CHAPTER NINE Essays - Psychology, Behavioural Sciences,

CHAPTER NINE Middle Childhood (6 to 12 Years) MULTIPLE-CHOICE QUESTIONS 1. The work of Erik Erikson and Jean Piaget point to which area as central in psychological development during middle childhood? a. intellectual development b. parental identification c. formation of a personal identity d. development of a sense of trust Conceptual, p. 264, A 2. From an evolutionary perspective, how might group cooperation contribute to species survival? a. It is part of the mating ritual. b. It improves the group's ability to track and hunt for food. c. It fosters more competition among the males for mating privileges. d. It allows more offspring to be produced. Conceptual, p. 264, B 3. How is attachment formation in infancy related to friendship formation? a. Children who are securely attached do not need friends. b. Children who are anxiously attached make friends readily. c. Children who are securely attached are more popular and more comfortable in social interactions. d. Children who are securely attached look for one best friend with whom to share their feelings. Conceptual, p. 265, C 4. Sally's mother used power-assertive discipline techniques, such as yelling and spanking when she was young and continues to do so. Today, Sally is 8. You can expect her relationships with her peers to be characterized by _______________________. a. aggressive and controlling behaviors during conflicts b. avoiding conflict at all costs c. cooperation and mutuality d. hostility, warmth, and honesty Conceptual, p. 266, A 5. Which parental discipline technique is most likely to interfere with a child's friendship formation? a. power assertion b. love withdrawal c. induction d. synchrony Conceptual, p. 266, A 6. One cognitive benefit of active involvement in the peer group is _______________. a. increased egocentrism b. increased perspective-taking skills c. increased emotional control d. increased hopefulness Conceptual, p. 266, B 7. Children who are aware of the variety of perspectives that are present in the social situation are likely to be __________. a. exposed to harsh discipline by parents b. positively evaluated by their age-mates c. more positively evaluated by their teachers than by their peers d. friendly with rejected and withdrawn children Conceptual, pp. 266-267, B 8. Which of the following happens to a rejected child in the process of social skill development? a. The child becomes closer to siblings and extended family members. b. The child comes to expect negative behaviors from others. c. The child has as many opportunities as accepted children to develop social-relations skills. d. The child selects an activity such as sports or drama in order to gain peer acceptance. Conceptual, p. 267, B 9. In middle childhood, children are aware of social norms for peer acceptance. This results in greater pressures toward __________________. a. isolation b. altruism c. conformity d. egocentrism Conceptual, p. 267, C 10. Why are "best friend" relationships important in middle childhood? a. They provide a model for relationships with authority figures. b. They protect children from the peer group. c. They rarely break-up. d. They provide a context for working on relationships in which both members have equal power, status, and access to resources. Conceptual, p. 267, D 11. What is the difference between peer acceptance and having a "best friend" relationship? a. Peer acceptance requires more conformity than best friend relationships. b. Peer acceptance allows more openness and self-disclosure than a best friend relationship. c. Once established, peer acceptance can never be lost whereas best friends can break up. d. Peer acceptance is more important to a sense of well being than having a close friend. Conceptual, p. 267, A, www 12. How does the school environment affect close friendships? a. Teachers decide which children will become close friends. b. The school curriculum emphasizes the importance of having close friends. c. Close friendships are more stable in schools that keep children in the same classroom groups from grade to grade. d. Schools that contextualize learning promote the formation of more stable best friend relationships. Conceptual, p. 267, C 13. Which of the following increases a child's sense of loneliness? a. being outgoing and sociable b. being a target of peer rejection c. being a bully d. being academically competent Factual, pp. 267-268, B 14. Which of the following is a characteristic of children who have strong feelings of loneliness? a. They work hard to improve their social skills. b. They view themselves as socially incompetent. c. They rarely spend time alone. d. Many other children like them and want to be with them. Conceptual, p. 268, B 15. Some children who are rejected tend to be disruptive and aggressive; others tend to be socially withdrawn. Which of the following statements is more characteristic of the aggressive/disruptive children than the socially withdrawn group? a. They tend

Major westen religions essays

Major westen religions essays The three major Western religions that affect almost two billion people are Judaism, Christianity, and Islam. All three religions focus on a higher authority, known as God. This higher authority loves and guides people through religious teachings. Studying these religions shows the teachings are sometimes different, yet they all lead to ways of living a more perfect life on earth and gaining an afterlife. Each of these religions began in a different way and during different periods of history. Judaism, the smallest major religion is the oldest religion and is based on Gods revelation to Moses at Mt. Sinai. Later, around 30 A.D., Christianity began with the ministry and teachings of Jesus, who was a Jew. Being a Jew, Jesus never really rejected Judaism. As Christianity grew from Judaism, Christianity became a major religion of its own. The Romans, who were in power during early Christianity saw it as a threat to their emperor, but Christianity began to grow. In 313 A.D. the Roman emperor, Constantine became the first Christian ruler. Islam started in the 6th century A.D., much later than the other two religions. The prophet Muhammad spread the word of God after he had revelations directly from God. Jesus claimed to be the son of God, unlike Muhammad who claimed only to be a prophet of God. Even though Judaism and Islam grew to be major religions, they are similar because they both give rules for the way one should live their lives, rather than giving a set of beliefs like Christianity does. The purpose of these religions was to serve God, but each of these religions has a different view as to Gods purpose. While each believes in one true God, Islam believes that God had no offspring, and has no human form. It also believes that, Life of this world is but a sport and pastime. (Lippman 5). Islam refers to God as Allah. Allah creates, keeps, and can destroy the world and most of all, He ...

Business Plan Term Paper Example | Topics and Well Written Essays - 1500 words - 2

Business Plan - Term Paper Example Other products include the production of irrigation equipments, Co2 detectors as well as bottles. Eco plastic and mould company concentrates in the manufacture of plastic products. It has been in operation in Taiwan for the lasts 12 years. In developing this business plan, the company wishes to introduce a new production unit. Recent technological advancement has ensured that manufactures of plastic use materials economically. Therefore, Eco- plastic and Mould Company provides new plastic containers that replace traditional metal containers. For the last 50 years, metallic containers have been important feature in industries. However, metallic containers are prone rust, require painting, and are difficult to recycle. With this in mind, the company provides drums with same structural strength but of plastic material (Luo, 2014). On the other hand, plastics have an ability to take various shapes through molding. Since plastic products are rust, proof, able to stand diverse climatic conditions, their use in Taiwan captures a wide market. In Taiwan, plastic products have gained acceptance with diverse consumers. The company uses advanced engineering on polymer to produce high impact materials, long lasting materials. Such engineering advances have made it necessary for the production of industrial drum products. The company enjoys a market opportunity for recycling plastic products. Taiwan’s growing population provides great market opportunity for Econ plastic and Mould Company. On the other hand, the greater Asian market provides a wide market opportunity for the company (Miltenburg, 2005). In terms of competition, Formosa Plastic corp. probably is the most competitive organization in the region. Eco plastic and Mould Company operate in Taiwan and within the Asian region. The company began its operations over 10 years ago. It specializes in producing quality plastic products as well as plastic

Paper on the social structural theories then break it down into the Research

On the social structural theories then break it down into the social disorganization theory, cultural deviance theory, and - Research Paper Example Cultural deviance theory asserts that conformity to the existing cultural norms of the society of a lower class results into crime. Youths or lower sub culture class has a set of unique beliefs and values, which are often in conflict invariably with the conventional norms of the society. Criminality in this aspect is the expression of non conformity to social norms or conformity to a lower class of sub cultural beliefs and values. Youth therefore commit crimes trying to respond to their own class of cultural norms in an attempt to deal with the social problems from middle class and adjustment. This theory is associated with labeling theory, the rationale for choosing it (labeling theory), in that they both address a particular class of society and their beliefs. According to labeling theory, the youths turn to a delinquent lifestyle and commit crimes when a good part of the members of society give them a label or associate them with such crimes and lifestyle, hence they accept such l abels as their own personal identity. As youth interact with others in the society throughout their lives, they are usually given various symbolic labels. These symbolic labels often imply different attitudes and behaviors, thus the labels do not only give a description of an individual trait, but also describe the whole person. A negative label often results into a permanent harm of the targeted persons, especially when a significant other confers such a devalued status on the person. Being perceived as a deviant in the society and/ or being associated with a delinquent lifestyle often impact on the treatment youths receive at work, at home, at school, and any other places of social interactions. Those labeled usually find themselves turning to other people who are equally stigmatized by a similar or related label for purposes of championship and support. Law is, in most cases, applied differently and benefits people who hold social and economic power, while the powerless are often penalized. Labeling theory therefore is not only concerned with why the persons engage originally in the acts that make them labeled, but also deeply concerned with the reasons for a criminal career is formation. The origin of acts of crimes is not specifically discussed by this theory (Samuel, 2007). An individual becomes a deviant majorly due to the social distance that exists between the labeled and the labeler. Labeling theory is associated with various effects on the people who are labeled; these are the reasons why youth find themselves turning into a delinquent lifestyle and commit most crimes. They do this with a belief that even if they remain within the law, the society still associates them with such deviances and delinquent lifestyle. Some of the impacts resulting from this theory include the following: Stigma creation: whenever an individual have a public record of acts of deviance, the denounced individual separates himself or herself virtually from a place of group b y a successful degradation ceremonies in a legitimate order. An impact on self image: the offenders who have been stigmatized may probably start reevaluating their own personal identities within the label Primary deviance: these are some crimes with very little effect or influence on the actor, such are easily and quickly

International Terrorism Essay Example | Topics and Well Written Essays - 2750 words

International Terrorism - Essay Example This report stresses that the internal unrest is the best recipe for the global menace of terrorism in the modern day. It can be overcome through the steps that are aforementioned. Also the global community has got its role cut out that will enable them overcoming the turbulence that shows up in one form or the other all in the farce representation of protecting the locals and local land from outside forces. There are still number of countries that are considerably distant from the true democracy. The global community must learn from the past precedence that have prevailed over last few years. This can be done so through number of steps. The first is the fact that the global community must ensure for negotiating the methods through gradual change and through political means. The use of force in bid to oust a given tyrant must be used as the last option. This paper makes a conclusion that the cases of Middle East and few other countries including those in African continent need to be pulled along the lines which will reduce the agent of radicalization. In this course of struggle, the United Nations, along with the various other super powers have got their role cut out and they need to revamp the structural deficiencies. This can be done so through more active and collaborative partnership and participation between the different countries which will enable fostering the mindset that is directed towards self awareness, demanding the basic rights and ingraining the basic concept of human rights along with the democratic norms, principles and ideologies.

Conflict Resolution between Teacher and Parents

Conflict Resolution between Teacher and Parents Introduction From time to time, all teachers will be faced by a difficult and demanding parent. From challenging academic results to accusations of bullying, some parents can be very intimidating or even aggressive. Until relatively recent times, the school was viewed as the realm of the professional, the educator, the teacher. As Carol Vincent states: ‘No parents beyond this point such signs could have been seen in schools around the country, symbolizing the clear division between home and school. She goes on to describe schools as: ‘[I]slands of professional expertise, of calm, order and learning. How we all miss the good old days in the midst of a hectic, stressful Parents Consultation Meeting, when we see the approach of Mr and Mrs Smith, looking as happy as we might have predicted with Johns latest report! Conservative government educational policy, from 1979, was underpinned by the notion of parents as the â€Å"consumers† of an education system, who would be empowered with considerable influence over the way in which the â€Å"producers† the teachers operated, not least by the use of â€Å"parental choice† as a factor in determining which schools would thrive and which close. More recent educational policy, during the Labour Partys terms of office, has stressed the importance of the home/school partnership in promoting the learning of young people. Carol Vincent, quoting a 1986 study by Cowburn, summarises this shift in perception as follows: â€Å"Parents were once kept out of schools so as to allow the professionals uninterrupted control: parents are now being encouraged to get involved, to come into school so that they can understand why the professional exercises control in the manner he/she does†. Communicating clearly, therefore, what we do, what we have done, being prepared to justify our actions by reference to school policy, to educational theory and practice, to the statutory demands of the National Curriculum, for example, needs to be at the forefront of the teachers agenda in any meetings with parents, whether arranged or a surprise encounter. We are no longer autonomous rulers in our own little world, but need, as professionals and experts, to be prepared to explain, or justify, our actions and decisions in language that is accessible to the parent. Situation H or S Heated? In the table above, jot down in the first column possible situations which might generate an ‘interview with parents. For example: report sent home detention issued o praise postcard sent home * In the second column, indicate whether the ‘invitation to meet is most likely to come from Home (H) or School (S) * In the third column, rate the likelihood of the meeting becoming heated on a scale of 1-5, 1 being highly unlikely, and 5 highly likely. Getting the basics right conflict avoidance The importance of the dialogue between school and home cannot be underestimated, and those schools which have taken steps to ensure that their relationship with their parents is a good one, based on mutual respect and concern for the young people whose care they share for at least five days each week will have fewer flashpoints on the level of personal interaction between parent and teacher. Everyone has an experience of school life, so, in that respect, all our parents feel that they are experts! For many, their own experiences of school and of teachers are not particularly good ones: some find entering school premises a daunting prospect, and this unease can quickly escalate into difficult or aggressive behaviour. Many associate their visits to school with negative emotions: they have responded to so many summons because of a childs poor behaviour, attitude or progress that any chance to â€Å"get ones own back† by criticising the school is pursued with relish. Make a note below of skills which you use in the classroom:  · to defuse tension  · to manage behaviour  · to foster co-operation  · to ensure compliance  · to foster a good working relationship A couple of examples are included to get you off to a good start! Skills I use daily:  · Friendly greeting as pupils arrive.  · My ‘no nonsense face.  · Standing up full height to look imposing Which of the above are also useful in dealing with parents? Many difficult encounters can be avoided if the school:  · Has clear policies on a variety of relevant topics e.g. uniform, behaviour, information that is shared with parents on a regular basis. As a teacher, ensure that, in your dealings with pupils, you apply such policies with fairness, consistency and equity.  · Takes steps to involve parents in the life of the school whenever possible the good old school play, or talent show, provides opportunities for parents to cross the school threshold in a non-confrontational context. As an individual, seek out opportunities to establish a dialogue with parents, even if it is only a nod of acknowledgment, if you meet them outside school in a supermarket or in the queue for a plane at the airport! Look for, and utilise, any opportunities to share an interest in something other than the child who is the focus of your relationship.  · Has clear and well established practices for communicating with parents e.g. on behaviour, attendance, progress. Such communication should be timely and prompt, not restricted to key points in the school year e.g. end of year report, and should also inform parents of a childs positive contributions to the life of the school, for example via â€Å"praise postcards†. As a teacher, try to ensure, wherever it is reasonable, that particular parents do not always associate your name with bad news.  · Provides a welcoming environment for parents a cheerful reception area; a cheery greeting from reception staff; a light, warm room in which meetings can take place In many ways, the parents who arrive at the school fired up in defence of their child, or who demand to see a teacher to find out why progress is not being maintained, is less of a threat to the life of the school than those parents who refuse all attempts to initiate a dialogue, to the point that their child is excluded. Parents who are moved to anger by something they believe has happened, normally because their child says so, can potentially become the teachers greatest ally, once a more appropriate relationship has been established. Communicating with parents  · In the table below, in the first column, list the means of communication which your school uses with its parents. There are 3 examples to get you started.  · In the second column, rate the effectiveness of each, on a scale of 1-5, 1 being of little use and 5 being highly effective. Communication Rating Annual written report Grade card termly Consultation evening How could any of the above be adapted to improve effectiveness? What makes a person angry? Anger is a natural part of the human condition, but it isnt always easy to handle. Some people mask their anger. Others explode with rage. Good parents invest a great deal of emotional energy in their offspring: which of us, as a parent, has not been moved to strong emotion by something that our child tells us, or something that they have done, or not done? We also acknowledge the importance of social and emotional intelligence for our young people in school, and many schools are delivering extensive programmes to support this aspect of their pupils development. Since youngsters learn more from models than from lectures, it is reasonable to assume that many of those pupils who have difficulty expressing emotion, or controlling an outburst of anger, are not seeing positive role models at home in this respect. It may be, therefore, that a parent does not intend to show anger or aggression, but has never learned to express concern in a more appropriate way. There are a number of courses which schools can access and provide for their parents, to support them in developing their own emotional literacy, which will not only be of benefit in your encounters, but will also help them to reinforce, and model, the behaviours and responses that you are hoping to develop in the children. The Millennium Cohort Study by the Centre for Longitudinal Studies, Institute of Education, University of London, published in October 2008, shows that what parents are most concerned about in choosing a school in the first place is not only the schools performance, but other characteristics that, taken together, parents rate even more highly the â€Å"good impression† created by the school, a strong anti-bullying policy, its ability to accommodate an ethnic mix, and its facilities amongst others. It therefore follows that these are the sorts of issues that parents are most likely to seek to approach the school with if they feel that it is â€Å"all going wrong† for their child. Psychologists recognize that anger arises for different reasons in different types of people, which may need to be handled in different ways by the sensitive teacher. You may recognize parents that you have had, on occasion, to deal with in the profiles detailed below, although it is highly unlikely that any parent has ever reached the point of hatred towards their childs teacher it just feels like it sometimes! Understanding what may be the underlying cause of parents anger, over and above the particular incident that has provoked this meeting, may help you not to respond too quickly, with mounting irritation, to what appears to be an unreasonable display from across the desk. Types of Anger Disguised Anger These individuals may not, at first, let others know how angry they are. Sometimes, they dont even know how angry they are. But the anger will come out! They look hurt and innocent. They gain a sense of control over their lives by frustrating others. The teacher needs to become practiced in interpreting body language, which may indicate anger bubbling below the surface, just waiting to explode when a trigger point in the conversation is reached. Paranoid Anger This type of anger occurs when someone feels irrationally threatened by others. They seek aggression. They believe people are against them, dont understand their viewpoint or their concerns. They expect others to attack, verbally at least. Because of this, they jealously guard and defend what they think is theirs these parents are often those who say things like: â€Å"My son wouldnt do that† â€Å"My daughter says she has done the work and you lost it and I believe her†. People with paranoid anger give it away it is self evident from their body language, both their verbal and non-verbal communication, that they are very, VERY annoyed. Such parents may often feel insecure, especially in the school environment, and unwilling to trust the school, or you as its representative. Sudden Anger People with sudden anger are like thunderstorms on a summer day. They zoom in from nowhere, blast everything in sight, and then vanish. Sometimes its only lightning and thunder, a big show that soon blows away, but can cause damage, occasionally physical, but certainly in terms of the relationship between the teacher and the home, and to the home-school partnership, that will take a long time to repair. Sudden Anger people gain a surge of power. They release all their feelings, so they feel good or relieved: you, on the receiving end, feel battered and emotionally exhausted. These are the people in danger of losing control: they may get physically violent and, at the least, will say and do things they may later regret. Sometimes, all you can do is simply let the anger blow up, and blow over do not attempt to interrupt or respond until the storm has passed, but keep calm, keep still and make it clear that you are listening. It may even be that the best solution is to simply let this parent have his, or her, say, then suggest a return appointment, in the hope that regret has tempered their anger, and allowed reason to surface. Shame-Based Anger People who need a lot of attention or are very sensitive to criticism often develop this style of anger. The slightest criticism sets off their own shame and since they share such close emotional links with their children, any criticism of the child is felt to reflect badly on them. They feel worthless, not good enough and, like any living creature, when they feel backed against a wall, they will come out fighting! When they feel the teacher is ignoring them, like not giving in to their demands to move their child to a different teaching set, they take it as proof that the other person dislikes them as much as they dislike themselves. That makes them really angry, so they lash out; You made me feel awful, so Im going to hurt you back. They get rid of their shame by blaming, criticizing, and ridiculing others. Their anger helps them get revenge against anybody they think shamed them. Such parents need reassurance; they are good people; they are doing their best for their child; thei r child has huge potential that is not yet being realised because of the issue at hand. Deliberate Anger This anger is planned. People who use this anger usually know what they are doing. They arent really overtly emotional, at least not at first. They like controlling others, and the best way theyve discovered to do that is with anger and, sometimes, violence. Power and control are what people gain from deliberate anger. Their goal is to get what they want by threatening or overpowering others. Firmness and fairness are the best responses to this: such individuals have to learn that he who shouts loudest does not always get what he wants, that you as an individual, and the school as an organisation, does not respond to threats and bullying, but decides what is best in the interest of the pupils. Addictive Anger Some people want, or even need, the strong feelings that come with anger. They like the intensity, even if they dont like the trouble their anger causes them. Their anger is much more than a bad habit it provides emotional excitement. It isnt fun, but its powerful. These people look forward to the anger rush, and the emotional high. Anger addicts gain a sense of intensity and emotional power when they explode. They feel alive and full of energy. You, as an individual, are not going to break this addiction alone but nor should you have to tolerate it repeatedly. If every encounter is the same, this problem needs dealing with at a higher level. It may even be that, in the interests of the health and safety of staff, it may not be possible to continue to accommodate such interviews. Moral Anger Some people think they have a right to be angry when others have broken a rule. They view the offenders as bad, evil, wicked, sinful. They have to be scolded, maybe punished. People with this anger style feel outraged about what bad people are doing. They say they have a right to defend their beliefs. They claim moral superiority. They justify their anger as being for the best, in a good cause. They dont feel guilty when they get angry because of this. They often feel superior to others, even in their anger. These people suffer from black-and-white thinking, which means they see the world too simply. They fail to understand people who are different from themselves. They often have rigid ways of thinking and doing things. Another problem with this anger style is crusading attacking every problem or difference of opinion with moral anger when compromise or understanding might be better. For these people, you need to â€Å"prove† that you are operating â€Å"within the rulesâ⠂¬ : it is not your decision, but one dictated by a policy which you have to enforce. They may not like the rule, but should appreciate the evidence that you are applying it consistently! Hate Hate is a hardened anger. It is a nasty anger style that happens when someone decides that at least one other person is totally evil or bad. Forgiving the other person seems impossible. Instead, the hater vows to despise the offender. Hate starts as anger that doesnt get resolved. Then it becomes resentment, and then a true hatred that can go on indefinitely. Haters often think about the ways they can punish the offender and they sometimes act on those ideas. These people feel they are innocent victims. They create a world of enemies to fight, and they attack them with great vigour and enthusiasm. However, this hatred causes serious damage over time. Haters cant let go or get on with life. They become bitter and frustrated and their lives become mean, small and narrow. Golden Rule NEVER trade anger with anger! You do not extinguish a fire by throwing more fuel on it. Whatever anger type you recognise yourself to be, in the context of a meeting with parents; you are the professional cool and collected. Breathe deeply, switch off your more sensitive self, dont take the insults personally and dont respond in kind, trading hurt for hurt, insult for insult. Learning to read the signs à ¢Ã¢â‚¬ Ã¢â€š ¬ a guide to non-verbal communication! As teachers, we are generally adept at recognising the subtle signs that all is not well with the pupils in our care; we need to adapt and enhance these, often subconscious, abilities when assessing the degree of anger, or annoyance, or high emotion, in the parents before us. When people are tense or nervous, there are clear visual signals, long before the volume, or pitch, of their voice increases! Their fists may be clenched, or their hands or feet tapping. Their hands may be interlocked, as if praying, and the apparent pressure between the hands gives an indication of just how tense they may be. Their arms are crossed, but they are gripping their biceps. Look at the parents mouth: upward turns in the corner of the mouth are often positive signs, and downward turns, or flat lines, demonstrate negative behaviour. Are lips pressed together or relaxed and comfortable? When the parent speaks, emotion is betrayed by a high pitch, fast pace or stuttering, long before the voice becomes over-loud, or the language abusive. Parents may repeatedly clear their throats. Their eyes evade you. Be aware of these signs of unease, and respond sympathetically; you may avoid the situation escalating into anger. Be welcoming and placatory: listen attentively to their concerns; nod in acknowledgment of what they are saying; feed back your understanding of what they are saying. Offer a comfortable environment and perhaps a drink and a biscuit. Do not approach over-assertively; if you put such parents on the defensive, they will move quickly from unease to anger. One of the most valuable ways of discovering whether someone is being open and honest is to look for palm displays. When someone begins to open up or be truthful, he will expose all, or part, of his palms to another person. Like most body language, this is a completely unconscious gesture, one that gives you a hunch that the other person is telling the truth. When a child is lying or concealing something, his palms are hidden in his pockets or he adopts an â€Å"arms folded† position, for example, when he tries to explain where he was. One of the tricky things about body language is that we are often unaware of how we are reacting to it. We may, for example, form a negative judgment about someone because she slouches, wont look us in the eye or talks with her hands. Because we are unaware of why we made the judgment, we are unable to filter out our biases about what body language means and what it tells us about an individual. Be aware, also, of what you are communicating through your own body language. Be open, physically. Do not cross your arms across the chest or hold obstructive objects (such as your marks register) protectively between the two of you. Approach parents with a hand outstretched in greeting, make eye contact and smile as if pleased to see them even, or perhaps especially, if you are not! Aggressive body language will only alienate, and probably exacerbate what may already be a tense or confrontational meeting. You need to appear relaxed, with an upright posture, and maintain direct eye contact. Rounded shoulders tend to imply that you are afraid or subservient, although a rigidly upright posture can, by contrast, convey inflexibility think of the regimental sergeant major! Drooping, hunched shoulders have the connotation of carrying a heavy burden, and will not create the impression of someone who is confident in the decisions they have made. Beware of using arms and legs unconsciously as a protective barrier. Be aware of overall position: put simply, we lean towards people we like and lean away from people we dont. Avoid gazing at the floor, one of the cardinal sins of body language: if you avoid looking at people, you avoid connecting with them. It will make the parent feel youre not interested in them or anything theyre saying if you cant even be bothered raising your eyes to fake interest, what hope have they got? or perhaps that you are arrogant its rude not to look at someone who is talking to you or nervous and slightly dodgy avoid looking someone in the eye and they automatically assume youre hiding something. Try not to resort to habitual actions which convey nervousness, such as fiddling with your collar or scratching your neck. You might as well have a neon sign hanging round it that reads My names John/Jane and youre making me feel horribly insecure and/or as nervous as hell. Both gestures are signs of doubt and uncertainty. People pull their clothes away from their necks when theyre in a hot spot, literal or otherwise; this may be how you are feeling, but do you really want to convey the fact so openly? And finally, propping up your face with your hand putting your hand on the side of your face and leaning on it could be sending a clear message, either â€Å"Im so bored and tired, I can hardly hold my head up† or â€Å"Im feeling faintly superior and quite possibly judging you while Im at it.† We simply would not sit like that in front of a boss or someone we respected. Your facial expression needs to be responsive to what the parent is saying. Keep your hands relaxed and your voice confident, measured in volume and pitch. Bear in mind that, when holding a conversation, people use certain head movements to indicate that they have come to the end of a sentence and are waiting for the other persons answer. Lowering of the head may indicate the end of a statement or raising the head the end of a question, and a demand for your response. Look for signs of growing â€Å"congruence†: when we are starting to see another persons point of view, we tend to imitate their body language. When a group is in congruence, the positions of their bodies mimic each other, in some cases like a mirror image: when one member of a congruent group changes his position, everyone does so with him. Congruence within a group usually indicates that all the members are in agreement. If the group has two points of view, the defenders of each opinion will adopt different positions; each subgroup will be congruent within itself, but not congruent with the other subgroup. When interviewing two parents, looking for congruent movements may help you to establish who is the dominant partner, and it may not necessarily be the one who first begins to speak: they may be holding the â€Å"big guns† in reserve, to catch out the unwary teacher, who is beginning to think that he, or she, is winning the argument. Manage the situation by trying to bring the â€Å"silent partner† into the discussion at a point that suits you â€Å"What do you feel has happened, Mr Smith?† When those on the â€Å"other side† of the discussion begin to mirror your movements, you know that they are getting on side, and listening to what you have to say. To try to break the tension at the beginning of the interview, to increase a persons comfort when they are closed-off, utilize mirroring; observe the parents behaviour and then, in a subtle way, act the same way they are acting. If their arms are crossed over, sit back, relax a little, and then begin to cro ss your arms. The Managed Meeting The majority of times we have an interview with parents, we are well aware that the meeting will take place. There is, of course, the annual Parents Consultation Evening, or you may have sent a letter home about a disciplinary related incident, for example, that you can confidently predict will elicit a response from home and even, perhaps, that it is likely to be an emotional, or even heated, exchange. There are also social events, a â€Å"Celebration Assembly† perhaps to which parents have been invited, which might also prompt some to request a few words with you in private regarding a long running issue. And, sometimes, the meeting has been suggested by you, effectively a summons to the parents to attend a meeting of crucial importance to the youngster, for example, if there has been cause for a temporary exclusion or a permanent exclusion is on the horizon. Whenever you have the opportunity to â€Å"manage† such meetings, make the most of the opportunity to ensure a good outcome for all parties, and the minimum of stress for yourself. It is, perhaps, worth emphasising that most encounters with parents are perfectly amicable, or may be emotional for them, although not in any way expressed in angry exchanges. It would be a mistake to always assume the worst; your own tension will be conveyed to parents and might be the â€Å"last straw† that tips them over the edge! a) Fixing a Date When a parent requests a meeting in advance, or if you are issuing the summons, think carefully about the timing. Allow enough time to prepare effectively a few days at least. When confirming the time and date, if you are not really sure why the meeting is being requested, politely enquire as to the general topic. Pick a time which you can â€Å"manage† i.e. that will have a definite start time and a definite finish: meetings during the school day are often better from this point of view, since parents will anticipate that you will have classes to teach at some point! However, it is also often the time least favoured by parents, who may work during the day or have other commitments, for example younger children to make arrangements for. If the meeting must be at the end of the school day, make sure that you have established with the parents how long the meeting will last, and inform a reliable colleague, whose job it will be to bring the meeting to an end by â€Å"interrupting†: this could be a teaching colleague, a member of non-teaching staff, even a cleaner or caretaker, reminding you that the room needs to be cleared. Emotionally charged meetings have a tendency to become circular, the tension rising and falling, and can, if you dont manage them, carry on for disproportionately long times, and they are no more effective than a short, sharp, focussed meeting in bringing about a satisfactory outcome. When you have fixed the date and time, make sure that it has been entered into the school calendar. Book a suitable room, if available. Inform the appropriate line manager which parents you are meeting and why curriculum leader, pastoral team leader, senior management. Informing the SEN coordinator would also be appropriate for certain pupils. Make sure that the reception staff know, and will be ready to greet the parents warmly. Make it clear to all how long you are scheduling the meeting for, and make sure that there will be some support for you, should matters become heated or should the meeting drag on interminably and have an â€Å"exit plan† agreed to address these possible scenarios. Use the interim time wisely to gather as much information as you can. Check school records for any information from previous meetings, perhaps with other members of staff: ask colleagues for any tips or pieces of information, about family circumstances perhaps, that you might not previously have been privy to. Do not forget support staff and those in reception, for example, who may have had cause to speak to these parents before. Use â€Å"local knowledge†: many support staff live locally and may know these parents in an entirely different social setting, as neighbours perhaps, and may also have useful information to add. Dont forget the child who is the stimulus for the discussion but beware of appearing to pump for information! Always remember that the child has his, or her, own agenda, and you never know what the little dear has been saying at home that may potentially have already inflamed an otherwise perfectly amicable meeting. Gather together the â€Å"evidence† you may have relating to the meeting examples of class work, attendance records, records of missed homeworks and some comparative information (no names of course) with other class members, photocopies of graffiti, photographs of damage whatever supports the issues you need to put across. Have copies available of relevant policy documents, or previous written correspondence, and a clear note of when, and how, such communications have been conveyed. Make sure that you have carefully read records of any previous correspondence, whether on the matter in question or another: incidents which may appear to you to be unrelated, to parents desperate for a reason to excuse their childs behaviour may seem to provide evidence of a â€Å"conspiracy† at least if they bring something up, you will know roughly what they are referring to! The watchword for your preparation should be â€Å"Forewarned is forearmed!† b) Managing the Environment How we guard our personal space boundaries, and how we enter into the others personal space, is integrally connected with the way we relate with other people. It is important for people to have their ‘own space, and how you manage the space in the meeting room will establish the relationship between you and the parent, and possibly the emotional tone that the meeting will take. Make sure that you have established a â€Å"space† for yourself that you are comfortable with, in terms of the distance between you and the parents, and your relative positions. If the meeting is taking place in your â€Å"teaching space†, this is, in one sense, a kind of temporary home territory for you, perhaps marked by personal belongings, and one in which you may feel comfortable. Conversely, you may see this as a potential battleground, or a territory you want to protect, and feel happier in a more formal meeting room. Each school will, in addition, have its own established practices which may dictate the venue. Arrange the chairs in the interview room before the parents arrive, giving thought to the atmosphere you want to establish, as well as more practical issues. A desk between you and them may feel â€Å"safe† and protective, but also conveys that you feel in need of protection, and creates a barrier between you, enforcing an â€Å"us and them† mentality. The room layout should reflect the home school partnership in action. If you want to have the comfort of a desk, or simply need one on which to gather your evidence, consider having the parents sitting at right angles to you, rather than directly across the desk. Think about the position of chairs, and who will sit where, relative to the doorway in the worst possible scenario, you want to be sure that YOU are the one closest to the door and can leave before they do! This may be to seek help or support from elsewhere, to remove yourself from a highly charged atmosphere and allow â€Å"calm down† time, or to bring a meeting to an end when it has gone way beyond sensible limits, despite your best efforts. In these circumstances, always make sure that you h

A Response to Nilofar Shidmehrs God Existed or Exists :: Nilofar Shidmehr God Existence Essays

A Response to Nilofar Shidmehr's God Existed or Exists Introduction In recent years, scientists have come to the amazing discovery that the existence of carbon-based life in our universe is dependent upon a set of extremely improbable initial conditions. In their article, â€Å"The Anthropic Teleological Argument,†[1] Betty and Cordell lay out some of these conditions in cosmology and biochemistry. Had various initial conditions of the universe been slightly altered, life would have been impossible. Betty and Cordell then argue that the existence of an intelligent designer is the best explanation for the universe. Needless to say, their conclusions have not gone unchallenged. Nilofar Shidmehr, in her article â€Å"God Existed or Exists!† has presented four objections to Betty and Cordell’s Anthropic Teleological Argument (ATA). First, she argues that at best, ATA only shows that God existed, but not that God exists. Secondly, she argues that the dictum that the greater cannot come from the lesser is false. Thirdly, she argues that â€Å"There is a huge difference between having an explanation and telling that there must be an explanation.†[2] Fourthly, Shidmehr presents three theories that increase the chances that the universe randomly evolved for the existence of carbon-based life. Thus, there is no need to invoke an intelligent designer. Given these four objections, it seems evident that Shidmehr believes that ATA fails. In this paper, I will defend ATA against only two of Shidmehr’s objections. I will argue against her first objection by showing that a sound analysis of ATA does give us reason to believe that God currently exists. Secondly, I will argue against her third objection by showing that the existence of God is a good explanation for the initial conditions of the universe. So without further ado: I. God Existed AND Exists! Shidmehr’s first objection is to argue that there is no reason to believe that even if ATA is sound, God would not have to currently exist. Shidmehr writes: If we look around ourselves, we can see several well-designed buildings and goods whose creator or designer had died†¦ the existence of a creation and the continuity of its existence, since it came to being, are not dependent upon the existence of its creator.[3] Secondly, Shidmehr goes on to say that there are several stories we can speculate to account for the demise of God. Suppose there was some sort of SuperGod that was unpleased with God’s creation of the universe causing SuperGod to destroy God.

Factors influencing participation in sport Essay

Some people have very different views on training and the factors that affect them to participate in sport. They have very different attitudes to training. I’m doing climate affecting participation. Some people may want to go out in the rain and train as they may find this enjoyable, but a lot of other people may dislike the cold and wet weather and stay indoors to participate in sport or just sit about. Also the majority of people would rather be outside, but in the warmth, with the sun shining. The country’s climate is a big factor that affects the participation and type of sport that they do, this also affects their attitudes towards training, for example, people in Australia will play more outdoor sports such as windsurfing and skateboarding as their climate is ideal for this type of exercise. Kenya has produced a lot of world class athletes, this is due to their climate, hot and dry all year. This encourages people to train a lot more and also outdoors. Kenya are world class at long distance running as are morocco, this is mostly due to when they train, and what type of weather they train in. If the weather is hot all the time, athletes will train on a regular basis, but if the weather is cold and wet, the athletes will not be motivated enough to go out and train, they will either train indoors or simply just sit around and watch tv or play boardgames. This is the scene in Northern Ireland, and Sweden etc as these countries have unpredictable weather and climates so no one knows what type of day it is going to be. When the weather changes this can change most athletes’ attitude to training. The heat outside motivates athletes to train outdoors. Fumes from traffic and factories, over a long period of time will start to affect the community in which people live in, this will, in actual fact, bring you bad health. The fumes will bring harm to your lungs and make breathing difficult. This means your fitness level will suffer. The environment also affects your performance in a sport event; for example, on a hot day you can overheat which makes you weak and dizzy. And think what a windy day can do to a tennis match, all these factors affect the performance and attitudes towards the training and participation in sport. At high altitudes air is thinner than at sea level, so you must breath harder in order to get the right amount of oxygen to your lungs. To perform well in a sport at high altitude you must first need time to adapt to the climate and the type of environment you are playing the sport in. All types of weather affect the way in which we think about sport. Hot, cold, dry, wet.

A Timeline of the Genocide in Rwanda

A Timeline of the Genocide in Rwanda The 1994 Rwandan Genocide was a brutal, bloody slaughter that resulted in the deaths of an estimated 800,000 Tutsi (and Hutu sympathizers). Much of the hatred between the Tutsi and Hutu stemmed from the ways they were treated under Belgian rule. Follow the increasing stresses within the country of Rwanda, beginning with its  European colonization to independence to genocide. While the genocide itself lasted 100 days, with brutal murders happening throughout, this timeline includes some of the larger mass murders that took place during that time period. Rwanda Genocide Timeline 1894:  Germany colonizes Rwanda. 1918: The Belgians assume control of Rwanda. 1933: The Belgians organize a census and mandate that everyone is issued an identity card classifying them as either Tutsi, Hutu, or Twa. December 9, 1948: The United Nations passes a resolution which both defines genocide and declares it a crime under international law. 1959: A Hutu rebellion begins against the Tutsis and Belgians. January 1961: The Tutsi monarchy is abolished. July 1, 1962: Rwanda gains its independence. 1973: Juvà ©nal Habyarimana takes control of Rwanda in a bloodless coup. 1988: The RPF (Rwandan Patriotic Front) is created in Uganda. 1989: World coffee prices plummet. This significantly affects Rwandas economy because coffee was one of its major cash crops. 1990: The RPF invade Rwanda, starting a civil war. 1991: A new constitution allows for multiple political parties. July 8, 1993: RTLM (Radio Tà ©là ©vison des Milles Collines) begins broadcasting and spreading hate. August 3, 1993: The Arusha Accords are agreed upon, opening government positions to both Hutu and Tutsi. April 6, 1994: Rwandan President Juvà ©nal Habyarimana is killed when his plane is shot out of the sky. This is the official beginning of the Rwandan Genocide. April 7, 1994: Hutu extremists begin killing their political opponents, including the prime minister. April 9, 1994: Massacre at Gikondo - hundreds of Tutsis are killed in the Pallottine Missionary Catholic Church. Since the killers were clearly targeting only Tutsi, the Gikondo massacre was the first clear sign that a genocide was occurring. April 15-16, 1994: Massacre at the Nyarubuye Roman Catholic Church - thousands of Tutsi are killed, first by grenades and guns and then by machetes and clubs. April 18, 1994: The Kibuye Massacres. An estimated 12,000 Tutsis are killed after sheltering at the Gatwaro stadium in Gitesi. Another 50,000 are killed in the hills of Bisesero. More are killed in the towns hospital and church. April 28-29: Approximately 250,000 people, mostly Tutsi, flee to neighboring Tanzania. May 23, 1994: The RPF takes control of the presidential palace. July 5, 1994: The French establish a safe zone in the southwest corner of Rwanda. July 13, 1994: Approximately one million people, mostly Hutu, begin fleeing to Zaire (now called the Democratic Republic of the Congo). mid-July 1994: The Rwanda Genocide ends when the RPF gains control of the country. The Rwandan Genocide ended 100 days after it began, but the aftermath of such hatred and bloodshed will take decades, if not centuries, from which to recover.

The Bonfire of the Vanities essays

The Bonfire of the Vanities essays The book The Bonfire of the Vanities by Tom Wolfe tells the story of an affluent businessman, Sherman McCoy, and how his life enters a downward spiral after a hit and run accident. The Bonfire of the Vanities takes place in New York City in the late nineteen eighties. Sherman is a thirty-eight year old successful bond salesman for a large Wall Street firm, Pierce and Pierce. He is married to an interior decorator named Judy and they have a six-year old named Campbell, who is very precious to him. Sherman is constantly bothered by the stress of having a million dollar loan to pay off for his Park Avenue apartment and by the guilt he feels about having a mistress. Maria Ruskin is a young, southern, attractive woman who is married to an older millionaire. The Bonfire of the Vanities also tells the story of Larry Kramer, an assistant district attorney in the Bronx. His lifestyle is dramatically different from that of Sherman McCoy. Kramer lives in a small apartment with his wife and infa nt son. Kramer, like Sherman, is trapped in a loveless marriage and dreams of affairs with young, sexier women than his own wife, Rhoda. One night after picking up Maria at the airport, Sherman makes a wrong turn in his Mercedes and they end up in a very bad neighborhood in the Bronx. Two young black men approach them and Sherman gets scared and assumes that they are trying to mug him and Maria. After a struggle, Maria speeds away and Sherman thinks they may have hit one of the boys so he suggests telling the police. Maria assures him that everything will be all right so Sherman pushes the accident to the back of his mind. However, a few days later, Sherman reads about the hit and run in a tabloid called The City Light. A drunken journalist named Peter Fallow had gotten word of the story and he made it into a scandal. A Harlem leader and opportunist, Reverend Bacon, has gotten involved in story and turns the accident into a racially motivated attack. The p...

Old Men Pitching Horeshoes by X.J. Kennedy Essay

Old Men Pitching Horeshoes by X.J. Kennedy - Essay Example The four old men in the poem heavily employ the ditch as a field in which they can perform their activities -- in this case, pitching horseshoes. The images of the old men and the ditch itself are quite interesting for they speak of something deeper. In practice, however, the ditch as a human invention is mainly used for controlling flood water. This implies that the ditch, as described in the poem, becomes a world in itself rather than a mere tool for civilized men -- particularly young men. The old men fundamentally alter the norm prevalent in their time and place. In doing so, they create their own universe even â€Å"[d]own the worn path of earth.† Perhaps the â€Å"real† world or civilization that the characters are immersed into seems to neglect the old men’s dignity. To subvert this disrespect marked in an industrialized society, these four men play their game in the ditch as they â€Å"considered dignity behooves.† Moreover, the metaphor of Kennedy ’s poetry can also be seen in the peg imagery. As a marker that defines score or location, the peg as a metaphor represents a system of defined boundaries of roles and all. Society such as a civilized one has its conventional rules and laws that govern the people’s thoughts and actions. In the context of the poem, these rules include the exclusion of the old men in terms of active participation in the social life.

China Essay Example | Topics and Well Written Essays - 500 words

China - Essay Example As assumed by Westerners, the docile population of china follows the dictates of central authority failing that of traditions. Generic Chinese lack individualism with group identification being paramount. It has been found that the population of the middle kingdom has been gripped by fervor for modernization and that they take advantage of contemporary economic opportunities in identical ways. Indeed, most Chinese share the goal of harmony and uniformity and foster the image received in the west. However, intersecting this purported centeredness and homogeneity is an immense diversity of people and everyday’s practices that are not represented outside china. (Susan Debra Blum and Lionel M Jensen, 2002) China’s Population growth Issues In 1960s, there was a threat of mass starvation in China as a result of rapid population growth. This triggered government officials to establish the word’s most extensive and intrusive birth control and family planning methods with an aim of reducing fertility and creating one child families. These methods included provision of contraceptives, abortions and sterilization to married couples as well as incentives for couples pledging not to have more than one child. This program has lowered the population growth in China and encouraged economic growth.