Parents aren’t always right Essay

Guardians aren’t in every case right, they will likely expand youngsters psyches, and let them think they are in every case right, which they are most certainly not. since they will be they the parent , they think they are correct. No parent can't be correct constantly (guardians are not in every case right) since they would need to be great and there isn't one individual in this world that can really profess to be great. Guardians commit errors, can have terrible judgment at time and don’t consistently see how extraordinary the world is presently from when they grew up yet let's be honest they likewise have significantly more understanding than we do.The world isn’t an ideal spot. Presently whether they are correct more often than not or not is an alternate story, in any case, the truth of the matter is that guardians can be similarly as difficult as children. At the point when they think they are correct, they truly imagine that they are correct. Guardians should allow their kids to get to their experience and information, yet in addition understand that their youngsters aren’t them, they aren’t going to live a similar way, nor will they need to be told everything, kids need to learn for themselves, regardless of whether it might hurt them, truly or genuinely and that will make them liberated from influence and they become a free and basic thinker.We are in this world in view of our folks and we are very much aware of the way that we should regard them. They generally consider great us paying little mind to our conduct and disposition towards them. They offer us guidelines and guidance pretty regularly and we have a conviction that they are in every case right. They need to see us succeed. In any case, are they generally right?the instability of the guardians particularly in the significant piece of the working class populace of India, that decides the dynamic of the guardians towards their kids.

Characteristics of a Good Learning Environment Free Essays

Attributes of a fantastic learning condition. The physical spot of the study hall can influence an understudies learning. I saw that numerous study halls are molded like a case. We will compose a custom exposition test on Qualities of a Good Learning Environment or then again any comparable subject just for you Request Now In which the instructor remains at the front furnishing the understudies with data, as opposed to information. Study halls ought to be structured with the goal that the educator and understudies can meet as a gathering, also have the option to work freely. The strategy that I discover works the best is when understudies cooperate as little gatherings. Data can be better analyzed and be clarified in alternate points of view. Understudies need great educators in their study halls. Teachers make a characteristic basic learning condition for their understudies. Each instuctors condition will be diverse in some kind of way. A few educators make this condition with talks, conversations, or pretending. These sorts of instructing will assist understudies with learning new material and apply it in their lives. Commonly an instructor’s address is incredibly long, and I lose intrigue. I frequently take a gander at the clock or dream sooner or later. It’s not on the grounds that I don’t care what their discussing, it’s simply that I appreciate working hands on. Educators assume a significant job in a student’s achievement and should instruct such that understudies best learn. The job of evaluations is a significant piece of assessing an understudy. An understudy who tries sincerely and invests a great deal of energy will regularly win passing marks. The understudies are anxious to learn new material and apply it. Me, myself frequently strives to win passing marks. Ordinarily I don't get my ideal evaluation in light of the fact that multiple occasions I sufficiently do to get by. I frequently get disappointed with myself for not accomplishing an evaluation I could have earned. Learning is my main job and obligation as an understudy. In the event that I neglect to learn it who will learn it for me. I must be 100% devoted to learning new things. I realize that each class cap I am going to in school will be applied in my profession. I realize that I am a long way from being a decent author however I’m ready to figure out how to get one. I will likewise figure out how I could have composed this paper better from my educator. Instructions to refer to Characteristics of a Good Learning Environment, Essay models

5 pieces of advice for incoming students COLUMBIA UNIVERSITY - SIPA Admissions Blog

5 pieces of advice for incoming students COLUMBIA UNIVERSITY - SIPA Admissions Blog Planning out your first steps at SIPA can seem daunting, and its likely youll forget a step or two. As you finalize your plans to join the ranks of Seeples  in August, there are some things I  recommend you  add to your to-do list  when you get here. Business Cards. When you arrive at SIPA, you may want to get a head start on your networking by heading over to the School of Journalism to order a set of business cards. They sure come in handy during conferences, alumni events, and interviews. Be Open to New Classes. As you prepare to register for courses, be open-minded and consider a class out of your comfort zone. You can even take a class with a grading option of Pass/Fail or register to Audit a class; these are invaluable ways to learn a new topic without the pressure of a grade. Check out Vergil  during Orientation Week, the University’s course listings database, and look out for special registration periods with the Business School, Law School, School of Journalism, Teachers College, Mailman School of Public Health, or the Graduate School of Architecture, Planning and Preservation. (As for your first semester, your OSA advisor will register you for your classes!) Meet Your Professors. Don’t be shy to meet outside of the classroom with your professors. Take the time to go to office hours for both your professors and your teaching assistants. Better yet, get a few students together for a meal with your professor and apply to SIPA for up to $150 in TimeOut Funding for it. Learn a Language.  If you have the time, learn a new language. Many of our classmates took a language course every semester at SIPA and it helps make your resume more attractive to know more than one language. Apply for funding for the academic year or for a summer program through the highly coveted Foreign Language Area Studies Fellowship, which offers generous tuition and stipends; the deadline is usually in February. If you don’t have the time to fit in an entire class, consider brushing up on your language skills or become a language tutor through the Language Maintenance Tutorial Program at the Language Resource Center with 10, 90-minute meetings through the semester. For students who want to maintain Arabic, Farsi, Hebrew or Turkish, apply for a $300 grant to be a part of the program. Find a SIPA Career Coach. Through the Office of Career Services, you can sign up to meet with a Career Coach, professionals from a variety of organizations who have agreed to sit down with students or take a call to offer guidance about entering into and working in a particular industry. It’s a sure way to get an informational interview and build your confidence. In addition to resume reviewing and workshops, the Office of Career Services also provides other great resources like mock interviews and the MBTI personality testing. [Photo by Amir Safa]

Analysis Of The Book And The Mountains Echoed By...

Abstract The objective of this thesis is to review the book ‘And the mountains echoed’ by Khaled Hosseini. This thesis will deal with the characters and the emotions they portray throughout the book. The book was published in 2013 and received a favourable response overall. It later on became a bestseller like the author’s other two books: ‘The kite runner’ and ‘A thousand splendid suns’. Within a short span of 5 months, it sold over 3 million copies. Being his pattern, Hosseini drew on his early experiences in Afghanistan to create the foundation of this book. The book begins with a betrayal and ends with redemption similar to his other two books. Hosseini is perceptive and uses plainspoken family drama to convey the complex recent history and culture of Afghanistan to multitudes of readers in America and around the world. He strips away the stylish elements and reduces the tale to its emotional essence. Though one can find plenty of similarities between his 3 books, attention to detail can help us understand how he has evolved as an author. A major theme in this book is Marxism and this is heavily influenced by the concept of breaking an unbreakable caste system. Acknowledgement I would like to thank my English Teacher, Mrs Achamma, who gave me this wonderful opportunity to do this thesis and more importantly allowed me to choose a topic so relevant and interesting. This assignment brought to me, great learning. My sincere gratitude to Mrs Achamma, for her

Marks Spencer Operations Management - 3190 Words

BRUNEL BUSINESS SCHOOL COVERSHEET FOR ONLINE COURSEWORK SUBMISSIONS Module Code | MG2135 | Module Title | Operations Management | Module leader | Emel Aktas | Student ID numberStudent name | 1140255 | I understand that the School does not tolerate plagiarism. Plagiarism is the knowing or reckless presentation of another person’s thoughts, writings, inventions, as one’s own. It includes the incorporation of another person’s work from published or unpublished sources, without indicating that the material is derived from those sources. It includes the use of material obtained from the internet. (Senate Regulations 6.46)I confirm that I adhere to the School’s Policy on plagiarism. | Continue writing your coursework on†¦show more content†¦The internal team of software engineers of the company are developing new IT driven customer innovation projects that include 156 screens dubbed ‘Browse and Order’ – in store terminals where customers can buy Mamp;S’s entire online range across 63 stores. Moreover, Mamp;S has equipped 1500 customer assistants with i-pads to enable them to demonstrate to the customers, the store’s full range of the products, its availability and its sizes. The client- facing technology of Mamp;S includes virtual makeover counters, which allow customers to see how they would look on applying certain beauty products. On developing bid data strategy, Mamp;S will be able to drive its profitability and improve marketing and promotions by using data insights smartly. This technology will enable Mamp;S to send specific e-mails regarding promotions and offers to its customers based on their purchase history rather than sending bulk e-mails to all its customers which is of no relevance (Stein, 2013). All these advancements by the IT team of Mamp;S are aimed at encouraging customers to use technology to spend more money at Mamp;S. Supply Chain Management: It is very crucial for every business to have a strong supply chain network in order to satisfy its customers before the competitors do. Mamp;S though being one of the UK’s largest retailers is criticised by its FinanceShow MoreRelatedMarks And Spencer Organisational Structure1298 Words   |  6 Pages †¢ Contents †¢ Introduction †¢ Organisational Structure and Management †¢ Marketing †¢ Human Resource Management †¢ Operations †¢ Sustainability and Social Responsibility †¢ Impact on the Retailer by current changes in the retail sector †¢ Conclusion Introduction This report will demonstrate, apply and evaluate knowledge and understanding of key managerial disciplines of the chosen high street retailer, Marks and Spencer, in different real-world global contexts. According to the reportRead MoreMarksSpencer development1504 Words   |  7 Pagesï » ¿Marks Spencer is a leading grocery store which has covered wider market place. 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With years of experience in this field, they have had their share of struggles in both their internal and external environments. Since the 1980’s, it has been loyal to its strict traditions involving its processes and trading traditions which has been a benefit for them for a long time. At present Marks and Spencer stands out as one of the most recognizable namesRead MoreMarketing Plan For Marks Spencer Clothing1546 Words   |  7 PagesTo: Chief Executive of Marks and Spencer From: Muhammad Azeem Khan , Student ID 2280119 Title: Marketing plan for Marks Spencer clothing Introduction: Marks Spencer was constituted in 1884, as vendor stall in the streets of Leeds. It is a public limited company, which listed on the London stock exchange. It is a major British Multinational retailer. It produces clothing, home products and food items. The market share of Marks Spencer is 10.4% in 2015 and over the years it has decreasedRead MoreMarkSpencer Case Study2127 Words   |  9 PagesSummary INTRODUCTION 3 I. HISTORICAL CONTEXT 3 A. Presentation of Marks Spencer 3 B. Marks Spencer’s strategy and its evolution 7 II. DISCUSSION 9 A. The evolutions in the area of operations management 9 B. The new goals of Operations Management 10 CONCLUSION 11 APPENDIX 12 INTRODUCTION Operations management includes the conception of a product; the planning of the material, financial and human resources, and the recording and the control of theRead MoreMarks Spencer Case: Operational Strategy and Location)3225 Words   |  13 PagesMARKS SPENCER CASE:OPERATIONAL STRATEGY AND LOCATION) Introduction In this essay type assignment we are going to look at the various strategies that are undertaken by the organization for improving the services and the quality of product. We are going to throw light on the operating strategies of the organization with special reference to location.We are going to consider the entire example in reference to Marks and Spencer.We will also relate the various aspects of Marks Spencer and this assignmentRead MoreBusiness Enviroment Unit 1 Task 12398 Words   |  10 Pages Marks and Spencer PLC Introduction This assignment will focus on identifying the mission, values and key objectives of Marks and Spencer PLC and also access the influences of three of their stakeholders. It will also explain the responsibilities of the organisation and the strategies employed to meet them, overall showing a general understanding of the purpose of business of Marks and Spencer. Categories of Organisation Marks and Spencer plc is a public limited company

Behavior Modification Free Essays

This paper aims analyze what behavior modification is and seeks to provide an insight into the process of behavior modification. It revolves around numerous dimensions of this process which are dependant on numerous theories like conditioning and contiguity. It focuses on behavior modification techniques and provides examples for sufficient understanding of the process. We will write a custom essay sample on Behavior Modification or any similar topic only for you Order Now Behavior modification Behavior modification is a term which refers to any process achieved from a certain learning theory which is aimed at changing a person’s behavior or the way he or she interacts with the outside world. The specific area of behavior modification which is under focus in this paper is the techniques involved in behavior modification. Secondary research is being used for the collection of data and demonstration of examples. Using the behavioral approach The behavioral approach revolves around three different types of behavioral learning theories which are as follows: Contiguity. The theory of contiguity suggests that a specific stimulus followed by a particular response tends to be followed by the same response again on reoccurrence. It suggests that the stimulus response connections gain full strength on the first interaction of the connection i. e. contiguity. Repetition neither strengthens nor weakens the connection that has already been developed. Guthrie also based his belief on the law of recency which suggested that an organism would respond to a stimulus in the same way as it responded in the most recent encounter with that stimulus. This idea implied that habits once formed were extremely hard to break. However Guthrie suggested that behavior could be broken i. e. new behavior could be formed on the basis of following techniques: 1. Exhaustion Method: Exhaustion Method/Fatigue Method: suggests one should continue to present the stimulus until an organism is too tired to respond in the habitual way. At this point, either a new response will occur or a new stimulus-response habit will form or the organism will do nothing. 2. Threshold Method: suggests presenting the stimulus so faintly that the organism does not respond to it in the habitual manner. Then gradually increase the intensity of the stimulus so that the organism continues not to respond to it. 3. Incompatible Stimulus Method: Present the stimulus when the habitual response can’t occur and will lead to occurrence of incompatible response. Classical conditioning Pavlov in his experiment presented dogs with food and observed the dogs salivary responses to the ringing of bell immediately before food was presented. Initially the dogs didn’t respond unless they were presented the food, however after a certain time the dogs started salivating at hearing the sound of the bell because they had started associating the sound of bell with food. There are two major purposes served by classical conditioning: 1,Conditioning automatic responses for example reducing adrenaline levels in humans without the usage of stimuli that would produce such responses. Secondly for creation of stimuli association. There are two different types of stimuli that can be categorized as secondary stimuli or primary stimuli. Stimuli which result in response without any training are called primary response for example pain and food. Stimulus which leads to a response only after training is called secondary stimulus for example the bell in Pavlov’s case. A trainee has to be taught to like or dislike the secondary stimuli. Application of classical conditioning: Animal trainers use classical conditioning to train animals. Usually dog trainers use a light flicker which flickers at different intervals of time following which the dog is given a treat. Simply flick the light, wait for a moment and then give the dog a treat maybe food. After this has been repeated a few times, one may observe that the animal monitors, stares at the treat or maybe looks at the trainer. This is an indication towards formation of an association. The flickering light then becomes a signal for an upcoming reinforcement. Operant conditioning Operant conditioning results in the creation of an association amongst a specific behavior and a specific consequence. This refers to response stimulus conditioning because it leads to an association development amongst the behavior and its following consequence. Consequences have to be clearly linked to behavior. A reinforce refers to anything which makes an event occur more frequently than usual. An organism tends to repeat behavior when the consequences are positive; these are referred to as reinforcers. Similarly an individual tends to reduce a certain kind of behavior if it leads to unfavorable consequences; these are called punishers. As a result of punishment or reinforcement the following scenarios can prevail: †¢ If something good starts and leads to an increase in behavior it is called positive Reinforcement. †¢ When a good thing is taken away the behavior decreases which is called negative Punishment. †¢ If a bad consequence is presented the behavior will decrease which refers to positive Punishment. †¢ When a bad consequence is reduced the behavior would increase which is known as negative Reinforcement. Behavior modification techniques There are five different categories of activities that revolve around numerous dimensions of behavior modification techniques: Development of a new behavior: For example teaching a child to act in desired ways which he hasn’t exhibited before, successive steps can be rewarded until we have reached or attained the final desired behavior. For example if a child to be taught a certain alphabetical spelling list we can reward the child with candy or a desired toy every time the child learns a spelling. This will eventually lead the child to learn all the constituent words of the list. This process is called SHAPING. According to continuous reinforcement principle to teach a child a new behavior which he has never exhibited an immediate reward should be presented after each correct performance. For example provide a dog with a cookie every time it responds to a stimulus in a desired behavior. The negative reinforcement principle suggests that to increase a child’s performance in particularly desired ways, the trainer should reduce undesirable consequences; this can be done by allowing the trainee to avoid the aversive situation by behaving appropriately. The cueing principle suggests that in order to teach a child to remember how to act at specific times the trainer should arrange for the provision of a cue to the correct performance immediately before the action is expected rather than after its incorrect performance. Strengthen a new behavior: encouraging a child for continuation of performance of a previously established behavior leading to little rewards, gradually requires a longer time period. This refers to decreasing reinforcement principle. According to variable reinforcement principle, for improvement in a child’s performance of a certain tasks the child should be presented with an intermittent reward. For example if a child acts according to the desired manner when sitting on the dining table, providing the child with candy immediately will lead the child to repeat that behavior in future. Maintain an established behavior: according to the substitution principle for changing reinforcers when previously effective rewards are not modifying behavior any longer, the reinforcer should be presented immediately before or immediately after the time the more effective reward is presented. Stop an inappropriate behavior: according to the satiation principle to stop a child from acting in a particular way the child must be allowed to continue the undesired act until it becomes boring and the child gets tired of it. For example if you disapprove of a child’s computer usage patterns and you think it’s leading to addiction you should try not saying anything and encourage the child to do what he is indulged into and eventually there will be a time when the child will get sick of it and will stop doing so naturally. The extinction principle suggests another way to stop inappropriate behavior i. e. to efficiently eradicate a specific behavior one should create such conditions for the child that he/she receives no rewards following the undesired act. For example if you don’t want your child to talk while eating, every time the child indulges in such activity create such a consequence for him which is extremely undesirable, for example scolding the child. This will eventually lead to extinction of that certain behavioral display. The incompatible alternative principle suggests efficient stopping of a certain behavior in a child can be achieved by rewarding an alternative action, whose simultaneous performance with the undesired act isn’t possible. Modify emotional behavior: the avoidance principle states in order for a child to be taught to avoid a certain type of scenario the child should be simultaneously exhibited to the situation that is undesired or any form of its representation and some aversive condition. Conclusion Behavior modification is a technique which has been thoroughly and repeatedly analyzed in numerous experiments. These experiments have proved that following a certain series of modification can lead to a change in the behavior of an organism. References: Dimensions of human behavior by Elizabeth Hutchison, sage Pubns ( March 2003 ) Applied behavior analysis by John O Cooper, William L Heward , Edward R Canda. Prentice Hall (December 2006) An introduction to behavioral endocrinology by Randy J. Nelson, Sinauer associates inc ( March 2003 ) How to cite Behavior Modification, Papers Behavior Modification Free Essays Running Head: BEHAVIOR CAN BE MODIFIED BY REWARDS AND REINFORCEMENTS Behavior Modification: Desired Behavior can be Created by Proper Reinforcement Natalie Tamayo CUNY Queens College Abstract This experiment is centered on the notation of Behavior Modification. In this experiment a rat is trained to exhibit a targeted behavior called Roll. The desired goal of the experiment is mold the rat into the behavior of producing rolls whenever the light is turned on. We will write a custom essay sample on Behavior Modification or any similar topic only for you Order Now One rat took part in this experiment. There were two precursor behaviors to the desired Roll behavior. One behavior was genital grooming and the other was head tucking. First the behavior of genital grooming was consistently reinforced when exhibited. This behavior, after sometime, led in to the secondary behavior of head tucking. Once the rat began to consistently exhibit the behavior of head tucking the reinforcement for the genital grooming was eliminated. Reinforcements were then only provided for the displayed behavior of head tucking thus encouraging this secondary behavior. When the rat begins head tucking on a fairly often basis this behavior leads into the ultimately desired behavior of rolls. Just as was done with the first precursor behavior, reinforcements were then discontinued for this behavior and were only reintroduced for the behavior of roll. Once the rat had proved that she could consistently roll the last step of this experiment was introduced. This part entailed incorporating the dependant variable of light. Now she would only receive reinforcement when the light was turn on and she rolled. The following hypothesis was supported; desired behaviors can be controlled through proper reinforcement and reward. Method Participants One virtual rat was used in this experiment. She was provided through the Sniffy the virtual rat Pro version 3. 0 CD Rom software. Materials In the virtually simulated world of Sniffy; a cage, a light, a magazine and pellets of food were utilized. How to cite Behavior Modification, Essay examples Behavior Modification Free Essays string(27) " it pertains to education\." In spite of many and long-standing research to indicate that behavioral procedures can produce large achieve in academic skill development, the techniques are hardly ever used in regular education. This can be a main problem when a consultant believes a behavioral intervention is required. Main reviews on programs that work in education have omitted reference to behavioral technology and potential regular education teachers seldom experience in-depth courses on behavioral procedures although the procedures have become more and more practical. We will write a custom essay sample on Behavior Modification or any similar topic only for you Order Now Probable reasons for this situation comprise bias on the part of journal editors, the pervasive influence of psychodynamic psychology, and the association of the behavioral approach with nonhuman research and back wards of hospitals. So as to overcome this situation, behavioral consultants should (a) make greater use of their technology, (b) increase the scope of their research, as well as (c) scavenge in unexplored fields. Education in the United States at present is facing a great challenge. Technological advances and the increasing complexity of modern society denote that students have to leave school with the academic skills to meet the rising demands of an ever-changing world. Teachers are faced with the complicated task of providing instruction that will give students the capability to meet these demands. Therefore, educational and psychological consultants require to help teachers identify and use the most effective strategies available to resolve and prevent student learning problems. In some cases, this needs instruction based on behavioral principles. Unluckily, regular classroom teachers hardly ever base instruction on such principles in spite of a well-developed and established system of effective classroom instruction derived from behavioral principles. If educational and psychological consultants are to make use of behavioral interventions efficiently, they require understanding why such interventions have been ignored. The absence of systematic use of behavioral principles in regular education exists despite many well-documented examples of its efficiency. An early review of token reinforcement programs by Axelrod (1971), for instance, signified that large gains in academic skills and major reductions in troublesome behaviors could be attained with systems of secondary reinforcers. Studies published over twenty years ago revealed a 1. 5 year gain in achievement test scores in one year, a 1. 3 year gain in 0. 2 year, a gain of greater than 2. 0 years in hundred days, and gains of up to 4. 0 years during a five month period. It is probable that token systems are unnatural and unwieldy to employ. So far, Lew, Mesch, and Lates (1982) explained a program using more naturally occurring reinforcers in a study involving one hundred and forty three students in Massachusetts public schools. The average academic skill acquisition gain was 3. 4 years in a one year period. In addition, Van Houten (1980) described many instances of easily applied feedback procedures that ensued in huge gains in various academic behaviors. Lastly, a major evaluation of the Follow Through Program examined 9 approaches to teaching academic skills. Across several measures, including academics and self-concept, the merely two programs to demonstrate favorable results were the behaviorally based ones-direct instruction and behavior analysis. The area of generalization of gains across settings (i. e. , stimulus generalization) as well as time (i. e. , maintenance) has been an area of concern in the behavioral literature. Progress in this domain is as well obvious in recent research. Flourishing implementation of programs managing self-instructional has given rise to specific learner centered methods that can stand up to tests of generalization over settings and time. Graham and Harris (1989), for instance, reported a modeling and self-teaching package for improving essay writing skills by means of the learner as an active collaborator in planning and evaluating intervention. The outcomes, which generalized across settings and time, match up well with the objectives of education for the reason that schools are to teach and students are supposed to learn useful, socially valid, generalized behaviors as indicators of educational success. The evidence directs to a conclusion that behavior modification procedures can be an effectual part of an individually developed instructional plan for students displaying wide variations in learning ability. Such findings can be critically significant to consultants working with teachers to improve student performance. Despite the impressive results exposed in the aforesaid studies, behavioral techniques do not come into view to be used in classrooms for nonhandicapped children. Also, literature reviews concerning school and teacher efficiency do not comprise references to behavior modification studies in the text or in the reference list. In the same way, a complete issue of the American Psychologist devoted exclusively to psychological science and education failed to mention the extensive contributions of behaviorally oriented policies to the field of education. Reasons for such omissions differ, including innocence or misinformation regarding behavioral research, lack of skills for successful implementation, and a negligible regard, diminished stress, or actual bias against behavior modification. Greer (1982) stated that the American Educational Research Association (AERA) presents barriers to the publication of behavior modification articles. Though others disprove these arguments, a review of famous regular education journals presents an interesting viewpoint. The years 1985 to 1989 were examined for the following journals: The Review of Educational Research, American Education Research Journal, Educational Researcher, Journal of Educational Psychology, Phi Delta Kappan, as well as The Journal of Education Research. A review of this literature exposed a few articles relating to topics that share similar themes and components common to behavioral techniques and principles. Few of these articles, though, revealed the words behavior analysis, behavior modification, or behavior management. Though a complete ban on behavioral literature is not obvious, clearly none of the examined journals concentrate in the areas central to behavior modification, or even specific teaching strategies. To a certain extent, these journals appear to cover a large and varied array of topics. Consequently, the little space that is devoted to teaching strategies as well as techniques is shared among various orientations. This leaves little room for reader exposure to the field of behavior modification, mainly as it pertains to education. You read "Behavior Modification" in category "Papers" An argument could be made that specific behavioral strategies and teaching techniques are tackled in preservice teacher training curricula. unluckily, though several special education programs need a course in behavior management techniques, regular education teacher training programs appear not to require any at all (Pumroy, 1984). Pumroy stated that even though student teachers are receiving some exposure to behavioral principles, it is at a level also negligible to affect later classroom programming. Without receiving sufficient training in behavioral techniques in preparation for teaching, and without supportive evidence presented in regular education journals, it is easy to see why behavior modification principles are not experienced in regular education. As indicated earlier, Greer (1982) cited AERA as having made a victorious effort to exclude behavioral research from its journals. He further stated that education, unlike medicine and aviation, is unique in its tendency to exclude beneficial findings that force people to abandon their usual practices. Therefore, behavioral procedures that have proved effective are often disregarded by an educational establishment which does not substitute procedures of alike effectiveness. This makes the consultant’s job far more hard when the classroom situation calls for a behavioral intervention. Factors outside education have as well had a great impact on the extent to which behavior modification practices have been used within classrooms. Finally, schools are not situated in isolation however occupy a significant place within society and are has an effect on to a large degree by their environment. Much of our twentieth century thinking and practices have been influenced by the psychodynamic tenets of Freud in which behavior is seen as something manifested from within the individual (Pumroy, 1984). This psychodynamic view infiltrates education in order that individual problems and the learning needs of students are viewed as convenient by manipulating something within the mind or spirit of the student. Behaviorism as well has an image problem that is difficult to shed. A negative association of behavior modification has occurred with the rats and pigeons of the initial animal research and with the back wards of hospitals that typified early studies. Numerous educational leaders and classroom practitioners may have difficulty generalizing the effectiveness of behavioral techniques from these images to more regularized learning applications in classrooms. In spite of current examples of effective practices and special attention to socially valid uses for behavior analysis, several critics focus on outdated historic events that were a part of the field’s beginnings however are not reflective of modern, practical applications. Negative associations with the language of behavior modification might as well generate resistance to examining behavioral methodology and might guide to a misunderstanding of the practical application of the procedures. Terms for instance punishment, extinction, consequence, and negative reinforcement might summon frightening images before direct experience with or clear understanding of the procedures occurs. A concluding reaction from the outside that may impose on practice and distribution is the issue of control of their own destinies. Behaviorism is premised on a system of control to change behavior. There appears to be a â€Å"big brother† association with behavior management that difficult to understand the fact of reciprocal control of behavior that is at the core of successful implementation. That is, a practitioner’s behavior of delivering consequences is as well under the control of the learner’s response. For pupil praise to be effectual, for example, successful student response is dependent on the teacher delivering praise. There is, though, a mutual interdependency in this and all successful learning situations. The teacher will stop using admire if the learner does not perform in an enviable manner. If long-term success is the objective, control must be bidirectional. This was demonstrated by Graham and Harris (1989) who found that giving control to the student in a carefully planned manner improved learning and maintenance of educational gains. By definition, behavior modifiers are in the business of modifying human behavior. Problems from the outside notwithstanding, if behaviorists have not had the extensive impact on schooling practices they would have liked; they have to examine their own system and its applications to find out where they have failed. One basis of difficulty is the process by which the most usually used behavioral principle constructive reinforcement operates. Consider a situation in which a student is often disruptive. A common recommendation is for the teacher to admire the student when he or she is behaving suitably. Following this recommendation, the best a teacher can do in the short run, is to break even. If the student carries on behaving appropriately, the teacher has made no immediate gains (for the reason that the student was already behaving appropriately). However, the teacher might come out worse in the short run because some students turn out to be disruptive when praised. Therefore, many teachers are unwilling to use this operation. Conversely, teachers who do no praise students when they are appropriate but shout at them when they are inappropriate are frequently unenthusiastically reinforced by the reduction in undesirable behavior. As a result, short-term consequences shape numerous teachers into being screamers rather than praisers. There are as well problems in the manner in which behavioral principles are taught. First, behaviorists have not always used their own technology adequately. Generally behaviorists do what other people have conventionally done. In order to change teacher behavior, they write articles and books and give lectures and workshops. That is, behaviorists have a technology that is a lot based on the effects of consequences; so far they try to modify behavior through the use of relatively weak antecedents. Even their choice of antecedents sometimes involves the weaker of alternatives. Hence, a vocal lecture on how to perform a procedure often supercedes a hands-on demonstration. One more problem has been the focus of behavioral research. Much of the research is a modification of existing principles and procedures. Certainly, there is nothing wrong with learning how to use praise or feedback more efficiently. Although such research cannot be the main concern when teachers are not using the procedures at all. That is, behaviorists are doing too much research on what we already know a lot about and too little on what do not. Areas that we know too little about are treatment adherence how to get people to do it right and treatment dissemination — how to get people to do it, at all. An additional difficulty is that the focus of behavioral research has not always been sensitive to teacher needs. The majority interventions handle behaviors that occur several times each day. Such behaviors permit for the clear evaluation of effects. If, for instance, an undesirable behavior occurs between ten and fifteen times daily for ten days, the effects of an intervention that lessens the behavior to one or two times a day can be clearly evaluated. However some serious misbehavior, occurs hardly ever, yet must be solved on the spot. Consequently, behavioral research has not given enough attention to crisis management or behavior modification on the spot. Lastly, it is probable that too much research has focused on the effects of consequences on human behavior. Certainly, twenty-five years of behavioral research has recognized the fact that consequences have an extraordinary effect on the occurrence of behavior. Thus far, what is most influential may not be the most easy to apply. Lots of teachers may find it hard to apply consequences indefinitely. It may be more effective to build up easily applied antecedents. For instance, rearranging the seats in a classroom possibly less influential than a token system but is more likely to be applied for the reason that it is easy to do and seldom has to be done. Consequently the failure of behaviorists to (a) make greater use of their own technology, (b) give greater attention to the problems of treatment adherence and dissemination, and (c) devise functional alternatives to behavioral consequences, possibly factors preventing general adoption of behavioral principles by educators. In brief, twenty five years ago educators did not have a body of literature on which to base teaching practices. Such literature at this time exists, however it is not being used very much and sometimes not very well. If behavior modification is to become a technology that consultants can efficiently use to produce complete improvement in the quality of education, at least two things have to happen. First, behaviorists will have to work hard in areas they have previously avoided. Second, there will have to be sufficient people around who are prepared to do the hard work. Reference: Axelrod, S. (1971). â€Å"Token reinforcement programs in special classes†. Exceptional Children, 37 Graham, S. , Harris, K. (1989). â€Å"Improving learning disabled students skills at composing essays: Self instructional strategy training†. Exceptional Children, 56, 201-214. Greer, R. D. (1982). â€Å"Countercontrols for the American Educational Research Association†. The Behavior Analyst, 5 Lew, M. B. , Mesch, D. J. , Lates, B. J. (1982). â€Å"The Simmons College generic consulting teacher program: A program description and data based application†. Teacher Education and Special Education, 5 Pumroy, D. K. (1984). Why is it taking so long for behavior modification to be used in the schools/or am I being too impatient? Paper presented at the annual meeting of the National Association of School Psychologists, Philadelphia. Van R. Houten (1980). Learning through feedback. New York: Human Sciences Press How to cite Behavior Modification, Papers

Usage And Value Of ICT In A Daily Operations Of A Travel Company

Question: Discuss about the Usage And Value Of ICT In A Daily Operations Of A Travel Company. Answer: Usage and value of ICT in a travel company Development in the field of ICT (information communications technology) has deeply impacted the way tourism or travel businesses organizations performed their different activities and operations. If we consider the reservations or bookings by a tours and travels company, the computerised reservation systems have made it easy to store and retrieve the customer informations for making the reservations. Use of flight tracking system in order to stream line processes: This type of ICT technology is used by the travel organizations to manage as well as monitor the travel details of the specific tour package softwares like RadarBox24, Plane Finder, Flight Stats.com are useful in tracing the schedules and details. On the other hand, the use of different tools like dynamic packaging is used by the organizations in order to provide the freedom to the customers to develop a self-made package other than the predetermined packages. Use of the biometric passport is also used by the travel organizations for the identification of the traveller through the containing biometric information of a specific traveller (Standing, Tang-Taye Boyer, 2014). GDS (Global Distribution System) is another technology that makes the operations of a travel agency much easier (Neuhofer, Buhalis Ladkin 2014). GDS is helpful in forming a linkage between the different service providers with the company in the travel industry, for example, aircrafts, car rental organizations and empowering automated transactions between both the parties. Using the latest and improved ICT tools the travel companies can upgrade the level of collaboration between the travel organization and different service providers in the industry; pre-planning with specific service providers (hotel booking, car rental) no longer essential for the companies; The Web is helpful for the organizations to distinguish choices, empowering holiday packages to be developed; Us of the new technologies provides the organization better negotiation power for the services to be bought or collaborated with service providers and customization of those services. References Neuhofer, B., Buhalis, D., Ladkin, A. (2014). A typology of technology?enhanced tourism experiences. International Journal of Tourism Research, 16(4), 340-350. Standing, C., Tang-Taye, J. P., Boyer, M. (2014). The impact of the Internet in travel and tourism: A research review 20012010.Journal of Travel Tourism Marketing,31(1), 82-113. Xiang, Z., Magnini, V. P., Fesenmaier, D. R. (2015). Information technology and consumer behavior in travel and tourism: Insights from travel planning using the internet. Journal of Retailing and Consumer Services, 22, 244-249.

Analyse how Frayn presents relationships between adults and children in Spies Essay Example

Analyse how Frayn presents relationships between adults and children in Spies Essay Example Analyse how Frayn presents relationships between adults and children in Spies Essay Analyse how Frayn presents relationships between adults and children in Spies Essay Known, he is known to be in the RAF but his exact whereabouts are unknown to the reader. Stephen catches Mrs. Hayward in the tunnel which commences the gradual uncovering of her secret. When Mr. Hayward is looking for the thermos flask, he at once suspects Keith took it and gives him an ultimatum of either giving back the thermos flask or be given beatings from him. Stephen rushes towards the tunnel and inadvertently bumps into Mrs. Hayward. She responds angrily to Stephen- why are you doing this (pg. 147), but he keeps on repeating the word Thermos. The communication gulf is epitomised through this encounter as Stephen struggles to make out a sentence but still makes Mrs. Hayward understand him. Stephen will not disobey Keith as he is the true comrade and would rather die than go against his chiefs wishes. His attitude relates back to the oath he was forced to say by Keith. As readers, we can see the absurdity of a statement such as Greens the right colour for a bicycle, just as its wrong one for a belt or a bus (pg.17).Clearly, what makes something right or wrong here is simply whether Keith or Stephen do it. We recognise and empathise with the childhood insecurity in Stephen that enables Keith to impose his own Rightness. Paradoxically, he is reluctant to do what Mrs. Hayward and Uncle Peter ask of him. This again expressively highlights the subservience of Stephen and indicates he only follows those who dominate him physically and intellectually (Keith).No adult will dominate a young innocent boy like Stephen. Furthermore, we can see the gradual metamorphosis of Stephen to an adult at the ending of the novel when Stephen decides to take rations to the man (Uncle Peter) living in the barns under the corrugated iron. His behaviour contrasts with the banging on the iron with sticks which we see earlier in the book. Stephen shows his ever-growing manhood as even though the man is sick and hidden and could not compel Stephen physically, Stephen is incapable of ignoring his innate authority as an adult. It also emphasises the fact that Spies is a bildungsroman as it shows the development in maturity of the protagonist Stephen.

The Storm †Creative Writing

The Storm – Creative Writing Free Online Research Papers A big storm hit the Caribbean islands today. Although storms, specially big hurricanes, are usual things in these islands, this storm wasn’t foresaw by the weather forecasts from the last few days. So it was a bad surprise for everybody. One of the many people surprised by the storm is John Brown, an English tourist who was surprised by the storm in a telephone box on the Norwich 21523 street. Before the storm began, John was trying to telephone his mother in London. The line was busy and he had to wait. It was a bit windy and it was slowly raining, so he was waiting in the telephone box. Suddenly, the rain got harder and the wind blew stronger. He closed the door and decided to stay there, because the hotel was far from there. For a few minutes, while the storm lasted, he thought he will die. He was very afraid. But the rain stopped as suddenly as it had started and he couldn’t believe that he was still alive. Then he tried to get out of the telephone box and he realized that the door was stuck. He looked around and he didn’t saw anybody. What should he do? He picked the phone and he wanted to call somebody, anybody. Finally, the centralist answered: ‘Yes.’ ‘Hello! Please, can you help me? I’m stuck in this phone box and I can’t get out of here.’ ‘O.K. Calm down! I’m sure that we can do something for you. What happened?’ ‘Well, I was trying to make a long distance call and the rain started†¦ and a tree fell over the phone box†¦ and the door is stuck. Help me! I can’t get out!!’ ‘Don’t worry, I’ll send somebody to help you right away. Just tell me where you are.’ ‘I’m on the Norwich 21523 street. You can’t miss me.’ ‘O.K. Don’t worry, sir, somebody is leaving to you right this moment.’ ‘Please hurry! I’ll be out of air soon!’ ‘Relax, John, we’ll help you. But I have to help other persons, too. I have to hang up now, all right?’ ‘O.K.’ ‘Stay calm. We won’t forget you.’ Research Papers on The Storm - Creative WritingThe Spring and AutumnEffects of Television Violence on ChildrenPETSTEL analysis of IndiaHarry Potter and the Deathly Hallows EssayCanaanite Influence on the Early Israelite ReligionUnreasonable Searches and SeizuresQuebec and CanadaThe Hockey GameHip-Hop is ArtThe Effects of Illegal Immigration

Salary administration Case Study Example | Topics and Well Written Essays - 250 words

Salary administration - Case Study Example The teams associated with the different goals should be encouraged to achieve and surpass the goals set by T-Man Industries. For example, the R&D team would be given a bonus if they attain leading edge and bring at least three new products to the market. This would allow the organisation to attract leading scientists to the R&D division who are motivated towards continuous innovation. With increased incentives offered to the sales team to achieve and surpass targets, the company will attract strong sales persons for the new industry. The production team would also be motivated to gain optimal efficiency, thus reducing costs. â€Å"Fayol (a leading theorist) believed that effective reward systems should be equitable for employees, and the organization, encourage productivity by rewarding well-directed effort, not be subject to abuse, and be uniformly applied to employees.† Jones, G. R. et al, (1998). With this system in place both the employees and the owner will benefit and therefore gain

Strategy enter mode Essay Example | Topics and Well Written Essays - 3000 words

Strategy enter mode - Essay Example However, failures in regard to these plans cannot be avoided, especially if the enter mode chosen is inappropriate for the target market involved. The entry in a foreign market can be a risky initiative, especially when the global market is not stable. However, choosing an appropriate enter mode can help to reduce the risks involved in such plans. The enter modes available to firms that aim to enter a foreign market are discussed in this paper. The literature developed in this field has been reviewed so that all aspects of this study’s subject are adequately explained. Moreover, five studies have been selected and are presented separately for highlighting important points of the issues under discussion. It is proved that a variety of entry modes is available to firms that wish to internationalize their activities. Still, not all these modes can be equally effective; indeed, the risks involved in the target market can be many. It should be also noted that the benefits from entering a foreign market may not be clear in the short term. For this reason, a firm trying to expand its operations globally should have alternative strategies available in case that the enter mode initially chosen is proved faulty. When trying to enter a foreign market, a variety of criteria is used in order to decide which enter mode is most appropriate. The resources available for supporting this project can highly influence the relevant decision (Levi 2006). On the other hand, the experience acquired through similar initiatives in the past can help a firm to choose an appropriate strategy for entering a foreign market (Levi 2006). In addition, when trying to entering a foreign market a firm is expected to face a variety of forces (Albaum and Duerr 2008). Managing these forces can be extremely difficult depending on the firm’s market position and its objectives (Albaum and Duerr 2008). For this reason, a firm

Learning Theories and Cognitive Development

Learning Theories and Cognitive Development Vygotsky, Bruner, and Dienes share the cognitive viewpoint of learning. Lev Vygotsky, a constructive theorist, viewed social and cognitive development as working jointly while building on each other. One of Vygotskys major contributions to understanding child development, is the concept of the zone of proximal development (Mooney, 2013). Vygotsky believed this concept to be the difference between what a child can accomplish on his own, and what he can do with the assistance of a teacher or peer. In conjunction with the zone of proximal development, scaffolding is vital to a childs development. In Vygotskys view, scaffolding is instrumental in the childs development of knowledge and skills (Shemmar Al-Thani, 2015). Vygotsky advocated for observation in promoting a childs development. Teachers become familiar with a childs development through listening and watching his behavior, in this way, a greater degree of learning occurs as the teacher is aware of what the student knows, and can relate it to learning new concepts. In Vygotskys view, social interaction promotes individualized thinking. Concerned with the process of learning and instruction, Jerome Bruners theory supports children learning through guidance and support. Similar to Vygotsky, Bruner believed instructional scaffolding to be vital to a childs cognitive development. In Bruners view, any student can be taught any subject regardless of his stage of development, given support is provided in the right way, at the right time (Choudhry, 2013). An advocate for discovery learning, Bruner believed learning to be an active process. Learners create new ideas or concepts based on existing knowledge. Bruners theory of learning was based on children learning through three phases of cognitive development in which he or she progresses: the enactive phase, iconic stage, and the symbolic mode (Choudhry, 2013). Focusing primarily on mathematics, Zoltan Dienes theory of learning includes applying teaching practices that consider childrens learning styles, and the rate their learning occurs (Gningue, 2016). Dienes theory includes the use of manipulative materials, games and stories. He believed at an earlier age than previously thought, children can comprehend complicated math concepts than previously assumed. Per Dienes theory, mastering a new concept is a process that evolves over time, and involves the child progressing through stages, or cycles of learning (Gningue, 2016). Vygotsky, Bruner, and Dienes Versus Piaget The work of Lev Vygotsky and Jean Piaget are often compared because they both acknowledged the participation of individuals in constructing knowledge; however, there are also differences in their schools of thought. Central to Piagets theory, cognitive development follows four universal stages, in which more sophisticated, and abstract thought increases. Piagets theory holds that stages occur in the same order, building on knowledge gained from the previous stage, and grouped according to age in which the childs abilities are classified. Vygotsky took the position that through adult assistance, a child is gradually capable of performing tasks without assistance. Development is a result of the childs interaction with assimilation and accommodation in which a balance between preexisting concepts and new information is attained, and new knowledge is constructed (Choudhry, 2013). Piaget thought that a child is actively involved in his learning, and learning was a result of the childs int eraction with his environment. Vygotsky also considered children as active participants in their learning; however, he focused on the impact of social interaction and language on a childs cognitive development, and believed personal and social experiences cannot be separated (Mooney, 2013). Another similarity of Vygotsky and Piaget, is their view on the importance of play in a childs development and learning. In contrast to Piagets stage theory of a childs development, Bruner believed children could learn any subject with the support and guidance of an adult. Bruner, like Piaget, saw children as actively involved in their learning process. Similar to Piagets stages, Bruners theory also consisted of phases of development in which children progress as they learn and develop. However, Bruners modes were interrelated, unlike Piagets specifically defined stages. Unlike Piaget, Dienes focused primarily on childrens learning and development of mathematical concepts. Dienes theory involves progressive stages to learning math, much like Piagets theory of cognitive development. Piaget proposed that children learn best from concrete activities, similarly Dienes theory also emphasized the importance of children learning through the use of manipulative materials (Gningue, 2016). Additional Theorists John Dewey was instrumental in developing theories regarding young childrens learning and development. In agreement with Piaget and Vygotsky, Dewey saw the child as an active part of his learning process, and learning as child centered, and interactive (Mooney, 2013). Dewey believe the childs social world and community to be vital to his development. Dewey emphasized the role of the teacher in observing students to understand what kind of experiences they were interested in, and plan curriculum to help children understand his or her world. Maria Montessori developed a child centered approach to learning. She believed children learn skills, including language, naturally from his or her environment, and placed emphasis on preparation of the learning environment (Mooney, 2013). Montessoris work suggests that the most critical time of learning is during the first years of life, and learning comes through manipulation of the environment and training of the senses (Platz Arellano, 2011). Montessoris curriculum was based on the philosophy that educators should be passive but provide guidance as children are active participants in their learning process. John Locke saw children as a blank slate in their nature and ability to learn (Platz Arellano, 2011). Childrens nature and learning are influenced by their environment, and their early experiences had a lasting effect on their future. Locke also saw children as individuals who should be raised based on their individuality and taught according to their individual needs (Platz Arellano, 2011). Lockes view supports teaching children to read as soon as they learn to speak. Credited with the development of kindergarten curriculum, Froebel saw the importance of using play as a teaching strategy for young children. Froebels play curriculum did not include instruction on reading, writing, or counting (Platz Arellano, 2011). Play, games, and songs are vital to developing attitudes of cooperation and self-control in children. Froebel believed block play to be essential in child development as it represented the building blocks of the universe (Platz Arellano, 2011). References Choudhry, M. (2013). Constructivism: Way to new learning. International Journal of Education and Management Studies, 3(2), 276-284. Gningue, S. M. (2016). Remembering Zoltan Dienes, a Maverick of Mathematics Teaching and Learning: Applying the Variability Principles to Teach Algebra. International Journal for Mathematics Teaching and Learning, 17(2). Retrieved from http://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/17 Platz D. and Arellano, J. (2011) Time tested early childhood theories and practices. Education. 32(1), 54-61. Retrieved from https://www.questia.com/read/1G1-269228798/time-tested-early-childhood-theories-and-practices

Fiction Vs. Non-Fiction Essay

Literary form of writing is held to be exemplary because it is noticed due to its imaginary nature while others less straightforward forms try to cover their fictionality. The logic here is antirealist, skeptical and pragmatist. A complex case for this line of consideration might run as follows. At first a more or less common stand is set up starting with uncomplicated design of fiction, in both its description and object senses. According to this suggestion a patent divide subsists between imaginative literature, when defined in expressions of fiction creation and other conversations whose intention is not creation but description. Imaginative literature builds imaginary worlds which, although no doubt drawn from features of the existent world, are nonetheless explicitly constructs of the brain. The non-fiction, more ‘serious’ literature is not concerned with imaginary units but with the actual thing. They are evaluated not in terms of imagination but in terms of reality or association with the reality. Fiction versus fact becomes the crucial characteristic that marks off imaginative literature (Lamarque & Olsen 172). Despite there being multiple literary ‘genres’ it appears a bit odd that writing is essentially separated into just two large categories: non-fiction and fiction. Contemporary writers sometimes get a bit of information from each of these groups and form â€Å"historical science fiction† or â€Å"historical fiction† (Heller, 123). Works cited Heller, Clark Von. ESL Doxography 101. West Conshohocken: Buy Books on the web, 2006. Lamarque, Peter, Olsen, Stein Haugom. Truth, fiction, and literature: a philosophical perspective. New York:   Oxford University Press, 1996

Looking Glass Self Essay

In the most basic terms the Looking Glass self is your self image which is formed by the views others hold of you. These views the people around you have can have either a positive or negative effect on your self imagine. First we picture how our personality and appearance will come off to others, and then we think about how they will judge our personality and appearance. As people around us pass judgment on who we are this is when our self-concept develops, basically who we think we are and how we feel about ourselves as a whole. These judgments’ can have a powerful effect on ones beliefs and feelings about themselves. I’ve felt and been effected by the beliefs another person has about me. When I was in the 8th grade I thought I was a wonderful student, smart, well behaved. I felt as though my teachers all thought the same way. Then one day my homeroom teacher called me stupid for missing a homework assignment. To be called out in front of the class like that was horrifying. Though that wasn’t the only time an incidence like that occurred. In the 9th grade I struggled with math. I did poorly on tests, I already lacked confidence in the subject and it took one day with a substitute teacher to shatter it completely. I will never forget the words she said to me â€Å"Why can’t you finish the test? Are you stupid? † As child of any age, those words are damaging to the way you feel about yourself, and the way you think others perceive you. â€Å"Tell a child he’s stupid enough times and eventually he’ll start believing you, claims Benj Vardigan, with the Behavioral Institute. When a child makes mistakes or doesn’t understand a concept, his knee-jerk reaction may be to conclude that he’s stupid. Take that one step further and watch a child stop trying to understand or stop trying to learn a concept because he automatically assumes he can’t figure it out. † (Hatter) In A Class Divided on of the first examples of looking glass self that I picked up on was when the children came back in from recess after fighting. Mrs. Elliot asks â€Å"What’s wrong with being called brown eyes? † and a little  boy, Roy, says â€Å"It means we’re stupider and – well, not that†¦Ã¢â‚¬  It’s immediate how the effect of this experiment took hold. These children took to heart what their teacher, Mrs. Elliot had said, that brown eyed children are less than blue eyed children, they aren’t as smart or as well behaved. In the first day of the lesson the effects on their peers perception of them had caused so much turmoil that it caused one child to hit another, clearly the negative aspect of looking glass. In the Teaching Adults section, Mrs. Elliott describes how she gave tests before during and after the lesson on discrimination. Telling the audience that the student test scores raise on the day they are on top, scores drop when they are on the bottom and after the experiment the children’s testing scores maintain a higher level. She attributed this to the children discovering how good they are. I believe instilling a positive self-imagine in a child is one of the most important things a parent, or teacher can do. â€Å"Whether self-concept is positive or negative can influence important areas of a child’s development and achievement. Educators have recognized that there is a link between self-concept and performance in school. Students with a strong self-concept tend to have good grades and take an active role in school. They are able to accept challenges and enjoy new learning experiences. Students with a negative self-concept tend to have both attitude and behavior problems. They may be unwilling to try new things, because they believe they will fail anyway, or they may not work up to their potential. Some educators feel that a positive self-concept is so important that children need to be taught to like themselves before they are taught academic skills such as reading, writing, and mathematics. † (Myers-Walls and Hinkley)

Dr. Leon Pinsker s Life - 1609 Words

Ben Jacobson Jewish Studies Dr. Leon Pinsker was a Zionist pioneer and activist. His views over time changed based on his experiences. At first, he believed that Jews can assimilate and be part of a nation if equal rights were granted. He believed the Jews were one people, but not one nation. He said, â€Å"They home everywhere, but are nowhere a home... The Jews are not a nation because they lack a certain distinctive national character, inherent to all other nations, which is formed by common residence in a single state.† However, over time he began to realize this was not reality. After seeing the Jews discriminated against he realized that Jews needed their own homeland. Equality in a foreign nation was not possible. He adds â€Å"Among the†¦show more content†¦Observing shabbat, studying text, celebrating holidays helps define our jewish identity. Being Jewish is not by name only but in the practice of our traditions. We are a culture deeply rooted in the past and the practice of these traditions in the present. When it comes to Israel, Yoffie believes in a state that is democratic, and offers â€Å"equal rights to all those who permanently reside within its borders†. The two state solution is the only answer and those who support it are rightfully granting equal rights to their Arab inhabitants and support democracy without reservations. Yoffie says the state must be Jewish and hold a secure jewish majority, so that her citizens can experience what it truly means to be jewish in the holy land. A Jewish state without being the majority would negate the concept of establishing a Jewish democratic state. A Jewish state where Jews are the majority would promote the values of a Jewish nation. This would include the religion and culture of the Jewish people, would allow Jews to sing a jewish national anthem, have jewish holidays represent the rhythm to the calendar, and to have a place where the jews can openly use their jewish values and spirit in their daily life. The Jews would no longe r struggle in being the minority. Rabbi Yoffie states that the precise nature of a Jewish nation has yer has yet to be defined and will evolve over time. It will evolve over time