Capital Punishment Essay Example | Topics and Well Written Essays - 1000 words

Capital Punishment - Essay Example The Magisterium is the means of educating people or individuals about the Divine truths written within the Sacred Scriptures which is the divine Word of God. The Magisterium is associated with the Sacred Tradition and is regarded as the â€Å"unwritten truths† about faith and morals which can normally be expressed by the faithful in words. However, the Sacred Tradition cannot be actually based on any written or spoken words – so they are referred to as the unwritten truths that are usually used in the administration of the Magisterium; where teachings from the Sacred Scriptures are done (Conte). The last aspect often linked to the matter of capital punishment or the death penalty is Human Reason. Human reason is what separates a person from lower forms of animals because human beings possess a level of intelligence that motivates them to discover and explain salient issues, which eventually leads to the understanding of important matters. Although such characteristics a re often restricted when it comes to expressing opinions regarding religious views and truths (wordiQ.com). Capital punishment has always been debated upon but those who are for and against its imposition on individuals who have committed unspeakable crimes like murder and rape. The grounds of the arguments are often centered on the Holy Bible which contains the Sacred Scriptures, and the life and teachings of Jesus Christ. Since the Sacred Scriptures are the basis of performing the Magisterium and discussing the Sacred Tradition it can be said that the Holy Bible as a whole is a reliable source for the Church to tolerate the capital punishment meted out by any State or government for dreadful crimes. Since Church leaders are normally bound to adhere to the Sacred Scriptures and Sacred Traditions. Accordingly, the Magisterium has never expressly supported the idea of abolishing capital punishment, but neither does it specify in any way that using it is necessarily required and shoul d only be implemented rarely because respect for all human life is a must. This means that even the most hardened criminal whom we see as lower than any animal must be given human dignity despite his or her deeds; and should be given the chance to repent and turn over a new leaf (Pope). In support of the foregoing, the teachings of Jesus Christ and His way of life, as also portrayed in the Holy Bible contradicts the toleration of killing or taking away of life in exchange for serious offenses. This is likewise stated in the Sixth Commandment which states that â€Å"thou shall not kill†, which is the foundation of argument for those who are against capital punishment. In light of this the Magisterium makes it clear that capital punishment should only be implemented or equated to the crimes committed; and that the State or the government â€Å"does not act on its own authority but as an agent of God – who gives and takes away life† as per the Sacred Scripture. Rel evant to this issue, Dulles presents the four goals of why punishment is in place for identified crimes committed against a person and the society in general, which are as follows: rehabilitation, defense against the criminal, deterrence and retribution. The first objective of punishment is rehabilitation. In order for somebody to recuperate or recover from a serious misdeed, he or she must be given the chan

A Reflective Account of a Teaching Session about Changing a Stoma Essay

A Reflective Account of a Teaching Session about Changing a Stoma - Essay Example It is thus important that on my part, I analyse my approach in teaching to determine its effectiveness, strengths, weaknesses and what I should do to make it better. The best approach to examine my approach to teaching is definitely through the use of Gibb’s reflective cycle as it will enable me to reflect a great deal in using one situation and analyse everything that occurred in it, relating my actions to each result that occurred. Through Gibb’s Reflective Cycle, I will analyse a case in which I taught a patient how to change a stoma. I will first describe the context of the teaching- how I acted and how the patient reacted. According to Jasper (2003) this should be followed by analysing ones feelings in the situation and emotions at the event. One then follows this up with an evaluation of the experience, determining which aspects turned out to be positive and which ones were not, and what failed to go according to plan. After this one needs to critically analyse th e occurrence, establishing a conclusion on the entire experience and ultimately come up with an action plan to follow in case of a similar experience in the future. By the time I am through with this, the teaching experience will be analysed in entirety and the next patient I teach how to change a stoma will have a better experience. The context of the teaching This is the first step of Gibb’s Reflective cycle, where I will analyse what actually happened as I taught the patient how to change the stoma. To begin with, the patient had undergone a surgery to due to a severe case of diverticulitis and was just about to be discharged. I visited her ward as was required of me and undertook to explain to her how from that moment henceforth she would be changing the stoma. The patient was clearly in anxious emotional state due to the surgery she had just undergone, although it had been very successful. As Winston et al (1987) so ably puts it, the pre-operative and post-operative emot ional states of surgery patients is characterised by anxiety, misgivings, depression and irritability. Spielberger (1973) had earlier on suggested that patients usually develop anxiety to surgery as an emotional reaction towards situations that physically threatening, while Furst (1978) demonstrated that patients under surgery usually reported fear, apprehension, worry and uncertainty. All this serve to explain the emotional status of my patient as at the time I was teaching her. I realise that even before I had started, she was in a state that would make it difficult to absorb what I was saying. I first explained briefly to the patient the procedure she had just gone through- the surgery, and a little about diverticulitis and stomas since I assumed she already had been informed. I told her that diverticulitis was a condition arising from inflamed pouches on her large intestines known as diverticula, and also informed her that it was not a rare condition since about 10% of Americans above the age of 40 have diverticula and of these, ten out of twenty five develop diverticulitis (Borgadus, 2006). On the stoma, I told her that it was a surgical bypass of her colon system which had been affected by the diverticulitis and now failed to function properly. I informed her that the colostomy meant that she had to have a bag for receiving fecal matter a single time (Stoma and Stomata, 2009). I could see that she was embarrassed by her condition and the life that she would lead from that henceforth. I then took the patient through the steps of changing a stoma. I used knowledge of the Honey and Mumford teaching and learning style to determine which kind of learner she was. The Honey and Mumford teaching and learning style identifies four distinct preferences of learning styles,

Assessment of Floridas Healthcare System

Assessment of Floridas Healthcare System Health care can be referred to as the branch charged with the task of diagnosing, treating and the prevention of different types of diseases. Healthcare has a lot of sub branches. A physician is someone who is qualified to work in the field of medicine. The following paper is going to discuss the health care system in Florida and what are the rules that regulate health care practitioners. It is also going to concentrate mainly on how a physician goes around with their practice. With the broadness of the health care system, there needs to be some regulations in order to ensure that there is discipline in this industry. The governing system of Florida County has put in place some. As much as these professionals deal with the handling of human lives, there are rules that have to govern the ways in which they interact with their clients or patients. When a physician graduates from medical school, they first have to be licensed in order for them to start practicing in the field of specialisation. These licences are issued by the state board of medicine, this is done after asserting that the individual is fit do handle person’s lives. This board is the body solely charged with the task of issuing licences to all types of medical practitioners is it in the private home service or in the armed forces. In Florida just like in any state in the united states of America, for any person to become a medical practitioner, they must have gone through the laid down course system of sturdy in the state. This entails years of sturdy in the field of choice and later they must go for training practice before they can graduate and start their practice. The practice of the health care system is very much demanding due to the fact that it involves the handling of human lives. One has to be fully confident in order to become a physician in the state. The process of getting a certificate for practice starts with the university or college in which an individual has received their training, the kind of conduct and performance of the individual will determine whether or not they will receive the certificate for practice. This certificate is very important because it is what every employer needs in order to ascertain that the person they are employing is right to handle their client. In order for an individual to become a registered physician, it is very necessary that they must have gone through and completed their preferred period of sturdy; they must have also excelled in their studies. Because of the fact that the field is somehow complicated, there needs to be an assertion that the practitioner is well equipped with the right skills to perform their practice. The general public is always at liberty to check if the physician who is working on their health issues is trained and certified with the relevant authority (Rodwin, 1993). This will enhance the trust they put on the said physician. Some of these professionals have their shortcomings in the industry and as such they end up putting the lives of clients in danger. When a practitioner misbehaves or mishandles a client, there is a procedure that the affected persons have to follow to ensure that the physician is answerable for their actions. The first thing to be done is to report the case to the relevant authorities. These may be; the hospital administration in which the physician falls under or the hiring body for the medical practitioners. Some medical practitioners have fallen victims to false accusations from relatives of patients who die under their care. This happens mostly due to the fact that they are not very willing to accept the fate of their loved ones. They are not willing to accept that at some point there are some things that a doctor cannot prevent from happening. In such a case, the bereaved families sue for negligence. When this happens, it is up to the concerned body to determine the innocence or the guilt of the physician treats them for an ailment that they do not have. If the patient dies or suffers any complications as a result of the misdiagnosis, the concerned family is at liberty to sue the physician. This case can be taken up to the highest court in the state and it is up to the judges to determine if the accused is guilty for their charges and the punishment to be meted on them (Mitchel et al, 1992) In the event that a physician has been found guilty of harming a patient due to negligence, the punishment can range between some years in prison, a hefty fine or the revocation of the physician’s licence. In most cases, the licences are revoked no matter the punishment. The punishment also considers if a life was lost in the process or not (Welch et al, 1994). Negligence can also be pursued in cases where a patient needs referral and their medical file cannot be produced by the hospital staff or a patient is treated using a different person’s file and they end up being affected by this lack of accuracy. There are several agencies that are mandated to handle cases that are related to medical practitioners, these agencies handle most of the cases that arise during a practitioner’s time at work. These are the same agencies that licence the practitioners. These agencies also help in the investigations of accused practitioners in the event of a criminal lawsuit against the said practitioner. In the event that a criminal law suit is directed towards a practitioner, the first thing that happens is that they are stopped from working as long as the investigations about them are on and all of their patients are referred to other physicians. This helps the complainant feel like they are not so much alone in the process of seeking justice for themselves or their loved ones. Conclusion The medical fraternity is very much important to the human race. Even though this is the case they have to be answerable for every action that they take be it good or bad. This is because they are entrusted with human lives and if they are not held responsible then they would not feel obliged to give the patient all the attention desired. This profession was held sacred a few years ago but because of the love and greed for money it has changed and the professionals no longer value the lives that they have on their hands. Some of them do not qualify to be physicians and they come and handle human lives. References Mitchell, T. A., Remmel, R. J. (1992). Level of uncompensated care delivered by emergency physicians in Florida. Annals of emergency medicine, 21(10), 1208-1214. Rodwin, M. A. (1993). Medicine, money, and morals: physicians conflicts of interest. Welch, H. G., Miller, M. E., Welch, W. P. (1994). Physician profilingan analysis of inpatient practice patterns in Florida and Oregon. New England Journal of Medicine, 330(9), 607-612.

Huck Finn’s Experiences Essay examples -- essays papers

Huck Finn’s Experiences In Mark Twain’s The Adventures of Huckleberry Finn, Twain presents the problem of slavery in America in the 19th Century. Twain poses this problem in the form of a character named Huckleberry Finn, a white boy raised in the antebellum South. Huck starts to question his view regarding slavery when he acquaints himself more intimately with a runaway slave while he himself tries to run away. Huck’s development as a character is affected by society’s influence on his experiences while growing up in the South, running away with Jim, and trying to save Jim. Although Huck decides to free Jim, Huck’s deformed conscience convinces him that he is doing the wrong thing. Huck’s experiences in the society impact his conscience by raising him to believe that human beings can be property. This quote by Pap Finn is taken from a conversation that he is having about a black professor from the North, â€Å"†¦prowling, thieving, infernal, white-shirted free nigger, and-† (Twain, pg 27). In this quote, Pap Finn expresses his feelings towards black people, and he is not the only person to think this way. Pap feels as if the most accomplished black man is always beneath the basest white man. When Huck returns to Aunt Sally, they have this conversation: Aunt Sally: â€Å"Good Gracious! anybody hurt?† Huck: â€Å"No’m. Killed a nigger† Aunt Sally: â€Å"Well, it’s lucky; because sometimes people do get hurt†¦Ã¢â‚¬  (Twain, pg 221) Southern society seems to share this idea of how white people belittle blacks. Aunt Sally shows how it does not really matter about a ‘nigger’ being shot and how she does not consider that a person getting hurt. Society’s influence on Huck is clearly evident when he says, â€Å"They took my nigger, w... ...as he must be white inside. This shows how in his mind, white is good and black is bad, but since Jim is black and he is doing something good, then he must be white. Huck’s experiences and surroundings change him day by day. Even though Jim is black and he hasn’t changed, Huck has changed and now recognizes Jim as a human being and not as property. Through out the entire novel, Huck has grown as a character because of the experiences that he has gone through. Along with society's impact, running away with Jim and trying to save Jim have also changed and impacted Huck's character. Huck's views on slavery have changed due to his experiences with Jim. Although the end of the novel does lead Huck to how he was at the beginning, the reader can still see how much Huck has changed and grown. Huck does not view Jim as property anymore, but as a human being with feelings.

One of My Worst Days

I received unbelievable news that changed my life forever. While sitting at â€Å"Designing U† hair salon with my mother Lashed all morning, boredom soon kicked in. I logged onto Backbone and started reading many deviating posts that all mentioned a guy named Drew. As time went by, I started to wonder was everyone talking about my church friend Dander Johnson. Once realization set in, my biggest fear became true.While continuing to read the Backbone posts, I came across Dress cousin Davison Johnson status. Davison explained how he couldn't believe something this tragic appended, â€Å"Drew was the light of everyone eyes, he was always caring and helping anyone with anything†, says Davison. Not only was Drew his cousin they were like two peas in a pod. From going to the same school all their lives , to becoming stars on Bilabial High School football team. As minutes passed by my father Charles contacted my mother lashed and l.He informed us that Drew had been out all mor ning with two of his friends. The two other teenagers were a boy and a girl, whom I don't know personally till this day. The young lady was known to be the driver, according to her, while driving down highway 78, he swerved to dodge another vehicle and lost control of the car. With the vehicle flipping and neither of the teens wearing seat-belts it didn't make the situation better. The two teens were rushed to the RE and My church friend Drew was pronounced dead at the scene.I had many unanswered questions to why this occurred. For instance, â€Å"Why did Drew have to be the only one? † â€Å"Why couldn't he leave this world a peaceful way† and â€Å"Why couldn't his family and I see him walk across the stage this year? â€Å". Drew would've been a senior this year and would've had the chance to shine on the football like he Ovid doing. His football number, #52, was spray painted onto BBS football field as the team played in the playoffs last November.Their school al so recognized his family and framed his Jersey. This incident brought everyone closer. Till this day everyone still remembers him as the kid who dreamed to make it to the NFG one day and as the loving and caring person he was. I have realized that people's leave sooner than expected and no longer question God because I know he makes no mistakes. I always tell myself that Drew and I will reunite one day. One of My Worst Days By Closures

Cultural and sporting events Essay

Cultural and sporting events both possess strengths in the area of promoting community within an environment. The atmosphere created by each is a key factor in the ability of these events to foster community spirit within a region. These activities also contribute to the building of communities in other areas, such as financial economic development. Yet, the ways in which these two types of events do this are vastly different. The exploration of these methods, the different atmospheres created, as well as their impact on the community will offer insight into the contribution that sporting and cultural events make to community and society as a whole. One of the major differences to be found between sporting and cultural events is in the dominant motive for the existence of each. Sporting events are generally driven by the profit motive, and as such are often spectator events. People come mainly to view the games and cheer for given teams. If however, such a team is doing badly on the regional or international scene, members of the community might lose interest in attending that particular event. The sense of community that arises as a result of sporting events is therefore vastly different from that which comes about as a result of a cultural event. During a sport event, supporters of two or more teams are usually present. This creates a strong divide between those who support one team and those who are in favour of its rival. The tension present between these teams, though usually kept under control, does have the potential to create hostility and thereby shatter the community spirit. However, where there is healthy rivalry present, community spirit can be promoted and solidified at the end of the event when respect for the victorious team is freely given by its rival and their supporters. Also, in such cases where an underdog team triumphs, newly found appreciation for that team has the potential of strengthening the ties between the different communities involved—locally, regionally and internationally. In contrast, cultural events are usually traditional and annual events with little tension derived from competition. They are not necessarily driven by the profit motive, and supporters are usually quite loyal in their attendance. Some examples of such cultural events are Independence Day functions (in some countries), coronation services, arts and theatre events such as ballets, symphonies, and oratorios. The community of attendants to such events usually exists in a much more relaxed state, and because of the common traditions that are usually the progenitors of such an event, the attendants at a cultural event are usually more inclined to agree, share, and talk about the occurrences at such events. They share and enjoy a common enjoyment as they experience similar emotions in conjunction with the events. The ability of cultural events to promote community can further be seen in such artistic and cultural projects that promote the lifestyle and origins of certain cultures that might have been marginalised in society. Aboriginal culture shows and other minority showcases have the potential of making visible certain aspects of ethnic/minority culture that might have been ignored in former times (Fraser, 2006). Members of the majority have the opportunity of showing interest in these cultural aspects of the lives of marginalised members of society, and this has the advantage of creating and solidifying relationships among different members of a diverse society. Sporting events also have the capacity to do this. Allowing diversity to infiltrate sporting events promotes social inclusion and a stronger sense of community. Because sporting events are primarily viewed events (as opposed to participatory events) the persons who form the teams have the opportunity to set an example of inclusion and tolerance and thereby promote such community-building practices in the wider regions to which spectators belong. In the final analysis, it might appear that the cultural activities and events do a bit more than sporting events to promote community, as they offer very little occasion for rivalry. However, the ability of sporting events to promote community through inclusion and the potential for increased respect should not be overlooked. Reference Fraser, J. (2006). â€Å"Indigenous artistes at the Woodford Folk. † Aboriginal and Torres Strait Islander Online. Retrieved on January 21, 2007 from http://www. abc. net. au/message/blackarts/culture/s1658207. htm

Platos Euthyphro is a complex work that was carefully writ essays

Platos Euthyphro is a complex work that was carefully writ essays Platos Euthyphro is a complex work that was carefully written and carefully crafted to present and consider a series of arguments, as well as to force its reader to consider broader issues that are not explicitly brought to their attention in the dialogue of the text. These broader issues are brought to the attention of the reader through specific arguments made by Socrates against definitions given by Euthyphro in that, the thought process necessary to follow the dialogue brings to light questions that are entirely relevant and yet left unanswered. One such issue is the role God plays in mans knowledge of the pious. Plato never states outright, but instead allows the reader to reach on their own the conclusion that: man as an individual does not need God to determine what is holy, rather it is when mankind comes together in society that God becomes necessary as a standard against which man can judge one another. To be able to elicit such a response from the reader, Plato has to guid e the logic process until such time as it is possible for the reader to continue the process on to its conclusion. Plato begins the reader on this path at the point when Socrates is able to convince Euthyphro to agree with his statement that "[something] is loved because it is pious, rather than pious because it is loved" (pg. 53, 10d). In order to bring Euthyphro to the point where he is willing to agree to this, Socrates (Plato) first confuses Euthyphro with a series of statements about the nature of an object. Socrates begins by stating that there are both "[things] carried and carrying, and of led and leading, and seen and seeing" (pg. 52, 10a). This is an attempt to make Euthyphro understand the difference between the action and the result of the action, the cause and the effect. Euthyphro agrees that there is a difference and Socrates launches into a very complicated and difficult to follow discourse on the fact that it is not because an...

Reaction to Siddhartha essays

Reaction to Siddhartha essays Siddhartha, by Hermann Hesse, is the story of the life journey of the main character, Siddhartha, after which the book is named. Throughout the novel, Siddhartha questions many aspects of life including wisdom, love, and happiness, which causes the reader to reevaluate life as well. At the beginning of the book, Siddhartha begins to question the Brahmin faith. He feels, however, he is better off looking within himself for answers to his questions, rather than looking to others for help. I can relate to Siddhartha in this respect because when I am going through a difficult time in my life, I like to go through it on my own. I have found I learn more about myself this way. Siddhartha is trying to reach inner peace. He feels that knowledge is something that he needs to do this, but knowledge does not always lead to peace. There have been times in my life when I wanted to find out the truth about something, and upon finding out the truth, I wondered if I were better off not knowing it. Siddhartha comes to the realization that he does not desire knowledge, he desires wisdom, and wisdom only comes when you are ready to receive it. By the end of his spiritual journey, Siddhartha matures and achieves wisdom. During his journey, Siddhartha meets Kamala and falls in love. "Beneath heaped-up black hair he saw a bright, very sweet, very clever face, a bright red mouth like a freshly cut fig, artful eyebrows painted in a high arch, dark eyes, clever and observant, and a clear slender neck above her green and gold gown." She represents all that is beautiful in the world. She promises to teach him the art of love. The only part of his life that Siddhartha feels truly involved in is the time he spends with Kamala. It is easy be consumed by love. I was in a relationship where I felt like Siddhartha. Throughout the entire relationship, nothing else seemed to matter to me. I began to lose sight of everything else, just as...

Bi-Lingual Education

Bi-Lingual Education Essay Bilingual EducationEducation is very important. There use to be a time when you didn’t have to go to school. When it was only important for men to have an education. Times have really changed. Now it is crucial for everyone in our society to have an education. Survival is the main reason: a cohesive society is another. Our schools today need to keep Bilingual education as a tool for teaching: not only for the sake of our society but also for the sense of our culture. Bilingual education in our schools is crucial: but still there is talk about banning the use of foreign language in the instruction of our young children. We have to work to change that kind of attitude. We have to proceed from the assumption that bilingual education is a sound educational proposition for all children and that it addresses the needs of all the constituencies of education. Now more than ever the words of Thomas Jefferson ring with special meaning: in 1977, in a letter to his nephew, Jefferson said: â€Å"Bestow great attention on Spanish and endeavor to acquire an accurate knowledge of it. Our future connections with Spain and Spanish America will render that language a valuable acquisition. The ancient history of that part of America, too, is written in that language†. (qt. in A Relook ’66). Hispanic leaders should plan an initiative to help Hispanic youths do better in school. Its a coming-together as a community to deal with a very pressing issue. The organizations should be composed of public officials, students, educators, administrators, and business people and should try to determine the biggest problems facing Latino students in their community. These groups need to work together to develop a statewide agenda. Hispanic students, according to some studies, lag behind other students in classroom performance; have the highest dropout rate of any ethnic group in the country; and, according to federal data, are less likely to pursue higher learning(Tucson â⠂¬â„¢66). We as a society, need to have a school system that prepares our students for higher education if that is their choice. Society needs to work together to change the educational process for Latino students. Consider these numbers, which we drew from As A Relook at Tucson ’66 states† Minority groups are being shortchanged by more than 200,000 teaching jobs in the public elementary and secondary schools of the nation. In 1972, the enrollment of the nation’s public schools was 44.6 million. As a relook at Tucson ’66 states, the number of English speakers in the Western Hemisphere is only slightly larger than that of Spanish speakers. By the year 2000 the number of Spanish speakers will be far greater than the number of english speakers. Statistics indicate that the United States is now one of the major Spanish-American countries. One statistical example: If the figures on illegal Mexican aliens are correct, that means that every year the United States adds another city the size of Albuquerque and Tucson combined. Or, put it another way, it adds another state larger in population than Wyoming and Alaska combined†(a relook at Tucson 14). The policy of most governments toward bilingualism in the home is and long has been one of neglect. A few countries actively encourage it, especially if the second (non-community) language is the more important language in the country or in the world, or if the minority (community) language is the language of a group given special consideration under the law. Many countries, which have recently been colonies, for example, encourage their young people to learn the language of their former Mother Country, because bilingualism of this type is important in international trade and politics. However, we could find castles full of research and still very little is being done in public schools to improve and enforce bilingual education. We have to use the research being conducted about bilingual edu cation and improve bilingual education. Some public schools want to stop bilingual education, saying that its detrimental to students but they dont put any consideration in improving it, or educating themselves on the needs of not just Latino but all children. All bilingual children deserve further discussion on the issues of culture, immigration, ethnicity and adjustment. READ: Free Grapes of Wraths: Steinbeck's Language Essay Truly bilingual workers, proficient in English and a second language, will be more valuable and marketable as global trade continues to grow. With these facts in mind, some states are launching a visionary effort to develop a dual-language work force. The idea is to convince local school districts to offer a second language beginning at the prekindergarten level and encourage employers to help adults learn another language. Spanish is an obvious second-language choice for many because of the rapid growth of Hispanics in our country. The relationship with Mexico and Latin America will grow stronger if businesses take advantage of their position and opportunity. More than 22,500,000 of our countries population already speaks Spanish http://www.docuweb.ca/SiSpain/english/language/worldwid.html). However, officials cite a growing demand for more Spanish-speaking professionals. The future work force would be better positioned to build international connections if most professionals had a second language. Students would gain a better understanding of the world by learning another language. Pursuing a dual-language work force is a sound idea that will boost the countries’ economy and personally benefit its individuals. We as a society should encourage local school districts, businesses and civic-minded groups to embrace the effort. We must try to build a society were human diversity is promoted and not destroyed. The key to program improvement is not in finding a program that works for all children and all localities, or finding a program component (such as native language instruction) that works as some sort of magic bullet, but rather finding a set of program components that works for the children in the community of interest, given the goals, and resources of that community. The best bilingual education programs include all of these characteristics: ESL instruction, sheltered subject matter teaching, and instruction in the first language. Non-English-speakin g children initially receive core instruction in the primary language along with ESL instruction. As children grow more proficient in English, they learn subjects using more contextualized language (math and science) in sheltered classes taught in English, and eventually in mainstream classes. In this way, the sheltered classes function as a bridge between instruction in the first language and in the mainstream. In advanced levels, the only subjects done in the first language are those demanding the most abstract use of language (social studies and language arts). Once full mainstreaming is complete, advanced first language development is available as an option. Gradual exit plans, such as these, avoid problems associated with exiting children too early (before the English they encounter is comprehensible) and provide instruction in the first language where it is most needed. These plans also allow children to have the advantages of advanced first language development. A common argu ment against bilingual education is the observation that many people have succeeded without it. This has certainly happened. In these cases, however, the successful person got plenty of comprehensible input in the second language, and in many cases had a de facto bilingual education program. For example, Rodriguez (1982) and de la Pe?a (1991) are often cited as counter-evidence to bilingual education. Rodriguez (1982) tells us that he succeeded in school without a special program and acquired a very high level of English literacy. He had two crucial advantages, however, that most limited- English-proficient (LEP) children do not have. First, he grew up in an English-speaking neighborhood in Sacramento, California, and thus got a great deal of informal comprehensible input from classmates. Many LEP children today encounter English only at school; they live in neighborhoods where Spanish prevails. In addition, Rodriguez became a voracious reader, which helped him acquire academic lang uage. Most LEP children have little access to books. READ: Customer Service In Abc Stores EssayRandom assignment to treatment and control groups, as in medical experiments, is the highest quality research design because it increases the confidence in the conclusion that any differences between the groups after a period of treatment can be attributed to that treatment. The results from the five studies in which subjects were randomly assigned to bilingual and control programs favor bilingual education even more strongly. The estimated benefit of bilingual programs on all test scores in English according to these studies with random assignment is .26 of a standard deviation. The positive effect on reading scores is .41 of a standard deviation among the studies with random assignment. And the improvement in scores measured in Spanish is .92 of a standard deviation in the studies with random assignment to treatment and control groups. All of these estimated benefits of bilingual education from studies with random assignment are extremel y unlikely to have been produced by chance. The fact that the studies of bilingual programs with random assignment, the highest quality research design, have even stronger results greatly increases the confidence in the conclusion that bilingual education positively affects educational attainment. In sum, the NRC report finds that on average, bilingual education programs are more effective than English-only programs. However, there are many other important factors that influence student outcomes. There is much more work left to do by the schools if we are to enable LEP students to achieve at high academic levels. Improvement would have to focus on teachers, teaching, academic content and standards, accountability, school-wide leadership, program integration, parent involvement-and effective use of the native language to assure high level and meaningful learning for all students from the time they enter school. Proposition 227 removes an important tool use of the native language fr om the hands of educators it would only serve to make even more difficult the challenges of school improvement. A society with no education cannot compete in the modern world. We as a society need to fight to keep Bilingual education as a teaching tool in the schooling system. Social Issues

Great engineering acheivement ( airplanes ) Essay

Great engineering acheivement ( airplanes ) - Essay Example This paper aims at examining the timeline of the development of the airplane, the contribution of various engineers to this achievement and how airplanes have improved lives. In addition, this paper will examine some of the possible future developments on airplanes. The history of the development of the airplane dates back to the late nineteenth century when a German engineer named Otto Lilienthal started to experiment with gliders (National Academy of Engineering, 2014). During the same period, Octave Chanute, an American engineer also experimented with multiple gliders. Through these early experiments, Lilienthal and Chanute demonstrated that it was possible to have a controlled device in floating in air. In 1901, a gasoline-powered version of the tandem-winged aerodrome was built by Samuel Langley. In 1903, the Wilbur Wright and Orville Wright made the first powered and piloted flight in North Carolina. On this day, Wilbur flew for 852 over the ground in about 59 seconds. Ludwig Prandtl, a German professor, presented a paper in 1904 that described the concept of the ‘boundary layer’ (National Academy of Engineering, 2014). This is the molecular layer of air that is found on an aircraft’s wing. This paper was an important contribution in the study of aerodynamics. Eugene Ely piloted a Curtiss biplane on a takeoff from a ship in 1910. The following year, he was able to take off from shore and landed on a ship in California. These early planes required the assistance of the pilot to make them stable and travel in a straight line. The concept of the gyrostabilizer was introduced in 1914 by Lawrence Sperry. The gyrostabilizer was used to stabilize the plane and make it fly in a straight line without the assistance of a pilot. In 1916, Sperry, with the help of his father Elmer, demonstrated the first automatic pilot. Starting 1914 to 1918, many improvements in the structure and control of the airplane were

What do you stand for Essay Example | Topics and Well Written Essays - 1000 words - 1

What do you stand for - Essay Example n a story, reflect on the perceptions of the author to such topics and compare it on your own so that the message being conveyed by the author will be fully appreciated by the reader. In this paper, specific themes on three essays discussed in class are analyzed and compared with that of my own values. John Edgar Wideman’s â€Å"Our Time† tells a compelling story about his brother Robby and the obscurities and poor choices he had in life which led him to the ultimate consequence of his actions, being locked up forever in prison for murdering his best friend. Using three different points of views namely himself, Robby’s and their mother’s, Wideman was able to convey three distinct events in his brother’s life such as the death of Garth, the change in the family’s choice of neighborhood from Homewood to Shadyside and the time of Robby birth. For instance, Wideman acknowledged Robby’s perception of the world, on why felt nothing but hate and resentment stating, â€Å"The world’s a stone bitch. Nothing true if that’s not true.† (Wideman 694). Because of this approach, he has successfully presented a three-dimensional view of Robby’s personal troubles and difficulties that may have influenced the person his br other became in the present. In addition, Wideman tried to identify with the reasons behind his brother’s struggles and unfortunate pronouncements in life by making himself understand the personal circumstances from Robby’s childhood to the present without subjecting into any prejudice. With the help of the different standpoints on Robbie’s story, I came into realization that the fate of a person does not solely rely on where or how he was raised but a consequence of each choices he decide on life. Though it may be true that one’s upbringing and relationships can shape his values and morals, an individual has always a conscious choice in his every action throughout his life. I believe that free will is a special human ability to select

Peer review Essay Example | Topics and Well Written Essays - 250 words

Peer review - Essay Example Furthermore, the number of sources referred to is adequate, proof that a good level of research was conducted. The references contain all the necessary elements which means that the information provided can be easily traced to their sources. The paper is well formatted but not without a few lapses. The abstract for example is centered while it should have been left aligned. Yet another point of weakness is the lack of a title after the abstract. In any case, the body of the text should always begin on a new page, different from the abstract. As earlier stated, the language used is widely correct but a few minor errors occur. Grammatical errors mainly occur in cases where the sentences are longer than usual. In this sense, the writer can improve by focusing on breaking the long sentences into shorter ones. Each student in the course will have the opportunity to review another studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s research paper. Review partners will be assigned based on students working on the various genocides. The peer review must be submitted through VSpace to me and bring in one copy for the paper writer on the day of the poster

Protagonists Sojourn in Self Awareness Essay Example | Topics and Well Written Essays - 2000 words

Protagonists Sojourn in Self Awareness - Essay Example A different journey is realized when self-awareness dawns on the main character or protagonist. Self-awareness is the education of the mind and the soul. It is a very intrinsic process, which points to inner, spiritual growth of the character. It is based on human experiences. The things and events that are experienced are varied and they leave an impression on us directly or indirectly. In Mark Twain’s novel Adventures of Huckleberry Finn, Chaim Potok’s My name is Asher Lev and Jane Austen’s Emma there is an intrinsic similarity because the protagonists of the novels travel on a similar road of self-awareness. The authors have shown the journey of an individual towards self-awareness. For an evocative description the authors’ have used to numerous literary elements. The three authors whose works are being discussed here use a common theme as one of the significant literary elements. Figurative language like symbolism, similes and metaphors ensure a smooth flow between the stages of immaturity to maturity. The historical context of the novels is experimental in establishing the process of self-growth. All these elements have enhanced the simple lives and adventures of the central characters and have made the characters perfect examples of heroes and heroines in self-awareness theme based literature. Finn, Asher, and Emma all develop an insight while traveling the bumpy roads of experiences and adventures. Life experiences of Finn, Asher, and Emma put them on the path of self-awareness. There is a central connection of mental growth of the protagonist with everything they see, say, and do in the fictional narratives.

Gang Crime Essay Example | Topics and Well Written Essays - 1250 words

Gang Crime - Essay Example This is in the case of gang rapes, serial killers, famous drug lords as well world most dreaded cases of terrorism (Hood & Deva, 2014). Rape cases hit make headlines everyday but some happen and no one evens happens to notice. However, some of the cases are so gross that they invite public attention virtually across all part of the world. One of such crime dates back in 2012 in New Delhi India. The gang rape case attracted scorn, put India justice system on the spotlight and impacted the trial at a great deal. India is famous with rape cases with some of the going unsolved. However, this trial attracted world eye and had to be decided in the most justified way possible (Kumar & Kumar, 2013). The Indian rapist gang consisted of six members namely Mukesh Singh, Akshay Thakur, Vinay Sharma, Pawan Gupta, Ram Singh and unnamed juvenile. They carried out the most thrilling gang and murder in the history of New Delhi. The victim was a 23-year woman who was accompanied by her friend on their way home. She was a physiotherapy intern. They had gone to watch a movie, Life of Pie but on their way home from Munirka to Dwarka they were intercepted by the aforementioned gang in a private bus. The male friend was beaten with an iron rod and left unconscious. The woman was not lucky because they beat her up too with the same iron rod, raped her in turn, and damaged her abdomen and intestines. She died thirteen days later while undergoing serious treatment in Singapore. The barbaric gang was later arrested and a case was filed immediately. During the trial period one of the delinquent youth, Ram Singh died in the course of the trial period while the young boy in the gang sent to a juveni le home (Kumar & Kumar, 2013). The media and public went on uproar in various Indian streets after the local police had apprehended the gang. The Indian public wanted justice to be given for the rape victim. Though the trial was on course, the public barely had faith that

Peer review Essay Example | Topics and Well Written Essays - 250 words

Peer review - Essay Example Furthermore, the number of sources referred to is adequate, proof that a good level of research was conducted. The references contain all the necessary elements which means that the information provided can be easily traced to their sources. The paper is well formatted but not without a few lapses. The abstract for example is centered while it should have been left aligned. Yet another point of weakness is the lack of a title after the abstract. In any case, the body of the text should always begin on a new page, different from the abstract. As earlier stated, the language used is widely correct but a few minor errors occur. Grammatical errors mainly occur in cases where the sentences are longer than usual. In this sense, the writer can improve by focusing on breaking the long sentences into shorter ones. Each student in the course will have the opportunity to review another studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s research paper. Review partners will be assigned based on students working on the various genocides. The peer review must be submitted through VSpace to me and bring in one copy for the paper writer on the day of the poster

Gang Crime Essay Example | Topics and Well Written Essays - 1250 words

Gang Crime - Essay Example This is in the case of gang rapes, serial killers, famous drug lords as well world most dreaded cases of terrorism (Hood & Deva, 2014). Rape cases hit make headlines everyday but some happen and no one evens happens to notice. However, some of the cases are so gross that they invite public attention virtually across all part of the world. One of such crime dates back in 2012 in New Delhi India. The gang rape case attracted scorn, put India justice system on the spotlight and impacted the trial at a great deal. India is famous with rape cases with some of the going unsolved. However, this trial attracted world eye and had to be decided in the most justified way possible (Kumar & Kumar, 2013). The Indian rapist gang consisted of six members namely Mukesh Singh, Akshay Thakur, Vinay Sharma, Pawan Gupta, Ram Singh and unnamed juvenile. They carried out the most thrilling gang and murder in the history of New Delhi. The victim was a 23-year woman who was accompanied by her friend on their way home. She was a physiotherapy intern. They had gone to watch a movie, Life of Pie but on their way home from Munirka to Dwarka they were intercepted by the aforementioned gang in a private bus. The male friend was beaten with an iron rod and left unconscious. The woman was not lucky because they beat her up too with the same iron rod, raped her in turn, and damaged her abdomen and intestines. She died thirteen days later while undergoing serious treatment in Singapore. The barbaric gang was later arrested and a case was filed immediately. During the trial period one of the delinquent youth, Ram Singh died in the course of the trial period while the young boy in the gang sent to a juveni le home (Kumar & Kumar, 2013). The media and public went on uproar in various Indian streets after the local police had apprehended the gang. The Indian public wanted justice to be given for the rape victim. Though the trial was on course, the public barely had faith that

Example Lay Out of School Paper Essay Example for Free

Example Lay Out of School Paper Essay It has been 5 years since the School of Education (SOE) tasted the sweetness of pride wearing the crown of Miss WVSU-LC. And now Miss Rita Marie Penado got it again for the SOE last September 21, 2012 when she outshined the three other competitors from the three departments/school. Miss Penado, a first timer for the pageant will represent the campus to Miss WVSU 2013 during the University Week Celebration scheduled on January 2013 at Main Campus Lapaz Iloilo City. During the local pageant, Penado received minor awards on Miss Photogenic, Most Popularity, Best in Talent, and Best in Interview. Mr. James Paren of BSED-IV escorted Miss Penado to the contest and consequently won the title of First Runner Up with special awards on Best in Talent and Mr. Popularity. Representative from the School of Technology Mr. Ricky Javana was crowned Mr. WVSU-LC 2012 with the following minor awards: Mr. Photogenic, Best in Formal Wear, and Best in Interview. Other contenders were Miss Jessa Horlador from the School of Technology, First Runner Up; Miss Beverly Lubas and Mr. Mark Anthony Espadon from the School of Criminology, Second Runner Up; and Mr. Raymond John Tiu and Miss Jerelyn Lomitillo from the School of Management, Third Runner Up. Hinampang 2012 By: April Lyn Geti-ayon Christine Joy Vallejo West Visayas State University-Lambunao Campus extended their annual University Hinampang last September 13-15, 2012. The activity was participated by the schools which are segregated into four energetic and competing Units; Unit 1-Torch (school of education), Unit 2-Pheonix (school of Technology), Unit 3-Eagles (school of Criminology) and Unit 4-Lions (school of management). This three days celebration had started with the parade of the faculty and staff and the different schools, organizations,  and clubs. The opening program was highlighted with the cheer dance competition sponsored by the cultural affairs wherein the Unit 4-Lions (school of Management) bagged the trophy of championship for the year’s cheer dance competition. Hinampang 2012 activity aims to intensify the hidden skills, talents and abilities of every student as well as to strengthen their good sportsmanship among other students. Editorial†¦Ã¢â‚¬ ¦ K12: for Globalization By: Hazel Hablador After considering various proposals, K12 Program finally took its step towards globalization. Officially, the implementation of this program had started this School Year 2012-2013. Despite of the shortcomings such as lack of school facilities, classrooms, and teachers, the government believes that Philippine Education needs this program in order to decongest and enhance the basic education curriculum and provide better quality education for all which is the demand in the global market. The model that is currently proposed by the Dep-Ed is the K-6-4-2 Model. This model embroils Kindergarten, six years of elementary education, four years junior high school (grades 7-10), and two years senior high school (grades 11-12). The two years senior high school anticipates running time for students to consolidate acquired academic skills competencies. With the help of k12, we can show the world that we can compete globally. Upshot to this are accelerated economic growth, mutual recognition of Filipino graduates and professionals in other countries and positive overall impact on society. This is the best step that the government had imposed for the betterment of all. Let us always remember that whatever changes that may happen in the education system of our country, it is still part of our learning. We just need to follow and widen our fruitage of knowledge so that whatever zigzag road we may take, at the end, the road we have taken is still peaceful and bountiful. This is the change that will bring us to a new life and will make us competent to other countries. The BSED III Jefhrey Canopin Janine Marie Pama Marven Losaria April Lyn Geti-ayon Harold Quimba Christine Joy Vallejo Hazel Hablador April Lasangre Anthea Lebanan Richen Lindres Krizzan Jade Jumilla Jenalyn Gonzaga Mhay Lauron April Rose Lindong Anna Rose Soler Essays†¦Ã¢â‚¬ ¦. The Joy of Triumph (A simple Talk to a Queen) By: Jenalyn Gonzaga and April Rose Lindong It was early in the morning of October 5, 2012 when I was walking along the corridor to attend the World’s Teachers’ Day; I met the reigning queen of WVSU-LC 2012. In a far distance I spotted the exotic beauty of Rita Marie Penado so I turned my way just to meet her. The crowned queen was very approachable and kind hearted so I invited her for a short chat. â€Å"Hello Miss Rita can I ask you a favor?† â€Å"Yes what is it?† â€Å"I just want to ask you about the pageant†. â€Å"What did you feel w2hen you were crowned as Miss WVSU-LC?† Rita replied with a sweet smile on her face â€Å"well, when I was crowned as Miss WVSU-LC 2012, I couldn’t exactly explain what my feeling was. It was unexplainable happiness. My tears run down my eyes; tears of joy. Likewise, I felt proud of my school. I didn’t expect of winning the crown but I did. It’s because I trust God. â€Å"Wow that’s great! â€Å"What are your preparations before the grand pageant?† â€Å"Actually, I’m not prepared like the other candidates. All I did was set my mind for the pageant, a little bit of practice and pray for God’s guidance during the pageant. That’s all, nothing less, nothing more.† â€Å"Really? What do you feel when you are walking on stage?† â€Å"Definitely, I was  nervous, so nervous that I couldn’t stand nor looked straight to the judges as well as the audiences. I imagined a crowd was looking at me. Oh My Gosh! That was my first time to join a pageant. I thought of stepping back, but never did me. The worst about it was I’m not even expecting to win the crown.† Rita told me with open heart. To be continued on page ..4 AGONY OF DEFEAT By: Richen Lindres and Anthea Lebanan After such tremendous victory winning the cheerdance competition it is surprising to say the least. Suddenly we are presented with a series of failure that stands and striking contrast for the wonderful victorious of the past two years. How instructive this if we only have the ears to listen to the message of this: â€Å"the thrill of victory was so quickly replaced by the agony of defeat†. This is the story of defeat. This the story of life and something we must learn to deal within our daily walk. One minute, we can be living in victory and next is defeat. The whistle blew. It was all over. The long practices and hard game, all the running and training, all the tough and shooting, all the pasta parties and toilet papering, everything. Over, ended, done. Why? Because the whistle had blown.as one team run off the field for joy and excitement, the other walked off in utter disappointment . as one side cheered, the other cried. The opposing team had left, the crowds had cleared, but our team just sat at our bench, looking, staring, and glaring at the empty field; mud patches and torn up grass everywhere. Poster everywhere, some hug high on the windows and some still sturdy on walls while others hung by a thread , others were just thrown to the ground by one-lookers and still more hung on fences wishing, wanting, hoping, for nothing but for the best of the team. Everyone stood, sat, laid looking at the field in amazing filled with disappointment, anger and sadness all the same time, trying to comprehend how everything they had worked so hard for had come to an end so quickly. Put to an end by the blow of the whistle. Thinking back to all the perfect opportunities..missed, all the unlucky touches or unconnected passed wondering what would have happened  if one thing had been done differently. Tears, hugs, words, it was all enough; it all meant nothing. It wasn’t supposed to end like this, and yet, with the final whistle, it did. Everyone now is experiencing the agony of defeat. Some days when they are sitting in class, staring out the window, at the field, they remember, they wonder, they wish, they push it out of their minds, still experiencing the agony of defeat. Sports†¦and others†¦. EAGLES BEATS THE TORCHES By: Janine Marie Pama and Ana Rose Soler Joy of triumph†¦Ã¢â‚¬ ¦. â€Å"So will you kindly share to us some beauty tips in order to maintain our beauty and body.† â€Å"hahahaha† Rita gave a short laugh. â€Å" to tell you frankly, I never expected that question. Well, to maintain your beauty and body; simply relax, eat moderately with healthy foods, be stress free and most of all smile, all out smile and the world will smile at you.† â€Å"Thanks Rita. It was a pleasure to have a talk with you. Rita just gave a big â€Å"hahahahahahahahhaha† We exchanged laughter together. It was a great moment for me to have a chat with the reigning queen. Despite of the rain and muddy field, Eagles (School of Criminology) made it to the top when they smashed down the Torches (School of Education) during the championship game of football women last September 15, 2012. The Eagles beat down the torches with the score of 1-0 on the first half. Another ball was made to goal on the second half score of Eagles. The game ended with the tally of 2-0. Lions Roared and Crushed the Eagles By: Harold Quimba and April Lasangre On the hotness of the game, the management lions made it to the champ and whitewashed the Criminology Eagles during the University Hinampang, championship game Volleyball boys held September 15,2012. The ball spin and hit down the players of the Eagles as the Lions made the crushing spikes on  the first quarter. Another winning score had made the game hotter as they tally tie on the middle of the game. The last quarter had ended scored to the lions-23-25. Experience of an aspiring teacher†¦ By: Mhay L. Lauron Ambition is part and parcel of everyone’s life. It serves as a guiding star that lights our way to triumph. I never expected to be future teacher someday, but as time passes by, the feeling of being a future educator someday had eventually embraced me I grew up in a poor family, my father was a farmer and we are 10 in the family. I know the situation that we have during that time. I was the youngest but still the faith that I have in my heart is to help my parents in return of their sacrifices that they had. It is the farthest school which is 12- 14 kilometers walking distance from our house. For me this was only a start of my life. The next level of my life in school was totally a great sacrifice. It is now my college life. There are times in that I am about to cry because the boredom and longing for my family. I had to be strong and forget the loneliness; instead I focused on my studies. As an aspiring teacher, I worked hard for it. All my pains and sacrifices resulted in a reward. This is now the time that 6months from now I am about to graduate in this university. West Visayas State University- Lambunao Campus. I guess there’s always a first time for everything no matter how old we are. For the last semester a series of â€Å"First† followed: * This was my first to handle a class with heterogeneous pupils. * First time to experience a pupil that urinated and eliminated his waste while the class was going on. * First time to have a pupil who goes home in tears without any reason at all. * Lastly , I had for the first time a parent scolded me for making her child upset because I scolded him for being absent in my class and teasing his other classmates to make noise inside the classroom. Based on my own experiences, I learned a lot of things after the OJT and it really transforms me to a new creature. Well I guess this was the most essential part of being an aspiring teacher. To explore  and to adjust what is going on in our new environment. That is a specialty of a teacher that no one could ever had. Lastly, I would say that poverty is not an obstacle to higher education but a mere challenge to fight for a professional survival and achieve your dreams in your most noble way

Conflict Resolution between Teacher and Parents

Conflict Resolution between Teacher and Parents Introduction From time to time, all teachers will be faced by a difficult and demanding parent. From challenging academic results to accusations of bullying, some parents can be very intimidating or even aggressive. Until relatively recent times, the school was viewed as the realm of the professional, the educator, the teacher. As Carol Vincent states: ‘No parents beyond this point such signs could have been seen in schools around the country, symbolizing the clear division between home and school. She goes on to describe schools as: ‘[I]slands of professional expertise, of calm, order and learning. How we all miss the good old days in the midst of a hectic, stressful Parents Consultation Meeting, when we see the approach of Mr and Mrs Smith, looking as happy as we might have predicted with Johns latest report! Conservative government educational policy, from 1979, was underpinned by the notion of parents as the â€Å"consumers† of an education system, who would be empowered with considerable influence over the way in which the â€Å"producers† the teachers operated, not least by the use of â€Å"parental choice† as a factor in determining which schools would thrive and which close. More recent educational policy, during the Labour Partys terms of office, has stressed the importance of the home/school partnership in promoting the learning of young people. Carol Vincent, quoting a 1986 study by Cowburn, summarises this shift in perception as follows: â€Å"Parents were once kept out of schools so as to allow the professionals uninterrupted control: parents are now being encouraged to get involved, to come into school so that they can understand why the professional exercises control in the manner he/she does†. Communicating clearly, therefore, what we do, what we have done, being prepared to justify our actions by reference to school policy, to educational theory and practice, to the statutory demands of the National Curriculum, for example, needs to be at the forefront of the teachers agenda in any meetings with parents, whether arranged or a surprise encounter. We are no longer autonomous rulers in our own little world, but need, as professionals and experts, to be prepared to explain, or justify, our actions and decisions in language that is accessible to the parent. Situation H or S Heated? In the table above, jot down in the first column possible situations which might generate an ‘interview with parents. For example: report sent home detention issued o praise postcard sent home * In the second column, indicate whether the ‘invitation to meet is most likely to come from Home (H) or School (S) * In the third column, rate the likelihood of the meeting becoming heated on a scale of 1-5, 1 being highly unlikely, and 5 highly likely. Getting the basics right conflict avoidance The importance of the dialogue between school and home cannot be underestimated, and those schools which have taken steps to ensure that their relationship with their parents is a good one, based on mutual respect and concern for the young people whose care they share for at least five days each week will have fewer flashpoints on the level of personal interaction between parent and teacher. Everyone has an experience of school life, so, in that respect, all our parents feel that they are experts! For many, their own experiences of school and of teachers are not particularly good ones: some find entering school premises a daunting prospect, and this unease can quickly escalate into difficult or aggressive behaviour. Many associate their visits to school with negative emotions: they have responded to so many summons because of a childs poor behaviour, attitude or progress that any chance to â€Å"get ones own back† by criticising the school is pursued with relish. Make a note below of skills which you use in the classroom:  · to defuse tension  · to manage behaviour  · to foster co-operation  · to ensure compliance  · to foster a good working relationship A couple of examples are included to get you off to a good start! Skills I use daily:  · Friendly greeting as pupils arrive.  · My ‘no nonsense face.  · Standing up full height to look imposing Which of the above are also useful in dealing with parents? Many difficult encounters can be avoided if the school:  · Has clear policies on a variety of relevant topics e.g. uniform, behaviour, information that is shared with parents on a regular basis. As a teacher, ensure that, in your dealings with pupils, you apply such policies with fairness, consistency and equity.  · Takes steps to involve parents in the life of the school whenever possible the good old school play, or talent show, provides opportunities for parents to cross the school threshold in a non-confrontational context. As an individual, seek out opportunities to establish a dialogue with parents, even if it is only a nod of acknowledgment, if you meet them outside school in a supermarket or in the queue for a plane at the airport! Look for, and utilise, any opportunities to share an interest in something other than the child who is the focus of your relationship.  · Has clear and well established practices for communicating with parents e.g. on behaviour, attendance, progress. Such communication should be timely and prompt, not restricted to key points in the school year e.g. end of year report, and should also inform parents of a childs positive contributions to the life of the school, for example via â€Å"praise postcards†. As a teacher, try to ensure, wherever it is reasonable, that particular parents do not always associate your name with bad news.  · Provides a welcoming environment for parents a cheerful reception area; a cheery greeting from reception staff; a light, warm room in which meetings can take place In many ways, the parents who arrive at the school fired up in defence of their child, or who demand to see a teacher to find out why progress is not being maintained, is less of a threat to the life of the school than those parents who refuse all attempts to initiate a dialogue, to the point that their child is excluded. Parents who are moved to anger by something they believe has happened, normally because their child says so, can potentially become the teachers greatest ally, once a more appropriate relationship has been established. Communicating with parents  · In the table below, in the first column, list the means of communication which your school uses with its parents. There are 3 examples to get you started.  · In the second column, rate the effectiveness of each, on a scale of 1-5, 1 being of little use and 5 being highly effective. Communication Rating Annual written report Grade card termly Consultation evening How could any of the above be adapted to improve effectiveness? What makes a person angry? Anger is a natural part of the human condition, but it isnt always easy to handle. Some people mask their anger. Others explode with rage. Good parents invest a great deal of emotional energy in their offspring: which of us, as a parent, has not been moved to strong emotion by something that our child tells us, or something that they have done, or not done? We also acknowledge the importance of social and emotional intelligence for our young people in school, and many schools are delivering extensive programmes to support this aspect of their pupils development. Since youngsters learn more from models than from lectures, it is reasonable to assume that many of those pupils who have difficulty expressing emotion, or controlling an outburst of anger, are not seeing positive role models at home in this respect. It may be, therefore, that a parent does not intend to show anger or aggression, but has never learned to express concern in a more appropriate way. There are a number of courses which schools can access and provide for their parents, to support them in developing their own emotional literacy, which will not only be of benefit in your encounters, but will also help them to reinforce, and model, the behaviours and responses that you are hoping to develop in the children. The Millennium Cohort Study by the Centre for Longitudinal Studies, Institute of Education, University of London, published in October 2008, shows that what parents are most concerned about in choosing a school in the first place is not only the schools performance, but other characteristics that, taken together, parents rate even more highly the â€Å"good impression† created by the school, a strong anti-bullying policy, its ability to accommodate an ethnic mix, and its facilities amongst others. It therefore follows that these are the sorts of issues that parents are most likely to seek to approach the school with if they feel that it is â€Å"all going wrong† for their child. Psychologists recognize that anger arises for different reasons in different types of people, which may need to be handled in different ways by the sensitive teacher. You may recognize parents that you have had, on occasion, to deal with in the profiles detailed below, although it is highly unlikely that any parent has ever reached the point of hatred towards their childs teacher it just feels like it sometimes! Understanding what may be the underlying cause of parents anger, over and above the particular incident that has provoked this meeting, may help you not to respond too quickly, with mounting irritation, to what appears to be an unreasonable display from across the desk. Types of Anger Disguised Anger These individuals may not, at first, let others know how angry they are. Sometimes, they dont even know how angry they are. But the anger will come out! They look hurt and innocent. They gain a sense of control over their lives by frustrating others. The teacher needs to become practiced in interpreting body language, which may indicate anger bubbling below the surface, just waiting to explode when a trigger point in the conversation is reached. Paranoid Anger This type of anger occurs when someone feels irrationally threatened by others. They seek aggression. They believe people are against them, dont understand their viewpoint or their concerns. They expect others to attack, verbally at least. Because of this, they jealously guard and defend what they think is theirs these parents are often those who say things like: â€Å"My son wouldnt do that† â€Å"My daughter says she has done the work and you lost it and I believe her†. People with paranoid anger give it away it is self evident from their body language, both their verbal and non-verbal communication, that they are very, VERY annoyed. Such parents may often feel insecure, especially in the school environment, and unwilling to trust the school, or you as its representative. Sudden Anger People with sudden anger are like thunderstorms on a summer day. They zoom in from nowhere, blast everything in sight, and then vanish. Sometimes its only lightning and thunder, a big show that soon blows away, but can cause damage, occasionally physical, but certainly in terms of the relationship between the teacher and the home, and to the home-school partnership, that will take a long time to repair. Sudden Anger people gain a surge of power. They release all their feelings, so they feel good or relieved: you, on the receiving end, feel battered and emotionally exhausted. These are the people in danger of losing control: they may get physically violent and, at the least, will say and do things they may later regret. Sometimes, all you can do is simply let the anger blow up, and blow over do not attempt to interrupt or respond until the storm has passed, but keep calm, keep still and make it clear that you are listening. It may even be that the best solution is to simply let this parent have his, or her, say, then suggest a return appointment, in the hope that regret has tempered their anger, and allowed reason to surface. Shame-Based Anger People who need a lot of attention or are very sensitive to criticism often develop this style of anger. The slightest criticism sets off their own shame and since they share such close emotional links with their children, any criticism of the child is felt to reflect badly on them. They feel worthless, not good enough and, like any living creature, when they feel backed against a wall, they will come out fighting! When they feel the teacher is ignoring them, like not giving in to their demands to move their child to a different teaching set, they take it as proof that the other person dislikes them as much as they dislike themselves. That makes them really angry, so they lash out; You made me feel awful, so Im going to hurt you back. They get rid of their shame by blaming, criticizing, and ridiculing others. Their anger helps them get revenge against anybody they think shamed them. Such parents need reassurance; they are good people; they are doing their best for their child; thei r child has huge potential that is not yet being realised because of the issue at hand. Deliberate Anger This anger is planned. People who use this anger usually know what they are doing. They arent really overtly emotional, at least not at first. They like controlling others, and the best way theyve discovered to do that is with anger and, sometimes, violence. Power and control are what people gain from deliberate anger. Their goal is to get what they want by threatening or overpowering others. Firmness and fairness are the best responses to this: such individuals have to learn that he who shouts loudest does not always get what he wants, that you as an individual, and the school as an organisation, does not respond to threats and bullying, but decides what is best in the interest of the pupils. Addictive Anger Some people want, or even need, the strong feelings that come with anger. They like the intensity, even if they dont like the trouble their anger causes them. Their anger is much more than a bad habit it provides emotional excitement. It isnt fun, but its powerful. These people look forward to the anger rush, and the emotional high. Anger addicts gain a sense of intensity and emotional power when they explode. They feel alive and full of energy. You, as an individual, are not going to break this addiction alone but nor should you have to tolerate it repeatedly. If every encounter is the same, this problem needs dealing with at a higher level. It may even be that, in the interests of the health and safety of staff, it may not be possible to continue to accommodate such interviews. Moral Anger Some people think they have a right to be angry when others have broken a rule. They view the offenders as bad, evil, wicked, sinful. They have to be scolded, maybe punished. People with this anger style feel outraged about what bad people are doing. They say they have a right to defend their beliefs. They claim moral superiority. They justify their anger as being for the best, in a good cause. They dont feel guilty when they get angry because of this. They often feel superior to others, even in their anger. These people suffer from black-and-white thinking, which means they see the world too simply. They fail to understand people who are different from themselves. They often have rigid ways of thinking and doing things. Another problem with this anger style is crusading attacking every problem or difference of opinion with moral anger when compromise or understanding might be better. For these people, you need to â€Å"prove† that you are operating â€Å"within the rulesâ⠂¬ : it is not your decision, but one dictated by a policy which you have to enforce. They may not like the rule, but should appreciate the evidence that you are applying it consistently! Hate Hate is a hardened anger. It is a nasty anger style that happens when someone decides that at least one other person is totally evil or bad. Forgiving the other person seems impossible. Instead, the hater vows to despise the offender. Hate starts as anger that doesnt get resolved. Then it becomes resentment, and then a true hatred that can go on indefinitely. Haters often think about the ways they can punish the offender and they sometimes act on those ideas. These people feel they are innocent victims. They create a world of enemies to fight, and they attack them with great vigour and enthusiasm. However, this hatred causes serious damage over time. Haters cant let go or get on with life. They become bitter and frustrated and their lives become mean, small and narrow. Golden Rule NEVER trade anger with anger! You do not extinguish a fire by throwing more fuel on it. Whatever anger type you recognise yourself to be, in the context of a meeting with parents; you are the professional cool and collected. Breathe deeply, switch off your more sensitive self, dont take the insults personally and dont respond in kind, trading hurt for hurt, insult for insult. Learning to read the signs à ¢Ã¢â‚¬ Ã¢â€š ¬ a guide to non-verbal communication! As teachers, we are generally adept at recognising the subtle signs that all is not well with the pupils in our care; we need to adapt and enhance these, often subconscious, abilities when assessing the degree of anger, or annoyance, or high emotion, in the parents before us. When people are tense or nervous, there are clear visual signals, long before the volume, or pitch, of their voice increases! Their fists may be clenched, or their hands or feet tapping. Their hands may be interlocked, as if praying, and the apparent pressure between the hands gives an indication of just how tense they may be. Their arms are crossed, but they are gripping their biceps. Look at the parents mouth: upward turns in the corner of the mouth are often positive signs, and downward turns, or flat lines, demonstrate negative behaviour. Are lips pressed together or relaxed and comfortable? When the parent speaks, emotion is betrayed by a high pitch, fast pace or stuttering, long before the voice becomes over-loud, or the language abusive. Parents may repeatedly clear their throats. Their eyes evade you. Be aware of these signs of unease, and respond sympathetically; you may avoid the situation escalating into anger. Be welcoming and placatory: listen attentively to their concerns; nod in acknowledgment of what they are saying; feed back your understanding of what they are saying. Offer a comfortable environment and perhaps a drink and a biscuit. Do not approach over-assertively; if you put such parents on the defensive, they will move quickly from unease to anger. One of the most valuable ways of discovering whether someone is being open and honest is to look for palm displays. When someone begins to open up or be truthful, he will expose all, or part, of his palms to another person. Like most body language, this is a completely unconscious gesture, one that gives you a hunch that the other person is telling the truth. When a child is lying or concealing something, his palms are hidden in his pockets or he adopts an â€Å"arms folded† position, for example, when he tries to explain where he was. One of the tricky things about body language is that we are often unaware of how we are reacting to it. We may, for example, form a negative judgment about someone because she slouches, wont look us in the eye or talks with her hands. Because we are unaware of why we made the judgment, we are unable to filter out our biases about what body language means and what it tells us about an individual. Be aware, also, of what you are communicating through your own body language. Be open, physically. Do not cross your arms across the chest or hold obstructive objects (such as your marks register) protectively between the two of you. Approach parents with a hand outstretched in greeting, make eye contact and smile as if pleased to see them even, or perhaps especially, if you are not! Aggressive body language will only alienate, and probably exacerbate what may already be a tense or confrontational meeting. You need to appear relaxed, with an upright posture, and maintain direct eye contact. Rounded shoulders tend to imply that you are afraid or subservient, although a rigidly upright posture can, by contrast, convey inflexibility think of the regimental sergeant major! Drooping, hunched shoulders have the connotation of carrying a heavy burden, and will not create the impression of someone who is confident in the decisions they have made. Beware of using arms and legs unconsciously as a protective barrier. Be aware of overall position: put simply, we lean towards people we like and lean away from people we dont. Avoid gazing at the floor, one of the cardinal sins of body language: if you avoid looking at people, you avoid connecting with them. It will make the parent feel youre not interested in them or anything theyre saying if you cant even be bothered raising your eyes to fake interest, what hope have they got? or perhaps that you are arrogant its rude not to look at someone who is talking to you or nervous and slightly dodgy avoid looking someone in the eye and they automatically assume youre hiding something. Try not to resort to habitual actions which convey nervousness, such as fiddling with your collar or scratching your neck. You might as well have a neon sign hanging round it that reads My names John/Jane and youre making me feel horribly insecure and/or as nervous as hell. Both gestures are signs of doubt and uncertainty. People pull their clothes away from their necks when theyre in a hot spot, literal or otherwise; this may be how you are feeling, but do you really want to convey the fact so openly? And finally, propping up your face with your hand putting your hand on the side of your face and leaning on it could be sending a clear message, either â€Å"Im so bored and tired, I can hardly hold my head up† or â€Å"Im feeling faintly superior and quite possibly judging you while Im at it.† We simply would not sit like that in front of a boss or someone we respected. Your facial expression needs to be responsive to what the parent is saying. Keep your hands relaxed and your voice confident, measured in volume and pitch. Bear in mind that, when holding a conversation, people use certain head movements to indicate that they have come to the end of a sentence and are waiting for the other persons answer. Lowering of the head may indicate the end of a statement or raising the head the end of a question, and a demand for your response. Look for signs of growing â€Å"congruence†: when we are starting to see another persons point of view, we tend to imitate their body language. When a group is in congruence, the positions of their bodies mimic each other, in some cases like a mirror image: when one member of a congruent group changes his position, everyone does so with him. Congruence within a group usually indicates that all the members are in agreement. If the group has two points of view, the defenders of each opinion will adopt different positions; each subgroup will be congruent within itself, but not congruent with the other subgroup. When interviewing two parents, looking for congruent movements may help you to establish who is the dominant partner, and it may not necessarily be the one who first begins to speak: they may be holding the â€Å"big guns† in reserve, to catch out the unwary teacher, who is beginning to think that he, or she, is winning the argument. Manage the situation by trying to bring the â€Å"silent partner† into the discussion at a point that suits you â€Å"What do you feel has happened, Mr Smith?† When those on the â€Å"other side† of the discussion begin to mirror your movements, you know that they are getting on side, and listening to what you have to say. To try to break the tension at the beginning of the interview, to increase a persons comfort when they are closed-off, utilize mirroring; observe the parents behaviour and then, in a subtle way, act the same way they are acting. If their arms are crossed over, sit back, relax a little, and then begin to cro ss your arms. The Managed Meeting The majority of times we have an interview with parents, we are well aware that the meeting will take place. There is, of course, the annual Parents Consultation Evening, or you may have sent a letter home about a disciplinary related incident, for example, that you can confidently predict will elicit a response from home and even, perhaps, that it is likely to be an emotional, or even heated, exchange. There are also social events, a â€Å"Celebration Assembly† perhaps to which parents have been invited, which might also prompt some to request a few words with you in private regarding a long running issue. And, sometimes, the meeting has been suggested by you, effectively a summons to the parents to attend a meeting of crucial importance to the youngster, for example, if there has been cause for a temporary exclusion or a permanent exclusion is on the horizon. Whenever you have the opportunity to â€Å"manage† such meetings, make the most of the opportunity to ensure a good outcome for all parties, and the minimum of stress for yourself. It is, perhaps, worth emphasising that most encounters with parents are perfectly amicable, or may be emotional for them, although not in any way expressed in angry exchanges. It would be a mistake to always assume the worst; your own tension will be conveyed to parents and might be the â€Å"last straw† that tips them over the edge! a) Fixing a Date When a parent requests a meeting in advance, or if you are issuing the summons, think carefully about the timing. Allow enough time to prepare effectively a few days at least. When confirming the time and date, if you are not really sure why the meeting is being requested, politely enquire as to the general topic. Pick a time which you can â€Å"manage† i.e. that will have a definite start time and a definite finish: meetings during the school day are often better from this point of view, since parents will anticipate that you will have classes to teach at some point! However, it is also often the time least favoured by parents, who may work during the day or have other commitments, for example younger children to make arrangements for. If the meeting must be at the end of the school day, make sure that you have established with the parents how long the meeting will last, and inform a reliable colleague, whose job it will be to bring the meeting to an end by â€Å"interrupting†: this could be a teaching colleague, a member of non-teaching staff, even a cleaner or caretaker, reminding you that the room needs to be cleared. Emotionally charged meetings have a tendency to become circular, the tension rising and falling, and can, if you dont manage them, carry on for disproportionately long times, and they are no more effective than a short, sharp, focussed meeting in bringing about a satisfactory outcome. When you have fixed the date and time, make sure that it has been entered into the school calendar. Book a suitable room, if available. Inform the appropriate line manager which parents you are meeting and why curriculum leader, pastoral team leader, senior management. Informing the SEN coordinator would also be appropriate for certain pupils. Make sure that the reception staff know, and will be ready to greet the parents warmly. Make it clear to all how long you are scheduling the meeting for, and make sure that there will be some support for you, should matters become heated or should the meeting drag on interminably and have an â€Å"exit plan† agreed to address these possible scenarios. Use the interim time wisely to gather as much information as you can. Check school records for any information from previous meetings, perhaps with other members of staff: ask colleagues for any tips or pieces of information, about family circumstances perhaps, that you might not previously have been privy to. Do not forget support staff and those in reception, for example, who may have had cause to speak to these parents before. Use â€Å"local knowledge†: many support staff live locally and may know these parents in an entirely different social setting, as neighbours perhaps, and may also have useful information to add. Dont forget the child who is the stimulus for the discussion but beware of appearing to pump for information! Always remember that the child has his, or her, own agenda, and you never know what the little dear has been saying at home that may potentially have already inflamed an otherwise perfectly amicable meeting. Gather together the â€Å"evidence† you may have relating to the meeting examples of class work, attendance records, records of missed homeworks and some comparative information (no names of course) with other class members, photocopies of graffiti, photographs of damage whatever supports the issues you need to put across. Have copies available of relevant policy documents, or previous written correspondence, and a clear note of when, and how, such communications have been conveyed. Make sure that you have carefully read records of any previous correspondence, whether on the matter in question or another: incidents which may appear to you to be unrelated, to parents desperate for a reason to excuse their childs behaviour may seem to provide evidence of a â€Å"conspiracy† at least if they bring something up, you will know roughly what they are referring to! The watchword for your preparation should be â€Å"Forewarned is forearmed!† b) Managing the Environment How we guard our personal space boundaries, and how we enter into the others personal space, is integrally connected with the way we relate with other people. It is important for people to have their ‘own space, and how you manage the space in the meeting room will establish the relationship between you and the parent, and possibly the emotional tone that the meeting will take. Make sure that you have established a â€Å"space† for yourself that you are comfortable with, in terms of the distance between you and the parents, and your relative positions. If the meeting is taking place in your â€Å"teaching space†, this is, in one sense, a kind of temporary home territory for you, perhaps marked by personal belongings, and one in which you may feel comfortable. Conversely, you may see this as a potential battleground, or a territory you want to protect, and feel happier in a more formal meeting room. Each school will, in addition, have its own established practices which may dictate the venue. Arrange the chairs in the interview room before the parents arrive, giving thought to the atmosphere you want to establish, as well as more practical issues. A desk between you and them may feel â€Å"safe† and protective, but also conveys that you feel in need of protection, and creates a barrier between you, enforcing an â€Å"us and them† mentality. The room layout should reflect the home school partnership in action. If you want to have the comfort of a desk, or simply need one on which to gather your evidence, consider having the parents sitting at right angles to you, rather than directly across the desk. Think about the position of chairs, and who will sit where, relative to the doorway in the worst possible scenario, you want to be sure that YOU are the one closest to the door and can leave before they do! This may be to seek help or support from elsewhere, to remove yourself from a highly charged atmosphere and allow â€Å"calm down† time, or to bring a meeting to an end when it has gone way beyond sensible limits, despite your best efforts. In these circumstances, always make sure that you h

Educating Rita by Willy Russell :: Papers

Educating Rita by Willy Russell Educating Rita is a play written by Willy Russell. It is about a woman called Rita who feels her life is not fulfilled so she goes to Frank who works at an Open University to tutor her. Rita has a husband called Denny. He is working class and has never been to university, like Rita before she goes to she Frank. Frank on the other hand is a lecturer of literature but does not have everything. He is unhappy at home and is often drunk at his tutorials. The audience's first impression of Frank is that he likes a drink (or two) because in the first scene he is looking for his hidden bottle of whisky. We know straight away that he is a heavy drunk. We only hear Frank talking on the telephone with his partner, Julie. Frank doesn't treat Julie with any respect. He has no intension of going home for tea, he would much prefer to get drunk at the pub. After putting down the phone Frank says " yes that's it you go and put your head in the oven". This shows frank has no feelings for her. Frank works in a university but also tutors for the Open University. Franks wife has quite a few friends but frank doesn't because he is always out at the pub. Frank uses clever words and talks in an intellectual manner. When Rita looks at the picture and says" that's a nice picture" frank thinks it is a strange thing to notice because he has never really noticed it. "Actually I don't think I've noticed it in about 10 years". Frank feels it is a very strange thing to talk about. He takes his surroundings for granted, For example the window " I don't often consider it actually" and jokes about throwing a student out of it. I think Frank likes and respects Rita because he said, "Would you like to borrow it" meaning the book. He also must have had respect for her to let her come to his dinner party.

The Difference Between Logical And Physical Design Of A Network :: Networks Telecommunications

Abstract This paper will explain several differences between a logical network design and the physical design of a network. Most people tend to think of it as the logical meaning the functional part and the physical as the seeing it part. With saying that one must understand that there is more to the logical and physical design of a network than just the functional and seeing parts. In order for one to understand the differences of how the two operate and work from one to the other, one would need more information than just the functionality and seeing parts. In the following paragraphs of this paper, by trying to outline what makes up the differences between logical and physical design of a network one should then understand his/her purpose. Connecting computers together to create a network greatly increases the communication capabilities and can even save a company substantial amounts of time and money. A well thought out network design from a small home network to a large corporate intranet can be a deciding factor in the success of a network. Two important steps in the designing of a successful network are the logical designing phase and physical designing phase. The difference between the two and the importance of each are explained in the following pages. When speaking of the network design world, one must understand the importance of what the logical network design is and how it works; in addition, one must know and understand what the physical network design is. These two common design types are different in several ways but first let's understand what they are. When looking at a logical network design, it easier to describe it as how the network will be structured, basically it focuses on all the logical aspects of the network. According to Webopedia, "the logical topology is the way that the signals act on the network media, or the way the data passes through the network from one device to the next without regard to the physical interconnection of the devices." http://www.bibiesse.org/digitctionary/logical_topology.shtml In a logical network layout, IP addresses are shown to be associated with each part of the network. "In most cases, the logical network is in a Class C network such as 192.168.0.0 with the default subnet mask of 255.255.255.0. Therefore, this type of network allows up to 254 hosts to be connected directly to it without the need of any routing." http://www.