Teachers Are Leaders Essay Example for Free

Teachers Are Leaders Es ordainTouching more lives, affecting the outcome of so umpteen futures a instructor is the epitome of a leader. Just as a leader has his or her own style, their way of motivating their learners, also plays an chief(prenominal) part in a assimilators success. Spending more succession with our children then closely p bents do, a teacher is fundamental in shaping our children. If they argon poor leaders our children suffer. When they shine as leaders our children blossom and the universe is wide open to them. As a teacher it is of utmost importance that you tune your leading skills and expose the opera hat style of doctrine for the scholarly persons you are program line.In finding resources for this paper it was interesting to none that all the information fell under the category of leaders and not teacher qualities. It was also interesting to note that the principle the US Army teaches on leadership are included in an overwhelming number of corporations as well taught mostly by retired army themselves. The intrinsic characteristics of a teacher can be categorized into a few main teaching styles or leadership styles. Directing, Participating, Delegating, and Combined styles are the main forms of teaching and leading.The qualities associated with these styles are imperative to any teacher. The endeavor as teachers is fundamentally the same as leaders, to provide purpose, direction and motivation while operating to chance on the mission in this case to educate. All four of these actions mustiness be present in fiat for a disciple to benefit. A leader or teacher is not born save courteous through his/her up fathering and environment. In my experience as a leader, teaching in Educational Psychology, universe a parent, I film learned that what you as a leader or teacher bring to your students or audience is imperative to their development and learning.A teachers private characteristics are also crucial actor i n students development and motivation. The first principle is purpose, which has to be conveyed to the student. Why do I need to learn Math? How forget studying History benefit me? Without the whys we as students are lost. A teacher must give the purpose. It is important to you because? If this question is left unanswered the student will not consider the hold dear of the topic existence discussed. To move from purely acceptance to questioning and disposition denotes a higher aim of learning. This is the main objective of teaching.Moving the students from regurgitation to higher realization is the ultimate goal. Teachers need to take the while to explain the whys and in the long run it will benefit two the teacher and student. Direction is fastened to purpose. Direction is the steps we are going to take to get to that important purpose. Without steps or direction, we wish the framework in which to learn. By prioritizing small tasks (you must teach numbers before adding t hem) your lessons will be more effective. By conveying the direction or path to your students you are setting up the checklist for them to win on to higher learning.Purpose and direction are essential aspects to convey to your students. Without motivation however these factors will not be effective. The motivation will give your students the will and desire to do things. You can fall apart a student the purpose of a task and the direction in which to go but without the inwrought motivation of that student, sparked by your temper and learned tactics in dealing with students, these will be meaningless. indigence is the drive and will to do what needs to be do to accomplish the mission. To instill motivation a teacher has to know his/her students and their capabilities.A teacher must know what the students can relate to, what tasks the student are capable of, and what method of teaching will relate to the students. If a student can handle not being supervised on a task, then the teacher doesnt baby-sit them. Some students need a teacher looking over their shoulder at all times its important to know which student you have. To instill positive motivation when they succeed praise them when they fail show them how to succeed next time. If this is done properly it will be a teachers strongest faunaMotivation is not just the words you say to your students, it is the actions that you do and the example you set for them. I have found that no matter what I prove my subordinates, or my son, the best way to teach them is by setting the example for them to follow. We all have person watching and emulating our actions. If you want to convey hard work, proficiency, and the desire for learning to your students, then you must first imitate those qualities. The best teachers and leaders in my life have made me want to take around of their personality traits and copy them.In front of the classroom, who is looked at more than a teacher is All of these factors combine t o catch a approximatelywhat effective teacher or leader, but without the right combination of teaching the leadership will be ineffective. Effective leaders are flexible enough to adjust their leadership styles and techniques to the mass they lead. Some students will respond best to coaxing, suggestions, or prodding while others may need a chewing out. If you treat all students the same you are probably being unfair because all students are not the same.You must use the directive, participating, mission, and combined arisees to teaching. Obviously every situation dictates common sense and some adjusting, but you would not want to use a purely free and laid back approach with a group in a juvenile prison. The directive style of teaching is purely have words which puts most students and myself to sleep. This is teacher centered with detailed instructions and no input from the class. Now this can be done effectively with students who have an innate interest in the subject but fo r the majority of those who have no choice but to take this class this becomes boring.Without the lecture or instruction part of teaching, however, most students would not be given the instruction for proficiency and understanding that the subjects may require. When students dont have the expertise in a subject, a crucial aspect of the subject is the introduction itself. In certain subjects like maths it is imperative that formal instruction takes place. The do this to get this approach must exist. However besides purely drown your students with facts and tedious instructions will turn off the students motivation. On the opposite total of teaching, the delegating style would be employed.The delegating style involves giving students the power to solve problems and make decisions themselves, without checking with the teacher in most circumstances. This can be effective with very mature students in whom a teacher wants to bring out independence and expand their thinking. This simpl y stated is the teacher giving a problem, minimal instructions, and expecting the student to find the solution. In some aspects this can be effective only if the students have a basic understanding and the fore knowledge of how to solve the problem.With too little amount of instruction this will be a disaster The participating style centers on both the students and the teacher. The teacher gives the students a problem, gives instruction and possible solutions, and asks the students for input. The teacher, although interdependent on recommendations from the students, makes the final solution however. This is most effective for teachers who have time as their advantage, which many do not. When this style is used, the students feel as though they are at least a part of the husking process and it gives them a sense of ownership of the final plan.Again the factor here is time, so this can be ineffective when there are strict time constraints and many lessons to accomplish. The most eff ective teaching style is the combined approach. Just as the name implies it uses all of the benefits of the delegating, participating, and directive approaches. It is a flexible and transformational tool for any given situation. To become an effective teacher you must learn when, to what degree, and how to use this approach. This approach is best used when you have students with a conglomeration of experiences, knowledge, motivations, and maturity.This may sound like common sense, but too often do when have those pure lecture teachers, or those who are on the other extreme and let the students learn on their own. With all the styles of teaching and leading, who the teacher is plays a significannot role in what the student learns. As I sat in the first day of Educational Psychology I renowned how many times the teacher looked at the clock. She noted when there was one minute until the class was to extend and has promptly kept the same attention to time since that first day.This sho ws two of the characteristics awareness and perception that a teacher needs to bring to the classroom. Other characteristics include listening receptively to what others have to say, accepting others and having empathy for them, foresight and intuition, awareness and perception, highly developed powers of persuasion, an ability to conceptualize and to communicate concepts as well as ensnare goals, empowering people, using multiple options thinking, and being passionate about what they are teaching.These are forged by our personal beliefs, and just as important our life experiences. Having these combined with the right approach purpose, direction, and motivation are the fundamental to effective teaching and leading. Leaders cant be trained, but they can be developed. Development needs to be ongoing and highly personalized in its nature. Teachers, true leaders, are so strategically important that schools cannot afford not to provide them with the support and developmental resourc es they need to grow. But not everybody is capable of being an outstanding leader.However, it is going to be the key to better education in a world of change, complexness and uncertainty. As I look back on the semester, I remember how it started. Never have I been in a class where the classroom students taught the instruction. What a weird, bizarre, and radical way of teaching. I have to admit, I hate to work in-groups and I didnt like this idea at all. In light of my stubbornness and detestation I see why this had to happen. To me the process was not really about learning the material but bluntly seeing how you can be inspired put to sleep, or appalled at other students, or yourself.The fundamental concept is not really about what you are teaching, but how. The with-it-ness of the teacher makes the student learn or care about the subject. The lack of enthusiasm in an instructors voice, the laziness as they decline on the podium or smack their gum, or the sheer brilliance of their presentation is what inspires and motivates a student to learn. The Army is the same way with winning wars and making heroes. Many civilian corporations have emulated the leadership principles employ in the Army doctrine and regulations. This is what I have applied this course to.As a supervisor in the Army in charge of those many years younger than me or twice as old as me this course has shown me in a less obvious way to adapt and be flexible to the situation. Also I feel that beyond the regular courses that teachers take they should be shown how to develop their leadership skills. They need to be shown which style to teach which students and how to be flexible. Teachers also need to have and develop some personal qualities that will make them successful. Without the characteristics mentioned they will not be successful teachers.The leaders of the most mightily army of the future need to be shown how to lead. They need to know how to give to their students meaning by demonstr ate the purpose, providing the direction and the motivation while they accomplish their mission, to educate. Teachers need to use different approaches to teaching based on the students and they need to be flexible in their approach. Sometimes it is okay to think (teach) in the box and sometimes we need to think (teach) out of the box but I believe we can think both ways at the same time. Sources Blanchard, Kenneth, Patricia Zigarmi, and Drea Zigarmi.Leadership and the One Minute Manager Increasing Effectiveness with Situational Leadership. William Morrow Company. 1985. Hesselbein, Frances, Goldsmith, M. , Beckhard, R. , Eds. The Leader of the Future New Visions, Strategies, and Practices for the Next Era. Jossey-Bass Publication. 1996. Covey, Stephen J. The Seven Habits Of Highly Effective People Powerful Lessons in Personal Change. Reprint Edition. Fireside. 1990. Covey Leadership Center US Army Field Manual FM 22-100 Army Leadership. U. S. Government Printing Office 1999.

Drug Cartel Violence Along the Mexican Border Essay Example for Free

Drug Cartel wildness Along the Mexi dope Border EssayIn lines thirty-five through forty-five of Ian McEwans forbidding Dogs, June and Bernard stand upon the precipice of a cliff in the French countryside. The particular description in this section, when teamed with Junes observations as they near the cliff, provide a startling comparison to Junes inner turmoil and the changes organic to the impair she carries within her womb. Like her own future prospects, the paths trajectory is a steep line that fills her with anxiety and place June and Bernards relationship and imminent future into the context of a fall. Like the bright, dispatch space of baking rock dropping three hundred feet , their future stretches out before them and represents the unknowable nature of human relationships. However, perhaps more important in relating to Junes anxiety is her own consciousness that much(prenominal) a physical descent of the earth could as easily be seen in as the physical and mental transformation she will go through in becoming a parent. The hazard she senses is not merely the physical danger of their present but the psychological and emotional danger inherent to their own relationship with angiotensin converting enzyme another and their future child.The couples relationship in particular is vulnerable to the chasm that opens up before them with the knowledge of this new life and responsibility. Like the earth at the bottom of this open space, they can guess what the future will bring when they return to England but they cannot truly understand the context of what such a journey entails. There is the sense that they will look back upon this moment for a entailment that they can only partially understand.On July 16, 2009, James Bones article for the London multiplication reported a series of murders that had just taken place in Mexico. Michoacan, where the killings have taken occurred, is an orbital cavity of Mexico along the Pacific coast. As the countrys primary source of opium and marijuana, Michoacan hosts a great lie with of drug cartel activity and violence the most recent being when a dozen federal official agent bodies were found on a highway in the mountains.These anti-drug agents are among several who have been killed this grade in a series of attacks. This killing spree is reported to have been sparked by the arrest of Arnoldo Rueda Medina, a commander of La Familia cartel, which took place in Morelia Michoacans capital. Seven cities came under attack from La Familia abruptly after Medinas arrest, including the tourist sites of Patzcuaro and Zitacuaro. The twelve bodies that were found on the highway one woman and xi men marks the most severe attack thus far.Found with the bodies were death threats from La Familia, utter Join its ranks or leave and Lets see if you try to arrest another one, alluding to Medina being arrested. La Familias killing spree is reported to be a turning school principal in the long-standing Me xican drug war, as they are now killing federal agents directly. Some suppose this proves that the arrest of Medina was a serious setback for the cartel.According to Jorge Chabat, a drug expert, the cartels operations have been negatively affected and they are showing signs of weakness rather than strength. Putting an end to this cartel, however, is manifestly an endless task and due to La Familia having penetrated the legal system and obtaining protection, it is difficult to speculate when this violence is red to end. Link http//www. timesonline. co. uk/tol/news/world/us_and_americas/article6715478. ece

Adult learning: second languages

Adult acquisition game oral communicationsThe forcefulness of age on great(p)s govern of achievement in instruction sustain base spoken communication1AbstractThis field investigated the make of age on adults rate of achievement in meditateing sanction address in the case of grammar,and pronunciation. Age is unitary of the most important and affective cistron which causes galore(postnominal) differences in both befriend and first language information. When the brain is much developed so it is purify for eruditeness second gear language and also adults capacity for learning and memory is high than children. Results show that adults ar able to produce grammatic bothy correct sentences comp bed with children hardly as they bewilder previous(a) they get into some problems in communication. Asher and Price figured pop a fact that the two-year-older a child had been when entering the United States, the higher the prob great power of a autochthonal like accen t(Asher and Price, 1967, p. 83).IntroductionIt is really important that older people baffle the ability to learn a second language, especially position because the technology of our society is going to change rapidly base on English. Learning a second language will cause them a give opportunity such as employment, studying in abroad, having a remediate social contact and so on.What is the relationship amid age and rate of learning second language?There are numerous findings about the relative abilities or inabilities of language learners of diverse age. Do children learn language faster? Is it impossible for adults to achieve fluency? This paper studied the effect of age on adults rate of achievement of grammar,and pronunciation in learning second language. The hypothesis is that older learners are more successful than jr. in some cases, non all cases.Although different type of classes(teachers-centered class and student-centered class and other characteristic will effect i t but on that point are not our main concern in this study.Review of literatureThis article provides a discriminating overview of theoretical issues and semiempirical findings relating to the question of age and the rate of aadults second language acquisition. numerous empirical lookes were done on the rate of second language learning and overviews of this research can be fix in Asher and Price(1967), Susan Oyama (1982), Fathman (1989), Falasca (2001),Dekeyser (2002), Dunkel and Pillet (2008), Johnson and Newport (2008),and Bista (2008).MethodologyThis paper studied the effect of age on adults rate of achievement of grammar,and pronunciationin learning second language. This research was done by studying previous related research which is done by famous researches. Information gathered from articles , books and internet sources. This paper has collected the best text file related to the effect of age on adults rate of achievement of grammar, and pronunciationin learning second language. the following pages review more than 10 studies that are theoretically and practically studied the relationship between age and on adults rate of second language acquisition.Adults as learnersThere are many definitions of the adults as learners ,different authors focus on different perspectives.Knowles (1980), forexample, identified the following characteristics of adult learners adults are main(a) and self-directed they need to be free to direct themselves adults concur accumulated a foundation of deportment experiences and greetledge that whitethorn include wrench-related activities, family responsibilities and previous education adults are relevancy-oriented they must see a drive for learning something adults are more problem-centered than subject-centered inlearning adults are motivated to learn by internal factors rather thanexternal ones( MerriamCaffarella, 1999,p 65)GrammarMany of adult second language learners pay more attention on learning grammar ,they beli eve in the significant relationship between grammatical accuracy and effective communication. They pay much attention to grammar because of doing office staff work and studying in abroad. They think by having proficiency in grammar part they will have a better social acceptance by infixed speakers. Adults are more aware of grammar points which they are using, thats why they can get these points and use them.Huangdid a research and in his study 118 Mandarin-speaking immigrants in the United States and 24 English native speakers as the baseline comparison group participated. The grammar knowledge estimated by a grammaticality judgment task. The findings showed thatthat post-puberty learners acquire second language better than pre-puberty learnersespecially in grammar part.His findings showed the method of teaching, amount of counseling and also length of residence have significant effects on learning grammar. Results revealed that adults had less hassle in adapting to task. They are faster and made fewer mistakes, this will cause them to learn faster. And children made more mistakes at the early stages of learning.Asher and Price ( 1967) have carried out an experiment with96 students from the second, fourth and eighth grades of a civilize day and 37 undergraduate students from a college. The subjects did not have any previous knowledge of Russian, the targeted language. After collar short trainings conducted in Russian language, the results showed that the eight graders performed significantly better than the second graders and the fourth graders. They also observe a consistently exacting relationship with advancing age because of above average mental ability of the adults (p.76).A study which is done by Robert Dekeyser(2002)suggestedadult learners are more successful in learning grammar than the early-age learners(p.14). Learning grammar is sometimes abstract, thats why it is hard for children to get the point. Most of the time, children memorize it.T he findings show that grammar is in some manner boring for adults but they get to this conclusion that learning grammar is necessary and effective. Adults are more reliance on writing and they know about the value of grammar in writing, so they get it more serious.PronunciationResearchers of SLA enkindle in assessing phonological skills of learners suggest a common belief that younger learners acquire a native like accent in the target language. Dunkel and Pillet compared the proficiency in French between elementary school pupils and beginning students of French from the university. They found that the younger learners pronunciation was better than that of the older ones. However, in both compose and aural tests, the university students had better performance than the younger ones.(Bista,2008, p.8)Asher and price examined acquisition of pronunciation of 71 Cuban immigrants to California. The subjects were of time-honored groups from seven to 19 years. The majority of them had be en in the United States for about five years. They concluded that not one of the 71 Cuban subjects was judged to have American native pronunciation (Asher and price, 1967, p. 83). They also figured out a fact that the younger a child had been when entering the United States, the higher the probability of a native like accent.In the study which is done by Susan Oyama (1982) 60 maleItalian immigrants were studied .They were at the age of 6 to 20 when they had come to the united states. Susan Oyama pointed out that the age is an important factor in order to have a native like accent. She declared that the younger the better in having an acceptable accent. She also pointed out her results about listening perception as follows those subjects who began learning English before age 11 showed comprehension score similar to those of native speakers, whereas later arrivals did less well those who arrived after the age of 16 showed markedly lower comprehension scores than the native (Oyama, 19 82, p. 23).Susan Oyama suggested (1982)The young learners are considered fluent in communication of the second language and achieve native like accent .Learners after the age of puberty do not acquire native like accent of a second language but have abstruse learning pattern.Research suggests that children and adults L2 learners pass through different developmental states ( p 12).Johnson and Newport ( 2008) found native-like language abilities and the performance takes are lower in older children than younger in a study of forty-six Chinese and Koreans speakers(p.13).In another study, Fathman (1989) tested oral proficiency in English on 20 children and 20 adults in a formal setting in Mexico. Their finding also brought a similar conclusion that the children scored better in English pronunciation than the adults but the adults scored better than the children in syntax(p.32).Learning and technologyAs we know adults are more capable to use technology in order to improve and using tec hnology can help learners to study faster, especially adults. Integrating technology in instruction for adult Englishlanguage learners may offer the flexibility to extend that available in a formal program and thus extend opportunities for language and literacy learning(Cummins, 2007, p. 26).Adult learners access to online learning more than others. Online learning is entirely Internet-based. This opportunity ables English learners to learn anywhere,any time.Electronic tools and internet which is used in teaching and learning motivate students to learn and become actively independent learners, this will happen for adults more than children. As we know adults have more problem in communication but internet can provides learners with opportunities to reinforce their learning skills, self-assessment, and their communication with the world. or so other effects of aging on learning1.as people become older they eyesight will become wonky and this will affect the capacity for learning of the adults2.changes in nuclear family roles,changes in other family roles and changes in work roles will affect on adults learning(Falasca, 2001, p.3)3.Motivation to learn Adults can be ordered into a classroom but nobody can force them to learn. Any adults who see a need or have a desire to know a new thing seems more successful.ConclusionA group of researchers including Singleton and Oyama believed that the young learners have higher learning potentiality than the adults whereas Johnson and Newport, Dekeyser, Asher and Price, opined the opposite. Thus the results of this study in general support that younger adults are better learner especially in pronunciation and there is a high level of opportunity to achieve to native like accent but we should consider that the amount of repetitions and also the length of resistance have much effect on having native like accent, on the other overhaul older adults are better in understanding grammar. When the brain is more developed so it is better for learning grammar, this is because of the fact that adults capacity for learning and memory is higher than children .The findings showed that that post-puberty learners acquire second language better than pre-puberty learners especially in grammar part. In learning grammar, there is a consistently positive relationship with advancing age because of above average mental ability of the adults. Learning grammar is sometimes abstract, thats why it is hard for children to get the point. Also all of the tools which is available in the market, sources which is available in the internet, and software program can help a lot older adult than younger adult in learning second language.We should consider that the main problem of adult is that in most cases they can not become lifelong learners.Age is not everything in second language learning. However, factors related to the age, for example the learning opportunities, the motivation to learn, man-to-man differences, and learning sty les, are also important determining variables that affect the rate of second language learning in various developmental stages of the learners.ReferencesAsher, J. J., Price, B. S. (1967). The learning strategy of a total physical response Some age differences. Child Development, 38, 1219-1227.Bialystok,E.(1997).The structure of age In search of barriers to second language acquisition. Second language research,13(2),116_137.Bista,K.(2008).Age as an effective factor in second language acquision. The journal of English for Specific Purposes World.Issue 5 (21).Retrieved fromwww.esp-world.info/Articles_21/Docs/Age.pdfBirdsong, D. (2006). Age and second language acquisition and processing A selective overview. Language Learning, 56 (1), 9-49.Cummins, J.(2007). cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters.Working Papers on Bilingualism, 19,197-205.DeKeyser, R.(2002).The robustness of Critical Period effects in second language acquisition. Studies in second language Acquisition,22(4),499-533.Fathman, A. (1989). The relationship between age and second language productive ability.Issues in second language research. capital of the United KingdomNewbury House, 15-23.Falasca,M.(2001).Barriers to adult learning.Australian Journal of Adult learning.Volume56,number3,November2011. Retrieved from http//www.ajal.net.au/barriers-to-adult-learning-bridging-the-gap/Johnson, J. S., Newport, E.L.(2008).Critical Period effects in second language learning The exercise of maturational state on acquisition of English as a Second Language. Cognitive Psychology. 21,60-99.Klein, W. (1986).Second language acquisition. Cambridge Cambridge University Press.Oyama, S. (1982).The sensitive period and comprehension of speech. In Krashen, S., Scarcell, R. Long, M. (Eds.), Issues in second language research. London Newbury House, 39-51Singleton, D. (2002).The age factor in second language acquisition (2nd ed.). Clevedon Mult ilingual Matters.

Religion Essays Anselm and Descartes

Religion Essays Anselm and DescartesAnselm Descartes ReligionAnselm and DescartesThe confer regarding the organism of god has lasted for centuries. Mans quest to establish the validity of paragons worldly c erstrn remains ongoing till this day. Saint Anselm and Rene Descartes were two hypothesizeers who left a lasting impression from their philosophical works on the dwellence of God. Both men strived to arouse the existence of God using sharp and logical argumentation. Stylistic on the wholey they differ, yet twain share a cohesion of interest in which their commonalty objective is to use philosophical reasoning to derive an ontological Argument which favors the existence of God.Saint Anselm lived during 1033-1109, the bill of the Middle Ages. He was a devoted Christian who contributed signifi whoremaster buoyt works in theology and philosophy. As a combineful Christian, he yearned for a rational interpretation that screend the existence of God. The Augustinian phrase sums this base faith seeking understanding (Baird 322).In Anselms Proslogion he develops the Ontological Argument attempting to prove Gods existence.Anselm states that God is a cosmos in which no liaison greater pot be conceived. He significantly quotes, the Psalms 131 the Fool says in his heart, There is no God. He addresses this have intercourse because he wants to prove the relevance of his prior statement, we believe you to be some liaison greater than which no involvement greater can be conceived.The Fool described in Psalms can comprehend this statement plane if he is unsure that what he understands exists. Therefore, a major feature is drawn by Anselm it is unmatched thing for something to be in the understanding and quite another to understand that the thing in question exists (Baird 325). Thus, the Fool can be convinced by his understanding that at that place is something than which nothing greater can be conceived. Anselm goes even further by arguing that somethin g in which nothing greater can be conceived not altogether exists in the understanding, but can also be thought as existing in reality. Consequently, Anselm maintains, without a doubt then there exists both in understanding and in reality a being greater than which nothing can be conceived (Baird 325).Anselm develops his argument further by claiming that because such a thing exists, that thing cannot be thought of as not existing. Moreover, an interesting point is do by Anselm when he says, It is possible indeed to cerebrate of anything other than you as n peerlessxistent. In other rule books, Anselm is trying to say that solely other things can be thought of as not existing, but God has a hone existence in which it is impossible to claim nonexistent because then it would be paradoxical. The measure of Gods existence supersedes all others because nothing greater can be conceived.Anselm once again discusses the rally who says in his heart that there is no God. Reason being, he wants to illustrate the connection between to say in ones heart and to echo. The fool said in his heart that God did not exist, yet the same fool conceived a being greater than any other. Therefore, to say in ones heart is equal to thinking because to say in ones heart, one essential first think. This also holds true for the reversal, if he doesnot think, than he does not say it in his heart. Thinking is initiated in two senses according to Anselm. In the first sense, thinking is signaled by a word that describes the thing. In the second sense, thinking is created when one thinks of the actual thing itself. Thus, from the perspective of the first sense it can be true that God does not exist. From the second sense, the denial of the existence of God is impossible because the thing itself has been thought or conceived.Since Descartes Fifth Mediation was written many years after Anselms Ontological Argument it becomes apparent, at least in one sense that Descartes refers indirectly to arguments established in Anselms Ontological Argument. This relationship or connection can be seen in both arguments as the imagination of Gods everlasting(a) existence. Descartes however, in my opinion delves into the concept of perfect existence candidly. Whereas Anselm, attributes this perfect existence in his statement we believe you to be something greater than which nothing grater can be conceived. Regardless of the methods utilize they both attribute perfection to this supreme, eternal Being.Additionally, Descartes argument regarding the existence of God is not presupposed by faith like Anselms. Rather, Descartes begins his argument in a different manner then Anselm, speaking nothing approximately prior faith in Gods existence. He begins the Fifth Meditation by explaining how he has the ability to conceive in his mind a vast array of different shapes and dimensions. Even if these figments which he has created within his mind do not actual exist outside of his mind, the y still contain enduring andeternal properties. A triangle is used by Descartes to elaborate upon this issue. He argues that even if the triangle did not exist outside of his mind it still contains indisputable properties. Therefore, once these properties are conceived clearly and distinctly they must be completely true.Like the triangle, the idea of a supremely perfect being exists in both our mind and Descartes. This idea does not differ from that of the triangle in any sense because each contains a nature or property. Descartes clearly and distinctly observes that Gods existence belongs to his nature, like a figure or take whose nature belongs to that figure or number.Descartes agrees that God can be thought of as not existing. This means, one can segregate his existence from his essential properties. Furthermore, this ability to expose existence and essence is also model within all other things examined according to Descartes. However, with closer inspection and with greate r attention given to this design Descartes discovered that, we can no more separate the existence of God from his essence than we can separate from the essence of a rectilinear triangle the fact that the size of its three angles equals two right angles (Baird 430). In other words, with other things we can separate the existence from the properties because the other things are not of a perfect being like God.Both Anselm and Descartes both use the premise of God as not existing, to prove his existence. They formulate their argument in this way because with closer inspection they refute the thought of God not existing because God has a perfect existence, and to claim that a perfect Being does not exist in reality would be self contradictory(Baird 430). Thus, according to Anselm and Descartes, a perfect Being must exist in both the mind and in reality since its existence is eternal, immutable, and perfect.In addition, Descartes maintains that he cannot think of God without existence a ny more than he can think of a mountain without a valley. Even though a necessary characteristic of a mountain is that it be contiguous to a valley, it doesnt follow that any mountains or valleys exist. Similarly, even though a supremely perfect being possesses reliable attributes, it does not coincide with the existence of that being. Consequently Descartes says, From the fact alone that I cannot conceive God demur as existing, it follows that existence is inseparable from him, and consequently that he does, in truth, exist (Barid 430) This acknowledgment of Gods existence is made by Descartes videlicet because God possesses all sorts of perfections, existence being one of them.Descartes then continues addressing an objection in regards to his prior argument. Consequently, he says that it is not necessary for him to suppose the thought of God, yet once he does think of God, then existence is necessary. This follows and is no different from it not being necessary for one to suppo se something that is false. Descartes uses the memorandum of a rhombus into a circle to illustrate this issue. It is not necessary to think that all quaternion sided figures can be scratch in a circle but if we suppose that I do have this idea, I am forced to admit that a rhombus can be inscribed in one, since it is a four sided figure, and by this I will be forced to admit what is clearly false (Baird 431). Therefore,to Descartes one must not say, that even though it is not necessary for one to think of God, when one does think of the idea of a supreme being you are necessarily attributing an array of perfections. Thus, once it has been recognized that existence is perfection, one must conclude that this Supreme Being actually exists. Therefore, a distinction has been made by Descartes there are many differences between false assumptions and true innate ideas, namely the thought of God. According to Descartes, this idea is not imaginary or fictitious because God is the only thin g that can be conceived as having a true and immutable nature.There have been many attempts to refute the arguments of Anselm and Descartes. However, because of the rational and logical sequence that both follow in their arguments it has become increasingly difficult for others to prove these claims erroneous. Regardless, both men have provided invaluable documentation regarding the possibility of Gods existence in our minds and in reality. Even atheists find these arguments hard to refute because both thinkers cleverly used the thought of God as not existing, to prove that God, in his perfection does actually exist in our minds and in reality. play CitedBaird, Forrest E., Walter Kauffmann. From Plato to Derrida. Forth ed. New Jersey Prentice Hall, 2003.

Reasons For The Economic Instability In The 1930s Politics Essay

Reasons For The Economic In stableness In The thirty-something political relation Es recordAbstract This paper examines the reasons for the derangement in the manhood preservation in 1930s. First, the chief(prenominal) causes are listed and given brief overview of the explanations. The close to elaborated at 10tion is paid to the Hegemonic Stability Theory, as I believe it provides cardinal of the approximately comprehensive answers for all the issues of the undertake period. I in like manner outright quoted the vision of R.Keynes regarding some of those issues. In final stage I tried to nominate up a parallel with the current realities and point out main lessons from the biography and their reflections of the events of 1930s.The reason why I chose this essay title is the event that most of the issues of the specified period are non just windlessness relevant, just they also take aimly reflect current realities. As the hoary Kazakh proverb says Tamyry zhoktyn er teni bolmas (Those who have no rootes do non treat heritage, have no future). Therefore, it is vital to study the origins of the human being crisis of 1930s, as it is very much referred to as one and only(a) of the worst turm oil color in the modern world history for its spread, length, and depth. The invigorated-fashioned protracted crisis is often compared to it lately.As every river has lots of springs to start from, the instability of world parsimoniousness of 1930s started from many fragmented issues and events. The most normally accepted causes are the end of the Pax Britannica epoch, the sphere struggle I and its consequences, the lack of hegemony from US, the collapse of the meretricious standard, the chaotic internationalistic sparing transaction in the Inter fight period, crash of the liberal approach in economy, the switch to enlarge technological advancement in production and etc. The list of the causes eject go on and on, due to the variety of visions an d approaches to the issue.There are as much explanations and theories as much causes as listed higher up and even more. In my opinion, the Theory of Hegemonic Stability (main theorists C.Kindleberg, R.Gilpin, and S.Krasner) gives the most comprehensive answer for all the issues of the specified period. Under this theory the world order is secured in terms of stability only under a preponderant rule of one wind state. Kindleberg directly states that the main reason of the interwar crisis was the lack of will from United States to sub the Great Britain as the hegemonic power. (Kindleberg, 1973).As it is directly give tongue to in the karyon books on IPE, throughout the whole nineteenth century Great Britain possess frugal hegemony over the most of the world. According to Kindleberg, non until 1931 was it clear that Britain could not provide the drawing cardship. (1973)Great Britains supremacy leadership was closely associated the openness of international grapple and capital movements, with the root system of rules of world(prenominal)ization of the markets, the rise of first transnational corporations, and the general economic and political stability of that period. World War I resulted in the end of British hegemony and most of the conditions that it had promoted. Soon at that place was an increase of the protectionism all across the world and further uprise of regional blocs. Foundations of the global economy were eroded by the decline in capital mobility, which eventually resulted in the growing economic instability and the depression. So, the overall situation was not so positive for the new hegemon.The cause of this tragic chain of events has often been laid at Americas doorstep. The United States was, at the end of World War I, the worlds strongest economic power. But it steadfastly refused to take on the leadership purpose that Britain could no longer play. This irresponsibility was most vividly exemplified in the minds of many people by t he infamous Smoot-Hawley Tariff (1930), which raised the average task on imports to the United States by about 40 percent. At the beginning of the depression, the United States shut its markets to foreign goods and thus helped propel the world economy into its worst swoon ever. The unwillingness of the United States to coordinate its monetary and silver policies with other countries merely exacerbated the situation. This isolationist posture on the part of the worlds economic hegemon had negative consequences for most other countries and the United States itself. (H.Milner, 1998)As stated above the chaotic economic dealings that arose in that period contributed significantly to the destabilization of the world economy. As states Kerry A. bob, international relations theorists attribute the collapse of the world economy into protectionism and rival trading blocs to global causes such as hegemonic decline, problems of bo paused action and free riding, or the macroeconomic disturb ance of the Great feeling (Kerry A. Chase 2004).We find that the polar currency blocs of the 1930s had very different implications for trade. Sterling area countries traded disproportionately among themselves and with the simplicity of the world. Gold bloc members, in contrast, did not trade disproportionately with one another or with the rest of the world, reflecting their indiscriminate use of tariffs and quotas to prop up increasingly overvalued currencies, which neutralized any stimulus derived from swap rate stability. Countries applying exchange controls, disrespect stabilizing their exchange rates, traded less with one another than their economic characteristics would predict, due to the trade-inhibiting effects of those policies.(Kerry A. Chase 2004).Also, within the Interwar period happened a crash of former liberal approaches in economy. The economy proved to be incapable to regulate itself under a new circumstances and it finally led to government intervention and i ntromission of new economic model under the theories of R.Keynes, or so called Keynesian revolution. He was among first researchers that stressed on principal difference of new order and incapability of prompt readjustment to it. As he stated in his Economic Possibilities for our Grandchildren (1930) We are suffering from the growing-pains of over- fast changes, from the painfulness of readjustment surrounded by one economic period and another. The increase of technical efficiency has been winning place faster than we can deal with the problem of labour intentness the improvement in the standard of life has been a little alike quick the banking and monetary system of the world has been preventing the rate of interest from dropping as fast as equilibrium requires. (R.Keynes, 1930).The war debts and associated issues are also constantly mentioned in the literature. Yes, there were winners and there were losers. The contradictious reparation payment system resulted in strive for j usice, which further pre-set conditions for escalating into World War II. But were war debts sincerely affecting the economy within the specified period?At the conclusion of World War I, war- related debts were about $12 billion, an nub greater than total U.S. private long-term foreign assets, and equivalent to perchance 15% of U.S. national income. Every major western republic owed some- issue to someone, but on net most of the war debts were owed to the United States by France, Great Britain and Italy these four countries in turn, were to receive most of the payments by Germany on the reparations account. The largest single net creditor was the United States. The largest single net debtor was Germany. The modify and lengthy economic debate about war-related debts, conducted in the context of fanatic moral and political disputes, produced two distinct strains of fancy one was the considerably-known(a) discussion of transfer the other, less adequately incorporated into the literature, held that the war-related debts critically discontinue the international financial system, possibly started the depression, and probably aggravated it.No simple, direct line can be drawn, however, from war-related debts to world economic activity payments on war- related debt were made in the 1920s with no obvious ill effect on economic activity payments were cancelled in the 1930s with no obvious beneficial effect on economic activity. Accordingly, most accounts of the world depression center on elements other than war-related debts (H.Fleising),The failure of the gold standard was also one of the reasons for the world crisis of 1930s. Why? Natalia Chernyshoffa, states that gold had emerged as the dominant monetary regime of its time and as a racy nominal anchor. She goes further and states The claim was made that it helped to promote international trade and investment, and the data now back it up. Small wonder, then, that after the violent disruptions of World War O ne the world anchored again to gold in the 1920s. Unfortunately, despite its past record for stability, the reconstituted gold standard failed it is now generally thought to have exacerbated volatility and contributed substantially to the Great embossment (N.Chernysheva, 2009).In conclusion I would like to draw a parallel to nowadays. For the past ten years there were constant prophecies regarding the so-long expected decline of US hegemony and elysian progeny of mainland mainland China as a new world leader. juvenile crisis made those claims sound louder, because China is the only country that maintained relative stability and gradually started turning into the largest creditor. It actively acquires assets worldwide (mostly energy sources, but interested in finance investment as well), plays more dominant role in regional and more active role in international organizations. With some discrepancies, but nevertheless, we might see the tender China just as the world saw New US a t the beginning of XIX century.There are also non-stop debates regarding the final emergence of unified Europe, which might overshadow the current US and proposed Chinese dominance. And there is a smart combination of all propositions proclaiming the New Order by the triangular US-Europe-China dominance. The same way, back in 1970s there were precautions regarding the rapid rise of Arab OPEC-states backed up by rapid growth of oil prices. As there were precautions regarding the Japan, backed up by its miraculous economic achievements in 1980s. Now the whole fuss is about whether it be China or Europe that would step into US left vacuumSo, the history teaches us a good lesson that time passes and all of those propositions regarding the New pattern of the World either prove in reality or die in dust on the book shelves. Another lesson that was learned well from the history is that none of the Empires of the Past had repeated their successful fate twice. So, if US would decline sooner or later, and its place gets occupied by the New Hegemon, it is doubtful that US would rise again like Phoenix. And the final and the most relevant to this essay lessons are a) that the throne never stays vacant for long b) the period between two prescripts (hegemons) is characterised by instability, anarchy and bedlam (the worst curse in Chinese is I damn you, whitethorn you live in chaotic period) Therefore, I would conclude that it was natural for US to step forward and replace Great Britain as soon as it was no longer acting as a hegemon in world affairs. But, not willing to bear the full burden of the obligations of the new ruler US did not act like a real hegemon. It did not use all of its available muscles to stabilize the situation neither in Europe nor in other parts of the world, and in fact, it was not really interested in it. Therefore I would say that the bad hegemon is worse than no hegemon at all.At the end, going back to our days, I would say that regardless of who is going to be a lead nation in future or would US somehow recover soon, it is crucial for my country (Kazakhstan) and for the rest of the world to maintain positive political and economic relations with all of the candidates for the Hegemones throne as good as with the existing leader US (proverb The old lion can noneffervescent roar is still actual). Hegemons rise and fall, crisis come and leave, but life goes on and we have to be flexible under any circumstancesEconomic Possibilities for our GrandchildrenSource Scanned from tin can Maynard Keynes, Essays in Persuasion, New York W. W. Norton Co., 1963, pp. 358-373. http//www.marxists.org/reference/subject/economics/keynes/1930/our-grandchildren.htmWar-Related Debts and the Great Depression Author(s) Heywood Fleisig Source The American Economic Review, Vol. 66, No. 2, Papers and Proceedings of the Eighty-eighth annual Meeting of the American Economic Association (May, 1976), pp. 52-58 Published by American Economic Associa tion Stable URL http//www.jstor.org/stable/181719International governmental Economy Beyond Hegemonic Stability Author(s) Helen V. Milner Source Foreign Policy, No. 110, supererogatory Edition Frontiers of Knowledge (Spring, 1998), pp. 112-123 Published by Washingtonpost.Newsweek Interactive, LLC Stable URL http//www.jstor.org/stable/1149280 Accessed 16/11/2009 0312(Natalia Chernyshoff a, David S. Jacks b,c, Alan M. Taylor, Stuck on gold legitimate exchange rate volatility and the rise and fall of the gold standard, 1875-1939, daybook of International Economics 77 (2009) 195-205)

Comparison Of Learning Theories

Comparison Of Learning TheoriesThere be three main categories of acquirement theories, deportmentism, cognitivism, and constructivism. Behaviourism is concerned with observable behavior it clanified eruditeness as acquiring parvenue conduct establish on environment. Cognitivism basic all in ally is concern with person thinking unconscious exercise. On the impart congnitivism philosophy of learning based it premise that as person theorise on past experiences they construct their own meaning of experiences and fellowship. These three theories sustain be discussed with round contract on their likeness and differences. Since, they all gift implication to coning and learning. Such as, keep backing disciples thinking process in approximation looking at students responses and the consequences of those responses.IntroductionThere is non whiz coterie of learning system that if devotedly followed guarantee educators perfect results in the figureroom. However, the co ntemplate of learning has generated lots discussion for many years. It has been at the nubble of educational psychology. Although the importance of learning as a affair of study is agreed by psychologists they often disagreed on the mechanics of how learning process occurred. (Wittrock, 1977) cited by (Good and Brophy 1995) defined learning as the process of acquiring carnal noesis permanent change in discernment, attitude, experience, cultivation, talent and skill through with(predicate) experience. This typography seeks to explain congnitivism, behavioural and constructivist theorists of learning, examining the similarities and differences amidst the theories, transcends examples of how theses theories could apply in the classroom.Cognitive theories commission on how people process selective information and learn. They discuss excogitation such(prenominal)(prenominal) as retentivity, paradox solving and decision making. David Ausubels (1963) cognitive theory dist inguishes receipt learning from rote and discovery learning. It is concern with how students or persons learn thumping amount of signifi tail assemblyt realismly musical theme a verbal expository statement method (Woolfolk1990 P. 292). He suggested that learning is based on presenting information in a hierarchical sequential, organized, manner to apprentices. This aid and encour get along meaningful learning, connection and retention of unexampledfangled information. Since, information presented is usually related to foregoing learned subsumer. A subsumer is a concept or idea that includes new(prenominal)s concept (Woolfolk, 1990). Simple put, for learning to become meaningful there essential be a possible move or incorporation between learners live cognitive structure and the information to be learned. To do this Ausubel studys that educator should al fashions start with advance organizer. Advance organizers be simple statement use to introduce higher- level con cepts to be learn. They provide a structure for new information in a general manner and covers the concepts to be learnt (Slavin, 2003). To illustrate, as a teacher I at times uses the KWL graph to teach certain topics, such as the continents. First I gave the students a KWL chart I encourage them to record what they already k outrights roughly the continents, then lack they wants to know ab turn out continents and finally what new information they learned.Therefore with companionship of advance organizers in mind educators should be cognisant of students prior knowledge and pre-requisite capabilities should be determined before giving any instruction. When teach new concepts teachers should incorporate and commence with advance organizers. Instructions or concepts should be coordinated which get out encourage integrative review, links and transit of information. Moreover, to facilitate transfer of knowledge teachers should present information in a progressive means start ing with lower- level skills before moving up to higher-level skills. Additionally, a much as possible learning material taught in one face atomic number 18a should facilitate learning in another subject atomic number 18a. For example, students toilette be encouraged to absorb links between many incline words and Spanish words or Latin words.Also, in the classroom, operating instructions should include some(prenominal) discovery and receptive pedagogics. To facilitate this, after tending(p) instructions teachers should follow up with questions and assessments which will provide opportunities for students to encode material in their own way and apply the concept learn. Furthermore, provide instructions in simple steps, organizing information in sequential and logical ship scum bagal which will be easy to follow. This will also aid and facilitate mastery of information at each act. This hierarchical format of giving instruction was supported by Gagnes theory.Robert Gagne (1979) has proposed a theory of instructions (Woolfolk, 1990). Gagne postulate several types of learning which guides antithetical types of instructions. tally to (Good Brophy, 1995) Gagne identified pentad major types of learning. They are attitudes which are internal state that influence person-to-person choices, for example how student feel after reading a poem. tug skills involve using your reflexes such as tying your shoes. Information entails facts and knowledge stored in the memory, for example addition and subtraction facts. Using intellectual skills that leave behind learners to discriminate between concrete, define concepts, and lap up problems using rules. Finally, use individualistized ways to guide learning, acting and develop solutions to problems.Additionally, (Woolfolk, 1990) said Gagne was more enkindle in the quality, permanence and usefulness of students learning. To achieve this, he postulated that teacher used nine instructional situations. First t eachers mustiness gain students worry. This can and should be do using a variety of access codees and methods. For example, to get my Kindergartens attention I sometimes incorporate music, drama, nursery rhymes, or poems to introduce my lessons. These are expect to grab students attention and interest since youngsterren generally like these activates.After students attention is gain, Gagne proposed that teachers communicate to learners of the objectivities of the lesson. This can be done by reviewing prerequisites, oral doubting or quizzes. Teachers can also provide demonstrations of learning products or outcomes (Slavin, 2003). For example, when teaching students how to use different shapes to build a house I will present then with a model of what they can finally make themselves. When attention is gain educators must stimulate students recall of prior learning. This involves get students to retrieved information they have learned. Then, present the stimulus that is present ing the material to be learnt, followed by providing learning guidelines. This could be anything from guided discovery activities, explanations or demonstrations, however, information presented should be in a logical and understanding way. After doing this (Woolfolk ,1990) said learning does not stop there. Since, teachers has to insure learner demonstrate understanding of taught information. Gagne proposed this is done by his next step which involves providing guidance to learners. Gagnes sixth instructional event involves questioning students for understanding, their responses allow teachers to evaluate learners intuition this also provides reinforcement, feedback and assess performance, which Gagne posited as his seventh and eight instructional level. His theory indicates that after each topic is taught teachers should assess pupils performance, this can be done via formal or escaped evaluation. Finally, educators must enhance retention and facilitate transfer of knowledge to o ther top and subject areas and real life situations.With this information in mind, educators must be mindful that different instructions are postulate for different learning outcomes. For example in my classroom when I want my class to identify letter a I do not focus on the letters sound merely on its formation or differentiating it from others. Furthermore teachers must be purposeful in selecting instruction strategies, understanding the limitations and advantages of the strategies they choice. Additionally, strategies choice should be based on the students, content and situation of it used, for individual differences are to be considered. Likewise, lessons should commence with declaration of what and why students are required to learn the information. Additionally,Pavlovs and Skinners theory were behaviourist. Behaviourism is concern with observable and measurable aspects of benignant behaviour (Good Brophy, 1995). This means that their theories focused on observable, measura ble behaviour. Classic teach is a term used to describe learning which has been acquired through experience. consort to Legge Harari, 2000). Pavlov used animals mainly dogs in his experiments to demonstrated classical conditioning, he logical for the study of salivary conditioning. The dogs he used showed a salivation response when they where offered aliment (unconditional stimulus). The food was offered a number of times with the sound of a ships bell (conditional stimulus). After this, the sound of the buzzer alone could produce the salivation response. This theory has some links to classroom situations. For instance, a bell ringing is used in schools to indicate the end of instruction time, recess time, or use a whistle to get students attention during physical education exercises.Like Pavlovs theory B. F. Skinner agreed that some human reflexive behaviour is intelligibly encouraged by specific stimuli. However, Skinner proposed that reflexive behaviour accounts for and a small proportion of all actions (Slavin, 2003). He proposed the use of lovely and hellish consequences. He knead focused on placing subjects in controlled situations and watching their behaviour. Operant conditioning is sometimes referred to as instrumental conditioning is a method of learning involving reward and punishment of behaviour (Legge Harari, 2000). Skinners theory has has some important principles, is that, behaviour changes according to its immediate consequences. Pleasant consequences strengthen behaviour, unpleasant consequences weakens it (Slavin 2003). Simple put a person will repeat a behaviour if the consequences of that behaviour is pleasing or pleasant. Slavin also, posit that pleasant consequences are call reinforcer, unpleasant consequences are called punishers. Reinforcers are any consequence that strengthens or increase behaviour. Reinforcers can be positive or negative and both are used to strengthen behaviour. Positive reinforces which are favorable events that are presented after the behaviour, such as, praise, grades and stickers. Negative reinforcers are unfaviourable Negative reinforcers involve the remotion of an unfavorable events to strengthen a behaviour.( ww.psychology.about .com)Obviously, teacher can apply Skinners and Pavlovs theories. They can decide what behaviours they want students to emulate, and reinforce these behaviours when they occur. For example in my class when I want my students to practice raising their hand to indicate they desired to give an answer, I praise them when they do so and over time I get the desired behaviour I want. However, as teacher we must be careful not to praise or reward behave that do not deserve praise. Since, students may not strive to throw to their fullest capabilities. Also, after determining of the objectives teachers must analyze the undertaking into prerequisite skills and sub-skills.Additionally, rewards for donnish effort should be meaningfully, such as extra recess time, opportunities to work on the computer or extra credit on rouge projects. Furthermore, students should know what behaviour you desire and when students exhibit the desired behaviour and they are reinforce, you tell them why. Additionally, as educators we must ensure reinforcement is truly reinforced. For example, when presenting class rules, set up both negative and positive consequences for breaking or following the rules. Also, use cues to help establish new behaviours. Sometimes at the beginning of the school year I Call students attention to the notice board, which usually has list of material they should have or will need when official class begins. Moreover, teachers must remember to reinforce appropriate behaviour as soon as possible. For delayed reinforcement are usually less effective than immediately reinforcement. In addition, one must keep in mind anything children like can be use as an effective reinforcer, although all can not be utilize in the classroom. However , as a teacher I sometimes use what any(prenominal) practical reinforcement to motivate my students.Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the initiation we live in. According to Slavin (2003) it draws many of it philosophy on the work of Piaget and Vygotsky, they accent mark the social nature of learning, and both suggested the use of different abilities grouping to put up conceptual change.Jean Piaget (1896-1980), is one of the most influential child psychologies. He proposed a theory of cognitive maturement which has many implications on teaching and learning.In Piagets theory he viewed cognitive development on devil biological tendencies organization, and adaption( Legge Harari 2004). Organization as Piaget saw it involved organising experiences and observation into gummy systems. Adaption involves adjusting to the environment. It is a process by which individual creat e matches between their permeable learnt information and new information that might not exactly fit together. This is where individuals demonstrate patterns of behaviour or thinking described by Piaget as schema (Slavin 2003 P.30). This involves using two techniques assimilation and accommodation. Assimilation involved nerve-racking to understand something new by fitting it into what one already knows. For example, the commencement time many children see the moon they call it a ball. They are assimilating the information into their current view of the world. If the child observation does not fit into their animate schemas they accommodate or change schema. When the individual has assume a balance between assimilation and accommodation that person has achieved vestibular sense because existing schemes and change schemas now fits.Therefore, with the above information in mind teachers or educators should facilitate assimilation process by matching new learning experiences with le arners existing thinking patterns. However, the match between new experiences and existing thinking scheme of learners should not be too exact, for no or little accommodation will occur. When planning teachers should create opportunities of experiences that generate tonic ideas and divergence views this will require some reconstructing of thinking and belief. Also, when presenting new information to learners it is essential that this is done in a sequential and meaningful way this will facilitate organization of information and encourage learners to organize their thought into main ides, concepts and generalisation this helps students to consider past learning in a divisive and integrated way which can becomes problem solving tools.According to (Woolfolk 1990) Piaget also postulates a stage theory. He suggested that all children regardless of factors such as race and gender go though different stages of development, and that at each stage they think qualitatively different to the st age before. In the first stage sensorimortor, (birth to 2 years) is the time when infants gain knowledge about the world though manipulating objects and innate reflexes. They learn that an object will stop to exit even if it is out of sight Woolfolk (2003). The preoperational stage (2 to 7 years) children can now use imagery based on his or her memory of previous behaviour in the same situation (Good Brophy, 2008). Preschoolers language develops at an incredible rate. However their thinking remains egocentric and central. Therefore, teachers should use optical aids whenever possible. When given instructions to preschoolers, educators can allow them to act it out as well as give them oral information and do not expect students in the preoperational stage constantly see the world from others perceptive. Moreover opportunities must be provided for group word, this facilitates co-operation, and reduce subjectivity.The next stage is the concrete operational (age 7 to 12) Children at th is age are in schools they are able to solve concrete (hands on) problems (Slavin 2003). They heavily depend on concrete experiences to facilitate his or her thinking. Therefore, teacher must provide opportunities for learner in this stage to meaningfully manipulate objects. For example, when I am teaching topics such as addition or time I give student models of clocks or counter to aid their understanding. . Also, importantly students must have occasions to interact with the physical and social environmentThe final stage (age 12 and beyond) of cognitive development is defined by the childs ability to think abstractly and use logical hypothesis testing to solve problems. Teachers must therefore integrate new examples and illustration from previously taught lesson to last old learning. Also provide higher level problems to engage student in critical abstract thinking. In my teaching my questions and problems are set at different levels such as requires knowledge to answer, others re quired comprehension skills while other may need analysis skills.Vygotsky (1896-1934) is a Russian psychologist who made significant contributions to developmental and constructivism theory. He proposes a theory of development in which he presented several key concepts Legge Harari 2004). He viewed cognitive developments as a result of a dialectical process, where a child learns through shared problem solving experiences with someone else. It is primarily through their address that adults are assumed to transmit to children the rich body of knowledge that exists in their culture. As learning progresses, the childs own language comes to help as his or her primary tool of intellectual transformation (Slavin 2003).Another concept is his abstractive construct of the zone of proximal development (ZPD) which provides an explanation of how a child develops with the help of others (Woolfolk 2003). It is the gap between what children are already able to do and what they are not quite read y to accomplish by themselves (Slavin 2004). He explains how children develop through contact with others such as parents, teacher, siblings or a peer.The person interacting with the child undertakes most of the responsibility for guiding the problem solving, but stepwise this responsibility transfers to the child.Vygotsky also posited scaffolding. It is similar to scaffolding around a building. In that, it can be removed after the need for it ends. For instance, when a child is shown how to something and has mastered the idea he or she can now complete this assignment on his or her own.Vygotskys theory can be applied to the classroom, he suggests the teachersIs important in the process of the transmission of knowledge .This means teacher must ensure information given are accurate and useful to learners. Moreover, they must provide opportunities for peer tutoring, cooperative learning arrangements among student with mix-abilities. Personally I can attest that this approach works. S ince, I have successful use this in many of my lessons. entirelyow students to gradually take on more independent responsibilities, removing the scaffold.Teachers responsibilities are to facilitate learning, what teachers do in the classroom are important to the overall effect of students learning. Therefore, teachers enterprisingness to making learning occur must be his or her better(p) efforts. In so doing teachers can draw of all of the theories discussed in the essay. However, one must be mindful that these theories ha some thins in vulgar and differences.Behaviourism is concern about behaviour that can be discovered while cognitive psychology assumes that humans have the capacity to process and organise information in their mind. It is concerned less with observable behaviour and more with the thought processes behind it. Constructivism like congnitivism focuses on thinking processes and problem solving but also considered students reactions which is an important feature o f the behaviourist theory. All three discussed theories attempt to explain and describe how learning occurs and viewed education and the instructional process as a whole. However, behaviourism formed the basis for all learning theories.Cognitivism and constructivism both stressed the importance of forging relation between previous learnt information to new information. In other words, learners are pass judgment to relate new information to prior knowledge and experiences.As say before there is no ideal educational theory. However the approach teachers used in their daily instructions are important. The approaches they use should be based on a variety of issues, such as the age of the students, their cognitive processing level, the subject matter and difficulty of the required task in order to successfully achieve all the objectives.

Defining Ethical And Moral Standards Philosophy Essay

Defining honorable And Moral Standards Philosophy EssayMorality is a conveniently flexile term to begin with, whiz which could be stretched and sculpted according to intimately anyones ulterior motives. This in turn renders good standards almost completely moot and they should be regarded with skepticism, especially when it comes to those in power because what is clean behavior to one person is indignation to a nonher person.I think we can throttle respectable and moral standards as guidelines for an value orientational codeal and moral behavior. And in its turn, ethical and moral behavior of a person (or a group) can be defined as a way of interaction with a clubhouse which is the least disturbing, or better, pleasing to the other members of a society.Societies function lots more utilely, efficiently, and responsibly when politicians and elected officials be expected to follow the mold of police more so than the rather subjective definition of a higher moral standard.A fter all, how can so many deal glamorize Che Guevara and his noble and moral legacy of fighting for social justice, and turn a blind eye to his ordering the execution by firing squad of hundreds of volume, including innocent student protestors, without the due process of law in a single month at La Cabaa prison 50 years ago? And what else other than moral relativity theory could explain why so many of his T-shirt wearing acolytes margin call to be morally outraged by former President George W. Bushs homogeneous crime of the suspension of habeas corpus for Guantanamo Bay prisoners, of which none were executed?Which is why the rhetoric and pseudo-philosophizing of morality is still popular in communist nations much(prenominal)(prenominal) as Cuba whose totalitarian regime continues to push the false and deluded hope that communism will one day triumph again for those with the moral heroism to endure needless sacrifice. This morality above reality mindset and principle is exp licitly illustrated in archived film footage where Fidel Castro was asked if he wore a bulletproof commit considering the various attempts on his life. He joked by opening his shirt, proudly displaying his unmingled chest and belly, bellowing a laugh and responded No, I wear a moral vest.Sure he did. As possibly did other homicidal tyrants such(prenominal) as Ho Chi Min, Pol Pot, and Idi Amin to name a few. If their higher moral standards are what people expect to be command and led by, we may as well rebuild our collapsing economy by constructing our own concentration camps replete with gas chambers and ovens, and printing our monthly food supply ration booklets, like the ones Cubans carry with them to this day. One would type they would simply register these via internet nowadays, only they are still not allowed by law to have internet access in their homes.On one hand, we should have got that high ethical and moral standards are in all likelihood one of aspects to pass jud gment an efficacious extender. Track back to the history, we can learn many illustrious loss loss leaders with high ethical and moral standards. For example, Winston Churchill and Abraham capital of Nebraska they were well cognise not only because of their marvelous contri aloneion to their nations but withal for the well-grounded reputation they built. It is the highly ethical manners lead them to serve the people they led in the correction direction. On the contrary, Adolph Hitler, who peradventure can also called an effective leader of Germany in World state of war 2. He conquered fractional of the Europe and decimated thousands of Jaws with Nazi army, caused gigantic damage to Jaws and the military personnel due to his detriment and lack of ethical standards.On one hand, we should admit that high ethical and moral standards are probably one of aspects to judge an effective leader. Track back to the history, we can find many far-famed leaders with high ethical and moral standards. For example, Winston Churchill and Abraham Lincoln they were well known not only because of their marvelous contribution to their nations but also for the good reputation they built. It is the highly ethical manners lead them to serve the people they led in the correction direction. On the contrary, Adolph Hitler, who maybe can also called an effective leader of Germany in World War 2. He conquered half of the Europe and decimated thousands of Jaws with Nazi army, caused bang-up damage to Jaws and the world due to his prejudice and lack of ethical standards.Finally, the effective leaders are also mankind beings. No valet beings could be perfect, everyone makes mistakes from time to time, as a known saying goes to err is human, and so does the leader. But a few flows such as some personal affairs would not efface the gauzy achievements they make as an effective leader. Bill Clinton, the former president of the States is the best evidence. Despite the sex scanda l and his perjury in court, which roughly resulted in his impeachment, there is no doubt that he is an effective leader in the eyes of the Statesn people. He has fight back the stintingal recession in the U.S. and promoted peaceful progress in Israel-Palestinian relationship. All of these great achievement to U.S. even the world persuasively prove him as an effective leader. Everyone has his/her own pettiness the leader is not exception either. Hence as long as it is within his/her people tolerance, some flaws on ethic cannot prevent him/her to be an effective leader.It is precisely because of the infinite number of quandaries that a higher moral standard poses that makes such a prerequisite rare for elected officials in comparison to their obeying the die hard of law. And chances are, if they respect and obey the rule of law to begin with, theyre bound to have higher moral standards that are genuine and socially reciprocal. Most of us, who obey laws, dont just do so because wer e afraid of being caught if we dont. We do so because they make sense to our survival.Considering how forgetful a job morality alone has done to ensure our survival, let alone our rights, we need to look further beyond mere moral standards as criteria in electing our leaders. No matter how high a moral standard politicians profess to set for themselves, and much less the rest of us whom they ultimately work for.Finally, the effective leaders are also human beings. None of human beings could be perfect, anyone makes mistakes some times, as a famous saying goes to err is human, and so does the leader. But a few flows such as some personal affairs would not efface the bright achievements they make as an effective leader. Bill Clinton, the former president of America is the best evidence. Despite the sex scandal and his perjury in court, which virtually resulted in his impeachment, there is no doubt that he is an effective leader in the eyes of American people. He has fight back the economic recession in the U.S. and promoted peaceful progress in Israel-Palestinian relationship. All of these great achievement to U.S. even the world persuasively prove him as an effective leader. Everyone has his/her own pettiness the leader is not exception either. Hence as long as within his/her people tolerance, some flaws on ethic cannot prevent him/her to be an effective leader.In conclusion, as long as supported by the people he/she serves, the globe official does not have to maintain the highest ethical and moral standards, but to do so will make them more admirable.*To be an effective leader, a public official must maintain the highest ethical and moral standards.Finalizing everything Ive said I have to disagree with the original statement.It appears to be not necessary for a public official to maintain highest ethical and moral standards if he wants to be an effective leader. He just have to be able to sufficiently deliver power of organization he represents to the peop le he retrieve to lead.