The Allure of Vampires and Immortality :: Argumentative Persuasive Essays

The Allure of Vampires and Immortality    Humanity has always been fascinated with the allure of immortality and although in the beginning vampires were not a symbol of this, as time passed and society changed so did the ideas and perceptions surrounding them. The most important thing to ask yourself at this point is 'What is immortality?' Unfortunately this isn't as easily answered as asked. The Merriam Webster Dictionary says immortality is 'the quality or state of being immortal; esp : unending existence' while The World Book Encyclopedia states it as 'the continued and eternal life of a human being after the death of the body.' A more humorous definition can be found in The Devil's Dictionary by Ambrose Bierce:    'A toy which people cry for, And on their knees apply for, Dispute, contend and lie for, And if allowed Would be right proud Eternally to die for.'    While all of these are accurate interpretations to some extent none of them encompass all of what immortality really is. The reason for this is simple; there is no true definition or guideline by which to follow. Immortality means something different to each and every person on this earth. Down through the ages people have been immortalized by deeds, words, songs, poetry, and a number of other endeavors, but some have always sought the elusive Philosopher's Stone; the answer to true immortality    Since the beginning of recorded history, everlasting life has been pursued by old and young, rich and poor. One need only look to the Gilgamesh Epic, the oldest story in the world, to discover where these roots lay. Gilgemesh, the mighty king and warrior, fearing his own demise, seeks out Utnapishtim, a mortal made immortal by the gods, in the hopes that he'll reveal the secret of eternal life. The immortal tells the king of a flower, which when eaten, bestows eternal life. Note that the answer is tangible and real, something that can be seen and held. Not immortality for the soul, but for the body. In the end Gilgamesh fails at his quest, but he is all the wiser for his journeys. The Greeks, too, sought immortality, but it tended to be of a spiritual nature only, because generally the gods were the only ones considered to be true immortals.

Use of Disquietude and Pleasure in Oedipus the King :: Oedipus the King Oedipus Rex

Use of Disquietude and Pleasure in Oedipus the King      Ã‚  Ã‚   At the very core of   Sophocles' tragedy, Oedipus the King, lies emotional confusion. Sophocles purposely creates within his readers this sense of emotional confusion and self-awareness through his use of both disquietude and pleasure.      When he grows up, unknowing of his adoption, he discovers his doomed fate from an Oracle.   Seeking to escape it, he flees from Colonus.   Once upon the road, Oedipus discovers his path blocked by a man, whom he perceives to be a robber.   He kills this man, who turns out to be his father, and unknowingly fulfills the first part of the prophecy.   Soon, he comes to Thebes, which is being terrorized by a terrible monster, the Sphinx.   The Sphinx wanders the streets surrounding the city, asking travelers an unanswered riddle.   Oedipus encounters the Sphinx, and answers its riddle, causing the Sphinx to kill herself in disbelief.   The citizens of Thebes, who have recently found themselves kingless, appoint Oedipus king and give him Queen Iocast? for his wife as a reward.   The couple lives together happily and produces four children.   Some years later, the city is beset by a terrible plague.   It is prophesied that the only way to cure the city is to find the kil ler of the previous king, and bring him to justice.   Oedipus, who wishes to solve the city's peril, relentlessly seeks out the answer to the problem.   He soon discovers the hideous truth; he has killed his father, married his mother, and fathered her children.   He returns home to find that his wife/mother has committed suicide, and, unable to deal with the reality of this wretched reality, he takes the broaches from her gown and gouges his eyes out.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The gruesome details of this story make for several examples of disquietude.   The most obvious example occurs when Oedipus gouges his eyes out with Iocaste's broaches.   This scene is vividly described by the Chorus of Theban Elders, "Deep, how deep you drew it then, hard archer, At a dim fearful range, and brought dear glory down" (name of author and page #).   Not only is this scene physically disturbing, but it is emotionally disturbing due to the dramatic irony.   Oedipus, before this, was blinded by his intellectual arrogance.   Now, he has been humbled by fate and sees his mistakes, but is physically blind.   Along with this example, there are two other examples of disturbing physical events.

Teachers Being Obliged to Teach Morality

Teachers are obliged to develop children’s morality as a part of their education. Children observe and informally learn life skills from an array of sources throughout their lifetime; these influences can affect the physical, cognitive and social-emotional aspects of a child’s development. The standards of a child’s morals are predominantly shaped by the morals of those around them such as peers, adults and teachers; this in many cases can prove undamaging, however some may unintentionally adopt a preconventional morality.In order to prevent undesirable moral traits within a child should it be the obligation of their teachers to educate the children in an internal behavioural context? Will this solve the issue? Social theologist’s propose that mental and moral standards have no objective reality, they are derived from ones subjective opinion (Miller, 2007). However it is also argued that a child’s environment is directly linked to changes in the pre frontal cortex of the brain, subsequently affecting the child’s cognitive mental development (Hansen, 2012).Teacher Cadet EssayIt can be justified to say that children can and will be affected morally by their surroundings, conversely the degree of impact will be determined by the child’s internal response. The process of moral advancement is linked to an individual’s three developmental domains, physical, cognitive and social-emotional; all of these domains are interrelated among each other and in some way represented within the educational curriculum (McDevitt, 2004).Physical abilities, neurological capabilities and the acquisition of motor skills are all taught and practiced throughout schooling, the obligation teachers have in assisting physical development manifests into an appropriate platform for moral development within the other two domains. Children begin to conceptualise abstract and analytical thought patterns as they learn and follow their teacherâ €™s rules which differ from their social and home rubrics. According to Piaget (1932) children at their earliest stages of moral development begin to analyse behaviours based on the resulting consequences (McDevitt, 2013).Kohlberg’s theory of moral development, where a child’s moral fortitude is defined by what they believe is emotionally right or wrong (McDevitt, 2013), poses as another form of moral evolution. At school, these two forms of moral development arise from teachers whom are individually obligated to teach their students a broad range of moral behaviours and base their teaching on their own moral values; however this creates room for error and discrimination.The obligations some teachers have to educate students on morals is both self-motivated and an honourable attribute, teachers within the public schooling system however have a fine line they must abide by. Religion, is banned in the public school curriculum by the Board of Studies, many people such as Humanists have the perspective that in order to guide children in establishing ‘proper’ morals one must reference a form of religion, whether it be directly or indirectly, however if it creates a happier, healthier child by all means teach moral education in school (Schafersman, 1991).Liberals see the education of morals and ethics to children not as a means of teaching and developing children socially and emotionally, but as a manifestation of religious views (Miller, 2007). This idea is not unfair, many parents have a range of views they predict superior to the idea of religion and any link to it. These restrictions nevertheless must coincide with a teacher’s code of conduct, the anti-religion extremist must understand the difference, and teachers should not have to ignore any moral transgressions by a child.Many parents of young children aged from 4-7 years old, which is when they first start to understand moral and immoral behaviour(2012, 09), can find th emselves too busy to instil their own morals and ethics onto their children and rely solely on their child’s other surrounding attributes to provide the developmental avenues necessary. Children who are not taught morals and appropriate behaviour prove to be more disruptive within a class setting (McDevitt, 2013).In these circumstances a child may struggle to develop socially and emotionally. A teacher educating morals will never replace a parent, however if the child is not receiving an ample amount of moral education at home, perhaps it is in the best interest of the parent, teacher and child if they were taught some moral standards at school. An obligated teacher, before enforcing moral standards, must assess a child’s physical, social-emotional and cognitive domains as there is a great diversity within each child’s moral development.Identify family conditions such as family structure, cultural background, family livelihood, parenting styles, disruptive influ ences and maltreatment (McDevitt, 2013). Gender also plays a role in moral diversity, females are more likely to inherit a care orientation, whilst males are more justice orientated (McDevitt, 2013). Different ethnicities too have varying understandings on what is right, and what is wrong.A child’s exposure to moral disputes and crisis beyond their years will have a great impact on their overall development, in these cases it is applauded for a teacher to feel obliged to not teach, but help a child through a moral issue. Children grow and adapt to their surroundings, they take moral values from all avenues and mould them to coincide within their own lifestyle, and therefore a teacher should feel obliged to contribute a level of moral fortitude, depending on the child’s circumstances.A teacher may encourage morals indirectly by creating learning and social groups for children with a preconventional morality, this enhances their social-emotional development giving the pu pil more peers to converse and follow suit (Bredekamp, 2009). A teacher may enforce moral standards cognitively if they believe the child is bullying or acting in a hostile manner. When a child is growing it can be a very fragile process, any altercations to a single progressive domain may throw off the entire balance, as all the developmental domains are similarly linked.Schooling systems are created to assist a child to develop and learn in an environment that appeals to a child’s every growing need, according to the Board of Studies. For an institution to advertise this degree of growth in a child it must have teachers going above and beyond the curriculum to impel children to mature and understand societal transgressions as well as the standard schooling subjects. Children will learn from teachers, teachers are seen as a source of information, they are the hierarchy outside of home, and they are interpreted as unquestionable (Daniels, 2002).If a teacher can use his or her s’ authority, with an educated opinion as to the child’s stability within its three domains, and help children advance their moral standards, then the teacher should welcomely feel obliged to educate morality, without scrutiny. (1,080 words) References Dave Miller. Can’t Teach Morals in School, Scholarly Blog. 2007. D. H. Daniels, L. Shumow. Child development and classroom teaching: a review of the literature and implications for educating teachers, 2002. J. L. Hansen, M. K. Chung, B. B. Avants, K. D. Rudolph, E. A,Shirtcliff, J. C. Gee, R. J. Davidson, S. D.Pollak. Structural variations in prefrontal cortex mediate the relationship between early childhood stress and spatial working memory. Journal of Neuroscience, 2012. Steven D. Schafersman, TEACHING MORALS AND VALUES IN THE PUBLIC SCHOOLS: A HUMANIST PERSPECTIVE, 1991 S. Bredekamp, C. Copple. Appropreate Practice in Early Childhood Programs, 2009 T. McDevitt, J. Ormrod. Child development: educating and workin g with children and adolescents (2nd ed), 2004. T. McDevitt, J. Ormrod, G. Cupit, M. Chandler, V. Aloa. Child Development and Education. 2013. 2012, 09. Moral Development. www. StudyMode. com. Teachers Being Obliged to Teach Morality Teachers are obliged to develop children’s morality as a part of their education. Children observe and informally learn life skills from an array of sources throughout their lifetime; these influences can affect the physical, cognitive and social-emotional aspects of a child’s development. The standards of a child’s morals are predominantly shaped by the morals of those around them such as peers, adults and teachers; this in many cases can prove undamaging, however some may unintentionally adopt a preconventional morality.In order to prevent undesirable moral traits within a child should it be the obligation of their teachers to educate the children in an internal behavioural context? Will this solve the issue? Social theologist’s propose that mental and moral standards have no objective reality, they are derived from ones subjective opinion (Miller, 2007). However it is also argued that a child’s environment is directly linked to changes in the pre frontal cortex of the brain, subsequently affecting the child’s cognitive mental development (Hansen, 2012).Teacher Cadet EssayIt can be justified to say that children can and will be affected morally by their surroundings, conversely the degree of impact will be determined by the child’s internal response. The process of moral advancement is linked to an individual’s three developmental domains, physical, cognitive and social-emotional; all of these domains are interrelated among each other and in some way represented within the educational curriculum (McDevitt, 2004).Physical abilities, neurological capabilities and the acquisition of motor skills are all taught and practiced throughout schooling, the obligation teachers have in assisting physical development manifests into an appropriate platform for moral development within the other two domains. Children begin to conceptualise abstract and analytical thought patterns as they learn and follow their teacherâ €™s rules which differ from their social and home rubrics. According to Piaget (1932) children at their earliest stages of moral development begin to analyse behaviours based on the resulting consequences (McDevitt, 2013).Kohlberg’s theory of moral development, where a child’s moral fortitude is defined by what they believe is emotionally right or wrong (McDevitt, 2013), poses as another form of moral evolution. At school, these two forms of moral development arise from teachers whom are individually obligated to teach their students a broad range of moral behaviours and base their teaching on their own moral values; however this creates room for error and discrimination.The obligations some teachers have to educate students on morals is both self-motivated and an honourable attribute, teachers within the public schooling system however have a fine line they must abide by. Religion, is banned in the public school curriculum by the Board of Studies, many people such as Humanists have the perspective that in order to guide children in establishing ‘proper’ morals one must reference a form of religion, whether it be directly or indirectly, however if it creates a happier, healthier child by all means teach moral education in school (Schafersman, 1991).Liberals see the education of morals and ethics to children not as a means of teaching and developing children socially and emotionally, but as a manifestation of religious views (Miller, 2007). This idea is not unfair, many parents have a range of views they predict superior to the idea of religion and any link to it. These restrictions nevertheless must coincide with a teacher’s code of conduct, the anti-religion extremist must understand the difference, and teachers should not have to ignore any moral transgressions by a child.Many parents of young children aged from 4-7 years old, which is when they first start to understand moral and immoral behaviour(2012, 09), can find th emselves too busy to instil their own morals and ethics onto their children and rely solely on their child’s other surrounding attributes to provide the developmental avenues necessary. Children who are not taught morals and appropriate behaviour prove to be more disruptive within a class setting (McDevitt, 2013).In these circumstances a child may struggle to develop socially and emotionally. A teacher educating morals will never replace a parent, however if the child is not receiving an ample amount of moral education at home, perhaps it is in the best interest of the parent, teacher and child if they were taught some moral standards at school. An obligated teacher, before enforcing moral standards, must assess a child’s physical, social-emotional and cognitive domains as there is a great diversity within each child’s moral development.Identify family conditions such as family structure, cultural background, family livelihood, parenting styles, disruptive influ ences and maltreatment (McDevitt, 2013). Gender also plays a role in moral diversity, females are more likely to inherit a care orientation, whilst males are more justice orientated (McDevitt, 2013). Different ethnicities too have varying understandings on what is right, and what is wrong.A child’s exposure to moral disputes and crisis beyond their years will have a great impact on their overall development, in these cases it is applauded for a teacher to feel obliged to not teach, but help a child through a moral issue. Children grow and adapt to their surroundings, they take moral values from all avenues and mould them to coincide within their own lifestyle, and therefore a teacher should feel obliged to contribute a level of moral fortitude, depending on the child’s circumstances.A teacher may encourage morals indirectly by creating learning and social groups for children with a preconventional morality, this enhances their social-emotional development giving the pu pil more peers to converse and follow suit (Bredekamp, 2009). A teacher may enforce moral standards cognitively if they believe the child is bullying or acting in a hostile manner. When a child is growing it can be a very fragile process, any altercations to a single progressive domain may throw off the entire balance, as all the developmental domains are similarly linked.Schooling systems are created to assist a child to develop and learn in an environment that appeals to a child’s every growing need, according to the Board of Studies. For an institution to advertise this degree of growth in a child it must have teachers going above and beyond the curriculum to impel children to mature and understand societal transgressions as well as the standard schooling subjects. Children will learn from teachers, teachers are seen as a source of information, they are the hierarchy outside of home, and they are interpreted as unquestionable (Daniels, 2002).If a teacher can use his or her s’ authority, with an educated opinion as to the child’s stability within its three domains, and help children advance their moral standards, then the teacher should welcomely feel obliged to educate morality, without scrutiny. (1,080 words) References Dave Miller. Can’t Teach Morals in School, Scholarly Blog. 2007. D. H. Daniels, L. Shumow. Child development and classroom teaching: a review of the literature and implications for educating teachers, 2002. J. L. Hansen, M. K. Chung, B. B. Avants, K. D. Rudolph, E. A,Shirtcliff, J. C. Gee, R. J. Davidson, S. D.Pollak. Structural variations in prefrontal cortex mediate the relationship between early childhood stress and spatial working memory. Journal of Neuroscience, 2012. Steven D. Schafersman, TEACHING MORALS AND VALUES IN THE PUBLIC SCHOOLS: A HUMANIST PERSPECTIVE, 1991 S. Bredekamp, C. Copple. Appropreate Practice in Early Childhood Programs, 2009 T. McDevitt, J. Ormrod. Child development: educating and workin g with children and adolescents (2nd ed), 2004. T. McDevitt, J. Ormrod, G. Cupit, M. Chandler, V. Aloa. Child Development and Education. 2013. 2012, 09. Moral Development. www. StudyMode. com.

Early Pregnancy Essay

Introduction Early pregnancy is a serious problem for teenagers. Teenagers who are pregnant cannot usually support the child on their own. Early pregnancy can have various possible reasons. This paper focuses on determining the possible reasons for early pregnancy among teenagers. Conflicts of the teenager Family problem/broken family Victims of child abuse and/or neglect are at increased risk for delinquency and running away. However, existing research indicates that the relationship is not inevitable, because the majority of childhood victims do not manifest these problem behaviors. Significantly less is known about connections between childhood victimization and other problem behaviors, such as teenage pregnancy, alcohol and illicit drug use and abuse, and self-destructive behavior. Current knowledge about these outcomes is sparse and only suggestive. Further research is desperately needed to document whether abused and/or neglected children are at increased risk for these adolescent problem behaviors, in comparison to control children and adolescents, and to indicate the extent or magnitude of these relationships. Despite the paucity of research, one can still speculate on some of the potential mechanisms that may link childhood victimization and adolescent problem behaviors (Lamb and Ketterlinus 140). Childhood victimization appears to increase risk for the development of a range of problems in adolescence, including delinquency and violence, running away, sexual promiscuity and teenage pregnancy, and alcohol and drug use and abuse. However, although there are extensive clinical accounts and speculations about the prevalence of these problem behaviors among adolescents who were abused or neglected in childhood, there is scant systematic evidence concerning the extent of these associations, the increased risk relative to control children, and the underlying causal mechanisms. Current knowledge is limited in quantity and type compromised by methodological problems, almost exclusively limited to vicariate relationships, and often characterized by conflicting findings (Cherry, Dillon and Rugh 104). One cause for an early pregnancy for a teenager is family problems particularly a broken family. A family is a unit that the teenager mostly depends on, seeing it in a broken statewould force the teenager to rebel and commit something drastic. A teenager who has a broken family would be open to temptations because no one reminds him/her what is right thus he/she would involve in premarital sexual activities and would be having a child at an early age. A teenager who has a broken family would want to build his/her own even if he/she is not yet ready. They would try to relive the happy times with their family through creating a new one. Financial problem/both parents have no job to earn money Parents are the ones that need to provide for all the needs of their children. To give the children their needs money is needed. Money is needed to buy clothes, food, lodging and every kind of technology that the children desire. Once the parents cannot produce money since they have no jobs then the children usually carries the load and tries to find sources of income for the family. Financial problem would push a teenager to engage in prostitution which may lead to early pregnancy for her. Financial problem would push a teenager to sell her body for some money. Relationship with friends or other people If a teenager has friend who are considered as flirty or has friends who are not good then it would lead them into early pregnancy. Having flirty friends may make the teenager imitate the behavior and have relationships with different men. This might lead into premarital sex and teenage pregnancy. Having friends who are not good might lead a teenager into doing drugs or being an alcoholic. This also might lead to premarital sex and teenage pregnancy. Summary and Conclusion One cause for an early pregnancy for a teenager is family problems particularly a broken family. A teenager who has a broken family would be open to temptations because no one reminds him/her what is right thus he/she would involve in premarital sexual activities and would be having a child at an early age. A teenager who has a broken family would want to build his/her own even if he/she is not yet ready. They would try to relive the happy times with their family through creating a new one. Another possible reason for teenage pregnancy is financial problems. Financial problem would push a teenager to engage in prostitution which may lead to early pregnancy for her. A reason for teenage pregnancy is having flirty or bad friends. If a teenager has friend who are considered as flirty or has friends who are not good then it would lead them into early pregnancy. It is the responsibility not only of a parent but of other adults to assist a child so that she will not be pregnant early. Teachers or relatives can be the ones to guide the teenager so that she can withstand her problems and refrain from being pregnant at an early age. Bibliography Cherry, Andrew., Dillon, Mary and Rugh, Douglas., Teenage pregnancy: A global view. Westport, CT: Greenwood Press, 2001. Lamb, Michael & Ketterlinus, Robert., Adolescent problem behaviors: Issues and research. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

“A Peace to end All Peace”: The Treaty of Versailles Essay

Recently, historian David Fromkin wrote a book about the Treaty of Versailles, arguing that it was ‘A Peace to end All Peace,’ hence its title. This is so all the Treaty really offered was only an amicable, short-term, settlement between the warring powers that placed Germany in a disadvantageous position. Eventually, this resulted to a sentiment of retribution among the Germans, which backed the rise of Hitler and the start of another World War. How was the Treaty of Versailles flawed? Below are several aspects for discussion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First are the military aspects of the treaty. â€Å"Germany’s army was reduced to 100,000 men; the army was not allowed tanks. She was not allowed an air force. She was allowed only 6 capital naval ships† (Trueman, n.d.). However, this happened â€Å"only in paper† a Germany â€Å"side-stepped† the rule and signed her soldiers only for a short contract of service (ibid.). Once the contract is done, she put the soldiers in reserve, successfully carrying out the term of having no more than 100,000 soldiers at any one time, while still having a substantial amount of reserve troops that helped Hitler rise later (ibid.). Also, although Germany was not allowed an air force, she trained potential pilots, as well as submariners, abroad (ibid.). This did not break the treaty as there were no provisions regarding it in the first place.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Second are the financial and territorial aspects of the treaty. Germany was demanded to cede all of its colonies, to pay financial penalties linked to war destruction, and to not unite with Austria all at the same time (Trueman, n.d.). The Treaty also â€Å"provided for the delivery of capital goods and raw materials to the Allies† (Sage, 2006). To the Germans, these terms offered them severe economic restrictions with possibly no chance of rehabilitation. Nonetheless, â€Å"Germany was still the strongest power in Europe economically, so that the unwise thing about Versailles was that it annoyed the Germans yet did not render them too weak to retaliate† (Lowe, 1982). Third and most importantly are the political aspects of the treaty. Germany was not even included, much more consulted, in its drafting. She was left all alone, with even the membership to the League of Nations banned against her. Most importantly, she was even made to admit â€Å"full responsibility for starting the war† – a term explicitly written in Clause 231 of the treaty, the War Guilt Clause (Trueman, n.d.). With her admitting full responsibility, she had to pay for reparations, which are well beyond her ability to pay. The Allies literally pushed Germany to the ground when they made her sign a blank cheque for the reparations, â€Å"which the Allies would cash when it suited them† (ibid.). Again and again, Germany’s opinion was never asked nor even heard of while the treaty was drafted until it was carried out. The most the Allies did was to convince her that she will be consulted after the Armistice in November 1918 (ibid.). The Germans did not like the treaty forced on them. But as the war had rendered them incapable of starting another war, they had no choice but to sign it, lest they be invaded by the Allies. At the end, Germany was the victim. The supposed victims, i.e. the Allies, emerged as victors as the terms of the Treaty worked greatly to their advantage, leaving Germany bruised and battered more than ever. However, some scholars would argue that the treaty was not that bad after all. For instance, Jaron Sandy (1999) believed that it was the â€Å"best compromise possible,† though it â€Å"was certainly not the best one could hope for.† He agrees that it was â€Å"comprehensively harsh† on Germany, but it did not fail as a solution for peace, because there was a â€Å"period of relative stability† in Europe from 1924 to 1931. But considering the discussions above, the Treaty of Versailles was proven to be a â€Å"Peace to end all Peace.† Some scholars would even say it â€Å"was no peace treaty† at all, but just â€Å"an indictment of Germany† (Sage, 2006). All it left was â€Å"a mood of anger throughout Germany as it was felt that as a nation Germany had been unfairly treated†(Trueman, n.d.). REFERENCES: Lowe, N. (1982). Mastering Modern World History (excerpt). Retrieved July 14, 2008 from http://www.johndclare.net/peace_treaties1_Answer.htm Sage, HJ. (2006). Versailles 1919. Retrieved July 14, 2008 from http://www.sagehistory.net/worldwar1/topics/versailles.htm Sandy, J. (1999). Personal Conclusions about the Treaty of Versailles and Its Effects (excerpt). Retrieved July 14, 2008 from http://www.johndclare.net/peace_treaties1_Answer.htm Trueman, C. (n.d.). The Treaty of Versailles. Retrieved July 14, 2008 from: http://www.historylearningsite.co.uk/treaty_of_versailles.htm

Behaviour Management Statement Essay Example | Topics and Well Written Essays - 500 words

Behaviour Management Statement - Essay Example Due to individual differences and even disability, the skill of communication and understanding is important. Through this the educator can gain the interest and curiosity of the student, keep it and achieve an open line of communication towards learning, Misbehaviour is an important focus in the learning process of special children because it can hinder the learning process. There are different reasons why a student misbehaves. One instance is the lack of understanding with what a student is trying to communicate due to focus on another student. When the student is then asked to participate misbehaviour can occur. One reason is that the student can see the participation of other students and is anxious that he or she cannot perform the task. Another is that the student can see that I failed to understand reasons for the misbehaviour. In such situations, I consider that continuous effort to gain the students attention and interest as an important factor. This can be attributed to the fact that communication is the main alley for learning. This can only occur if variation in teaching methods is used. A group of students had different needs when it comes to learning. Some are active learners and others can be considered passive. Thus, it is important to have lessons addressing to both needs. For problematic students, knowing their possible problems such as home issues and peer pressures can also improve the approach that can be applied as a teacher. Determining the root of the misbehaviour is essential. As an educator, it is also important for me to prevent actions that can cause and trigger misbehaviour in students such as disregard to the individual differences of the students and failure to determine their capacity thus giving them activities they cannot accomplish. Being a bad example in behaviour and negative form of reinforcements are also needed to be prevented (Conway). The responsibility of an educator is not bounded

Final Book Report Essay Example | Topics and Well Written Essays - 1250 words

Final Book Report - Essay Example He quotes the meeting of General Ulysses S. Grant and General Robert E. Lee along with the meeting of Joshua Chamberlain and Lee. In both the days, the victors healed the wounds of vanquished by treating them cordially, which an important trait of leadership. Another important aspect regarding leadership that is useful in organizational development is to develop, sustain and deliver. The above three points help to form a cycle in any organization and effective leaders develop, deliver and sustain with the help of their regular communications and the book 'Great Communication Secrets of Great Leaders' emphasizes on the above aspect. Baldoni John (2003) states that he incorporated in his book that the failure of many CEOs was due to lack of communication but not due to lack of vision, ambition and execution. John states that lack of communication leads to evil, dysfunctional board, fearing the boss and dangerous culture. On the other hand communication skills are capable of promoting V ision, Pragmatism, consensus building, charisma and trustworthiness. Hence, the communication can act as a catalyst for the success of organizational set up and to remove the evils that lead to failure. Hence, to develop personal credibility, communication skills are important to leaders, managers as well as the subordinate employees. The company should create an atmosphere that develops rapport between employees of all cadres so that they can express their views and lead to success. Leadership and Communications In an organization the leadership communications emerge from a leadership action communicated from the view point of the leader. The communication should decide the response of the staff in hierarchy and leads the way the execution of the operations within the company. The execution of duties due to response to the communication depends on the bond between leader and followers (staff). The communication of the leader to the followers should convey the organizational vision and mission. Baldoni John quotes the successes of several political leaders who won by communicating effectively with their followers and were responsible for the success of administrations as well as organizations. The communication of leader can reinforce organizational capability by reminding the staff about the company's strengths and weaknesses. When the communication is able to create motivation, the success follows for the company through creative hard work of the people and John quotes the success of Kather ine Graham in communicating with her staff and creating a world class organization. Hence, in the above context, the communication can be used to create motivation in the staff and to make them effectively. As a result the company can be competitive. However, the above communication technique works well, when the company recruits talented people, who can understand the messages as well as motivation. In achieving above targets the important aspects Baldoni John quotes are assessing audience (followers or staff in this context)