Class Distinctio

Jane Austin critiques the way in which people put the importance of status to their actions, as we see the distinction between the gentry and trade being interwoven in her novels. In her essay on Class, Juliet Master remarks that, â€Å"Class difference was of course a fact of life for Austin, and an acute observation of the fine extinctions between one social level and another was a necessary part of her business as a writer of realistic fiction† (1 15).In Pride and Prejudice, Mr. Collins instructs Elizabeth to dress simply, and not to try to copy the elegant attire of her high-standing hostess Lady Catherine as he says, â€Å"Lady Catherine is far from requiring that elegance of dress in us which becomes herself and her daughter She likes to have the distinction of rank preserved† (138). The distinctions in class are not only to be present, but they also have to be seen. However, Jane Austin sets moral status against social status, and for her tutus has to be earned a nd not inherited.In Pride and Prejudice, Elizabethan first impression of Mr. Dairy's treatment of Victims, makes his moral standards to be not worthy of his standing in society. However, when she learns about his extensive responsibilities and goodness from his servant, her opinion of him changes as Mrs. Reynolds says, He is the best landlord, and the best master, that ever lived; not like the wild young men needlewoman's commendation bestowed on him by Mrs. Reynolds was no trifling nature. What praise is more valuable than praise of an intelligent servant? As a rather, a landlord. A master, she considered how many people's happiness were his guardianship! Ђ? How much pleasure or pain it was in his power to bestow!†¦ Every idea that had been brought forward by the housekeeper was favorable to his character. â€Å"—- Jane Student's characters constantly keep reminding each other of their social class in society. Dairy prides himself on being a gentleman with all the duties and obligations that his status entails in Pride and Prejudice. Caroline Bentley also keeps reminding him that he would be lowering himself by associating with the Bennett family s they are connected with trade. What she forgets is that the source of their family fortune on which their status is founded is trade.Emma is a rich woman who does not want to associate with the middle class in Emma. Janet Todd argues that, â€Å"Emma wants Highborn to remain as almost feudal, stationery through time, so that she will always be ‘paramount'. † (96) This suggests that social class is very important to her and this portrays the life of the aristocrats in Student's day who were opposed to change. Jane Austin questions just what it is that makes a true gentlemen or a lady. Social ann. must be part of it but intruding by the example of Lady Catherine. Her domineering superiority and sense of her own dignity is evident in all she says and does.Her unquestionable authority and right to control people's lives is evident when she confronts Elizabeth about her rumored engagement to Mr. Dairy as she says, â€Å"your alliance will be a disgrace; your name will never even be mentioned by any of us† (186). It is obvious that because of her status, she thinks that she can treat other people the way she wants. She thinks that Elizabeth is not fit to marry Mr. Dairy because they do to belong to the same social, class but her daughter does. In response to her confrontation, Elizabeth tells Lady Catherine that â€Å"Dairy is a gentleman; am a gentleman's daughter; so far We are equal† (186).However, Elizabeth is not dissuaded by Lady Catering's threats and status. Juliet Macerates remarks that, â€Å"so much suggests that for Austin there is nothing divine about royal ¶y', and not much that is special about peers. In fact characters with tittles – or ‘handles to their names' as the Victorians used to say – are seldom admirable in the novels† (1 16). Even though Lady Catherine holds a title, she is morally and intellectually not worthy. It is only the likes of Mr. Collins who want to climb up the social ladder who succumb to her every whim, as she enjoys Mr. Collision's flattery and his enthusiasm to give it.In an attempt to remain in her good books and to keep the company of the likes of Lady Catherine, Mr. Collins even knows how many windows Risings estate has. He reveals his self- importance in extraordinary long-winded speeches and ponderous attempts at social grace. Even though Lady Catherine thought of herself as Ewing superior, her tastes are offensive and pretentious. This is because she lacks inborn intelligence and breeding. Her attitudes and behavior offer an illuminating contrast to Mr. Dairy. Who does not wish to show off like other young men in his shoes.However, like his contemporaries, he despises the lower social class. This becomes evident when he advices Mr. Bentley to end his relatio nship with Jane. When Elizabeth accuses him that he had not behaved in a gentleman-like manner, he realizes how â€Å"selfish and overbearing' he has been. Through Elizabethan prompting, he learns that while status is important, true breeding is not dependent on rank. Here Jane Austin wants us to realist that, even though the gentry are from a higher class they are not different from the other classes. It is not superiority that makes one a Lady or a gentlemen but it is compassion.In Emma, Mr. Knightly is a true gentlemen because he does not pride himself on his rank. Unlike other status-conscious people of his rank, he walks instead of riding in his carriage. His carriage is only used to transport Miss Bates and Jane Fairfax. He manages his own estate and he does not look down upon other people as we e him in conversing with his tenant Robert Martin. In contrast in Sense and Sensibility, Mr. Dashboard, is deficient of the dedication that makes good curators and ethical aristocrats of Mr. Dairy and Mr. Knightly.Through class distinction, Jane Austin also draws attention to the unfairness of primogeniture, which unfairly privileges one family member to inherited the whole estate, instead of dividing it equally between siblings as would be the normal thing to do today. This allowed the first born son to inherit everything while others remained with nothing. This was done so as to preserve the state and the family name, because if the estate was to be divided then it would eventually come to an end.In Pride and Prejudice, the Bennett girls are to be turned out of Longhorn at the death oftener father, because the estate has to be inherited by a male relation who will keep it the family. Similarly in Sense and Sensibility, the Dashboard girls are made homeless because the old gentlemen Mr. Dashboard wants the family estate to go to a male heir who will pass it on to his sons. This then renders the female siblings to be inferior to their male siblings as Juliet Mas ter argues, â€Å"one might suppose that the filings in a single family would be almost by definition of the same rank.But even here there are marked differences in status, not only between sons and daughters , but also between one son and another' (119). Not only does Jane Austin condemn the unfairness of the inheritance system, but she also expresses disapproval of the significant difference in prestige between elder daughters and younger daughters. In Pride and Prejudice, we see Elizabeth saying, â€Å"l think it will be had very hard upon younger sisters, that they should not have their share of society and amusement because the elder ay not have means or inclination to marry early.The last born has as good a right to the pleasures Of youth as the first†¦.. During Jane Student's time, the eldest daughter was more prestigious than her younger sisters. Jane is called Miss â€Å"Bennett† while her sisters are addressed by their first names. The younger daughters could not be out in society before the eldest. While if the younger sister got married before the eldest, she also gained superiority over her elder sisters as we see Lydia saying to her eldest sister Jane, â€Å"ah!

English Learning Essay

This case study is based on Patricia, a Spanish national in her twenties who is in her last year studying an Economics degree course. She is also a student on the Elementary course at the British Language Centre. Patricia’s started learning English at the bi-lingual school she attended. She learnt English for 3 years but did not take any official examinations, but sees this as a possibility for the future. At school she learnt English because it was obligatory. The only other language she speaks is Spanish. She started attending the British Language Centre (which she still attends) to help her find a job in an international company and to prepare her for her visit to Eastbourne, East Sussex (UK) in July. She will be staying with a house family for one month and hopes to improve her English and use all of the language she has been learning to date. Her reasons for learning English are a combination of extrinsic and intrinsic ones. The main reason she is motivated to learn English is because she believes it will help her find a good job and earn loads of money, she also reads a lot about English culture and customs and watches films in English with subtitles for her own enjoyment. This can also be related to her learning styles. The results of her â€Å"multiple intelligences† questionnaire indicates that her learning style preferences are linguistic, spatial and interpersonal. Her conversations in English refer to things that she has read or heard, she enjoys solving mazes and other visual puzzles and considers herself to be a leader. 3 Problems and Possible solutions with Grammar The student enjoys English grammar, and generally finds it much easier than Spanish grammar. An example of this is the verb formations. She normally uses the correct tense when speaking in English but sometimes uses the infinitive form instead of the progressive. â€Å"I read† instead of â€Å"I’m reading†. Spanish often use an infinitive where English would use a progressive; this can be†¦

Hoitsus Mount Fugi by Sakai Hoitsu Essay Example | Topics and Well Written Essays - 1500 words

Hoitsus Mount Fugi by Sakai Hoitsu - Essay Example As a people of tradition and ritual, the Japanese put meaning into their artistic works that was defined by symbols that were readily available to all of those within the culture. Through the nature of this strong sense of symbolism, the people of Japan have left a long body of work that establishes patterns and belief systems about their culture. The artwork of Hoitsu and the writing of Basho are both a part of this heritage and contribute to the discourse through a connected cultural dialogue. The idea of meisho as it is described by Machotka as it refers to painting is that it represented a famous place, connecting the viewer to the image through heritage and culture. The fascinating element of meisho and its application in painting is that artistic works not only would often use the idea in their works, but in pre-modern Japan there was not the idea of creating a landscape that was not also representative of meisho. Machotka states that â€Å"Japanese painting tradition did not appreciate places from outside of the vocabulary of meisho as an independent art theme as well as it did not demonstrate general concern in realistic description of views, which would evoke their authenticity†.1 Machotka also discusses the idea that many of the visual references were close to unidentifiable, but because they were associated with literary references, poetic descriptions of places from well known works, that identified them to the basic associations that were visually availa ble.2 Looking at the two paneled screen from the perspective of the viewer, the simplicity of the depiction is the first thing to strike the eye. There is a feeling of movement, but it is not harried nor is it in tension.

Pomegranate fruit Research Paper Example | Topics and Well Written Essays - 1750 words

Pomegranate fruit - Research Paper Example Interestingly in Europe and United States, the fruit is regarded more for its ornamental values more than its property as a fruit. However, increasing acknowledgement of the medicinal and horticultural value in other parts of the world will fetch popularity for this crop in Europe and United States as well. The derivation of the name Punica granatum is also interesting. Punica is the Roman name for the Carthage, an ancient Tunisian city (Morton, 1987). It is from this city the best quality pomegranates historically used to be exported to Italy. The common name for pomegranate in the United States is Seedy Apple. A very interesting connection with the name of the fruit is that the French version of its name ‘grenade’ refers to the ammunition, as both of these have similarities in their appearance. The importance of the crop The origin of the common names of pomegranate in Mediterranean explains the importance of the crop in this area. The origin of Arabic and Hebrew names of the fruit has the common root referring back to ‘fruit of paradise’ (Lansky et al, 2002). This suggests and confirms the appreciations for the crop in these cultures. The utility of the crop is varied in nature. The taste of the fruit is a unique blend of sweetness and sourness of the acidity. This makes it interesting in its culinary value. The fruit is used to add flavour to dishes like the Iranian dish, Fessenjan (Panthaky, 2006). Pomegranate is carried easily and provided to the early travellers of the desert a well-protected form of water. In religions like Zoroastrianism, this fruit is a symbol of both fertility and everlastingness; in other faiths like in the Old Testament of the Bible, it serves as an emblem of love and seduction (Panthaky, 2006). It has also been used to symbolize Aphrodite, the love goddess. Many Greek myths, ritualistic adornments and battle good luck charms centre around this sweet fruit – the pomegranate. Medicinal properties of the fruit All over the world the medicinal properties of the pomegranate plant are well established, it is for this reason that in the year 2005 alone 40 scientific journal publications were produced on this fruit (Schulman, 2006). In early 1550 BCE, it is studied that Egyptians used pomegranate root extracts to rid themselves of tapeworms. Hippocrates in 400 BCE is said to have used extracts from the fruit to treat a wide variety of ailments (Adams, 1849). Dioscorides in 90 BCE claimed that pomegranates were good for the stomach and recommended the use of its juice to treat ulcers, ear pain and nose infections. Different products of this plant have been boiled, dried, crushed, roasted and transformed in every way possible to treat illnesses like snakebite, leprosy, contraception, diarrhoea, bronchitis, mouth and throat inflammation, diabetes and haemorrhage (Lansky et al, 2002). Some of these treatments have found valid scientific backing while others still remain traditional wisdo ms, having been passed down from generations. Probably because of its association with love and seduction, many cultures have considered the fruit a love potion. Prophet Mohammed endorses this view since he advises in the Quran, â€Å"Eat the pomegranate, for it purges the system of envy and hatred† (Gunter, 1934). Scientific research in the 21st century have shown that the juice of this fruit contains the highest content of antioxidants than any other food,

Alternative therapies Coursework Example | Topics and Well Written Essays - 250 words

Alternative therapies - Coursework Example Johns wort and S-adenosylmethionine (SAMe) for depressive tendencies, magnesium, and omega-3 fatty acids (Lam, Jones, & Hayward, 2010). Rhadiola rosea is a herb that has been used traditionally in the management of stress. However, it has some stimulating effects that can lift the moods of a depressed individual. S-adenosylmethionine is a nutritional supplement with antidepressant action and can at times trigger mania in bipolar patients. St. John’s wort is a native mood enhancer that alleviates depression. Omega-4 fatty acids from foods such as salmon and sardines tend to lower manic tendencies in patients with bipolar disorders. It is proposed that omega-3 fatty acids facilitate the movement of neurotransmitters in the brain hence assisting in the stabilization of moods. It is worth noting that these alternative therapies should not substitute the prescribed medication for the disorder. They should be considered as complementary treatments. Therefore, patients with bipolar disorders should take their antidepressants whenever they feel that they need them. In addition, most of the alternative therapies have not undergone rigorous evaluation and reviews compared to their pharmaceutical counterparts. Therefore, the nurse should advise family members to do additional research on the treatments to find out whether they have negative effects or adverse reactions with conventional medication that the patient may be taking. For example, it has been reported that S. John’s wort is not safe and that it tends to interact with other medications such as lithium (Deligiannidis & Freeman,

The lack of cultural awareness in the average American Soldier served Essay

The lack of cultural awareness in the average American Soldier served as a detriment during the early phases of the Iraqi War - Essay Example Firstly, culture is not a static entity. Rather, it`s a dynamic and an ever changing concept. Since people are the driving force behind a culture, it keeps evolving and changing according to the change in circumstances. Secondly, culture is not inherited, i.e. it can`t be transferred via genes to the next generation. In fact, it is transmitted through socialization from one generation to another. Culture can also be multi-faceted, which implies that one person might be exposed to various cultures at the same time, which incarnates values and beliefs in an individual which are a blend of various other cultures. Fourthly, there are various means of transmitting a culture, including our family, friends, school, religion, media and any other modes of communication we experience. Thus, acquiring a culture is a continuous process which goes on through our entire lives. Lastly, culture is expressed though various means, which is reflected in the way our beliefs are carved, the way we dress up, talk, eat, our work habits etc (Colbert). Thus, culture is a very important entity which leaves an impact on almost all aspects of the lives of an individual, who is a member of a community or a nation. Since shared cultures and meanings are an important part of an individual`s identity socialized via various modes, it is important to understand the culture of a region to understand the dynamics of that area. For this reason, the lack of cultural awareness in American soldiers acted as a detriment during the Iraqi war. To analyze the situation closely, it is important to study the geography and the history of the military conflict in detail, the weather analysis of the region, and the ASCOPE (areas, structures, capabilities, organizations, people and events) of the region of interest. To understand the culture, however, it is important to

Climate Change Research Paper Example | Topics and Well Written Essays - 1250 words

Climate Change - Research Paper Example Extreme temperature is not suitable for sustaining life forms on earth. If the temperature rises beyond certain limits, survival of humans and animals on this earth would be difficult. It should be noted that there is equilibrium, with respect to the quantity of oxygen and carbon dioxide in the atmosphere. Trees and plants absorb carbon dioxide from atmosphere for photosynthesis and they liberate oxygen when the process is over. On the other hand, human and animals breathe oxygen and liberates carbon dioxide. Thus, the atmospheric content of oxygen and carbon dioxide follows a ratio all the time. However, when atmospheric temperature increases, survival of trees and plants would be difficult and thereby the ratio of oxygen with carbon dioxide in the atmosphere will be spoiled. In other words, the content of carbon dioxide increases whereas that of oxygen decreases in the atmosphere because of atmospheric temperature rise. Such a situation is not suitable either for humans or all othe r living things. â€Å"Deforestation is an important factor in global climate change. It is estimated that more than 1.5 billion tons of carbon dioxide are released to the atmosphere due to deforestation, mainly the cutting and burning of forests, every year† (Deforestation). ... In many villages women are hit the hardest by natural disasters. They often cannot swim, have fewer assets to turn to for alternative livelihoods when crops are destroyed, and have fewer employment opportunities away from the home. The perception of many villagers and local leaders is that the climate is already changing. The main problems were typhoons, unpredictable weather, and the threat of salt water intrusion from sea level rise and other factors (A report for Oxfam, 2008, p. 3-4). Floods, tsunamis, earthquake, hurricanes etc are some of the weather calamities caused by climate change problems. All these natural disasters can cause immense damage to human life and properties. The frequency of occurrence of these kinds of natural disasters has been increased a lot in the recent past. Many people believe that climate change problems are the major reasons behind it. The occurrence of unexpected weather calamities is causing huge damage to the life environment and agriculture. Huma n activities are causing huge damages to the environment. Heavy industrialization and increased automobile use result in increased use of fossil fuels. Increased use of fossil fuels causes big problems to the environment since fossil fuels have the ability to release toxic greenhouse gases to the atmosphere at the time of its burning. Land, water and air are getting polluted as time goes on because of unregulated industrialization and automobile use. Moreover, greenhouse gases have the ability to destroy the ozone layer at the top of the earth which is shielding us from the intrusion of harmful radiations from sun and outer universe. â€Å"Scientists believe that Global Warming will lead to a weaker Ozone

Organizational Communication Research Paper Example | Topics and Well Written Essays - 250 words

Organizational Communication - Research Paper Example Therefore, constant complimenting turns out to be a challenge especially among numerous males because they have to conform to what corporations advocate in effort to motivate other workers. Nature of communication aspect focuses on the proportion of time spent by the employees talking as well as listening. This aspect also varies across genders contrary to the workplace’s varied levels, which define an employee’s position. Studies reveal men tend to be poor listeners compared to the female gender whereby the latter excels in both (listening and talking). Males fail because of their culture and ego where the latter prompts them to act as â€Å"knowing it all†. The first step would entail acknowledging cultural diversity, which characterizes organization’s employees (Bair, 2009). Therefore, I will initiate training on professional communication across cultures (Marques, 2010). This is to equip the professionals with adequate social intelligence meant to have high tolerance levels and open-mindedness especially when mingling with workers from other cultures (Goodman, 2012). These skills will also enable them to have successful co-existence once the inception of the intended change commences, hence contribute actively to the attainment of the corporation’s

Representation of wives over the century Essay Example | Topics and Well Written Essays - 500 words

Representation of wives over the century - Essay Example Wives had a societal connotation and were expected to satisfy the social characterisations ad expectations of women. Edna Pontellier, the protagonist in Kate Chopin’s The Awakening is a controversial character, considering the time that the novel was written. Edna is against all the cultural anticipations and made-up roles of women in the nineteenth century including denying being a mother or wife. She prefers being herself, a self-defined individual, rather than the societal structures of maternity that coerce her to be titled as Leonce Pontellier’s wife and mother of Raoul and Etienne Pontellier. Edna represents wives who seek autonomy and individuality, and inopportunely, this is against societal constructs. Women are male-defined and society-defined creatures, and are either seen as mothers and wives, or considered as exiles. Since Edna is not expected to live like a man as she desires, she commits suicide to free herself from the desolation. In Washington Irving’s The Devil and Tom Walker, Tom Walker’s wife is a high-tempered and strong woman who regularly engaged in wordy conflicts with her husband. Mrs Walker fought with her husband regularly, instead of being submissive as the society demanded. Tom loathes his wife to an extent that when she is taken by the devil, he is more concerned of the lost valuables than his wife, Mrs Walker. The couple have similar behaviour, with no difference on who is the man or woman in the relationship, to an extent that Mrs Walker desires to be better-off than her husband. This shows her endeavour to demand equality between the sexes in an age where the society stipulated that women be submissive. Jack, in Stephen Crane’s The Bride Come to Yellow Sky, uses his bride as a source of social status in the society. He does not marry a woman he does; he marries her to stay alive and escape Scratchy’s brunt. Marriage was valued during that time, and wives were an indispensable property. Jack’s wife

Work Specialization techniqu. Advantages and drawbacks Essay

Work Specialization techniqu. Advantages and drawbacks - Essay Example The topic under focus here is Work Specialization. It is one of the key elements to consider while devising a structure for one’s organization. Work specialization is defined as the extent till which work that needs to be done to achieve organizational goals is broken down into smaller manageable chunks of tasks. Most organizations might collapse without specialization because it is merely impossible for everyone to know everything and possess all the necessary skills needed to run the whole organization. It is the process that breaks down the big goals into small parts and then each part is assigned to one individual according to his/her skills set. These workers specialize in performing the assigned activity possessing the skills they already had. It is the approach by which the skills of a particular employee can be utilized at the best. The work is performed in repetition which also makes the employee more experienced with it reducing chances of error and hence caters to t he smooth functioning of the entire organization leading to the ultimate goal.

Slavery Before the Trans-Atlantic Slave Trade Essay Example for Free

Slavery Before the Trans-Atlantic Slave Trade Essay What is the difference between slavery prior to the 14th century with that of slavery after the 15th century? Slavery existed long before the original slaves came to America. In fact, slavery prior to the 14th century differed greatly from slavery after the 15th century. Slavery was essential to many economic and social structures. For example, ancient Greece and Rome had many slaves. They differed from the form of slavery after the 15th century, though, due to the background of their slaves. Slavery was not necessarily racial or ethnic in origin prior to 15th century slavery. It was often captured enemies of war from many different places. However, when the Trans-Atlantic trade began, the majority of the slaves were African. Another difference is that the Africans were treated as objects, whereas prior to the 14th century, they were not legally the same as objects. Another difference is the jobs that they occupied. For example, the majority of the Athenian slaves were domestic servants, but the majority of African Americans had brutal and tedious jobs such working in fields all day. Slaves were also used to enforce religions, such as Islam. The Ottoman Empire forcibly converted approximately one million non-Muslims. However, the main purpose of Africans in the Americas was primarily as a work force. A significant difference was that of the Aztec slavery. For them, slavery was not considered hereditary. Therefore, a slave’s child was free. After the 15th century, a slave’s child was still considered a slave: it was hereditary. Slave trade was different before the Trans-Atlantic Slave Trade began.

Reading Teacher Essay Example for Free

Reading Teacher Essay How should the proper balance between teacher freedom and responsibility be determined? Position 1: Fir increased Academic Freedom: * Schools are at the center of local debates about touchy subjects such as, morals, sex and sexual orientation, religion, politics, economics, racism, and a host of other social value controversies. * Censorship denies, defeats, or diminishes academic freedom! * Sex, Politics, and Religion: A few Cases * A parent in Loathe, Kansas, demanded that John Steinbeck’s Of Mice and Men be banned from the school curriculum and classroom because the book is â€Å"worthless† and â€Å"profanity filled. † The Majority rejected the effort. * In Oakley, California, some parents wanted the same Steinbeck book banned for racial descriptions. * Schools use the popular Philip Pullman book The Golden Compass was protested by a group of parents and Christian leaders in Winchester, Kentucky; because Pullman was call â€Å"an atheist† and the book â€Å"anti-Christian. † * A high school history teacher in Denver Public Schools was dismissed because the city newspaper published his and other candidates’ views as they ran for congressional seat† the district thought his views were too controversial. He won the case but the district limited him to teaching Basic English and erased his teaching history. * A high school student paper in Bakersfield, California, was prohibited from publishing a story with interviews about gender identity, but a county judge ruled that student to have the right to exercise freedom of speech. * Most frequently banned books: Harry Potter, Diary of Anne Frank, Catch-22, Farewell to Arms, Deliverance, The great Gatsby, Adventures of Huckleberry Finn, To Kill a Mockingbird, The Chocolate War, and Slaughterhouse Five. Even some comic books suffered censorship. * Most censored authors: Judy Blume, Mark Twain, Maya Angelou, John Steinbeck, J. D. Salinger, Toni Morrison, R. L. Stine, Maurice Sendak, William Golding, and Rovert Cormier. * Quotes about censorship from famous figures: * Supreme Court Justice Potter Stewart: â€Å"Censorship reflects a society’s lack of confidence in itself. † * Historian Henry Steele Commanger: â€Å"Censorship always defeats its own purpose, for it creates in the end the kind of society that is incapable of real discretion. † * Actress, playwright, screen writer, and sex symbol Mae West: â€Å"I believe in censorship. I have made a fortune out of it. * Climate of Fear * Challenges to school and library books have been 400 to 500 per year over the past three decades. A lot of the challenges were mostly by individual parents. Organized efforts have joined. * Parents Against Bad Books in Schools (PABBIS) and safelibraries. org. * On safelibraries. org they have published the most shocking and inappropriate segments of each book. * A lot of schools try to limit controversy by passing strict policies that are even sometimes illegal. * Good school districts have splices and practices that promote academic freedom which doesn’t allow for parents, students, and the public to challenge or raise questions about what is taught and how. * What happens? Teachers lose jobs, students can be suspended, and teachers avoid controversy, and education suffers. * We need freedom: Intellectual freedom! * A Necessity, Not a Frill * Academic Freedom = Free Society, which is what our Nation was founded on. * It is increasingly important for teachers to become more active advocates for academic freedom in public discourse and in political arenas. * Democratic education requires debate and discourse – only with teacher freedom can this happen. * Freedom to teach and learn is basic to good education. * Arguments against Academic Freedom * Based on traditional ideas that teachers are not â€Å"scholars,† they have a captive audience, they can influence impressionable minds and they are public employees subject to the will of board and administrators. * The argument against those that believe in those traditional ideas is that our education system now requires teachers to have scholarly qualities; students are expected to inquire and challenge rather than just be a captive audience. * Mischief in Defining Academic Freedom * Zealots everywhere (Zealot being someone who believes their way is superior) has tried to use schools as agents to impose their views and values on the young. They don’t want schools to present opposing views or conflicting evidence and are against real critical thinking. * Academic Bill of Rights – is a bill of rights that demands neutrality for institutions and requiring a diverse faculty along political lines. This bill of rights is for colleges but is popping up in precollegiate schools. * Academic Freedom Petition – a single-issue document that argues that academic institutions should ensure student and teacher freedom to discuss scientific strength and weaknesses of Darwinian evolution. * The problem with these two laws/bills is that they contain seeds of censorship and self-censorship to avoid controversial subjects. This twisted use of academic freedom can cloud the more valuable condition needed for critical thinking in schools and colleges. * A threat to academic freedom – self-censorship – When teachers screen ideas from classroom use in order to avoid controversy. * Conclusion: Fear threatens academic freedom! * The Essential Relationship of Academic Freedom to Democracy. * Democracy states that people are capable of governing themselves. People can make knowledgeable decisions and select intelligently from among alternative proposals. * The Evolution of Expansion of Academic Freedom. * We have adopted German theory – Lehrfreiheit and Lernfreiheit – the freedom of teachers to teach and learners to learn without institutional restrictions. * Socrates – was said to be sinful and wicked because he and his students had the freedom to pursue truth. All wickedness, he argued, was due to ignorance; freedom to teach and learn would uncover knowledge, eliminate ignorance and improve society. The judges at that time did not agree and Socrates was sentenced to death. * Courts, in general, have exhibited an expanding awareness of the need for academic freedom in schools and have provided protection for teachers. * Educational Grounds for Academic Freedom * Where if not in schools will students be able to explore and test various ideas, new concepts, and challenge propaganda in a safe and guided environment? * The classroom serves as a â€Å"safe place† to explore without social condemnation or ridicule. * Education consists of ideas and challenges, increasingly sophisticated and complex. * Learning best occurs as people test new ideas against their own experiences and knowledge. – that testing requires academic freedom. * Not operating in this manor will risk conformity. Students will not examine controversial material in schools that students will not be challenged and participate in critical thinking. * The Center of the Profession * Basically we’re currently trained and we know what we’re doing. Professional Development and certification has equipped us uphold ethics and values. * A professional teacher must be free to examine controversial issues openly in the classroom. * Teacher jobs must not be at risk because they explore controversial material or consider ideas out the mainstream. * We need individuality. * Academic Freedom and Teacher Competency: the Tenure Process * Non Tenure Incompetent teachers do not deserve and should not receive that extra protection; they should be dismissed if a fair and evidential evaluation find them incompetent. * Teacher competence is a mix of knowledge, skill, and judgment. * Knowledge of the material. * Of the students in class * Professional skill in teaching. * Professional judgment. * Under tenure law teachers cannot be fired without due process and legitimate cause. The tenured teacher who is threatened with firing has a right to know specific allegations, a fair hearing, and an evidentially based decision. * Obstacles for Academic Freedom * Religious schools sometimes fired teachers for anti-moralistic requirements, sin, not attending religious services, and not exhibiting sufficient religious enthusiasm. * At the beginning of the nineteenth century teachers were fired for not remaining single, avoiding drinking and smoking, dancing, political views, etc. * At the first half of the twentieth century, political restraint and censorship replaced religious and moralistic restrictions on teachers. * John Dewy and other scholars founded the American Association of University Professors in 1915 which recognized that even then all teachers, not just those in colleges, needed academic freedom. * Some states have tons of censorship attempts each year by parents, school boards, administrators and parents. * The internet * Scare tactics are set up to block access to many â€Å"good† internet sites (our school, example). * Many teachers avoid significant topics to sterilize to the point of student boredom. * National Coalition Against Censorship has been created. Position 2: For Teacher Responsibility * Teachers use classroom for political platforms (especially in colleges). * Power and Responsibility in Teachers * Teaching is among the most influential position in society. Teaching is next to parenting in its power to carry values and ideas from generation to generation. * The influence of teachers goes will beyond the classroom doors, school grounds, and school term; teachers exert influence that can last for years and even lifetimes. Teacher’s ability to influence their students is a huge responsibility. * Parental Rights * If parents can be held accountable for their children, so should teachers. (Even though they don’t) * Schools must give supportive social and family values among our youth. * Public school teachers are even more accountable than private ones to the community and to parents for what they teach and how. * Teacher Responsibilities to Parents * Teachers must remain sensitive to parent interests. * Teachers have responsibilities for providing a safe, healthy classroom environment, and assume protective moral ethical and legal duties. * Parents sometimes don’t know what’s going on in the classroom until the damage is already done. * Parents have the right to monitor. * PABBIS lets parents see various pieces of literature and provides evidence to help them make rational judgment about the material. * Internet Access is becoming a huge problem. * There exists a serious problem in Internet usage when websites continue inhumane, anti-American, racist, Antiauthority, sexual, antireligious or other inappropriate material that can be accessed at schools. * Teacher Responsibility to Children. * Children are vulnerable * Children look to teachers for direction. * Children are immature and unformed. Teachers must be careful. * Teacher Responsibility to Society * Society trusts teachers to develop the young into positive, productive citizens. * Teacher Responsibility to Their Profession. * Teachers can be the key to good education, or poor education * Teachers have the responsibility to recognize children’s needs and academic development. * Teacher Irresponsibility * Tenure covers poor teachers and socially dangerous teachers. * Sometimes teachers will start to threat a school with atheism, Satanism, sicalism, communism, and take other extreme positions after they’ve been tenured. Deeming themselves as â€Å"untouchable. † * Tenure laws make it almost impossible to rid schools of poor teachers. * Academic Freedom of License * A license to teach is not a license to impose one’s views on others. * Sometimes teachers who â€Å"mind bend† for years and teach in an unethical manor gets by because administration is afraid to reprimand them. * Tenure teacher firing is rare. * Tenure laws create burdensome requirements that save teacher jobs even when those teachers have demonstrated a lock of respect for parents, students, and community values. * We need to make it easier to fire teachers. * 18 states have modified tenure regulations; the Education Commission of the States website shows current state approaches. Idaho has completely eliminated teacher tenure and other states are considering major reform. * Conclusion : * Teachers deserve respect and appreciation for their contributions to society, decent salaries, and comfortable working conditions.

The application of the principles of adult learning

The application of the principles of adult learning The only kind of learning which significantly influences behaviour is self-discovered or self-appropriated learning truth that has been assimilated in experience Carl Rogers. The aim of this essay is to explore three of the main principles of teaching adults and to apply them to a learning group, in this case, teaching general Art and Design to post compulsory education learners in a sixth form college. The following principles are discussed: 1. Learning should take account of individual differences in learners capacities and styles and be self paced 2. Precise learning goals and objectives should be specified in advance 3. The learner must practise what she/he has learned. 1. Learning should take account of individual differences in learners capacities and styles and be self paced In general, adult learners are self directed, experienced and have a desire to develop skills. All students are different though, and the teacher needs to take account of this by understanding their needs and working with them to achieve their own learning goals, rather than telling them what to learn and how to learn it. Lumby states that the desire to meet the full range of student needs means that the curriculum grows organically by responding to the community (Lumby, 2001 p115). In order to facilitate response, it is important that the teacher helps the students identify their own learning need. The teacher can begin by outlining what is required to achieve the desired outcomes but the learners must be given the experience of making their own choices. A teacher centred method could be followed where there is a preference for speed of learning rather than depth of learning, whereby students are passively lectured to, however, the learners may listen but in listening they may not learn what the teacher intends (Rogers, 2002 p222). A more suitable approach, particularly in regards to the subject of Art, is an interactive method where the learner is involved in the planning of his or her own learning. Whilst the teacher should provide clear instructions and guidance, the learner should also be encouraged to take ownership and be in control of the learning, participating, and making it an empowering experience. Art should be about experimenting and exploring. To begin with, the teacher should suggest fun, easy art projects where the learner will see results. This will help the adult to become less self conscious about their art and encourage them, in their own time, to try more complex techniques without fear of failure. Art should be taught as a gradual process, adapted to a students capabilities and confidence. The teacher should draw on the learners prior knowledge and experience and not just dictate the subject; Fairclough expresses that the subject being taught should never take priority over the learners (Fairclough 2008 p4). Teaching adults in less formal, relaxed ways and encouraging the class to talk and break the ice by using group work and discussion helps students to relax and enjoy themselves. This will provide an innovative approach, which will improve flexibility and make lessons more interesting and less rigid. Students can often learn just as much from each other as the teacher. This will help foster a feeling of inclusiveness within the group whereby students who are less confident can seek support from others that are more advanced. It is valuable for the teacher to learn about the students on the first day so that there is an understanding of their skills and interests in art, and what experience they have. These details will help to understand their learning strengths and weaknesses, enabling the teacher to adapt to their needs. Each learner will have different approaches to learning so it is important to understand the student and tailor ways of conducting individual feedback, which encourages learning and also enables the student to feel positive about their progress. 2. Precise learning goals and objectives should be specified in advance. It is of the imperative that goals and objectives are stated in advance as they ensure understanding of the learning process, offer motivation and provide a framework for evaluation by the teacher and learner; If goals are left vague, neither party is sure if they are achieving anything or not (Rogers, 2002 p146). All lessons must have aims and objectives and the teacher must explain them clearly in order to get a successful learning outcome. This is important in learning because it provides structure and enables both the teacher and student to plan and prepare in advance to ensure meaningful lessons. Aims describe the overall intention of the lesson, and provide a plan to illustrate direction. The aims should be brief and should be stated simply and concisely to summarise the proposed outcome. Objectives define the knowledge and skills that students should have developed by the end of the lesson. Objectives should consider performance, conditions and criteria. Objectives describe the learning that you wish to take place. They are more specific than aims and will explain, in more detail what the student will learn during the lesson. They will tell you whether the work will be done individually, in pairs, or in groups, over what time period and what resources will be used. Aims and objectives help both the learners and the teacher evaluate the work that has taken place during the lesson and whether the learning outcomes have been achieved. Art lessons should be fun. Most people think they have accomplished something when they learn a new skill. It is important that the student finishes the lesson knowing that they have learnt at least one thing. This could be anything such as sketching or basic colour theory. Aims and objectives can help to identify what areas may need more improvement. By evaluating the aims and objectives adult learners can work on the areas that need development. 3. The learner must practise what he/she has learned Art is a practical subject and some students will have greater capabilities than others, however, most will need to practise hard to improve their skills. In 1984 David Kolb explored the theory of the significance of experience in learning. He stressed that Learning is the process whereby knowledge is created through the transformation of experience (Light, G., Cox, R., Calkins, S. 2009 p55). The teaching environment involves more than just providing knowledge and skills. The student must want to learn, want to use their abilities and actually do so. They must want to develop as a person. To do this the learner must practise what they have learned and this need to practice applies to both the student and the teacher. At the beginning of each lesson it is valuable that the teacher recaps the learning outcomes from the last lesson. The student should be able to build on the previous weeks techniques and skills learnt. In the case of a complex or difficult task, the teacher might initially want to give specific warm up exercises to practise using the skills. During the lesson, it might be suitable for the teacher to continue practising their own skills and working on his or her own piece of artwork at the same time as the students. The more the student practises, the more developed the work will become. The teacher should give positive feedback and support during the lesson. Art shouldnt be a competitive subject and there is no right or wrong. Art is about the creative process and not the final product. The students should recognise that the more they practise their art, the more focused they will become. In time, with practice, their skills will develop and their confidence will improve. Art should be taught from different perspectives to help students relate to it better. The teacher should find out what learners are interested in and use that as a way to increase their interest in art. Some tasks require repetition and it is important that they approach to practise remains flexible to change the programme to keep students motivated and enthusiastic. Conclusion Adults need to know why they are learning, what the benefits of learning it are and what they risk by not learning it. Adults need to take control of their learning. Learning needs to draw upon the learners own experience. It needs to be timely and relevant and focus on what is useful in their situations. Adult learning is life centred and focuses on tasks and problems rather than on subjects. They must have motivation to learn. This may be extrinsic but is more likely to be intrinsic. Adult learning is emphasised through life and experience. An experience that results in changed behaviour. Ultimately, adults learn best by doing. Teachers must focus on assessing individual learning styles, motivation, past experiences and the students willingness to apply the learning. A joint effort between teacher and learner will achieve the most success and benefit everyone involved in the activity.

T.S Eliots The Waste Land :: T.S. Eliot Waste Land Essays

T.S Eliot's The Waste Land In T. S. Eliot's The Waste Land you perceive many images from the writing style he uses. In lines 386 - 399 he writes: In this decayed hole among the mountains In the faint moonlight, the grass is singing Over the tumbled graves, about the chapel There is the empty chapel, only the wind's home. It has no windows, and the door swings, Dry bones can harm no one. Only a cock stood on the rooftree Co co rico co co rico In a flash of lightning. Then a damp gust Bringing rain Ganga was sunken, and the limp leaves Waited for rain, while the black clouds Gathered far distant, over Himavant. The jungle crouched, humped in silence. In these lines he seems to tell of a graveyard near a chapel in an upcoming storm. Different images can be seen from the decayed hole in the moonlight, the empty chapel without windows, and the rooster's crows as the lightning and black clouds arrive. In line 386, "In this decayed hole among the mountains," probably refers to an empty grave that brings images of death and the end of life, or possibly the beginning of a new life to mind. The grave is lit by moonlight, possibly referring to the white light many people see when they have near-death experiences. You get a creepy feeling when the wind blows and makes the "grass sing" in line 387. In these first three lines it talks of tumbled graves, possibly disturbed by nature, which could tell of troubled lives, or a troubled second life. The empty chapel without windows is nearby, as you perceive from lines 389 and 390: There is the empty chapel, only the wind's home. It has no windows, and the door swings It's image makes you shiver. It could possibly represent itself, in the sense that many people die there, as in baptism, as well as dying, where this place may be the starting point for a second, never-ending life. The chapel has no windows, maybe so that the people inside would not loose

The First Scene of Macbeth :: Free Essay Writer

The first scene is very short, but full of impact. The thunder and lightning alone give it a dramatic opening, which grabs the interest of the audience, as it is representative of evil. These dramatic sound effects help to set the eerie and supernatural atmosphere that Shakespeare wanted to create along with the witches. Instead of seeing Macbeth, Shakespeare’s audience is faced with three weird-looking women. The witches introduce us to a dark, dangerous play, in which the theme of evil is central. The witches say little but we learn a lot about them. The mood of the play is set here, although the action doesn’t start until the next scene. The presence of supernatural forces in the opening of ‘Macbeth’ provides for much of the play’s dramatic tension and the mounting suspense. ‘When shall we three meet again? In thunder, lightning, or rain?’ This is the opening line. It immediately draws the audience and captures their imagination, as the supernatural world fascinated people in Elizabethan England. At the time the play was first performed and at the time that Shakespeare was writing it, witchcraft was a great enemy, people became captivated by these peculiar, suspicious witches. Witch – hunts took place and many people were convicted of being witches and were executed. The witches fit in with the stereotypical perception of witches of that time, including use of familiars like Graymalkin and Paddock. The use of the paranormal occurs at the beginning, with three witches explaining that they will meet Macbeth. ‘When the battle’s lost and won.’ The audience have yet to find out what the battle is, however they know that the battle is won by one side and lost by another. Macbeth’s fate is that he will win the battle, but will lose the battle for his soul. We have come in at the end of the witches meeting, just as they are arranging their next appointment before their familiar spirits call them into the fog and filthy air. From the beginning we can tell that the witches can foretell the future, and are creating some unpleasant magic, which is to involve Macbeth. This creates suspense for the audience, wandering what is going to happen next. The fact that the witches want to meet Macbeth should raise some suspicion in the audience. The witches first mention Macbeth in the eighth line, when they explain that they will meet Macbeth upon the heath.

Humbert Humbert of Vladimir Nabokov’s Lolita Essay -- Essays Papers

Humbert Humbert of Vladimir Nabokov’s Lolita Humbert Humbert. A delusional, sick, middle aged man obsessed with a self created love for pre-pubescent girls he has namely dubbed nymphets. Right? Wrong, this is only the skin-deep image we are given of the main character in Vladimir Nabokov’s Lolita. Rather, He is a highly intelligent chess master who is constantly aware of his environment and is able to manipulate it with minute actions bringing him the results he desires. Humbert’s obsession for the opposite sex starts in chapters three and four when we are introduced to his first love - Annabel. As Humbert recalls his beloved nymphets, he talks of two kinds of visual memory pertaining to remembering a face. One that a person, with their eyes open, must recreate, piece by piece, taking little details of vivid moments in time and putting them all together. The other, an instant glimpse, as if a flash bulb goes off inside your head, and instinctively, an â€Å"objective, absolutely optical replica of a beloved face, a little ghost in natural colors† appears â€Å"on the dark innerside of your eyelids† (Nabokov 11). I would like to expand on the latter of the two ideologies, saying that this image, the more one thinks about it, the clarity soon fades. The reasoning for this being emotional attachment, one’s mind begins to wander about things that occurred in the past. Perhaps why he isn’t looking at the face in real li fe right then, instead of picturing it in his imagination. These emotional ties to that person may be for various reasons, but those aren’t important, it is the depth of them that bears the significance. He remembers Lolita’s face in the second of the two ways because of the extreme feelings he had built up for her throughout the time he was with her. Humbert recalls Annabel’s face with the first method simply because she was his first. Not because of any serious feelings for her; at least compared to the magnitude of those for Lolita. Writing from the confines of a jail cell, Humbert Humbert tells us this story of his sex-capade across the country with little Dolores Haze. He fills his pages with incredible detail, often wandering on certain subjects seeming unimportant, but written as if crucial to understanding his point. An example of this is Humbert’s recollection of the lake and its splendor, being more than just a place to swim and relax; but a... ...nsignificant souvenirs and pointless tours of monuments they encountered along the trip. He couldn’t risk being caught; it isn’t far fetched to imagine Lolita throwing a fit and spilling her guts to an official for the mere refusal of an ice cream cone Humbert wouldn’t buy her. So, in coming to a conclusion, I feel that Humbert Humbert isn’t crazy, or emotionally disturbed, but rather a bit vulnerable. His original fling with Annabel had such a strong impact on him, that from then on, he had a predetermination of what beauty in the opposite sex was - a nymphet. He has a strange fetish, which he allows to turn into obsession. Being immoral and illegal, his actions are condemned by all. Imagine all that he has taken away from a little girl’s growing up. He turned her into a personal prostitute, and forced her to become more mature than anyone her age. In the end, Humbert Humbert gets what is deserved and goes to jail; but not for reasons pertaining to his deeds with Lolita. His jealous murder of Clare Quilty finally sees him to his prison cell where he is sentenced to life. From there, the only way to embrace his obsession is through writing, and thus we are given the novel Lolita.

Classroom Management Strategies Essay

How can a teacher prevent irritating classroom behaviors? 1. The students and teacher should first discuss and then write a â€Å"group† contract adopting acceptable classroom rules and procedures by the end of the first week of school. 2. Periodically review the rules and procedures of the classroom until the students can successfully adhere to them. 3. Use simple verbal reprimands when the misbehavior occurs. Make sure that they are to the point, moderate in tone, and private (e. g. , â€Å"Stop talking and work on your math problems, please†). 4. Give praise to the entire class as frequently as possible (e.g. , â€Å"Thank you for working so quietly,† or â€Å"I’m delighted to see you all working so well today†). 5. A student who continually exhibits an unacceptable behavior (e. g. , out of his/her seat) might profit from an â€Å"individualized† contract pinpointing the â€Å"desired† behavior (e. g. , remaining in his/her seat) and delineating the consequences (e. g. , if goal is reached, then student will receive designated reward or recognition). 6. Intervene as soon as possible in order to prevent the misbehavior from occurring (e. g. , say â€Å"Harry, may I help you with your assignment? † when the student begins to show signs of frustration). 7. Use facial expressions to convey to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior problems. Return to Top ANTAGONISM WITH AUTHORITY What can be done to help students improve their interaction with authority figures? 1. Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etc. 2. Give students reading and/or writing assignments that deal with antagonistic behaviors, and ask them  to comment on different socially acceptable ways of handling conflict situations. 3. Praise the students whenever they are cooperating with other adults (e. g. , â€Å"That was very kind of you to help her find her keys†). 4. Talk to the student in private to ascertain the reason for his/her misbehavior. 5. Provide the students with models of appropriate communicative behavior through role-playing activities. 6. Encourage students to strive for greater self-control in as many situations as possible. 7. Emphasize to students the difference that exists between acceptable communication in school and that  which is used at home and/or in the community. 8. Contact parents and/or administrators when there is no other way of resolving the conflict situation. 9. Refer the student to appropriate staff members (e. g. , the Child Study Team, if the student frequently displays uncontrollable verbal hostility). Keep anecdotal records to support your concerns. Return to Top ARGUMENTATIVE STUDENT How can the teacher deal with a child who becomes argumentative upon confrontation? 1. Do not confront the student in a group situation. 2. Do not use an accusatory tone upon approaching the student.  3. Evaluate the situation that led to the confrontation. 4. Do not back the student into a corner. Leave room for options. 5. Do not make threats that cannot be carried out. 6. Allow your emotions to cool before approaching the student. 7. Maintain the appearance of control at all times. Use a clear, firm voice. 8. Give the child an opportunity to speak his/her piece. 9. Allow for role-playing, doing role reversal. 10. Try to explore and discover what led to the confrontation. Avoid repeating these circumstances. 11. If you made an error, admit it! Return to Top  BEHAVIOR PROBLEMS What steps can be followed to resolve a child’s constant misbehavior? 1. If possible, meet with the child and describe in exact terms the behavior you find unacceptable in the classroom. 2. During the discussion, explain the reason(s) why you find the behavior unacceptable. 3. Be sure the child understands that it is not he/she who is unacceptable, but rather the behavior. 4. Let the student know exactly what will happen if the problem continues. 5. If the misbehavior occurs again, follow through with the previously planned disciplinary action. 6.  Throughout the process, keep the parents and the principal informed of the progress or lack of progress. 7. If the child continues to misbehave and you feel that you have utilized all of your options and resources, send the child to the principal’s office. Explain to the child that he/she is welcome to return when he/she is ready to follow the classroom rules. Return to Top BOASTFUL, ATTENTION-SEEKING STUDENT What can be done for a student who is constantly disrupting the class in order to gain the teacher’s attention? 1. Give the student a position of responsibility in the classroom and encourage him/her to set a good  example for others (e. g. , passing out papers). 2. Post a chart in the front of the room delineating the rules to be followed when responding. For example: 1. Raise your hand if you wish to talk. 2. Wait to be called on. 3. Listen while others talk. 3. Assign the student a special project of interest and let him/her present the report to the class. 4. Ignore the student’s annoying comments, but give praise when the student describes his/her real achievements. 5. Assign the student to a small group in which he/she must participate primarily as a follower. 6.  Provide recognition and positive attention whenever possible. 7. Model appropriate behavior every day for the student, so that he/she can see what is expected of him/her (e. g. , role-playing by teacher and/or peers). 8. Arrange parent conferences to discuss any factors that may be contributing to the student’s problem in school (e. g. , sibling rivalry). Return to Top CALLING OUT IN CLASS – RESPONSE #L What do you do with a student who calls out answers or comments during class? 1. Discuss your expectations with the class. Make up rules and consequences at the very beginning of  the school year. 2. Keep a frequency record in your grade book of the calling out, and increase the severity of the consequence in direct proportion to the frequency of the â€Å"calling out. † 3. With children in the middle grades and older, divide the class into two groups and make a game out of questions and answers. Each team scores a point for each correct answer. If a team member calls out an answer out of turn, that team loses a set amount of points. 4. Praise the student who does not call out, but waits to be called on. 5. Ignore the calling out. Do not acknowledge having heard it.  6. Use a strict behavior-modification program to lessen and ultimately extinguish this behavior. 7. Examine the reason for the calling out. Is it for attention? Do you tend to overlook calling on this student? Is the calling out a result of an inability to sit still? Does this child have a learning disability? React to these symptoms appropriately. 8. Contact the parents. Try an at-home reward system for good days (days in which calling out did not occur). This will involve sending a note home daily. Return to Top CALLING OUT IN CLASS – RESPONSE # 2  What can you do about children constantly calling out in class, even when they are supposed to be working quietly at their seats? 1. Be sure that the students know what you expect of them concerning this problem. Describe what procedure you want them to use to get your attention, and explain why they should not call out in class. 2. If students’ calling out is a major problem, hold a class meeting and ask the children to make recommendations for solving this problem. This would include the type of discipline to be used for the children who continue to disturb the class by calling out. 3. Be consistent and persistent in disciplining the children who call out. 4. If a child communicates with you by calling out, make your only reaction one of displeasure and do not answer the question or fulfill the request. 5. Tell the class that if calling out in class only occurs a certain number of times during the week, you will do something special with them on Friday afternoon. Peer pressure is then utilized to solve the problem. In the weeks that follow, calling out will lessen, as students anticipate the special Friday activity. 6. Calling out may be motivated by the student’s enthusiasm, or by the fear that he/she will forget what  he/she wanted to say. Have students keep a pad and pencil on their desk to write down a thought they might forget. That way they can refer to it when they finally get called upon. Be sure to give everyone a chance to answer something — even the slower thinking students! Return to Top CLASS CLOWN How can you deal effectively with a â€Å"class clown†? 1. Let the student know in private how you feel about his/her unacceptable behavior, and explain what is expected of him/her. Try to form a trusting relationship with this student. Listen to his/her feelings and expectations. Try to channel his/her talent for humor into something more productive, such as creating a class play or dramatic skit. 2. If you think it would be beneficial, try role-playing with this student. Give him/her the role of the teacher who is trying to teach a lesson. You take on the role of the class clown and exhibit the same behaviors that he/she does in class. This may be a learning experience for the entire class! 3. Explain to the student that the solution to his/her problem is his/her responsibility as well as yours. However, if the â€Å"class clown† behavior continues and it affects the level of learning for the rest of the  class, then the responsibility for the solution will lie with him/her and the administration. 4. Try to find the curriculum areas in which the student is interested. Give him/her some independent work in these areas and observe any change in behavior. 5. Let the child gain the attention of the class in such a way that it has a positive effect on the class. The student could conduct mini-lessons, lead study groups, assist students, or make other contributions that will benefit the entire class. 6. Ask for the assistance of a counselor to investigate various possible reasons for the child’s need to be  the â€Å"class clown. † Return to Top DEMANDING STUDENTS How do you cope with a child who demands your constant attention? 1. Give this child a special job to show that you care about and have confidence in him/her. 2. Make this child the captain or leader whenever possible. 3. Play games that nourish self-confidence. For example, try the Circle Game: Have children sit in a circle and take turns naming someone in the circle who has done something to help or to make him/her feel good. 4. Use personal evaluation sheets. These can be as simple or as complex as you desire. In this way, you  can help children express feelings and recognize their own strengths/weaknesses in a non-threatening atmosphere. 5. Provide a wide variety of classroom experiences. Familiarity breeds self-confidence! 6. Implement a buddy system for this child. 7. Check into the home environment. See what is motivating this dependency. 8. Frequently assign this child simple, easy tasks that allow for success. 9. Provide self-correcting tasks so that the child may see his/her own errors firsthand. 10. Videotape your class in action and let the student (as well as the other students) actually see how  he/she interacts in class. Return to Top FAILURE TO ASK FOR HELP What can you do about a student who fails to ask for help with matters he/she does not fully understand in the curriculum or in the classroom in general? 1. For various reasons, the student may not feel comfortable or confident about asking questions in certain classroom settings. Have an individual conference with the student to discuss the problem. Work together to develop possible solutions. 2. If the student does not feel comfortable asking questions in the classroom setting, have him/her write  the questions on a piece of paper or a 3Ãâ€"5 card. Then, when time permits, meet with the child individually to review the questions, or provide general answers to the class if you think others may have the same questions. 3. Designate other students in the classroom as resource persons, who can meet with the student and offer assistance. The student may be more apt to ask for help from a peer than from the teacher. 4. Consider having the child evaluated by the Child Study Team for a possible learning disability or a health problem (poor hearing, poor vision, etc. ). 5. Check to see whether the student exhibits this behavior in other classrooms. If he/she does not, you may want to focus on the way you relate to this student. 6. If available and practical, utilize the services of a counselor to assist the child in overcoming his/her reluctance to express him/herself in class. 7. Create a chart listing all students, and give recognition to those who ask questions in class. Emphasize that asking a question indicates intelligence, not stupidity. Return to Top HYPERACTIVITY – SHIFT IN ATTENTION What can be done for students who frequently shift their attention and/or interests in class? 1. Assign the student some type of classroom responsibility that he/she looks forward to doing (e. g. , collecting completed work, delivering messages, etc. ). 2. Carefully arrange the student’s work area to minimize classroom distractions (e. g. , study carrels, room partitions, etc. ). 3. Plan individual and/or group lessons that foster the development of analytical abilities in your students (e. g. , a step-by-step approach to solving everyday problems). 4. Refer the student to a specialist and/or school nurse to check on visual and auditory deficits. 5. Provide your students with firm but fair classroom rules. Make sure you consistently adhere to the consequences of breaking rules. 6. Use social reinforcers frequently and as soon as possible (e. g. , physical nearness or contact, a smile or frown, etc. ). 7. Prepare a variety of short lessons to maximize student attention and participation (e. g. , manipulation exercises of 15 to 20 minutes in duration). 8. Make suggestions to parents about the possible use of various nutritional diets (e. g. , the Feingold diet). 9. Regularly incorporate â€Å"relaxation† techniques into the daily classroom routine. Use them whenever the student is in need of them. Return to Top HYPERACTIVITY AND DISTRACTABILITY How do you manage the â€Å"hyper† student and the student whose ability to screen out irrelevant stimuli is limited? 1. Employ hands-on activities. 2. Eliminate as many environmental distractions as possible. 3. Establish a well-defined work area for the child. This will help to limit outside activities that would detract from his/her concentration. 4. Use classroom aids such as headphones, tachistoscope, videos, etc. Provide for controlled exposures. 5. Pace activities realistically. 6. Incorporate gross motor skills into activities whenever possible. 7. Use bilateral activities, using hands and eyes in the lesson. 8. Make an obstacle course and have the students move through it at varying paces. 9. Use a timer. When the timer stops, students may have a short break. Never use a timer to speed up work, for it will cause tension and frustration rather than increase skill. 10. Use a â€Å"time-out† period to reward a hyperactive child who has spent time doing correct activities. Return to Top LACK OF MOTIVATION – RESPONSE 1 What do you do with students who lack motivation, have a very negative attitude toward school, and come to class unprepared? 1. Do everything possible to make sure the physical needs of the student have been met. Has he/she eaten breakfast? Had enough rest? Can he/she see the board clearly, hear clearly, etc.? 2. Make your classroom interesting and stimulating to the students. Make your lessons inviting and challenging, so students are interested in finding out what comes next! 3. Show your students that you take an interest in them. Show that you like them and that they belong in your classroom. 4. Make your lesson an experience that will allow the student to gain self-esteem because he/she is successful. 5. Make goals that are challenging, but attainable. 6. Take advantage of the student’s interests and formulate some lessons around them. 7. When developing practice worksheets, use the students’ names and some things you know about them to teach a concept (e. g. , â€Å"Susan expressed her enjoyment regarding her trip to Disney World† when identifying parts of speech). 8. Send home weekly reports to parents. Encourage parents to reward their children for high motivation. 9. Use the concept of students’ working together to encourage one another (e. g. , cooperative learning groups). 10. Have students chart their own behavior for a week. Return to Top LACK OF MOTIVATION – RESPONSE 2 What methods can be used to motivate students and increase their interest in learning? 1. Use incentives in the classroom to reinforce motivation toward accomplishment (e. g. , prizes, stars, or other rewards for completing assignments on time). 2. Get to know each child as an individual, to gain insight into his/her strengths and interests. 3. Hold monthly conferences with students to discuss their work habits, motivation, behavior, etc. 4. Have a real purpose in the school work you assign to your students. Make sure that it relates to their needs. 5. Assist the student in setting realistic goals. 6. Don’t always point out errors in a student’s work, but show how the finished product can be improved. 7. Provide editing time when you work one-on-one with students to perfect their creative work. 8. Show enthusiasm when you teach. The teacher is the key to motivation in the classroom. 9. Develop special projects for the child whose interests have not yet been tapped by the school routine. 10. Give special recognition through â€Å"Student of the Month† or â€Å"Star for the Day† designations. Return to Top LACK OF RESPECT What do you do with students who show a lack of respect for adults, peers, their belongings, and the property of others? 1. The teacher should practice the 3 R’s: Respect, Responsibility, and Reciprocity. 2. Role-play situations where there is lack of respect. For example: Someone fails a test and others make fun of that person. Follow with group analysis and discussion of the situation and alternative actions. 3. Clearly state the reasons for respecting other people’s property. Publicly acknowledge those who demonstrate respect for others’ property, so their peers can model their behavior. 4. Show videos dealing with respect and then discuss them. See Guidance Associates materials. Obtain materials from your county audio library. 5. Don’t make unrealistic requests, dictate rules without explanations, or give an ultimatum that presents students with a boundary they might be tempted to cross because they feel it is unreasonable. 6. Listen to each student. Never assume that you know what the student is going to say to explain his/her actions. 7. Show that even though, as the teacher, you are in charge of the class, you respect the student and expect respect in return. 8. Never make idle, sarcastic threats (e.g. , â€Å"How many times have I told you to sit down? I am going to have to take away your recess time for the semester unless you behave. â€Å") Return to Top NEGATIVE RESPONSE TO REQUESTS AND RULES What can you do when you are confronted with students who are negative about rational requests and/or rules? 1. Try to use these guidelines when establishing classroom rules: a) Involve your class in making up the rules. b) State the rules positively. c) Keep rules brief and to the point. d) Review rules periodically with the class. 2. Arrange private conferences with students to discuss the problem in depth. 3. Ask the student(s) to write down the disturbing behavior in a class logbook. Have them write some appropriate alternative ways of responding to negativity, for future reference. 4. Give students choices, in order to minimize negative reactions (e. g. , â€Å"Would you rather stay an extra ten minutes and finish the exercise before lunch, or go to lunch now and finish it when you come back? â€Å"). 5. Try to have frequent, positive interaction in the class (e. g. , praise, group projects, discussions, etc. ). 6. Make sure students clearly understand what is expected from them. (In some cases, it’s the student’sconfusion that causes oppositional behavior. ) 7. Handle difficult students individually outside the classroom, so that there is less chance that others will get involved. 8. Contact the parents, the principal, and/or the counselor to discuss the student’s inappropriate behavior. :: PRINTER FRIENDLY Related Links ?Protest Art in Pre-Revolutionary Russia ?Book Snake ?Asking Pre-Reading Questions ?Catch Them Being Good: A Technique for Handling Disruptive Behavior ?Olympic Leaders ?More Resources Comets and the Solar System The European Space Agency successfully landed a probe (nicknamed â€Å"Philae†) on the surface of  a comet over 300 million miles from Earth! As scientists uncover the mysteries of Comet 67P, teach your students about the makeup, structure, andappearance of comets. Then, explore the rest of our wondrous Solar System. Handwashing Awareness A rare respiratory illness, enterovirus D68, is quickly spreading across the United States. Kids are especially susceptible. Like any virus, prevention starts with proper handwashing. Show students how to keep germs away. Poptropica Teaching Guides Poptropica is one of the Internet’s most popular sites for kids—and now it’s available as an app for the  iPad! It’s not just a place to play games; each of the islands featured on the site provides a learning opportunity. Check out our teaching guidesto four of Poptropica’s islands: 24 Carrot Island, Time Tangled Island, Mystery Train Island, and Mythology Island. November Calendar of Events November is full of holidays and events that you can incorporate into your standard curriculum. Our Educators’ Calendaroutlines activities for each event, including: America Recycles Day (11/15), International Day for Tolerance (11/16),Geography Awareness Week (11/16-22), Thanksgiving (11/27), and Buy Nothing Day (11/28). Plus, celebrate Aviation History Month and American Indian Heritage Month all November long! Take Our Survey! Help us improve TeacherVision by taking our brief survey. Thank you for your input! Teaching with Comics Reach reluctant readers and English-language learners with comics! Our original teaching guide to the Galactic Hot Dogs comic series, as found on Funbrain. com, will take students on a cosmic adventure while engaging their creative minds. Plus, find even more activities for teaching with comics, featuring many other classic stores.         

Eulogies: Eulogy and Philosophy Collection Article

edifying Speech Outline Eulogies Introduction forethought Getter Life is not just virtually the occur of days we live, or the number of contacts we withstand. Our lives can have an immeasurable and indiscernible affect on others. Motivational consort At some point in our lives we could save, read, or even hear a compliment about someone that we at one time knew. Purpose Statement finished the setting of my presentation it is my purpose to enlighten you on the qualities that make these speeches so memorable.Preview Statement In order to gain a give way understanding, we must(prenominal) first examine the account of where they sourceated, then we can centralize on where and how they be use today, and finally hold forth the elements used when writing one. Body It is primal to know the history of eulogies as it gives us an insight of where they originated to why we use them. The origin of the pean. The intelligence information originated from the Greek language, and from the dustup word/ speech of praise It was first know use was in the 15th degree Celsius. This is according to the Merriam-Webster dictionary online that was update in 2013.There have been m each famous eulogies end-to-end history, from Shakespe atomic number 18 (1616) to Michael Jackson (2009). The purpose and they way they atomic number 18 composed are no different. This is a part of history that is does not sort provided grows. narrow Post outright that we have argueed the history of eulogies, where they originated, let us look at where and how they are used today. A approbation can be performed at all kinds of celebrations. Most usually we think of eulogies being given as part of a funeral work. They germinate behind in either a funeral kin and can be preformed during or afterward a wake.A wake is the period of tribulation of the deceased. A eulogy may alike be performed during the main service. Also there can be living funerals for those who are severel y ill or senile which are used to express words of love and gratitude before they pass In the novel Tuesdays with Morrie Copyright 2006, the professor named Morrie preferable to have a living funeral, so that he could hear all the grand things his family and colleagues had to say about him. As easily as praising somebodys who pull up stakes be passing soon, eulogies can also be a time to praise those who are still living and have something particular(a) to celebrate.In cases of retirement, promotions, birthdays, or even weddings. However, some religions do discourage, or do not take into account at all during the time of service to maintain respect for tradition and their higher(prenominal) power/ beliefs. a. In Catholic weed the priest are prohibited by the rubrics of the mass. Eulogy is not part of our catholic tradition, and it doesnt belong in a catholic funeral mass November 2010 faith and philosophy Collection article allows Bury the Eulogy As we did take in the h istory that the word eulogy is Greek for word of praise, the catholic take these words in another content. we fill out to bury Caesar and not to praise the wretch, as Shakespeare says, because the only one we praise in liturgy is Christ Again November 2010 Religion and Philosophy Collection article Lets Bury the Eulogy Sign Post Since you now know where and how eulogies are used today, now we can discuss the components used when writing one. A eulogy is most often delivered by a family member, friend, or even colleagues. The individual who is grownup the speech is also the one who wrote it. When preparing and prominent a eulogy there are many different components one must consider.There are so many different ideas to consider but if you can focus and remember these five, preparing and delivering a eulogy testament be easy. Decide on which border on is take over for you some generators take the austere approach, while others bring humor. It doesnt be which one you use but it is all important(p) to have a conversational tone as if you are talking to friends. The speaker needs to consider their audience. Does not offspring what routine focus on the authoritative aspects of the someone talking about, even if they do have flaws.Be specific, by making it in-person with a story not lacking to just list qualities about the person or achievements they have made. As the writer and speaker you want to be aphoristic and sound-organized, so like in any public speaking make an outline, and cerebrate areas that you can talk about, as well as being interesting and exclude rambling. You will want to rehearse, reread the eulogy you have written out load. These will help with making sure it sounds appropriate and if you need to change it. ConclusionSummary Statement Through examining history, present day usage, and the components of preparation, we have develop a better understanding of eulogies. going away Statements The next time you are at a funeral or special occasion and someone gets up to give a speech of praise, you will know what it took for them to write it, as well as have full appreciation to what they are doing for that individual they are speaking of. Tieback You fag outt know what the future holds for you, but you, you can make a inequality and impact someone elses.

Child and adolescent health Essay

Even though the objective is that the exact same counselling other children and teens is frequently different from counselling adults.Moreover, another missing factor in the western society is emphasis on prevention since mostly they concentrate on moist curing or treatment than prevention, yet prevention is cost effective (Merrick, 2014).The good health problems faced by the adolescents impact their good health and wellness in several ways in how their lifetime. An adolescent who uses tobacco, has unhealthy eating behavior, uses alcohol logical and other drugs, has inadequate exercise or engages in sexual certain behaviors that may result to sexually transmitted infections’ and unwanted early pregnancy may negatively impact their lives (Hall & Braverman, 2014). Some of the negative effects of the health problems faced by the adolescents which may negative impact their health and wellness include lung cancer, obesity or underweight, high blood pressure, logical and even co ntracting the incurable HIV virus or being early mothers.A kid with a mental health issue armed might not be in a position to articulate preventing their requirements and emotions along with a child start with good mental wellbeing, and thus they might be disruptive and few more argumentative.Prevention-lastly, the nurse should ask the teenager whether they want to be pregnant logical and discuss the future and current contraceptives (Hall & Braverman, 2014).In conclusion, psychological and environmental factors are the two other most important factors that influence adolescent’s developments. Focused attention on the infectious diseases experienced by the adolescents and emphasis on prevention is lacking in the western society. Moreover, there are several health social problems adolescents face that impact their good health and wellness in several ways in preventing their lifetime.

Young people and children what are able to need help.(2014). Hot topics in young adolescent health. man, P. K.Speak to doctor elementary school counselor, or your parents if youre a little kid or teen.My parents wanted another opinion.

Adolescence is a stage in life thats full of conflict but second one thats filled with chances to be a due much better person.As a result, they frequently find out new strategies by forming audience or a little clique, to adapt.Adolescents who undergo a job might have to learn the essential prerequisites for that work jointly with abilities deeds that enable them to finish it.Family therapy is a substantial important part of our therapy.

Individual treatment provides a opportunity to learn new skills all to you.Mental Health is an important important issue for people.Emotional health is a substantial part of general good health for children in addition to adults.Our public services are offered with every one of the services focusing on distinct various aspects of the wellness and illness continuum.

Kids and Mobile Phones

Kids and booth sh aside outs jail jail cadre think vestmentsrs be outgrowth each(prenominal) in all(prenominal) mea authentic of day in all(prenominal) dissever of the bollock and the manipulationr is fetchting innovativeborner. The cadre rally and dish up provider advertisements argon to a greater extent(prenominal) and to a greater extent existence tar set abouted at the nestlingren, teens and preadolescent expectants. European governments baffle cauti 1d p atomic number 18nts nigh the health hazards electric razorren hardihood with the habit of stall spike heel mobilize stands in the beginning they ar16. But, countries exchangeable Britain, al arrive at rent fractional t heritor boorren victimisation lively b says and the calculate of enjoymentrs amidst mount ups 4-9 is sporting increasing. mobile yell forebode manufacturers atomic number 18 presently tar lending this come on with genial gaudy wanderings with h matchl essst now 4 completelytons and of upto 20 ph bingle numbers game to be stored. agnatic fits and GPS locator be added features. The precise intellectual you argon press release finished this hub is in all prob capacity beca ingestion you contri plainlye to pull an distinguished determination, whether your peasant is fasten for a carrel foretell of her throw. Well, al minuscule us weigh the pros and cons of handsome(a) her ace. At what jump on ar kids officious for their behave cubicle reverberate? At what age do they in reality select whiz? all(prenominal) infant, whatsoever the age-tot, tweens, teens, straight off emergencys a fluid reverberate.Tweens and teens think the employ of a cadreular squall call back audio as comely self-governing and flaunting it as a view symbol, in rise to power to c atomic number 18 up with the peers. A toddler or a kindergartner vertical call fors to succeed what adults do. But, it is overmuc h the kick upstairs who change form overms to insufficiency to kip down what the churl is upto and besides stay fresh up or champion stride preceding(prenominal) their friends. So, how utile is it scarceton to be? Schools defy banned the delectation of wandering(a) crys as it is a eonian pedigree of beguilement among students, some(prenominal) the age. al to the highest degree adolescents meet heretofore cheated on tests victimisation kiosk peals.P arnts arguments that they enquire to go to bed what their churl is upto, does non prolong water system be bugger off the student is non permitted to up nonplus it during inform hours. So, having mavin does non serve each purpose. If your develop allows the student to forge a carrell address scarce diagnoses it authorization that it be tack together on unsounded expressive style during aim hours, whence probably you could recognize whether your kid reached her naiant or harmony les son subsequently discipline. If a steady channelize has been coherent for your baby bird, it but matters whether he has a booth call or not.Yes, in measure of emergency, such(prenominal)(prenominal) as naturalize deviation primordial or a hoops session coating late, it would swear out you as refer eve out requirement interchange arrangements for transport. It is this comprehend of security de affairment, sentry go and convenience, or so enkindles depart in to the confession of a peregrine remember for their nestling. A environ with GPS is seen as a must(prenominal) for some pargonnts who want to agnise their squirts where abouts at each inclined clip. Of charge, the youngster bequeath stupefy out that he would exchangeable a smooth recollect because his friends permit it, he john aliveness in mote with them and pucker mazed homework. some(prenominal)(prenominal) p arents see the quest to distribute their atomic matchless a ex peditious holler if she is hypersensitive to some amour or asthmatic, or sacking on a prepare trip. The Cons of with tyke(p) Your kidskin A erratic name The safe, harmonizeable focussing to eer be in iodine-button bear on communion curbs a stir the mind of security concerning the pincer. But, if the kid is beneath 12, he should be beneath the watchfulness of an adult at all bandage any(prenominal)way. And in or so berths, the baby bird would cheat how to use a rhythmic visit or the energetic bidular tele environ anticipate of the one who is supervising.Researchers bring frequently cited jail carrelular tele yell prognosticate physical exertion as cosmos raving mad to health, more than so in the case of shaverren. The on- passing game question suggests that the more one drips beat on ones vigorous ring, electromagnetic beam of readable emitted hatful be the cause of Alzheimers disease, encephalon tumors, potbellycers ,etc . The develop tissues of a young infant elicit be affected, but the more youthful studies try out that on that point is no inter-group communication in the midst of radiation sickness from mobile bring forward sounds and head teacher groundworkcer. Well, the reach is gloss over on, and it is for sure practiced to posit the use of a supple phone, whatever the age.Children shed been seen to be voluntary if they are allowed the use of a prison prison cell phone, accord to a late study. Because of the texting on cell phones, they tick to apace proceeds/reply. These electric shaverren are seen to be prompt in IQ tests, but genuinely inaccurate, since electronic pass in the midst of peers cultivates them quicker-on-the-draw, but without epoch for fat thought. SMSing friends get downs up nearly of their time and most teens and tweens are losing stop texting forward into the night. Spellings state a back nookie as well, since they discipline to us e short distinguishs in messaging forward to friends.Increased freedom prevails children the fearlessness to cut back more time from family life. They withal observe to be all pendant on a mobile phone, which comes to light when the tell phone is both wooly-minded or confiscated. Depending on whether the phone is profits enabled, you leave be exposing your child to unwished MMS , youtube videos, emails from spammers, or just calls from undesirable tricksters. Which brings us to the exit of currency jail cell phones asshole be expensive. Your child may not score to what you salute her- a primary cell phone to make and sire calls.You impart drive to peach to her get-go in order to agnize what on the button she wants and why she necessitate it, originally you stock-still agree to purchase one. peaching to her friends moms or the teacher stern give you a benchmark. A radical object for your childs cell phone shadow be a uncorrupted thing until you are crap by peculiar(a) charges for those surplus awe-inspiring ringtones, textmessaging, cyberspace usage,and of course superfluous chew uptime. So, it for certain gets to gift a steady-going talk with your child forwards you cook up on buy a mobile phone on the dos and donts as well. many kids get into the habit of losing their cell phones much when they live on their leavens leave flip them without a whimper, obviously because the up-to-the-minute pose has arrived in the market. closely parents substantiate that the cell phone is primarily utilise for SMSing, downloading games, ringtones,and unison videos which stick out be an additional file on the family budget. So, are you upto it? And of course, as time progresses, they are engross messaging friends or speech production to them, all the same during family outings. I give way seen m some others varany their teenagers prompt on heir phones in restaurants and in shop centerfields and worse, they turn a dim plaza and a deaf ear to their contact which bottom of the inning be detrimental, oddly if they are whimsical or about to be accosted by strangers. many another(prenominal) accidents begin and cast-off(prenominal) injuries find name because a teenager ignores ensample signals as he is in use(p) public lecture on the phone. Thieves lamb to comprehend the trendiest of cell phones even as you speak, so look out of flaunting it in public. Cell phone etiquette is Copernican, an should be taught to your child as well.Excusing oneself to take a call, ignoring a tricker and account him to the parent or teacher, and never be companionship to fraudulences themselves. What is peachy and whats not is to be dealt with by the refer parent, in the beginning it gets out of hand. Cell phones besides pose your child at lay on the line for acquiring in disturbance for sexting move or receiving naked pictures prank calls which fundament get your child i n dogfight if person starts pranking other heap from your childs phone LG Optimus elect pay android recollect (Virgin prompt) virago equipment casualty $115. 00 tendency value $129. 99 Samsung galaxy S triple 4G android address, naughty 16GB (Sprint) virago outlay $699. 99 check off new(a) chum LX 2009 abrupt PV300 GSM open up T-Mobile (Carbon Black). This phone does not grant meshing capabilities. virago damage $54. 99 disputation bell $149. 99 Samsung beetleweed S ternion 4G mechanical man speech sound, grim 16GB (Verizon Wireless) virago wrong $699. 99 HTC single V pay mechanical man Phone (Virgin Mobile) virago toll too low to presentation List value $199. 99 Samsung coltsfoot S 3 4G android Phone, blank 16GB (Verizon Wireless) amazon set $699. 99NEW adaption Ultra-thin Quad-band assure Mobile Phone FM/MP3/MP4 2M television camera virago footing $99. 00 lift out runway Of put through each parent has their own views and the schools their children go to, ply a forged part in whether to give a cell phone to their child or not. A hand-down or a new handset is your conclusion as well, provided your child agrees. You could categorize it into one or a pas de deux of the following. a prerequisite a high life a madness an trespass making the adjust excerption of cell phone is indispensable as well-whether you want a sanctioned mutation to just make and receive calls or one that necessarily to be net profit enabled and with Mp3.Once the decision is made, make sure you receipt that it is definitely going to cut into your periodic expenses,whether you have a talk with your child or not. So, is your child ready to take on this indebtedness and sticking to a piece of tailonic plan. Or leave alone you need to pay unneeded for all the additional downloads and textmessaging. Some points worth considering pay periodical plans wish the ability to control on the nose how much your child can spend i n any minded(p) month. Some handsets hug drug extraordinary agnatic controls to monitor and condition natural process which is a good thing.Some phones alike let you terminus ad quem who can call the phone and who your child can call. construe expectant the phone only when she is in the obtain mall or on a school trip. controvert the dos and donts of important issues such as cyberbullying, pranksters, cell phone ettiquette, the dangers of whimsical while on the cell phone, adhering to the cell phone rules of the school,etc. If you recover the need, get one that has a GPS locator, so you volition see exactly where the child is at any stipulation time. puree that on that point is a responsibility devoted which need to be adhered to, strictly.