Philosophy of Classroom Management Essay Example for Free

Philosophy of Classroom Management Essay My philosophy on classroom management begins with learning and being familiar with the various rolls that a teacher plays on an everyday basis. I didn’t know until taking this course that a teacher assumes so many rolls during the day. He or she takes on rolls such as: a parent, a social worker, an advisor, a counselor, and a judge. During my classroom observations and readings, I have learned that I will run into different types of students. There will be the bully, leader, follower, instigator, and the escape goat who in other words is the victim. In order to find out who and what is what, the students would have to be in groups to pin point who is playing what roll. There will also be times when I will run into parents of my students. Since reading our text my eyes have really been open on how and what to say to a parent. The first thing I would say as a teacher when I see something that is unusual about a student, I would tell the parent that I concurred with his or her child. Then I would proceed to tell the facts that I gathered to let him or her know that I feel something negative has happened. I feel that as the teacher I should know what is going on in every part of my classroom at all times. To help with my classroom surveillance, I will use witnesses momentum, smoothness, group alerting, accountability, overlapping and satiation. All of these will contribute to my teaching profession. According to Dreikur and the Canters, there are five types of teachers (Charles, 2008). Dreikur states that I could be an autocratic, democratic, or a permissive teacher. The autocratic teacher makes his or her own decisions whereas the democratic teacher is an opinionated educator. Finally, there is the permissive teacher who is the unpredictable teacher. The Canters defined three types of teachers. The hostitle teacher views the students as adversaries. The non-assertive teacher takes a passing approach to students, and last but not least the assertive teacher clearly, confidently, and consistently, expresses class expeditions to students. After reading C.M. Charles book â€Å"Building Classroom Discipline†, I learned what a teacher should say and do to and for his or her students. According to Dreikur, teachers should always speak in positive terms. Teachers should encourage students to strive for improvement, not perfection. Emphasis should be placed on students’ strengths while minimizing their weaknesses and teachers should help students learn from mistakes. Independence should be greatly encouraged along with the assumption of responsibility. I would set to accomplish the latter task by letting my students know that I have faith in them and I would show pride in their work. I would be very optimistic and enthusiastic and use encouraging remarks such as â€Å"You have improved,† and â€Å"Can I help you† (Charles, 2008). There are five types of behaviors that I know will occur in my class. The first behavior is aggression. Aggression is physical and verbal attack on the teacher, students or property. Secondly is immorality which are acts contrary to accepted morality such as cheating, lying, and stealing. Defiance of authority is the third behavior that will possibly occur in my classroom. Defiance of authority is when students refuse to do what is requested. Finally, class disruption is talking loudly, walking about the room, clowning, tossing things, and goofing off. Goofing off can be attributed to fooling around, out of seat, not doing assigned tasks and daydreaming. Fredric Jones’ analysis of the numerous classroom observations uncovered five clusters of teacher skills that keep students productively at work and thus preventing misbehavior. Those clusters deal with classroom structure to discourage behavior; getting through body language; using say, see, and do teaching to maximize students’ attention and involvement; responsibility training through incentive system, and providing efficient help to individual students (Charles, 2008). All the theorists in C.M. Charles book, â€Å"Building Classroom Discipline† will give me professional help as a perspective teacher. I believe his book goes from beginning to end and from procedures to misbehavior, to body language to what types of students will most likely enter my class. What I have learned from his book and what I am currently learning from Mrs. Palmer is there is no way I will not get it right the first time.

Relation between Pearl and Nature in Nathaniel Hawthornes The Scarlet

The Relation between Pearl and Nature in The Scarlet Letter      Ã‚  Ã‚   In Nathaniel Hawthorne's work, The Scarlet Letter, nature plays a very symbolic role. Throughout the book, nature is incorporated into the story line. One example of this is with the character of Pearl. Pearl is very different than all the other characters due to her special relationship with Nature. Hawthorne personifies Nature as sympathetic towards sins against the puritan way of life. Hester's sin causes Nature to accept Pearl. First it is necessary to examine how nature is identified with sin against the Puritan way of life. The first example of this is found in the first chapter regarding the rosebush at the prison door. This rosebush is located "on one side of the portal, and rooted almost at the threshold"(36) of the prison. The prison naturally is the place where people that have sinned against the puritan way of life remain. Then Hawthorne suggests that the roses of the rose-bush "might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him"(36). This clearly states that Nature is kind to prisoners and criminals that pass through the prison doors. Hawthorne strengthens this point by suggesting two possible reasons for the rosebush's genesis. The first is that "it had merely survived out of the stern old wilderness..."(36), while the second rea son is that "there is fair authority for believing [the rose-bush] had sprung up under the footsteps of the sainted Ann Hutchinson..."(36). By Hawthorne's wording it appears as if he is emphasizing the second reason because he suggests there is "fai... ... little girl's banishment from Puritan society she was thrown to another way of life and her wildness and peculiarity is a direct product of her banishment. Works Cited and Consulted: Aym, Richard. Nature in The Scarlet Letter. Classic Notes http://www.gradesaver.com/classicnotes/titles/thescarletletter/fullsumm.html. February 15, 2002. Brown, Bryan D. "Reexamining Nathaniel Hawthorne's The Scarlet Letter. http://www.usinternet.com/users/bdbournellonie.htm. March 1, 2002. Clendenning, John. "Nathaniel Hawthorne." The World Book Encyclopedia. 2000 ed. Griswold, Rufus Wilmot. "The Scarlet Letter." The Library of Literary Criticism of English and American Authors. Ed. Charles Wells Moulton. Gloucester, Massachusetts: Peter Smith Publishing, 1989. 341-371. Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin Books USA Inc., 1996.    Relation between Pearl and Nature in Nathaniel Hawthorne's The Scarlet The Relation between Pearl and Nature in The Scarlet Letter      Ã‚  Ã‚   In Nathaniel Hawthorne's work, The Scarlet Letter, nature plays a very symbolic role. Throughout the book, nature is incorporated into the story line. One example of this is with the character of Pearl. Pearl is very different than all the other characters due to her special relationship with Nature. Hawthorne personifies Nature as sympathetic towards sins against the puritan way of life. Hester's sin causes Nature to accept Pearl. First it is necessary to examine how nature is identified with sin against the Puritan way of life. The first example of this is found in the first chapter regarding the rosebush at the prison door. This rosebush is located "on one side of the portal, and rooted almost at the threshold"(36) of the prison. The prison naturally is the place where people that have sinned against the puritan way of life remain. Then Hawthorne suggests that the roses of the rose-bush "might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him"(36). This clearly states that Nature is kind to prisoners and criminals that pass through the prison doors. Hawthorne strengthens this point by suggesting two possible reasons for the rosebush's genesis. The first is that "it had merely survived out of the stern old wilderness..."(36), while the second rea son is that "there is fair authority for believing [the rose-bush] had sprung up under the footsteps of the sainted Ann Hutchinson..."(36). By Hawthorne's wording it appears as if he is emphasizing the second reason because he suggests there is "fai... ... little girl's banishment from Puritan society she was thrown to another way of life and her wildness and peculiarity is a direct product of her banishment. Works Cited and Consulted: Aym, Richard. Nature in The Scarlet Letter. Classic Notes http://www.gradesaver.com/classicnotes/titles/thescarletletter/fullsumm.html. February 15, 2002. Brown, Bryan D. "Reexamining Nathaniel Hawthorne's The Scarlet Letter. http://www.usinternet.com/users/bdbournellonie.htm. March 1, 2002. Clendenning, John. "Nathaniel Hawthorne." The World Book Encyclopedia. 2000 ed. Griswold, Rufus Wilmot. "The Scarlet Letter." The Library of Literary Criticism of English and American Authors. Ed. Charles Wells Moulton. Gloucester, Massachusetts: Peter Smith Publishing, 1989. 341-371. Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin Books USA Inc., 1996.   

Professional,ethical and moral issues faced by ICT users Essay

ABSTRACT This report is a study of computer ethics, morals and professional issues facing Information Communication Technology (ICT) users and its relevance to today’s society at large. This issues do not only face ICT users only but the world at large, because it may have effect positively and negatively. This report aims to build knowledge or enhance the understanding about ICT and its ethics, morals and professional issues. The report has identified and discussed the impacts of ethics, morals and professional issues facing ICT users and how this will have negative and positive effects on the users of ICT. The report concludes by discussing possible ways on how to solve this issues and what has been done to reduce this issues. INTRODUCTION According to (Anon., 2010) ICT is the technologies that makes people to be able to acquire information through telecommunications. It mainly focuses on communication technologies where people can communicate verbally and non-verbally. This includes the means of internet, wireless networks, cell phones, social networks and other innovated means of communication. Through ICT people can communicate from different countries and it has created a ‘global village’ in a situation where people communicate as if they living next door. Since users of ICT enjoy the easily life brought by ICT there are some issues faced by users of ICT which are ethical, moral and professional. This is through manipulating technology in a bad way to use or access information, due to such it brings up problems makes individuals to consider ICT in a more meticulous way. 1. ETHICAL ISSUES FACING ICT USERS (Kuzu, 2009) States that computer ethics is the change of studying involving facts, values, basis and policies due to rapid computer technologies. Whereas (T.Sembok, 2003) views ethics as the basic rules that humans ought to follow or do to refrain one from immoral acts such as stealing, fraud and murder. The good thing about ethics is that people are accountable for the choices and decisions they make. But the bad thing is that people may abuse their power and do bad things due to the human rights and do what best suits them. ICT aids the capability of humans to be able to capture, comprehend, keep process and destroy information at a vast speed and magnitude. (T.Sembok, 2003) Argues that the impact and changes due to ICT are not good. 1.1 Unemployment The rapid use of automated teller machines (ATM) has caused a drop in employment. This is due to the use of ATM’s to get money sent through cell phone from services like cell phone banking. The service of cell phone banking, one can send money to a person’s account through the pay to cell method and e-wallet. By this people no longer have to queue in lines to deposit money. But it is bad because people working at the bank lose out on their jobs due to people diverting to the innovated technology. It is a good approach by ICT because money can be sent instantly and collecting of money can be done anytime at ATM’s unlike collecting it at the bank which has stipulated working time. 1.2 Hacking Hacking computers is done by youngster this is because they have a complex understanding of cracking codes and hack into computers and become undetected. This is because they are taught how to use computers at a tender age. An example of this is when a boy called Michael Calce in February 8, 2000 when he took down big sites like yahoo. He said that his father bought hi a computer when he was six years old this typically shows that hacking is done by youngsters due to the fact that they are taught at young age. But it is good because they are being equipped with the knowledge on how to use computers. â€Å"December 29, 2001: A hacker intrusion on the Malaysian parliament website has reportedly generated criticism from some officials who claim the government has taken a slapdash approach to internet  security.† (T.Sembok, 2003) 2. MORAL ISSUES FACED BY ICT USERS Morals are rules that govern behaviour which actions are right and wrong. It is upon a person to choose a side which is right or wrong. The users of ICT use it in a wrong way like through: 2.1 PIRACY According to (T.Sembok, 2003) software piracy is the topic of conversation. Piracy is the unauthorized duplication of copyright content, the good thing about piracy is that people are able to purchase pirated goods at a lower price. But it has negative effects on the original producers of those goods like DVD, CD because their goods would not be bought due to the high price. So it entirely depends on the customers to do what is right or wrong for their interest. SOCIAL NETWORKING Social networking is one of the most innovations in the 21st century. The advantage of it is that one can be in touch with friends and families around the world. Business people can advertise their businesses in the social networks to get a variety of potential consumers. Most youngsters who use social networking in become addicted to Facebook, Whatsapp. They can spend a lot of their time on their gadgets communicating through the social networking hence ICT. This deprives their time of socialising physically and their school work. It also encourages cyber bullying because people can create fake accounts and use them to bully people which is bad. 3. PROFESSIONAL ISSUES FACED BY ICT USERS It is knowledge skills in a widely recognised body of learning derived from research, education and training at a high level. (T.Sembok, 2003) ict professionals sometimes face hardships (Gorniak-Kocikowska, 2006) CONCLUSION The report identified findings on ethical. Moral and professional issues facing ICT. On the ethical issue of unemployment due to innovation of ICT in bank services. Governments are trying by all means to try to find jobs for its people. They are trying to interlink technology and humans so that they  complement each other. These days there is internet security which protects ICT users to keep their computers safe from being hacked .this software protects computer users whilst browsing the internet to prevent it from being hacked. People are advised not to click pop ups in the internet as it is a way of hacking. But Michael Calce called mafia boy wrote a book on how he was able to hack the internet and how it is still vulnerable even though there is internet security. The title of the book is â€Å"How I cracked the internet and Why its still vulnerable†. He states that computer crime has changed from largely a matter of hackers seeking technical challenges to one of criminal s motivated strictly by money. The world international laws have put a stiff laws on piracy. Whoever is caught practising piracy will be severely punished also those who purchase pirated stuff. According to (Gorniak-Kocikowska, 2006) ICT can be used for ethical or unethical purposes. This is because the danger of ICT being used to harm humans is real.

Principles of Newtons Law of Gravity

Newtons law of gravity defines the attractive force between all objects that possess mass. Understanding the law of gravity, one of the fundamental forces of physics, offers profound insights into the way our universe functions. The Proverbial Apple The famous story that Isaac Newton came up with the idea for the law of gravity by having an apple fall on his head is not true, although he did begin thinking about the issue on his mothers farm when he saw an apple fall from a tree. He wondered if the same force at work on the apple was also at work on the moon. If so, why did the apple fall to the Earth and not the moon? Along with his Three Laws of Motion, Newton also outlined his law of gravity in the 1687 book Philosophiae naturalis principia mathematica (Mathematical Principles of Natural Philosophy), which is generally referred to as the Principia. Johannes Kepler (German physicist, 1571-1630) had developed three laws governing the motion of the five then-known planets. He did not have a theoretical model for the principles governing this movement, but rather achieved them through trial and error over the course of his studies. Newtons work, nearly a century later, was to take the laws of motion he had developed and applied them to planetary motion to develop a rigorous mathematical framework for this planetary motion. Gravitational Forces Newton eventually came to the conclusion that, in fact, the apple and the moon were influenced by the same force. He named that force gravitation (or gravity) after the Latin word gravitas which literally translates into heaviness or weight. In the Principia, Newton defined the force of gravity in the following way (translated from the Latin): Every particle of matter in the universe attracts every other particle with a force that is directly proportional to the product of the masses of the particles and inversely proportional to the square of the distance between them. Mathematically, this translates into the force equation: FG Gm1m2/r2 In this equation, the quantities are defined as: Fg The force of gravity (typically in newtons)G The gravitational constant, which adds the proper level of proportionality to the equation. The value of G is 6.67259 x 10-11 N * m2 / kg2, although the value will change if other units are being used.m1 m1 The masses of the two particles (typically in kilograms)r The straight-line distance between the two particles (typically in meters) Interpreting the Equation This equation gives us the magnitude of the force, which is an attractive force and therefore always directed toward the other particle. As per Newtons Third Law of Motion, this force is always equal and opposite. Newtons Three Laws of Motion give us the tools to interpret the motion caused by the force and we see that the particle with less mass (which may or may not be the smaller particle, depending upon their densities) will accelerate more than the other particle. This is why light objects fall to the Earth considerably faster than the Earth falls toward them. Still, the force acting on the light object and the Earth is of identical magnitude, even though it doesnt look that way. It is also significant to note that the force is inversely proportional to the square of the distance between the objects. As objects get further apart, the force of gravity drops very quickly. At most distances, only objects with very high masses such as planets, stars, galaxies, and black holes have any significant gravity effects. Center of Gravity In an object composed of many particles, every particle interacts with every particle of the other object. Since we know that forces (including gravity) are vector quantities, we can view these forces as having components in the parallel and perpendicular directions of the two objects. In some objects, such as spheres of uniform density, the perpendicular components of force will cancel each other out, so we can treat the objects as if they were point particles, concerning ourselves with only the net force between them. The center of gravity of an object (which is generally identical to its center of mass) is useful in these situations. We view gravity and perform calculations as if the entire mass of the object were focused at the center of gravity. In simple shapes — spheres, circular disks, rectangular plates, cubes, etc. — this point is at the geometric center of the object. This idealized model of gravitational interaction can be applied in most practical applications, although in some more esoteric situations such as a non-uniform gravitational field, further care may be necessary for the sake of precision. Gravity Index Newtons Law of GravityGravitational FieldsGravitational Potential EnergyGravity, Quantum Physics, General Relativity Introduction to Gravitational Fields Sir Isaac Newtons law of universal gravitation (i.e. the law of gravity) can be restated  into  the form of a  gravitational field, which can prove to be a useful means of looking at the situation. Instead of calculating the forces between two objects every time, we instead say that an object with mass creates a gravitational field around it. The gravitational field is defined as the force of gravity at a given point divided by the mass of an object at that point. Both  g  and  Fg  have arrows above them, denoting their  vector nature. The source mass  M  is now capitalized. The  r  at the end of the rightmost two formulas has a carat (^) above it, which means that it is a  unit vector  in the direction from the source point of the mass  M. Since the vector points away from the source while the force (and field) are directed toward the source, a negative is introduced to make the vectors point in the correct direction. This equation depicts a  vector field  around  M  which is always directed toward it, with a value equal to an objects gravitational acceleration within the field. The units of the gravitational field are m/s2. Gravity Index Newtons Law of GravityGravitational FieldsGravitational Potential EnergyGravity, Quantum Physics, General Relativity When an object moves in a gravitational field,  work  must be done to get it from one place to another (starting point 1 to  endpoint  2). Using calculus, we take the integral of the force from the starting position to the end position. Since the gravitational constants and the masses remain constant, the integral turns out to be just the integral of 1 /  r2  multiplied by the constants. We define the gravitational potential energy,  U, such that  W  Ã‚  U1  -  U2. This yields the equation to the right, for the Earth (with mass  mE. In some other gravitational field,  mE  would be replaced with the appropriate mass, of course. Gravitational Potential Energy on Earth On the Earth, since we know the quantities involved, the gravitational potential energy  U  can be reduced to an equation in terms of the mass  m  of an object, the acceleration of gravity (g   9.8 m/s), and the distance  y  above the coordinate origin (generally the ground in a gravity problem). This simplified  equation  yields  gravitational potential energy  of: U  Ã‚  mgy There are some other details of applying  gravity on the Earth, but this is the relevant fact with regards to gravitational potential energy. Notice that if  r  gets bigger (an object goes higher), the gravitational potential energy increases (or becomes less negative). If the object moves lower, it gets closer to the Earth, so the gravitational potential energy decreases (becomes more negative). At an infinite difference, the gravitational potential energy goes to zero. In general, we really only care about the  difference  in the potential energy when an object moves in the gravitational field, so this negative value isnt a concern. This formula is applied in energy calculations within a gravitational field.  As a form of energy, gravitational potential energy is subject to  the law of conservation of energy. Gravity Index: Newtons Law of GravityGravitational FieldsGravitational Potential EnergyGravity, Quantum Physics, General Relativity Gravity   General Relativity When Newton presented his theory of gravity, he had no mechanism for how the force worked. Objects drew each other across giant gulfs of empty space, which seemed to go against everything that scientists would expect. It would be over two centuries before a theoretical framework would adequately explain  why  Newtons theory actually worked. In his  Theory of General Relativity,  Albert Einstein  explained gravitation as the curvature of spacetime around any mass. Objects with greater mass caused greater curvature, and thus exhibited greater gravitational pull. This has been supported by research that has shown light actually curves around massive objects such as the sun, which would be predicted by the theory since space itself curves at that point and light will follow the simplest path through space. Theres greater detail to the theory, but thats the major point. Quantum Gravity Current efforts in  quantum physics  are attempting to unify all of the  fundamental forces of physics  into one unified force which manifests in different ways. So far, gravity is proving the greatest hurdle to incorporate into the unified theory. Such a  theory of quantum gravity would finally  unify  general relativity with quantum  mechanics into a single, seamless and elegant view that all of  nature  functions under one fundamental type of particle interaction. In the field of  quantum gravity, it is theorized that there exists a  virtual particle  called a  graviton  that mediates the gravitational  force because that is how the other three fundamental forces operate (or one force, since they have been, essentially, unified together already). The graviton has not, however, been experimentally observed. Applications of Gravity This article has addressed the fundamental principles of gravity. Incorporating gravity into kinematics and mechanics calculations is pretty easy, once you understand how to interpret  gravity on the surface of the Earth. Newtons major goal was to explain planetary motion. As mentioned earlier,  Johannes Kepler  had devised three laws of  planetary motion  without the use of Newtons law of gravity. They are, it turns out, fully consistent and one can prove all of Keplers Laws by applying Newtons theory of universal gravitation.