control and punishment rather than an opportunity for learning, little will be accomplished†, according to Positive Discipline in the Classroom by Nelsen, Lott, and Glenn. Students should be taught to be responsible for their own actions and to accept the consequences/punishment for their negative ones. Be upfront with the rules/procedures of the classroom. These rules should be set on the first day of school. There shall be no more than three rules set for the class. Those rules, along with the school wide rules, should be visible along with their consequences. Classroom rules are established not to punish the students, but rather to help with discipline problems and to improve behavior. Rules don’t have to be over burdensome for students and teachers, but executed consistently and fairly by the teacher. Students, especially the upper grades, can take part in establishing these classroom rules. Every effective teacher needs several positive discipline classroom management tools. In the book, â€Å"Positive Discipline in the Classroom, the authors point out many useful tools that could be implemented by the teacher. As the teacher, you can present your students with limited choices. These choices should be age appropriate with at least two acceptable options. â€Å"It’s not appropriate, for instance, to give students a choice about whether or not they want to learn to read, go to school, hurt someone else, be in dangerous situation such as climbing on the roof, and so on†, Glenn, Lott, and Nelsen. Students’ choices should be limited and the teacher should be willing to accept either choice that the student chooses. In other words, don’t offer a choice that you’ll not happy with and/or acceptance to you. Another tool is classroom jobs. Various jobs could be assigned to various students to give them opportunities to contribute in a meaningful way. Assigning jobs is one way to help students to feel better about themselves and a way of keeping them from misbehaving inappropriately. More on assigning jobs will be discussed under the second classroom strategy, â€Å"encouraging good behavior†. Encouraging good behavior means getting the students to perform in a positive way such as â€Å"start doing their schoolwork, lining up, paying attention, cleaning their desks and transitioning smoothly† according to Phelan and Schonour. Many strategies are useful for encouraging your students to perform in a desired manner. This method may require more time especially if you are trying to get control of your classroom by managing their obnoxious conduct. One step toward good behavior is positive reinforcement. Phelan and Schonour points out that most teachers will not stop to praise the class when they are quiet and engaged in the assignment. Why? Because when adults are happy and content themselves, they are not particularly motivated to do anything more than what they’re already doing according to Phelan and Schonour. In other words, that small window of opportunity to sit down and/or grade papers may never present itself before the end of the day. We don’t want our kids to feel that they are a pain in the neck to us; so therefore, we offer praise as often as possible. â€Å"Praise should be given early and often every day. Your praise and other positive interactions with your students should outnumber your negative comments by a ratio of about two or three to one. If you look, you shouldn’t have trouble finding something to reinforce: â€Å"Thanks for passing out the papers.† â€Å"You started your work all by yourself! Wonderful!† â€Å"Your reading buddy really likes you.† â€Å"You guys did a good job of getting along during recess today.† â€Å"I think you got ready for science in record time this morning!† â€Å"Good job on that math test, John.† â€Å"I saw you out on the soccer field. You played hard- good hustle!† â€Å"That’s terrific! I knew you could do it!† (Phelan and Schonour) Don’t just praise kids for successfully carrying out simple requests, but praise them also for cooperation, for motivating others, and for good performance. Please be sure that you tailor your praise for each child. Bobby may like been praised in front, while others may find it sickening. Therefore, know your students and know who would benefit from your motivational techniques versus those who this approach would be ineffective. Two additional self-esteem boosters are: (1) praise in front of other people and (2) unexpected praise (Phelan and Schonour). For example, Jessica comes up to you while you are talking with the assistant principal and you stop to brag on her accomplishments. Well, Jessica is glowing with excitement and pride. Unexpected praise can be rewarding to the student because generally the only time they may get called on by the teacher is for answering a question and/or the student may feel as if he/she is in trouble. For example, you may notice that Stephanie is helping Rachel with her belongings because Rachel has injured her ankle and has to use crutches. Therefore, Stephanie carries the backpack for her to the next class. You praise Stephanie for her thoughtfulness and her kind deed. You respond positively to Stephanie’s act of kindness. Stephanie may be one that always stays in trouble at school. The only words she gets are those that only deepen her anguish. Unexpe ctedly she receives positive praise from you which now encourages her to do more while giving her a sense of satisfaction. By the teacher openly praising Stephanie, this tactic would motivate others to join her. All people love to hear praise, rather than someone nagging or fussing at them. Kitchen timers can be a remarkable device for promoting good behavior in students. Timers are a useful tool for assisting you with your class. They can be useful for starting and ending group work, lining up, cleaning-up or transitioning. Use them to time the â€Å"time out† students, but be sure that the students cannot adjust the time. If an unexpected visitor is coming, using the timer to get the kids to quickly straighten the classroom. The award is getting it done before time is up. The docking system is another useful strategy for encouraging good behavior. This principle is founded on this basic idea, do the work and get paid. If you don’t do the work, you’ll pay me. This system is for children in kindergarten or above. However, some sort of token economy system must be in place so that your students will have a source of funds. A token economy can work in various ways. Groups or individual students can earn tokens. Tokens are things like stickers, plastic chips, laminated pieces of construction paper, etc. According to Phelan and Schonour, â€Å"you can make tokens an academic activity as well by using plastic or paper money or a checkbook. Students are motivated to add up their â€Å"money,† and they may not even realize that they are also practicing math skills at the same time.† The teacher decides how the tokens are distributed. Some may distribute throughout the day while others issue them at the end of the day. Kids collecting tokens is a motivator to yield positive behavior, but for some the tokens need to be connected to an artificial reinforcer the student can â€Å"buy.† In that case, the teacher will have â€Å"store time.† How often the store is open varies with the teacher. Some teachers open the store once a week, whereas, some have an auction at the end of the year. Naturally, the more tokens earned, the more the student can spend. The tokens can be used for various things like broken property, forgetting to feed the class pet, jobs not done, and not taking a time out. John forgets to feed the class hamster and the teacher has to do it. The next day, John tells you that he forgot to feed the hamster before leaving school yesterday. Now you must remind him that he owes you from his account. (Students should know in advance what the rewards/consequences are for each action) Fines should not be used for academics such as a student not doing his class work or homework. Students cannot use tokens to pay for someone else to do his assignments. However, at the high school level, they may use them to go and get their assignment out of their locker. Another approach is natural consequences wherein the world teaches the student what works and what doesn’t. For example, Timothy has to miss recess because he was in time out or the librarian doesn’t allow Nikki to check out a book because she didn’t return the last one. Charting is a visible way for the students to track the progress of their behavior. It is useful in that it motivates the students to behave. With this approach, a calendar is used for keeping track of how well a student is doing with his/her behavior. A chart would indicate if the student stayed in his seat, completed all assignments, not talking to other students, etc. For example, (for little kids) if a student stayed in his seat, you would indicate this by placing a sticker on the chart. For older kids, numbers, points or grades could be placed on the chart. A chart might look like this: Monday Tuesday Wed. Thursday Friday Worked Quietly Stayed in seat Completedassignments This student is working quietly, staying in his seat and has completed all assignments. The chart could be placed on the child’s desk, on the wall, or in a folder. Charting in itself can be a â€Å"natural reinforcer† to the student in terms of praise and satisfaction which builds up his confident and self-esteem. â€Å"If natural reinforcers are enough to elicit cooperation, stop there. The goal is to help the child develop intrinsic motivation rather than only being motivated by an extrinsic reward- what she â€Å"gets out of it.† (Phelan and Schonour) Natural reinforcers sometimes may not be enough to motivate a student to finish a task; so therefore, artificial reinforcers may be used, which mean that the child is going to earn something. In the case of Harry who doesn’t want to keep his desk clean, could earn tokens or a special time with you after he has kept his desk cleaned for a month. For older kids, the rewards should be larger and take a more time to earn. Rewards do not always have to be material, but could be earning the privilege to do a special activity. Some possible artificial reinforcers are: ? Brightly colored tokens ? Extra preferred activity time ? Stickers, happy faces ? Playing a special game ? A grab-bag surprise ? A book to take home over the weekend ? Choice of one of three reinforcers ? Playing a game with the principal ? Reading a story with a special adult ? A homework pass ? A snack Keep the chart simple. Rate only two to four behaviors at one time. Too many gets confusing. Use it only for a limited time because the positive effects will fade away. When the child receives good scores for about two weeks, do away with the chart. If the child begins to exhibit bad behavior, reinforce the chart again. Please allow time for the children to spend their tokens. Spending tokens gives them power not to mention makes them apply basic mathematical skills. Research Papers on Promoting Courteous Classroom Behavior - Psychology EssayStandardized TestingEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug UseBionic Assembly System: A New Concept of SelfComparison: Letter from Birmingham and CritoThe Project Managment Office SystemInfluences of Socio-Economic Status of Married MalesOpen Architechture a white paperPersonal Experience with Teen PregnancyDefinition of Export Quotas

The Physics Field of Fluid Statics

The Physics Field of Fluid Statics Fluid statics is the field of physics that involves the study of fluids at rest. Because these fluids are not in motion, that means they have achieved a stable equilibrium state, so fluid statics is largely about understanding these fluid equilibrium conditions. When focusing on incompressible fluids (such as liquids) as opposed to compressible fluids (such as most gases), it is sometimes referred to as hydrostatics. A fluid at rest does not undergo any sheer stress, and only experiences the influence of the normal force of the surrounding fluid (and walls, if in a container), which is the pressure. (More on this below.) This form of equilibrium condition of a fluid is said to be a hydrostatic condition. Fluids that are not in a hydrostatic condition or at rest, and are therefore in some sort of motion, fall under the other field of fluid mechanics, fluid dynamics. Major Concepts of Fluid Statics Sheer stress vs. Normal stress Consider a cross-sectional slice of a fluid. It is said to experience a sheer stress if it is experiencing a stress that is coplanar, or a stress that points in a direction within the plane. Such a sheer stress, in a liquid, will cause motion within the liquid. Normal stress, on the other hand, is a push into that cross sectional area. If the area is against a wall, such as the side of a beaker, then the cross sectional area of the liquid will exert a force against the wall (perpendicular to the cross section - therefore, not coplanar to it). The liquid exerts a force against the wall and the wall exerts a force back, so there is net force and therefore no change in motion. The concept of a normal force may be familiar from early in studying physics, because it shows up a lot in working with and analyzing free-body diagrams. When something is sitting still on the ground, it pushes down toward the ground with a force equal to its weight. The ground, in turn, exerts a normal force back on the bottom of the object. It experiences the normal force, but the normal force doesnt result in any motion. A sheer force would be if someone shoved on the object from the side, which would cause the object to move so long that it can overcome the resistance of friction. A force coplanar within a liquid, though, isnt going to be subject to friction, because there isnt friction between molecules of a fluid. Thats part of what makes it a fluid rather than two solids. But, you say, wouldnt that mean that the cross section is being shoved back into the rest of the fluid? And wouldnt that mean that it moves? This is an excellent point. That cross-sectional sliver of fluid is being pushed back into the rest of the liquid, but when it does so the rest of the fluid pushes back. If the fluid is incompressible, then this pushing isnt going to move anything anywhere. The fluid is going to push back and everything will stay still. (If compressible, there are other considerations, but lets keep it simple for now.) Pressure All of these tiny cross sections of liquid pushing against each other, and against the walls of the container, represent tiny bits of force, and all of this force results in another important physical property of the fluid: the pressure. Instead of cross sectional areas, consider the fluid divided up into tiny cubes. Each side of the cube is being pushed on by the surrounding liquid (or the surface of the container, if along the edge) and all of these are normal stresses against those sides. The incompressible fluid within the tiny cube cannot compress (thats what incompressible means, after all), so there is no change of pressure within these tiny cubes. The force pressing on one of these tiny cubes will be normal forces that precisely cancel out the forces from the adjacent cube surfaces. This cancellation of forces in various directions is of the key discoveries in relation to hydrostatic pressure, known as Pascals Law after the brilliant French physicist and mathematician Blaise Pascal (1623-1662). This means that the pressure at any point is the same in all horizontal directions, and therefore that the change in pressure between two points will be proportional to the difference in height. Density Another key concept in understanding fluid statics is the density of the fluid. It figures into the Pascals Law equation, and each fluid (as well as solids and gases) have densities that can be determined experimentally. Here are a handful of common densities. Density is the mass per unit volume. Now think about various liquids, all split up into those tiny cubes I mentioned earlier. If each tiny cube is the same size, then differences in density means that tiny cubes with different densities will have different amount of mass in them. A higher-density tiny cube will have more stuff in it than a lower-density tiny cube. The higher-density cube will be heavier than the lower-density tiny cube, and will therefore sink in comparison to the lower-density tiny cube. So if you mix two fluids (or even non-fluids) together, the denser parts will sink that the less dense parts will rise. This is also evident in the principle of buoyancy, that explains how displacement of liquid results in an upward force, if you remember your Archimedes. If you pay attention to the mixing of two fluids while its happening, such as when you mix oil and water, therell be a lot of fluid motion, and that would covered by fluid dynamics. But once the fluid reaches equilibrium, youll have fluids of different densities that have settled into layers, with the highest density fluid forming the bottom layer, up until you reach the lowest density fluid on the top layer. An example of this is shown on the graphic on this page, where fluids of different types have differentiated themselves into stratified layers based on their relative densities.

Quantitative Summary Essay Example | Topics and Well Written Essays - 750 words

Quantitative Summary - Essay Example Limited literature on the area provided scaffold for the conduct of a study investigating PTSD among children and adolescent victims of motor-vehicle related injuries. There were only three studies concerning PTSD in children who sustained motor-vehicle injuries, one on Swedish children aged 5-18 years, another on same-aged British youth, and one on American children 3-18 years old. A conceptual definition of PTSD was presented in the review of literature together with the psychological and physical symptoms and the length of persistence and recurrence. The literature also traced the origins of PTSD in combat-related experiences for both adults and children. Research evidence from the literature surveyed documented PTSD in children after being exposed to a variety of traumatic events such as witnessing a murder or destruction of property, or being a victim of kidnapping, gunshot, or natural disaster. As recounted by Zink and McCain, findings of researches undertaken from 1993 onwards revealed that traumatic injury in children from various causes resulted in melancholy, mood changes, attention deficits, decreased social activity, increased behavioral problems, lower scholastic achievement, increased hyperactivity, rage outbursts, intrusion, avoidance and hyper-arousal. The study was tailored based on a longitudinal descriptive design. Criteria specified for inclusion of subjects in the research were: English speaking child and parent/guardian, residence within a 60-mile radius of Cincinnati, and subjects with head injuries should have a Glasgow comma score greater than 8 to confirm their alertness and responsiveness. Children with mental retardation or hyperactivity disorder were not enrolled as subjects. Prior to the conduct of the study, approval was secured from the Cincinnati Children’s Hospital Medical Center Institutional Review Board. A written consent from the parents of the subjects were also obtained,

The essence of art Essay Example | Topics and Well Written Essays - 750 words

The essence of art - Essay Example This is the major point in the insights of Arthur Danto, an art philosophy scholar, as revealed in his conversation with Suzi Gablik. Danto’s written work on the disenfranchisement of art brought about by the customary practice of what is deemed as an ‘enfranchising maneuver’ by placing art pieces in museums and galleries to make them readily acceptable as art. Basically being able to make divine something that is utterly banal. â€Å"What disenfranchisement does is to get art to internalize the idea that it’s not supposed to do anything. It doesn’t make anything happen† (Gablik, p.247). This is a noticeably true characteristic that is perceptible in the art world. The basic premise of what art must do is an abstract idea that many have written extensively about. To name a few widely acceptable notions, art must transform, it must translate beauty, it must evoke what is real in the world, and it should even move people to action would just be naming a few. But all of these, singularly or all taken together are really more ideas within the realm of possibilities and quite a few have actually turned them to reality. This brings us forth to the issue of advocacy in art. As one raised question in the talked about Whitney Biennial in the book, â€Å"When art has a social or political agenda or takes an activist stance, is its aesthetic quality or integrity compromised?† (ibid, p.267). This taking on an activist stance is blaringly obvious in the photographs of Terri Warpinski. The photography professor at the University of Oregon primarily takes scenes depicting nature and juxtaposed evidence of conflict in a number of controversial places. The photographs of Boyhood (two narratives) shows two pictures placed side by side both depicting the irony in the title and of the scene. The most striking on the left hand photo is the poster above the door of what could very well be a mosque or any other public place. In the post er, a boy at a relatively young age is confidently holding a high-powered gun raising it so that the ammunition points up. Another poster is on the lower left side of the picture with faces of men in a collage. Though the writings are unintelligible because they are in Arabic, they suggest an atmosphere of sinister assertiveness. It is also quite intriguing trying to decipher what the pictures mean and why are they posted especially since considering the scale, it can be concluded that they are substantially large. The second picture on the right is the one where the irony is very recognizable. In here we see the body of two older men who seem to be in an exchange, again a high-powered firearm, where the man holding it looks like he is the buyer and is testing its capability. The juxtaposition is in front of the two men where toys for children are displayed for sale in what looks like an ordinary market. The vividness of the pink, red and blue balloons hanging from the top along wit h the plastic balls and other items easily suggests there is something deeply wrong in this picture. What it denotes and consequently gives a chilling effect is that the man holding the gun could very well be buying it for his son and that instead of a balloon, a ball or some other knick knack for a toy, he opted to give him a real gun instead. The suggestive tone of Warpinski’

How do the cells of a growing plant know in which directions to Lab Report

How do the cells of a growing plant know in which directions to elongate - Lab Report Example For elongation to occur, the plant cells must loosen their cell walls for a short while (Wayne 2010). Auxin hormone is responsible for elongating the cells in the shoots. It triggers the pumping of hydrogen ions across the cell membrane and altering the way gene expression occurs within the cell in a way that influences plant growth. The experiment focuses on the influence of mechanical force in influencing the direction of the plant cell elongation. Plant cells transmit mechanical force among each other. The experiment was conducted after suspecting that mechanical force guides the alignment cortical microtubules (Wayne 2010). The experimented started by examining the non-elongated plant cells. The cells that lacked walls (protoplasts) were isolated from the tobacco plant, Nicotiana tabacum. The isolation was done through exposure of the plant cells to enzymes with the capability of destroying the cell wall. The result is a spherical plant cell. When the protoplasts were allowed to develop in the culture medium, they reformed their cell walls (Wymer & Cosgrove 1996). To study the effects of directional forces on plant cell elongations, the tobacco protoplasts were subjected to a unidirectional force that was produced by a centrifuge. The exposure of the force was made with previous knowledge that when the centrifugation is made in low speed, it does not distort the shape or integrity of the protoplast. The protoplasts were then immobilized ready for centrifugation. They were embedded on an agar medium that was supported by the mold. The embedded cells were spun for 15 minutes at 450 rpm in a centrifuge. After centrifugation, the already embedded cells were then cultured for 72 hours to allow the cell elongation to take place (wymer & Cosgrove 1996). After centrifugation was over, a microtubule antibody that was fluorescently tagged was added to the protoplasts. The cells were then

Empire by purchase or rental, like the acquisition of property in a Research Paper

Empire by purchase or rental, like the acquisition of property in a Monopoly board game, remains a neglected but highly su - Research Paper Example Imperialism has existence since time immemorial taking different forms. In the ancient times, imperialism was in the form of one type of civilization or ethnicity having control of all then other around it. A good example is the Roman Empire. The earliest form of modern imperialism was in the form of colonial expansion overseas in the 14th to 19th century1. Countries in Europe were fighting over territories in Asia, the new world and Africa. The main aim of this form of imperialism was to be in control of trade and raw materials from its colonies thereby monopolizing the benefits from the transactions2. In the 19th century, there was a new form of imperialism which came with free trade. In this, countries would have control over others through diplomacy and economic agreement. Most formal empires came to an end after World War II. This did not last long but have been replaced by neocolonialism. This is the situation where the economic powerful countries such as the America have a lot of influence of third world countries. This article reviews the significance of empires, the motives behind empirial expansion and finally compares Alaska and Guantanamo. Significance of Empires Imperialism has had both positive and negative impact on the countries or people who were incorporated into the powerful states or nations depending on the form of imperialism. ... This ensured that the members of the weaker nations could now have better living standards, with reduced mortality compared to their earlier lives. However, Imperialism in the form of colonialism had several devastating impacts on the colonies. This I despite the fact that the mother countries invested in the development of these countries, their main focuses was in development of those areas related to the specific raw material that eh countries were interested in and not the others4. These developments did not therefore benefit these colonies but benefitted their master. In the end, this form of relationship ended up benefitting the mother colonies booting the development of these economies at their expense. A major significance of empires is that it results in the bringing together of people from different backgrounds. As a result, wealth from the different people and land is amassed and this creates an empire which now becomes more economically powerful5. This has been the case i n American which is made up of different states. Some of these states were bough for instance Alaska was bought from Russia. Because of this union of states and use of a common currency, America is today the most economically powerful nation in the world. Other important empires whose contribution has been significance to the world today are the British Empire which introduced the parliamentary democracy to countries around the world6. The Greek empire has had a lot of legacy in the present day society in terms of academic contribution, culture and art. The Roman Empire has also contributed to the development of the contemporary society7. Other empires whose impacts are felt today are the Muslim and Christian empire which dominates two thirds of

Should drilling be permitted in the Arctic National Wildlife Refuge Essay

Should drilling be permitted in the Arctic National Wildlife Refuge - Essay Example This fact proves that our present domestic sources are not sufficient to meet the demands of our country. Considering the present increase in oil prices, the clamor for increase in domestic drilling has spiked the debate on allowing drilling in the Arctic Circle. Politicians have been divided on the issue with each side putting forth valid claims worthy of consideration and perusal. This paper explores the issue of whether or not drilling should be allowed in the Arctic Circle. It shall set forth this student’s position on the issue supported by firm and viable evidence from various researches. In order to lend objectivity to this paper, counter-arguments shall also be put forth, equally backed and supported by researches and relevant evidence. â€Å"The Arctic National Wildlife Reserve (ACWR) is the largest reserve and probably one of the most diverse areas in the National Wildlife Refuge System† (Burns, et.al., 2004). Oil exploration in the area started as early as the 1900s. Some parts of the Arctic Circle were declared as protected areas to safeguard the welfare of the wildlife in the arctic. Several oil explorers sought to drill oil in these protected areas, which prompted President James Carter in the 1970s to sign the Alaska National Interests Lands Conservation Act which effectively declared the area as wilderness, and therefore off limits to oil exploration. This area was designated as Area 1002. The oil drilling debate in the Arctic Circle is a typical battle between environmentalists and cost-effective minded politicians and interest groups. This student opposes oil drilling in the Arctic Circle. Research conducted at the Cornell University, revealed that drilling in the Arctic Circle would result to disastrous environmental consequences that would take years to undo and reverse. â€Å"Because a lot of the drilling would take place during the winter months,