The Popularity of Teachers Essay Example for Free

The Popularity of Teachers Essay Teacher education is a commonly studied predictor of quality in early childhood classrooms and it has been consistently associated with teacher effectiveness in early childhood classrooms (Bowman et al., 2001; de Kruif et al., 2000; Helburn et al., 1995). Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Teachers can be popular just because they are friendly and helpful, but to be truly professional and effective they need other qualities. Students may not be able to put their finger on just why one teacher is more effective than another but we need to be able to identify the skills and behavior we require in a true professional. Proper preparation is another crucial requirement of professionalism. When the teacher enters the classroom s/he should have all the required materials and the lesson plan ready. Nothing is sloppier than poor preparation. Interaction with the group needs professional standards of behavior: polite, firm and fair just about sum it up. And in orchestrating the class the teacher must give everyone their chance to contribute and should be flexible enough to modify lessons if they are obviously not going to plan. Indeed a fall-back position is part of good planning. It stands to reason also that teacher must observe punctuality and appropriate tidiness and dress: it is not possible to demand such behavior from students if the teacher doesn’t set the standards. Indeed I can remember occasions on which students have complained to me about â€Å"scruffy† teachers. Since the 1920s, the issue of teachers’ qualifications, which can guarantee their effectiveness, has been of concern for not only the science of Pedagogy, but also for those in charge of staffing schools with qualified professionals. As regards this issue, modern studies have revealed that the way in which a teacher carries out his work is determined by the union of  his personality traits and acquired knowledge. A â€Å"good teacher† should possess a wide range of qualifications, which could, schematically, be classified as follows: ÃŽâ„¢. Personality traits, attitudes and beliefs These include personality traits related to the professional role of a teacher, which can be nurtured and developed through initial education and continuous training (Whitty 1996: 89-90). Specifically, studies have shown that traits such as flexibility in terms of the appearance of students, a sense of humour, a sense of fairness, patience, enthusiasm, creativity, care and interest in the students, all contribute to the effectiveness of teachers (Malikow 2005, Harslett et al. 2000). These also include a teacher’s attitudes and beliefs on teaching, learning, his role, all of which affect the way he chooses, evaluates and comprehends the knowledge acquired, as well as the way he benefits from this knowledge in practice, as this very practice is shaped by that knowledge (Feiman-Nemser 1990, Schà ¶n 1983, Zeichner Liston 1996). The attitudes of teachers affect their degree of commitment to their duties, the way they teach and treat their students, as well as how they perceive their professional growth (Chen Rovegno 2000, DarlingHammond 2000). Specifically, teachers that have high expectations for their students and insist on promoting learning for all students tend to be more effective ( Malikow 2005, McBer 2000). Another factor which contributes to the effectiveness of teachers is a feeling of commitment to the job at hand (Coladarsi 2002) and interest in the personal life of students and their families (Harslett et al. 2000). Lastly, â€Å"knowledge of self† and contemplation are worth mentioning, in that they presuppose critical and careful reflection, on the part of the teacher, on his actions and self (Turner-Bisset 2001: 110-112). McBer (2000), from a series of interviews with teachers, identified 16 â€Å"professional characteristics†, including personality traits and individual attitudes, which she then classified into five groups: a) Professionalism: commitment, confidence, trustworthiness, respect;. b) Thinking: analytic and conceptual thinking; c) Expectations: disposal of achievement of high objectives, disposal for permanent comprehension of reality (e.g. the students, the order), and undertaking of initiatives; d) Leadership: flexibility, accountability, passion for learning; e) Relations with other:  fertile interaction with involved in the educational process, skills of common work, comprehension. ΙΙ. Pedagogical Skills and Knowledge Didactic and pedagogical skills are not only understood as familiarization with techniques that are then used mechanically, but also as the acquisition of routines which, without a doubt, every teacher needs in order to save time and energy for the more significant aspects of his work; at the same time, they refer to a set of theoretical principles and research data that lead to a variety of techniques and strategies which a teacher chooses and shapes, depending on the circumstances (for the discussion on teacher skills as an element of professional competency, see Beyer 2002: 311, Conczi et al. 1990, Oser et al. 2006: 1-7). A plethora of related studies shows specific actions by teachers which can be considered factors for their effectiveness. With regard to the teaching approach, it seems that the more effective teachers (McBer 2000, Jasman 2002, Anderson 2004): set realistic objectives, try and give incentives to students for learning, apply various teaching methods, select participative forms of teaching, test and create didactic material, present information in a clear manner, combine words with pictures, use various teaching aids, maximize teaching time through systematic measures (e.g. planning, reduced disturbances in the classroom), assign work that will stir the interests of the students, monitor and evaluate the progress of students, set evaluation criteria for students and inform the students about them, and provide feedback to the students. Another decisive factor in effectiveness is a teacher’s ability to recognize the diversity of students, to choose the best method possible for each student, and to create incentives for students (Harslett et al.2000). Yet another important factor is teachers’ cooperation not only with the students, but also with the parents of the students, their colleagues and the community at large (Jasman 2002). Lastly, effectiveness, to a great extent, depends on the way problems in the classroom are managed. Research shows that more effective teachers keep all happenings in the classroom in check, that they are constantly on alert, that they swiftly deal with any problem that may arise and that they adopt various ways of working with students (Everston and Randolph 1999, Wang et al. 1999). A basic qualification, whatever the case, is the acquisition of an extended body of  knowledge which contributes to the way the teacher performs in practice (Birman et al. 2000, Hawley Valli 1999). Generally, a teacher’s training is classified into three fields: subject knowledge, pedagogical and didactic studies, and teaching practice. However, what still needs to be defined is what should be taught in these educational fields, especially in pedagogical studies. A way to define the contents of â€Å"professional knowledge† is to provide answers to the following questions: â€Å"What makes up the pedagogical and didactic work of a teacher?† and â€Å"What knowledge type and qualifications are needed for a teacher to cope?†According to Shulman, pedagogical thought and action go through the following stages: a) understanding / perception; b) modification / transformation; c) teaching; d) evaluation; e) feedback; f) reflection. For a teacher to cope with the above, â€Å"professional studies† are required, that is: a) pedagogical content knowledge and b) curriculum studies (Shulman 1986, Shulman 1987: 14-19). Turner-Bisset suggests a course that would instil the necessary qualifications and focus on the following fields (Turner-Bisset 1999: 43-48, Turner-Bisset 2001): â€Å"substantive knowledge†, â€Å"syntactic knowledge†, beliefs about the subject, knowledge of curriculum, knowledge of contexts, knowledge of self, didactic training, knowledge of learners, knowledge of objectives and learning outcomes, general pedagogical knowledge, pedagogical-didactic amalgam and learning subject. This body of knowledge, that can guarantee a teacher’s expertise, is determined by existing conditions and contexts, as well as the personal experiences, beliefs and needs of each teacher, a fact that renders an a prior definition of this knowledge extremely difficult. Nevertheless, there are knowledge fields that constitute a necessary prerequisite for every teacher, or at least for a large part of them, (Meijer et al. 1999, Meijer et al. 2001), and which form the basic part of â€Å"professional knowledge†. These include: a) Subject knowledge: the teaching subject does not coincide with the corresponding science; however, teaching a particular subject requires familiarization with scientific knowledge. The way each scientific field is approached and studied is strongly defined by the job and duties defined in the job description. For such a specific comprehension of scientific knowledge as a way of teaching, familiarization with the science and its dimensions is necessary. A classification of the dimensions of scientific knowledge is the following (Kennedy 1990): i)  science content (opinions, axioms, facts, etc.). It relates to the â€Å"facts† and â€Å"principles† of the science being taught, from which the teacher derives appropriate examples, pictures, etc. for instruction; ii) relations, organization and structure of the contents of a scientific subject. This knowledge on the subject defines the way it is presented to the students, the questions that would pass on the knowledge in a better way, etc.; iii) the research methodology on the scientific field. This knowledge of the methodology contributes to a better choice by a teacher of the methods through which he will approach the subject, the exercises, the questions, etc.; iv) the procedures and ways that contribute to the generalization of the â€Å"truth†, explored in every scientific field and now being acknowledged (syntactic knowledge). Moreover, a teacher should be in a position to approach the subject being taught with specific questions, such as which social norms are connected to the subject, what is its relation to social issues and its value in everyday life (Kennedy 1990). He should also be in a position to diagnose misinterpretations of the knowledge offered by the students and fully comprehend the procedures required for the acquisition of the knowledge and skills connected to the subject being taught (Shulman 1987: 9, Perrone Traver 1996: 395-397, Darling–Hammond BaratzSnowden 2005: 14-16). An extra requirement for a teacher would be knowledge on every subject in the curriculum of the grade he teaches, as this allows him to adopt an interdisciplinary approach to the material, i.e. using pictures, analogies and knowledge acquired by students through other subjects (Ernest 1989). Finally, knowledge of the subject taught is related to a teacher’s beliefs. Research has shown that teachers’ effectiveness is strongly influenced by the opinion teachers have of the subject they teach (Askew et al. 1997, Medwell et al. 1998, Newton Newton 1998). Moreover, teachers with a more â€Å"holistic† outlook on the subjects they teach tend to be more effective (Turner-Bisset 2001: 28-29). b) Knowledge of learners: this comprises knowledge on the biological, social, psychological and cognitive development of students, on issues related to group dynamics and interaction between students as well as teachers and students, students’ behavioral problems, learning motivation, adjustment issues, learning difficulties, etc. c) Teaching methodology: a way to define the necessary qualifications of a teacher is to give a detailed description of the  teaching methodology. A schematic presentation of the specific structural elements of instruction follows: i) lesson planning, i.e. a teacher’s pre-lesson activities and actions (for example, organization of content into thematic units, transformation of teaching material into teachable knowledge, definition of teaching goals, methodological organization of teaching, time planning, selection of evaluation process). Planning can vary, depending on whether it is short-term (weekly lesson planning or unit planning) or long-term (for the entire semester or academic year); ii) teaching performance, i.e. enforcing the choices made during planning (didactic organization, teaching path, application of teaching forms, direct actions of the teacher, use of teaching methods and aids; iii) Evaluation of teaching, i.e. evaluating the results mainly by assessing student performance (e.g. goals, forms, basic principles, assessment techniques). d) Curriculum knowledge: the school curriculum is a tool, which, in a way, determines the didactic choices of a teacher. Teachers should, therefore, know the curriculum, textbooks, the rules and laws of the education system and, as a whole, the state’s role in education (Shulman 1986: 10, Shulman 1987: 9-10). At the same time, however, the demands of society today call for a critical approach to the curriculum and its adaptation to the needs deriving from context. e) General pedagogical knowledge: this field relates to the organisation of the classroom, to motivating and retaining students’ attention, pooling resources, learning theories and pedagogical theories. Shulman refers to â€Å"principles and strategic classroom management and organization, which exceed the knowledge of specific subjects† (Shulman 1986). This type of knowledge is nonetheless acknowledged, as it secures a framework of mental representations necessary for the comprehension and interpretation of the school classroom. Moreover, this knowledge is absolutely essential for lesson planning, as it guides the teacher’s didactic choices (Ernest 1989: 19-20). f) Knowledge of contexts: a teacher is called upon to evaluate the contexts in which he teaches and act accordingly, as his actions are defined by surrounding circumstances; in other words, there are no predetermined attitudes that would suit every occasion. Still, there are certain outlooks on reality, certain principles, research findings, that a teacher can use to interpret the context, as well as a host of techniques and strategies which can be used, depending on the  situation. Hence, knowledge of contexts refers to knowledge of the environment and the circumstances where a teacher is required to work: the school, the region, the state. Specifically, it comprises knowledge of the students and their family background, as well as the entire local community, education system, the organization and management of the school unit, the history and philosophy of education in every state, the institutional framework and administrative structure of education. g) Knowledge of â€Å"self†: a basic qualification of teachers, related to their views on their role, responsibilities, training and qualifications, rights and professional development, working conditions, values, and philosophy, etc. and is mainly connected to their professional development through reflection, to learning through their teaching experience, in relation to their working environment (Lambert 1984, Kagan 1992). The way teachers perceive their role defines not only their options, but also the way they comprehend, interpret and use this knowledge (Clandinin Connely 1987). In conclusion, the qualities that can ensure a teacher’s effectiveness are not the sum of his knowledge, but rather the link between the different types of knowledge he possesses. These types of knowledge do not simply coexist: they should form a complete, inseparable unit of knowledge (Kennedy 1990). The degree of connectivity between these separate types of knowledge sets apart a â€Å"competent† teacher from an â€Å"excellent† one, as a â€Å"competent† teacher manages to combine these knowledge forms in part, whereas an â€Å"excellent† teacher uses the knowledge deriving from each separate field most effectively (Turner-Bisset 2001: 131-141). FOREIGN STUDY A wide range of empirical studies examine the impact of teacher characteristics on teacher effectiveness in order to draw conclusions about the extent to which these characteristics are, in fact, linked with teacher performance. Greater clarity on the empirical evidence can inform the wisdom of current practice, guide state efforts as they struggle with No Child Left Behind compliance regarding teacher quality. The framework for this study includes five broad categories of measurable and policy-relevant indicators to organize the teacher characteristics assumed to reflect teacher quality. It is notable that findings for these characteristics frequently differ for  teachers at the elementary school level and teachers at the high school level and that the body of research on the subject of teacher quality suggests that the context of teaching matters (e.g., differences in grade levels, subject areas, and student populations). A refined understanding of how teacher attributes affect their performance across these different teaching contexts can be helpful in determining the range of potentially effective policy options. The highlights of the empirical evidence include: Teacher experience †¢ several studies have found a positive effect of experience on teacher effectiveness; specifically, the â€Å"learning by doing† effect is most obvious in the early years of teaching. Teacher preparation programs and degrees †¢ Research suggests that the selectivity/prestige of the institution a teacher attended has a positive effect on student achievement, particularly at the secondary level. This may partially be a reflection of the cognitive ability of the teacher. †¢ Evidence suggests that teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when the degrees earned were in these subjects. †¢ Evidence regarding the impact of advanced degrees at the elementary level is mixed. Teacher certification †¢ Research has demonstrated a positive effect of certified teachers on high school mathematics achievement when the certification is in mathematics. †¢ Studies show little clear impact of emergency or alternative-route certification on student performance in either mathematics or science, as compared to teachers who acquire standard certification. Teacher coursework †¢ Teacher coursework in both the subject area taught and pedagogy contributes to positive education outcomes. †¢ Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels, particularly when coupled with content knowledge. †¢ The importance of content coursework is most pronounced at the high school level. †¢ While the studies on the field experience component of teacher education are not designed to reveal causal relationships, they suggest positive effects in terms of opportunity to learn the profession and reduced anxiety among new teachers. Teachers’ own test scores †¢ Tests that assess the literacy levels or verbal abilities of teachers have been shown to be associated with higher levels of student achievement. †¢ Studies show the National Teachers Examination and other state-mandated tests of basic skills and/or teaching abilities are less consistent predictors of teacher performance. Given that many dimensions of teacher characteristics matter—preparation in both pedagogic and subject content, credentials, experience, and test scores—the findings from the literature imply that there is no merit in large-scale elimination of all credentialing requirements. Nor are improvements in teacher quality likely to be realized through the status quo. Most of the research does not seek to capture interactions among the multiple dimensions of teacher quality, and as a result, there are major gaps in the research that still need to be explored. Nor does the research fully address evidence about teacher quality at the elementary and middle school levels, in subjects other than mathematics, or among different populations of students (such as high poverty, English language learners, or special education). In opposition to those who propose to eliminate all requirements for entering the teaching profession, this analysis supports a judicious use of the research evidence on teacher characteristics and teacher effectiveness. The evidence indicates that neither an extreme centralized bureaucratization nor a complete deregulation of teacher requirements is a wise approach for improving teacher quality. What holds a great deal more promise is refining the policies and practices employed to build a qualified body of teachers in elementary schools, middle schools, and high schools; for disadvantaged, special needs, and advantaged students; and for math, science, languages, English, social studies, and the arts. Education policy makers and administrators would be well served by recognizing the complexity of the issue and adopting multiple measures along many dimensions to support existing teachers and to attract and hire new, highly qualified teachers. The research suggests that investing in teachers can make a difference in student achievement. In order to implement needed  policies associated with staffing every classroom—even the most challenging ones—with high-quality teachers, substantial and targeted investments must first be made in both teacher quality and education research.

Disc Golf :: Ultimate Frisbee Golf

Water and Salt water sound similar, at first you would think that but as soon as you research either of them you’ll find that the only thing they have one thing in common water. This pair brings to mind somewhat of a similar situation in golf and frisbee golf. One would think that you frisbee golf is just golf with a frisbee but this is not so it s deeper than that. When you experience both of these it come to you, although they share similar names golf and frisbee golf have many differences between them. It is easy to conclude that the equipment differs in golf and frisbee golf. When golfing you use fifteen clubs and a ball, the clubs allow you to hit shots at different lengths. The ball you use consists of hard plastic that varies in the way they grip the green and the way they fly through the air. You hit the ball at a hole with a three-inch diameter by hitting the ball with the club. When playing frisbee golf you use frisbees made from a hard plastic for durability. When picking out your frisbee you must take a lot of other things into consideration such as: color, weight, design and flight pattern. You also may find it necessary to obtain two frisbees one being a driver and the other being a putter. The driver is for maximum distance but not accuracy and the putter is for the opposite. You throw these frisbees at hanging chains with a cup underneath. I think beginners should play where they get the frisbee to hit any part of the chains or the pole in the air. So if you throw it a nd nick the chains its as good as putting it in the cup, making it easier so you don’t get so discouraged. This also helps them experiment with how the frisbee flies and how to get it to fly other ways. To recap golf uses two types of equipment and frisbee golf uses just one, also in golf the club propels the ball as opposed to frisbee golf where your arm throws the frisbee.   Ã‚  Ã‚  Ã‚  Ã‚  There is really only one traditional swing in golf. This is a fluid take back followed by a controlled rip at the ball. In frisbee golf you have many choices of how you want to throw the frisbee, it comes down to a matter of how it needs to fly and what you feel most comfortable with.

Studying Mangroves

Water temperature was measured using a thermometer. The pH was determined using a pH meter, and salinity was measured using the handheld TOGA refractors. Mangrove Damage and Recovery Assessment The methods employed In this study were based from Roth (1992) and Taylor et al. (2013) with some modifications. In the island of Butting, seven 100 mm plots were established. The plots established were based on the vegetation types present. L. Species Composition All mangroves rooted within the plots were recorded and Identified In slut. The Handbook of Mangroves in the Philippines – Panky by Primeval et al. 004) and Field Guide to Philippine Mangroves also by Primeval (2009) were used as principal resources in identifying the species. Mangroves were categorized into three: trees, saplings, and seedlings. For Individuals having greater than or equal to 2. 5 CM DAB (girth at breast height, or 1. 3 m above ground level), they were categorized as trees. GHB (CM) of each tree was measured using a measuring tape. For forking or branching stems, measurement was done separately. For the seedlings and saplings, they were only identified and counted.Other observations, such as debris and abstract type, were also noted. II. Recovery Typhoon Impacts on the areas were recorded. Trees wealth the plots were Judged as dead or alive, and assigned to one of three structural impact categories: standing, fallen, or snapped. The approximate height of breakage for snapped trees was also whether well reformatted, poorly reformatted, or dead were recorded. Ill. Regenerative Capacity In assessing the regenerative capacity, the number of seedlings and saplings were monitored every month from February until April 2014. Live and dead plants were noted. Data AnalysesThe forest vegetation was evaluated using the following formula described by Croà »ton teal in 1984. Density was measured species wise and total in each plot as follows: Total density of all species = sum of all species densiti es (2) Basal area was measured species wise and total in each plot as follows: Basal area (mm) of each species = 0. 005 x DAB (7) Importance value of a species = relative density + relative dominance + relative frequency Species diversity was described according to the Shannon index (H) based on importance value of a species (N') and sum of importance value for all the species (N). H = NUN log NUN (10)

The Crisis Management Of Philippines Essay - 894 Words

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However, beyond change management, culture is important in influencing employee engagement and readiness to change. Research suggests that Filipino employees, who generally possess a collectivist cultural orientation, are more motivated when working in groups. Therefore, good working relations are important in eliciting engagement among them. This study hypothesizes that both change management and samahan (a Filipino concept on quality of relationships) is mediated by engagement, which brings about readiness for change. Furthermore, changeShow MoreRelatedImpact of the Economic Global Crisis: Current Situation and Prospects in the Philippines1677 Words   |  7 PagesImpact of the Economic Global Crisis: Current Situation and Prospects in the Philippines Asia in general was not affected by the current global financial crisis (1). The source of the crisis did not come from the developing countries as seen in the 1990s during the Asian crisis. 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Abortion Should Not Be Legal - 1922 Words

Introduction There has been numerous amount of cases on abortion in the world. Being that it was the most common case in colonial American. Abortion was suggested by some writer that by banding abortion was not entirely religious or ethical. it was motivated by the professions as another way of coming after the non-medical professionals. In the united states, it was stated in the supreme court judgement that abortion was made legal in a landmark 1973 known as the Roe v Wade case. This situation has been going on for years. Abortion is basically the termination of pregnancy. It is when the fetus is removed before it is viable. This procedure is normally done before the fetus is 25 weeks old. In some countries, abortion is legal while as†¦show more content†¦wade decision, on making abortion legal and how it impacts their life. This is an important area of study because the world needs to understand how effective and emotionally it could be for a woman who might have or has wi tness a loss of a child and never even had the chance to hold their baby and know what it is like to be a mother. Research question The study will be quidded by the following research question. 1. What impact does abortion have on today’s society and should abortion be decided by the people or legislative power? Literature Review Abortion is a controversial issue that has been constantly argued over for years and likely for lots more years yet to come. women who decides on aborting their baby are effected emotionally, mentally, and physically because their bodies are not accustom to it. Who’s right is it to decide whether it is right to abort? 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People who are pro-life believe that part of the government’s job is to protect all forms of human life. Those who are pro-choice believe that every individual should have control over their own reproductive systems. Pro-life supporters strongly believe that even an undeveloped fetus has life; it is still growing and it needs to be protected. And this soundsRead MoreShould Abortion Be Legal?1217 Words   |  5 PagesNovember 2015 Should Abortion be Legal Among all the issues that have been fought for or against in the United States, abortion may be one of the most popular issues that Americans are passionate about. Abortion is defined as the removal of the embryo or fetus from the uterus in order to end a pregnancy. Thousands of abortions take place every single day, and yet public opinion remains at a standstill as to whether or not abortion is ethical. Everyone holds different opinions on abortion. The proponentsRead MoreAbortion Should Not Be Legal Essay1596 Words   |  7 Pages Abortions have been performed on women for thousands of years. Abortion is the deliberate termination of a human pregnancy. Most often it is performed during the first 20 weeks of being pregnant. The controversy over whether or not abortion should be legal continues to divide Americans till this day. An important landmark case was the Roe v. Wade case, where the Court argued that the zone of privacy was broad enough to encompass a woman s decision whether or not to terminateRead MoreShould Abortion Be Legal? Essay1089 Words   |  5 PagesWhen the word abortion is heard, it is always associated with many negative things such as murder and inhumanity. However not legalizing abortion creates a huge problem for women around the world. Having a child takes consideration, planning and preparation and if pregnancy happens without any of this, why bother to have it at all? The reasons why abortion should be legal is that it supports the fundamental human rights for women by giving them a choice, it reduces crime by reducing the number ofRead MoreShould Abortion Be Legal?1135 Words   |  5 PagesKelsi Hodgkin Composition 1 Professor Chipps 19 October 2015 Should Abortion Be Legal A common debate in the world today involves abortion, the deliberate end of human pregnancy, and whether or not it should be legalized. â€Å"Every year in the world there are an estimated 40-50 million abortions. This corresponds to approximately 125,000 abortions per day† (â€Å"Abortions Worldwide this Year†). On one side of the argument, people are not disturbed by this grotesque number, and on theRead MoreShould Abortion Be Legal?963 Words   |  4 PagesLegal or Illegal? Which would you prefer? Not many are willing to discuss such a gut wrenching topic, but this needs to be addressed. It is a very controversial topic with having to do with women rights and activists. Since there are two sides to every argument, there is one side such as to make abortion legal and the opposing side to keep abortions illegal. In my opinion making abortion illegal can regulate the amount of women who do get pregnant. I believe that making abortions legal will let womenRead MoreShould Abortion Be Legal?867 Words   |  4 PagesABORTION Abortion is a deliberate termination of a human pregnancy, most often performed the first 20 weeks of pregnancy. There are series of legal, moral and ethical issues which may arise about abortion. Most arguments about abortion are often focused on political insinuations and the legal aspect of such actions. Some frequently asked questions’ regarding the issue is if the practice should be outlawed and regarded as murder or should women have the right to practice it. For example, prior toRead MoreShould Abortions Be Legal?939 Words   |  4 PagesShould abortions be legal? Abortions have been a big issue since the Roe v Wade case. There have been a lot of disagreements between the Pro-life supporters and the pro-choice supporters. Pro-life supporters feel like abortions deter murder, while pro-choice supporters believe that the women should be able to make their own decisions. I am a part of the pro-life supporters because I feel like abortions are wrong for several of reasons. Why should women get an abortion if there are other choices for

Legal Status of Early Year Framework for Child Development

Legal status of early year framework Developed countries has made early year framework for child development with respect to their needs and some of them has made it mandatory in their countries. For example, early year framework is part of the council of Australian Governments reform agenda and is a major part of the Australian Governments National Quality Framework for early childhood education and care. Similarly, some parts of America have its own early year framework for the child development, as Victoria has its own early year framework for child development. World health organization has issued its own child development programme. Early child development of WHO has deeper links with the child development trough coaching, supporting, facilitating and development according to childrens own interest. Normally child from pre birth stage to 8 years of age are termed as most important years for child development a memories of this stage are remembered for whole of the life. Early years foundation stage must ensure that all early years framework must ensure that children learn and develop in a healthy environment. It must give students knowledge, skills and develop their habits for their good future. (Statutory Framework for the Early years Foundation Stage, 2012) Framework must be developed by viewing the background of child Practitioners of framework must take into account the individual interests, needs and stage of development of each child and must use thisShow MoreRelatedDepartment of Care and Professional Studies Edexcel Level 3 for Children and Young People’s Workforce Unit 13 Promoting Children’s Learning and Development in the Early Years Assignment Task 1 Direct Observation598 Words   |  3 Pagesand Development in the Early Years Assignment Task 1 Direct Observation and Professional discussion Assessment Criteria (Unit 13) 1.3 explain how the documented outcomes are assessed and recorded 2.2 engage effectively with children to encourage the child’s participation and involvement in planning their own learning and development activities. 3.2 prepare, set out and support activities and experiences that encourages learning and development in each area of the relevant early yearsRead MoreEymp 1 Context and Principles for Early Years Provision Essay838 Words   |  4 Pages1 – Context and Principles for Early Years Provision Part 1 An explanation of the legal status and principles of the EYF and how national and local guidance materials are used in settings The legal status and principles of the Early Years Foundation stage is used with children aged from birth to five years. 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Explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings. (Relevant early years framework: This refers to the frameworks for early years provision used within the relevant UK Home Nation.) The early years framework in England is the EYFS. The early year’s foundation stage consists of a statutory curriculum for children from birth to 5years. All child care providersRead MoreContext And Principles For Early Year s Progression1543 Words   |  7 Pagesprinciples for early year’s progression 1.1 Explain the legal status and principles of the relevant early year’s framework/s, and how national and local guidance materials are used in settings The legal status of learning that we must follow is the EYFS (Early year’s foundation stage) and the ECM (every child matters). The local guidance is that we must do our own two year checks and also our own referrals where children may need extra support. 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It is suggested that 60% of maternal deaths in South Africa are preventable (Amnesty International 2014). The three leading underlying causes of maternal mortality in South Africa include: HIV/AIDS, hypertension and obstetric haemorrhageRead MoreEymp 12718 Words   |  11 Pagesprinciples for early years provision Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 3.1, 3.2, 3.3 and 3.4. Scenario: A childcare setting is preparing for their annual self evaluation activity to ensure that it complies with the requirements of the Early Years Framework. You have been asked to prepare the following evidence for your manager: * an explanation of the legal status and principles of the relevant Early Years Framework and why the early years frameworks emphasiseRead MoreAn essential or a larger focal association for the representation of the LGBT group is not1300 Words   |  6 Pagesactivism and cultural activities. 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The strategic goal of WaTS is to develop an app during one year creating a new product on the educational market. Also, WaTS wants to achieve

Evil Doers or Evil Genes Free Essays

Antisocial personality disorder s a mental health condition In which a person has a long-term pattern of manipulating, exploiting, or violating the rights of others. This behavior Is often criminal. Like all personality disorders, antisocial personality disorder Is a deeply Ingrained and enduring behavior pattern, manifesting as an Inflexible response to a broad range of personal and social situations This behavior represents an extreme or significant deviation from the way In which the average Individual In a given culture relates to others. We will write a custom essay sample on Evil Doers or Evil Genes or any similar topic only for you Order Now This behavior pattern tends to be stable. It may not cause sub]ectlve distress, but does cause problems In social performance. Individuals with antisocial personality disorder often are divorced, have alcohol/drug abuse, anxiety, depression, unemployment, homelessness, and criminal behavior. However, some Individuals with this disorder rise to high posltlons of power In society by becoming masters ot manipulation and deceit. In childhood, these individuals usually have oppositional defiant disorder, towards parents and eachers which develops into conduct delinquency in adolescence. This delinquency takes the torm ot reckless thrill-seeking, physical violence towards people or animals, and law-breaking. Most adolescent delinquents grow out ot this behavior as they enter adulthood. However, those that increase their delinquent behavior as they enter adulthood have their diagnosis changed from conduct disorder to antisocial personality disorder. In adulthood, these individuals become more antagonistic. They show an exaggerated sense of self-importance, insensitivity towards the feelings and eeds of others, and callous exploitation of others. Their increased manipulativeness, callousness, deceitfulness, and hostility repeatedly puts them at odds with other people An individual diagnosed with antisocial personality disorder needs to meet the following criteria, Failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are grounds for arrest. Deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasure. Impulsivity or failure to plan ahead. Irritability and aggressiveness, as indicated by repeated physical fights or assaults. Reckless disregard for safety of self or others. Consistent Irresponsibility, as Indicated by repeated failure to sustain consistent work behavior or honor financial obligations Lack of remorse, as Indicated by being Indifferent to or rationalizing having hurt, mistreated, or stolen from another. Three percent of the population, or about 8,100,000 individuals In the united states have antisocial personality disorder. The National comorbldlty survey, which used DSM-III-R criteria, found that 5. 8% of males and 1 . 29t of females showed evidence of a Ilfetlme risk for the disorder. Prevalence estimates wlthln cllnlcal settings have varied from 39t to 30%, depending on the predominant characteristics of the populations being sampled. About ot men and ot women in the population have this disorder. Although in later adulthood, the more outward and aggressive symptoms ot ASPD may diminish and the person remain, thereby affecting the individual’s role in society as well as all those who come n contact with him/her. The disorder tends to occur more often in men than in women, and in people whose predominant role model had antisocial features. The incidence of antisocial personality is higher in people who have an antisocial biological parent, parents with histories of drug and/or alcohol abuse and who physically and/or emotionally abused the individual during childhood. Abandonment may have been an issue for the person with ASPD Antisocial personality disorder is probably caused by a combination of factors. Having any of these characteristics oes not necessarily mean that a person has antisocial personality disorder. Influences from the environment can impact the onset of this disorder. A chaotic family life contributes to the development of this personality disorder, especially where there has been little supervision from parents or other adult role models. The disorder also may be more common where the community is not supportive or provides little reward for positive behavior. Genetic or biological factors. Researchers have found certain physiological responses that may occur more frequently in people ith antisocial personality disorder. For example, they have a comparatively flat response to stress. They seem to get less anxious than the average person. Some researchers have found changes in the volume of brain structures that mediate violent behavior. People with this kind of brain function may thus have more difficulty restraining their impulses, which may account for the tendency toward more aggressive behavior. Neurobiologists cannot say with certainty that these variations in brain structure are a cause of antisocial personality. The variations could easily be he result of life experiences that are more common in people with this personality disorder rather than a cause. The cause of this disorder is unknown however, genetics and environmental factors influence its development. I believe that personality makes each individual special and consists of thoughts, feelings and behaviors. Personality is forged during childhood via the interplay of genetics and environmental factors. Problems with inherited genetics or the early environment, such as significant exposure to abuse and/or violence, make it more likely that a ersonality disorder such as ASPD will develop. Therefore, I believe in order to understand the cause of ASPD, both genetics and the environment need to be explored. Dr. Martha Stout, in her book, â€Å"The Sociopath Next Door,† explains that a genetic predisposition for sociopath may already present at birth for some people. Determinations regarding how this increased risk for ASPD become expressed come from an individual’s life experiences. We are accustomed to think of sociopaths as violent criminals, but in The Sociopath Next Door, Harvard psychologist Martha Stout eveals that a shocking 4 percent of ordinary people†one in twenty-five†has an often undetected mental disorder, the chief symptom of which is that that person possesses no conscience. How to cite Evil Doers or Evil Genes, Papers