Discipline Essays - Pedagogy, Educational Psychology, Human Behavior

Discipline Essays - Pedagogy, Educational Psychology, Human Behavior Discipline Discipline is more than keeping a group of children or young people quiet while being talked to. Preserving good behavior is certainly one aspect to discipline, for learning it in an atmosphere of confusion is difficult. Children have to learn to conform to the rules of behavior needed in a classroom. Teachers have the right to ask for a quiet class, keep the students in their seats, and have the right to discipline them if they do not cooperate. When a teacher expresses his or her thoughts, feelings, and beliefs in direct, honest, and appropriate ways that do not violate the right of others, and when the message does not humiliate, degrade, or dominate the one being talked to, he or she is using Assertive Discipline. In order for a teacher to maintain control of his or her class they must use Assertive Discipline. In order for a teacher to have his or her needs met, they can influence the behavior of the children. Without influence a teacher is "powerless" and will become "burned out." (Canter, 2) There is no simple answer to why this happens. A number of complex factors have combined to create an environment in which teachers are having trouble in getting personal and professional needs met. Until the past decade, the teacher was looked at as the main person in the classroom by students and parents. The teacher, simply because of their role status, had respect and authority. Thus, the teacher was a "powerful" figure in the eyes of the students and could easily influence the student's behavior, often with just a look, smile, or a threat.(Canter,3) All of that is now changed. Today, a teacher has to earn the respect of both the students and their parents. A teacher's basic techniques of influence, or discipline, is no longer as effective as getting the desired results. The discipline approaches of the 1950's and 1960's do not work with the students of the 1990's. In addition, the teacher cannot rely on the strong support of the parents anymore. Many parents are openly questioning, the education that their children are receiving, and do not feel they want to support the needs of their child's teachers. Teachers cannot get their needs met in a classroom unless they have an effective method of discipline in which they thoroughly understand and comfortable utilize. An assertive teacher is: "One who clearly and firmly communicates his or her wants and needs to his or her students, and is prepared to reinforce their words with appropriate actions." (Canter,9) When a teacher is assertive, and clearly and firmly communicates their wants and feelings to a child, they send a clear message. This message simply states: "I mean what I say and say what I mean."(Collins, 155) Lee Canter, a child guidance specialist, has found that while most teachers make lesson plans as a routine matter, very few make discipline plans. Planning is essential to teaching well. Lesson planning is second nature to teachers. Lesson plans are part of a professional routine, and are done almost automatically when the need arises. However, planning for discipline is an entirely different story. The vast majority of teachers have learned or have been exposed to the steps involved in planning discipline programs, especially those to be used specifically with disruptive students. Because of teachers' frustrations, all we often hear is their complaining about how difficult the students really are. Such complaining may help to relieve the strain of dealing with difficult students, but it in no way helps to solve the problem. Planning your discipline efforts, and utilizing assertive principles, are as essential to teaching as a lesson plan. (Charles,128) Discipline planning will structure and guide classroom management efforts the same as lesson planning for academic efforts. Discipline plans are important and helpful to all teachers. Charles, urges to make discipline plans according to the following steps: 1) Identify any existing or potential discipline problems. 2) Specify the behaviors you want the students to eliminate or engage in. 3) Decide on negative and positive consequences appropriate to the student and situation. 4) Decide how to execute the negative and positive consequences.(Charles, 129) Discipline planning is the systematic applications of the

Discuss the influence of the Mongol Rule on Russia in the 13-15th Essay

Discuss the influence of the Mongol Rule on Russia in the 13-15th centuries - Essay Example Russia before the Mongol invasion The 12th century became known as the peak of a period of feudal disunity in Russian and Soviet historiography. While there existed 15 quasi-independent principalities in the Russian lands of the mid-12th century, their numbers swelled to more than 50 on the eve of Mongol invasion (Vernadsky, 1973). The largest of these principalities included the Principality of Vladimir-Suzdal that dominated the North-East Rus, the mercantile Republic of Novgorod that was practically independent from the Riurikid dynasty due to its custom of electing its princes, and the Principality of Halych in the South-West that became a basis for Dual Principality of Halych-Volyn’ after the unification of Halych and Volyn’ under Volynian prince Roman Rostislavich (ruled 1189-1205) in 1199 (Martin, 2003, pp.97). The other principalities, including Ryazan, Smolensk, Chernigov and Polotsk, were generally weak and dependent on their larger neighbors. The political fra gmentation of Kievan Rus was accompanied by bitter infighting between various principal cliques for the domination over Kiev, which, while having lost its previous political and economic importance, still remained a lucrative prize for an ambitious prince. The most important feudal wars in the 12th to 13th century included the warfare between princely clans of Monomashichi and Ol’govichi in 1146-1154, the raid of north-eastern princes led by Andrey Bogolubsky against Kiev in 1169, and the war between Roman of Volyn’ and Suzdalian Grand Prince Vsevolod the Big Nest (ruled in 1154-1212) in 1202-1203 (Martin 2003; Vernadsky 1973). While the separation of Rus’ lands into distinct polities allowed rapid economic development at the local level and facilitated the formation of cultural centers independent from Kiev, it undermined the potential for joint struggle of different principalities against the Great Steppe nomads. The failure of the raid of Igor Prince of Novgo rod-Siversky against the Polovtsy (Cumans) in 1185 (Martin, 2003, p.146) and especially the first disastrous encounter between the united hosts of the Rus’ princes and the vanguard Mongol troops in the Battle of Kalka River in 1223 (Fennell, 1983, pp.66-68) showed that Kievan Rus’ was unprepared for the Mongol onslaught. Positive and negative influences on the development of Russia under Mongol rule After the subjugation of Volga Bulgarians in 1236, the Mongol armies led by Batu Khan and Subutai attacked the territories of Grand Principality of Vladimir-Suzdal in November 1237. The fall of Ryazan and Vladimir signified the end of organized resistance by north-eastern princes, while the death of grand prince Yuri Vsevolodovich in the Battle of the Sit River in March 1238 (Fennell, 1983, p.81) left the Rus’ princes without their formal sovereign, making any coordinated counterattack unlikely. The only territories of the North left independent were Novgorod and its vassal principality of Pskov. In 1239-1240 Batu Khan attacked the South-Western Rus, destroying Chernigov and taking Kiev in December 1240 (Fennell,1983, p.83). Finally, in 1241 the Mongols managed to capture and ransack Halych and Vladimir-in-Volyn’, the capital of Volynian lands. From that time on, the majority of Rus’ principalities was unable to resist the Mongols and

Power & Privilege - Gender & Sexuality Essay Example | Topics and Well Written Essays - 750 words

Power & Privilege - Gender & Sexuality - Essay Example I found it most interesting that he linked his perception of women’s place in society, as well as the social convention of the day, with the law. To quote, â€Å"[t]he paramount destiny and mission of woman are to fulfill the noble and benign offices of wife and mother. This is the law of the Creator. And the rules of civil society [83 U.S. 130, 142] must be adapted to the general constitution of things...† (Bradwell 135). A more egregious circumstance of exercising power and privilege over a disfavored class of persons would be hard to imagine. Here, since the laws of God and the conventions of society required women as a class to stay at home and be â€Å"timid and frail,† the laws of the courts must follow along and prevent a woman from being a lawyer. Men should, and many men do, support gender equality because it fulfills the humanity of us all. The fact that through the course of civilization men have dominated women and established power structures that favor themselves notwithstanding, there is a shared benefit between men and women when men perceive women as peers to be respected and not as subordinates to be protected. This ethic is slowly-but-surely emerging in society. The key benefit to men who embrace gender equality is the fact that all relationships; family, work, or recreational, become partnerships where the benefits of both gender perspectives can be appreciated and employed. When men respect women as equals, and validate their input into solving a problem or engaging in a behavior, the resulting cooperation makes solutions more workable and lends the strength of partnership. It is for this reason that all people should be valued equally and embraced because of their differences rather than in spite of them.

Reaction Paper to Ethics Essay Example for Free

Reaction Paper to Ethics Essay Ethos – Characteristic way of acting Ethics’ Greek word is ethos. The ethos of man as man is revealed in the following: He is able to distinguish between good and evil, right or wrong, moral and immoral; he feels within himself an obligation to do what is good and to avoid what is evil; and he feels himself accountable for his actions, expecting reward or punishment for them. In our study, ethos refers to those characteristics belonging to man as a rational being endowed with intellect and free-will. It provides the person with knowledge that he may know what to do and how to do it, thus, ethics provides the guides to the performance of an act. In the topic discussed above, I learned that ethos or ethics is important to us, in able for us to become a noble man or noble woman, we need to know what is good and do it and know what is evil and avoid it. We need ethos in our lives to be aware of the result of each action that we do in our everyday lives, if it will result to a good thing which is represented by rewards or it will result to a bad thing which is then represented by punishments or consequences. In our childhood days, we intend to copy the ones who are bigger and older than us, thinking that what they are doing is always right, so we do what they do, because we don’t know how to act yet, we don’t know what is good for us or bad for us back then. Now we’ve grown up and became knowledgeable about what is good and what is evil, but in each day of our everyday life, sometimes forgot that what we have been doing is wrong but seems to be right for us, like lying for the benefit of ourselves to keep us safe from being scolded by our parents, cheating during the quizzes, drinking with our peer groups or circle of friends and a lot more. What I’ve learned in ethics is the ethos: that we are accountable for all our actions and we have an obligation to do things right for us to be able to attain the good life. It gives us awareness for the things we must do and the things we must avoid. We’re not a child anymore, so we know what is good and what is evil, but sometimes, even we know it is bad, we are forced by our own desire to try it. Our curiosity leads us to try things done by common people in our society, then later, we find it good, but deep inside, we feel it is wrong. â€Å"But they did it, so I did it so†, that was the  common alibi. Now, I know that what we’ve done is wrong and we are now expecting punishment for the things we have done. We are now aware and will try to not to do it again. We would not depend on the activity of other people to be our activity too, but rather, we would have a basis in every act that we do, thinking first if it would be good or right for us, or bad f or us. Gerson R. MonteserGeneral Ethics BSIT-CPT IIReaction to Chapter 2 Man must strive for happiness What makes a man happy? Is it riches? Is it gadgets and gizmos? Is it fame? Or is it freedom? So what does make a man happy? I believe that man is a non-contented being, even he said, this is enough, but deep inside of him, he needs more. Man is in a continuous search of things that would make them happy for a long period of time. When a man has this desire to gain an object or an experience that he really loves to have, he will strive for it, he will work for it, and he will do anything to get it. He will set his desire as his goal in life, and he will commit to have it whatever it takes, which is said to be the highest commitment. But, when he achieved his goal in life, he will search for something to have again, and this would result to a never ending desire while he is still here in the earth. Now, the Enlightened One, Gautama Buddha states that man must strive for happiness but happiness can not be attained in this world for it is a state of peace. So, the happiness can be attained by having peace? Is that right? Maybe yes, because Gautama Buddha looks happy and at peace in his monuments, statues, and pictures. So, we have to be in peace in order to achieve true happiness. But how can we achieve peace? In my opinion, you should be contended in material things, and start to be at peace by not worrying for problems that come to our life, instead, be thankful because God gave us another day to live. Problems would never remain a problem, it will just pass in our life like that we are in and obstacle course, and the problems are the obstacle that will add difficulties in our way to success. So, to be at peace, one must be relaxed and just think a problem as a part of life that will make a man stronger than before. If we don’t have problems in  life, we would become a lazy couch potato, we will never do anything because there is nothing to be worried about, so, it’s like we are just the animals here in the earth that doesn’t have any problems. In this lesson, I learned that we must strive for our happiness, and by all means, we must strive to have peace. Some ideas came in thought that Gautama Buddha said happiness is not here on earth, so where can we find happiness? So, this thing comes to my mind, that we can attain true happiness when we are dead. Funny, but it makes sense, because Gautama Buddha added that it is in the states of peace, the happiness must have in the state of peace, and that peace would be when a person is dead, you know, because he would be now rest in peace, funny right? I didn’t know too, so I’m just drawing my own conclusions. Don’t judge me. Well, that’s all. Gerson R. MonteserGeneral Ethics BSIT-CPT IIReaction to Chapter 3 Man does not act without any motive or objective in view I have watched in the television a various number of news about burglary, kidnapping, sexual harassment, rape and slay, illegal drug selling, murder and etc, but the common thing a policeman always try to find out is their motive in doing this so. Motive is the reason why a man does act, and without motive, he has no reason to do the act. In our lesson, this chapter discusses about man and his ends. The definition of an end is both termination and goal of activity. It is that which completes or finishes a thing, and it is that for which the thing is finished. By an end, therefore, we mean the end of an activity or what we call end is the purpose or goal of an act. The only way to give meaning to human existence is to have a goal, the very reason for being and existence. Very well said, the above states all the things that define the man and his end, so what does will it to do with the topic motive? As in my opinion, motive would add to the man’s end, in his will to finish his end, he has to have a motive in doing it, so that, the motive will push his mind to achieve the activity he is trying to end. In my own understanding, activities involving the act of achieving the end is like a man trying to achieve his goal; the reason he work, or the reason he continuous to live is because of his goal that must be achieved to meet  his end. Now, for him to achieve his goal and to meet his end, he must have a great motive or a big reason for all his why’s: why he needs it, why he wants it, and why he must have it. If a person is motivated, and he and his will agrees on that motive, he would be a fierce person, so much eager to achieve something he loves, that no other people could hinder him from achieving his goals, and no one could ever put out the fire that is inside of him that pushes him and making him an indestructible man because nothing stops his way to his end. There was a person here in the earth that demonstrate this kind of motivation and that is Steve Jobs. His doctor said that he would just live in a few weeks because of his severe disease. The doctor added that Steve Jobs must do everything he wants to do before he died. So, Steve Jobs spend all his time in developing apple gadget and his motive is undisputable that he wants to develop a good apple gadget that will be known in the whole wide world. Not knowingly, Steve Jobs live more than the doctor said and he saw how the result he worked hard for and that moment, he accomplished his goal in life, he met his end – the fruit of his motivation. So, that’s what motives do, it pushes someone to do something even it is beyond his abilities. Gerson R. MonteserGeneral Ethics BSIT-CPT IIReaction to Chapter 4 Ignorance – negation of knowledge The absence of intellectual knowledge in man is what we called ignorance. It also means the presence of what is falsely supposed to be knowledge. In my own understanding, it’s the rejection of man to the truth because he doesn’t know what the truth is. Like for example, people becomes ignorant when they feel that they are stupid because other person teach them how to do something. They rejects the knowledge being taught to them, thus, they became ignorant. Ignorant people are proud people, who thinks they are wise but actually they are fool. They seems to be smart in their own ways, neglecting the view of others, they only Lack of education results in ignorance and ignorance finally leads to living in a limited world. People who don’t want to be taught and relies only on what he knows or depends only on their own belief are ignorant. They will defend what they know and will say that it is right even if, in the eyes of others, it is wrong. Thus ignorance is the curse for human beings. They are great hindrances on the path of progress. To achieve the optimum goal, spread of education is must. Without it people are cut off from useful information. Only education can remove the ignorance. After all, education does not hurt but ignorance does. What I’ve learned was that because of ignorance, people kept neglecting the true knowledge they must have, and because of their ignorant thinking, they don’t have any progress at all, their learning is still small and not growing because of their way of thinking that their knowledge is enough and they keep claiming that they know everything and they do not need any teachings from professionals, thus making them a fool of themselves. People in that thinking are boastful and full of pride, always boasting that they know things, pretending to be a professional in every field but they don’t have any basis to prove their statements, they only depend on their own understanding not consulting any other person insights and view. People in the present time is in this situation and the only thing that would be able to put it aside is by means of themselves realizing that their thought and way of thinking is stupidity and nonsense. This could be done by asking him to act what he says to prove if it is true, for if his experience is his best teacher that would teach him the true knowledge about this world. As far as I know, ignorance would not refer only to people with unawareness to knowledge but also people with awareness to knowledge but keep neglecting it. In my conclusion, ignorance could only mean the refusal of a person to knowledge that surely would result to lack of improvement and personal development. Gerson R. MonteserGeneral Ethics BSIT-CPT IIReaction to Chapter 5 Good act may become evil†¦ This caught my attention while I’m reading my module in ethics. I never taught that a good act may become evil, but there is a follow-up phrase, by reason of circumstances. So, a good act may become evil by reason of circumstances and by circumstances we mean, the situation in the present time. As far as I know, this is always been done by people who doesn’t have enough awareness in a particular area he or she currently stay. This good  act that may become evil could be considered as an extrinsic act where the act which is in itself is not evil but is now evil on account of something. I thoroughly searched how a good act may become an evil act and I found out that it becomes evil when you feel you do something good and you are proud of it but in the other side, you’ve just broken a law without further notice. For instance, you saw street children in the sidewalk in Manila, and then, due to your compassionate heart, you gave them coins as your alms to him and you feel great about it. It is good to your side, but it is bad for the community, because you have no assurance that the money you’ve just gave would be spent for food. You gave alms to make you feel better from the pity in your heart; your money, although given with good intentions, just might encourage children to commit crime and make their parents lazy. Children should not beg, they should be in school studying, be with their parents who would take care for them. If you truly wish to do good, you shouldn’t give alms, you should take these children to a good institution that would take care of them, to nurture them and to change their lifestyle. Most of us feel great whenever we encounter these situations, helping others, but some of us are doing this to be known and their hearts are with pride. The true essence of giving is that you never boast to what you did, hence, you give secretly and helping others anonymously. You don’t take credits to what you’ve done because it is a part of your life, to help others, not like those politicians and other government officials that whenever they do projects in helping people, they always put their large name with it stating that it was there project, for the purpose that the people would know that they are good. I learned that not all good are really good; sometimes it becomes bad depending on the circumstances.

Cubas Economic and Political Instability Essay examples -- History Ec

Cuba's Economic and Political Instability Cuba’s political instability and sugar-centered economy were the result of U.S. influence through the Platt Amendment and the various Sugar Acts and reciprocity treaties. Marifeli Perez-Stable takes this stance in her book The Cuban Revolution: Origins, Course, and Legacy in her interpretation of Cuban radical nationalism in the 1950’s. The domination of Cuba’s economy by the sugar industry was responsible for much of its wealth but also a great deal of its problems. While the sugar industry generally remained a profitable enterprise in the first half of the 20th Century, Cuba’s growth was hindered by her dependence on it. It fostered unemployment or underemployment, the standard of living was unable to rise, and attempts at diversification of the economy were unsuccessful. Yet without the income and investment sugar brought into Cuba, the economy would collapse. This is what Perez-Stable terms ‘the sugar conundrum’. The United States was the main market for Cuban sugar, and its trade policy perpetuated ‘the sugar conundrum’, discouraging diversification in agriculture or manufacturing. The influence of the United States in the political affairs of Cuba is a vital part of Perez-Stable’s interpretation. There was a constant need to negotiate with the United States to preserve Cuba’s preferred sugar trading status, and decisions made by the U.S. were of critical economic importance to Cubans. Therefore, even after Roosevelt abrogated the Platt Amendment in 1934, the wishes of the U.S. government were more influential than what was in the best interests of Cuba. For instance, corruption became rampant as the most honest of all Cuban political groups, the communists, lost political clou... ...n the words of Marti, that "The only fruitful and lasting peace and freedom are those accomplished by one’s own effort" (Manifesto, 130). References Castro, Fidel. "History Will Absolve Me", excerpt from The U.S., Cuba and the Cold War: American Failure or Communist Conspiracy? Ed. L. Langley, Lexington Mass, 1970. 26th of July Movement, "Program Manifesto of the 26th of July Movement", in Cuba in Revolution ed. R. Bonachea and Nelson Valdes, Garden City NJ, 1972. Guevara, Ernesto Che. "One Year of Armed Struggle", from Reminiscences of the Cuban Revolutionary War, trans. Victor Ortiz, New York: Monthly Review Press, 1968. Perez-Stable, Marifeli. The Cuban Revolution: Origins, Course, and Legacy. Oxford University Press, NY 1993. Paterson, Thomas G. Contesting Castro: The U.S. and the Triumph of the Cuban Revolution. Oxford University Press, NY 1994.

Intellectual Power

Intellectual Power: How it is Measured, and its Effect on Learning Intellectual Power: How it is Measured, and its Effect on Learning Intellectual power, brainpower and mental capacity can all be defined as intelligence. According to The Developing Child, intelligence is a set of abilities defined in various ways by different psychologists but generally agreed to include the ability to reason abstractly, the ability to profit from experience, and the ability to adapt to varying environmental contexts (Bee & Boyd, 2012, p. 67). Basically, intelligence is the ability to acquire and apply knowledge and skills. The first modern intelligence measuring tests where created over one hundred years ago. These tests where designed to incorporate the same tasks the children were performing in school; math, reading comprehension, vocabulary etc. The results of these tests identified children who may have had some problems or difficulties in school (Bee & Boyd, 2012, p. 167).Since that period, the measuring of intelligence has drastically changed. The most widely accepted method of assessing intellectual power is a standardized test called the intelligent quotient, or IQ test. The IQ test is a performance test that ranks an individual’s intelligence based on a score generated from tests results. This score compares the individual to his or her peers. For children, the test scores are compared to his or her counterparts of the same chronological age group (Bee & Boyd, 2012, p. 67). Another type of intelligence testing is achievement testing. These types of tests assess what a child has been taught and learned in school. It is based on specific material such as vocabulary or algebra. Just like the IQ test, it is also a test based on performance (Bee & Boyd, 2012, p. 171). Intelligence testing has been amongst the most controversial topics in psychology and other professional arenas such as education as well as amongst the general public (Gottfredson & Saklofske, 2009, p . 84). There are many that feel that standardized tests, like the IQ test, are not a sufficient indicator of intelligence. Howard Gardner, a developmental psychologist, believes that there are multiple types of intelligences. He broke them into seven categories: * Verbal/Linguistic intelligence – The ability to use words effectively * Logical/Mathematical Intelligence – The ability to use reasoning skills * Visual/Spatial Intelligence – The ability to ecreate one’s visual experiences * Bodily/Kinesthetic Intelligence – To establish harmony between body and mind * Musical/Rhythmic Intelligence – The ability to create/respond to a pattern of sounds * Interpersonal Intelligence – The ability to evaluate feelings of others * Intrapersonal Intelligence – To accurately evaluate one’s own feelings The seven intelligences enable the individual,  Ã¢â‚¬Å"to perform transformations and modifications of one’s perceptionsâ⠂¬  and â€Å"to recreate aspects of one's experiences† (Gardner 1983, p. 173). An additional intelligence, Naturalistic (nature), was added to Gardner’s theory in the 1990s.The IQ test and other standardized tests at present, do not measure all â€Å"eight† intelligences proposed in Gardner’s theory. Almost everyone agrees that intelligence is a product of nature and nurture, genetics and environment. The study of intelligence and how it affects learning has been ongoing for years. There are so many questions that don’t have exact answers which hinder the efforts of those trying to analyze the relationship between intelligence and learning: â€Å"How is intelligence measured? What method is used to assess learning? † For the majority, intelligence is directly related to learning.The more â€Å"intelligent† you are, the more capacity of learning can take place. References Bee, H. ; Boyd, D. (2012). The Developing Child (13th Edition) . Pearson Education Inc. Gardner,   H. (1993a). Frames of mind: The theory of multiple intelligences /10th  Anniversary Edition. New York: Basic Books. Retrieved from: http://www. intime. uni. edu/model/teacher/teac1summary. html Gottfredson L. ; Saklofske D. (2009). Intelligence: Foundations and Issues in Assessment. Canadian Psychology  © 2009 Canadian Psychological Association. Vol. 50, No. 3, 183–195

Information Security For The Energy Sector - 1549 Words

Information security for the energy sector is an important and necessary responsibility for the government institutions in the United States if the nation is to continue enjoying peace. After the 9/11 attacks, every citizen of the United States is always in fear of what could happen if an attack is waged. Going by the magnitude of the 9/11 attacks, any new attack would catch the country any time and from any quarters. Having this in mind, the security apparatus tasked with securing information in the energy sector should be very keen as the different critical infrastructures in the energy sector could be the next target for a terrorist attack. If a terrorist would have access to critical information on the energy sector, the waging of an attack on or using the critical infrastructure in the United States would be rather easy and much more detrimental. Industry players and all concerned parties that have legal access to sensitive information should work together in implementing highly proofed security protocol on the access and use of information. Regular and coordinated changes should be made on levels of access and times of access to sensitive information to reduce the predictability of information flow in the different energy sectors. There are many things that can be done to secure information in the energy sector besides what has already been mentioned. Investment should be done by the government of the United States into threat analysis measures and the implementationShow MoreRelatedThe Emergency Management Response Team1581 Words   |  7 Pageselectric is a regulated distribution and transmission business of the private sector and owned by a limited number of investors. 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