Understanding the Punk Rock Culture Essay Example for Free

Understanding the Punk Rock Culture Essay Music has become one of the most effective and influential tools in various cultures all over the world. For several years, it has evolved into different kinds of genre such as opera music, hip hop, rap, RB, grunge rock, metal rock, death rock, emo rock, alternative music and techno music. Aside from these types of music, there is this style that is quite enthralling compared to those of its varieties. Some thinks that it is a movement for rebellion; others perceive it as a form of free thinking. Anyhow, it just seem to be misunderstood. These opinions refer to Punk Rock and its culture. In order to further discuss the fascinating facts about it, the history of Punk Music should be known first. The initial form of punk rock, named protopunk in retrospect, began as a garage rock revival in the northeastern United States of America in the late 1960s. In this year, Punk Rock is said to be seen as the primitive guitar-based rock and roll of bands in the United States. During the years of 1970’s the evolution of Punk Rock started occurring in the said state. This music referred to the anti-establishment movement between the years of 1970-1980. Punk rock, by contrast, accentuated simplicity of musical organization, moving with a principle called â€Å"Do it yourself† (DIY). This stated that any person could establish a punk rock band. With its distinguishing fast beats and hard-edged music, Punk Rock has proliferated into other cities and countries such as the United Kingdom and London. It has also evolved into different types such as hardcore punk, street punk, skate punk and the likes. From the time of the beginning of Punk Rock, several major label record companies have thought of trying profit from underground punk culture. The only hindrance was that these companies felt that promoting such underground music would not sell and would only give negative reputation to them. Most of the songs of Punk Rock are written to influence the public with political views, social awareness, reform, or just about the band’s own experiences. Their ideologies as Punk musicians are also used as themes of their compositions. It was a dystopian style of music which was originally similar to underground, minimalist rock and roll and later evolved into more diverse form of music. Most punk rock songs are made short, uncomplicated and is arranged using moderately few chords compared to other varieties of music. It is usually performed in small bands rather by solo musicians. Punk bands, in most of the time, consist of a singer who could also be one of the instrumentalists, one or two overdriven electric guitarists, an electric bass player and a drummer. The vocals typically includes shouted slogans, chants and choruses rather than charming, harmonic ones that most pop bands usually use to catch the audience’s attention. Punk also had ways to get the attention of the public. Seeing through their method of using outrageous clothing, hairstyles, tattoos, jewelries and other body modification would tend to create misunderstandings or misjudgments about them. The early punk fashion included ripped clothes, razor blades, safety pins, tape, marker or paint. Some wore leather, vinyl and rubber clothing, tight jeans, plaid trousers, skirts, t-shirts and leather jacket. Their hairstyle could rather be a Mohawk-styled, spiked, skin-headed, or dyed. Other hardcore punks in the post-1980’s who were against this kind of fashion preferred wearing only plain white t-shirts and jeans. These punks made an argument that punk should just be a classified in terms of music or ideology. Their fashion sense also depended on their way of thinking or perceiving matters. In a community of Punks, the number of male followers was said to be larger than the female followers. Compared to some alternative cultures, punk was closer to being gender equalist in terms of its philosophy. Ironically, almost all were white during those moments, even though they live by an anti-racism ideology. They were fond of organizing local music scenes to gather all punks coming from the different sides of earth. Punks had their way of showing their aesthetical views. Punk art was usually minimalistic, iconoclastic, satirical and very underground. Themes varied from different political issues such as social injustice, economic inequality, etc. Their artworks were showcased in album covers, flyers and punk zines which were made in an underground press. Black and white artworks were the early types of produced punk art. Punks had their own way of dancing too. Pogo dancing and moshing were dance styles associated with punk subculture. There were also punk-themed films produced. Music videos and skate videos were some of the common skate-themed films created. Some of the original footage of punk bands was used in documentaries. Punks also had their own viewpoints to consider. Punk-related ideologies were mostly about individualism, freedom and anti-establishment. Other common ideologies were concerned with anti-authoritarianism, DIY ethic, direct action, non-conformity, anti-racism, anti-capitalism, anti-sexism, anti-homophobia, environmentalism, animal rights, veganism, nihilism which was based on their unconcern for the present and their disaffection from both middle and working class principles and the likes. Punk nihilism was expressed in the use of more self-destructive substances like heroin or methamphetamine and by the principle regarding mutilation of the body that made use of razor blades. Punk had a lasting influence on all popular music, and a flourishing subculture can still be found almost anywhere in the United States. Different kinds of music were influenced by Punk Rock; Punk Rock was also influenced by other forms of music. Glam Rock had a huge influence in protopunk, early punk and glam punk. Punk and heavy metal subcultures shared similarities. Metal scenes hand an influence on protopunk. Punk and Hip hop emerged at the same time in New York and shared similarities in their subcultures. In the punk and hardcore subcultures, members or the scene are often evaluated in terms of the genuineness of their dedication to the standards or philosophies of the scene, which may range from political beliefs, social issues, etc. There truly were things that are very unlikely in a Punk’s lifestyle. This was the reason why they are misunderstood. In an instance, in a photography gallery opening during a fieldwork, there was a jazz guitarist who created a positive atmosphere for the listeners. The music was appropriate for the setting; it was used to enhance the art being shown. As people would stare into the photography, the reception of the pieces they were looking at would change with the songs. You could feel moods shift and receptions of pieces move with the change of a song. The music unintentionally helped guide people for how to feel. In the same way punk rock music fuels the fire of its subculture. The speed of the music energized the young followers, and its lyrics preached a philosophy to deviate. The music sounded different and the people acted different, the bawdy lyrics were transferred into real life. Any music could have an effect to the listeners. Music is the only thing that is constant in life. Music sets the mood of the audiences and influences their different points of view. Those who share the same preferences are likely to have the same types of music or clothing. Compared to other types of genre, Punk Rock music is one of the most enthralling and extreme kind. With Punk Culture’s out of this world principles, lifestyle and preferences, other people would find it unfavorable and bizarre. People who do not appreciate punk music seem to have an impression that punks are very pessimistic about reality. They seem to oppose almost all social issues and exaggerate all matters in life. From the population of individuals all over the world, the followers of Punk Culture and Punk Rock Music only hold few of it. That is why they seem quite extraordinary compared to other individuals. Punks would always be misunderstood and misinterpreted by people especially those who are not aware of the history of Punk Culture. They are more inclined to have the same opinion with the thoughts of individualism and an anti-establishment mindset. Punks are seemed to be the non-conformists of the world. They are the ones who are not frightened of striking out in audacious new directions. They show how brave they are to people by fighting for their own ideologies and by not worrying what others would think of regarding their physical appearance, social status, inclinations and extreme principles. They may appear as though they are overstating things and that they are quite close-minded, but that is how they wanted to be perceived. Even though Punks contain bizarre practices, they still are people who could change depending on the circumstances and environment. Music is just one of the many things that could change the perceptions of individuals. It just so happened that Punks could relate to the principles of Punk Rock Music and Culture.

Neorealist And Neo Marxist Approaches To Globalisation Politics Essay

Neorealist And Neo Marxist Approaches To Globalisation Politics Essay Globalisation is the process of integration which is international and arises from the mixture of products, ideas, views and some other aspects of culture. Neo Realism and Neo Marxism are the different approaches that have different theories, rules and regulation which can be used by different geological countries to accept the different cultures and the technologies to achieve the globalisation. Neo Realism uses the concept of self-interest and that is the reason it is considered as realistic theory to different aspects while Neo Marxism uses the concepts of Marxism and also incorporates elements from other intellectual traditions like  critical theory,  psychoanalysis  or  Existentialism. Globalization process requires different approaches to be followed to get success in particular field. As all we know globalization requires the consideration of many aspects so that it could be accept globally, so the application and selection of the appropriate theory is much important. Globalization is the main factor these days in the success of any country, company, or organization as the global presence only tells about the popularity or the importance of that thing. There are different theories that can be applied like classical or neo classical realist theory, left critical theory, deconstructionist ethics theory, neo Marxism theory or post structuralism theory etc. The application of these theory can be done of anti globalism or alter globalism. We will here compare the neo realism and neo Marxism approaches that can be applied for globalisation and how they can impact the globalisation and which one is better. The comparison will lead to the understanding of the theories and their importance for the globalization. Neo Realism Approach: Basically Realism is considered as the view that different aspects of internationalization are derived from competitive self-interest. Realism is an international theory basically which is centred upon following four propositions. 1. First proposition considers the that no actor above states is capable which can regulate the interactions and states must get all the relations with other states in the environment at their own instead of control from someone else which means that the international system is anarchic. 2. Second proposition considers the states as most important actors. 3. This proposition considers all states as unitary and rational actors which tend to pursue their self-interest. 4. Last proposition considers that all states concern about the survival mainly. In short we can say that realists believe in the self-centred and competitive humankind. Theorists like Thomas Hobbes consider the human nature to be egocentric and conflictual and exceptional in some special cases. These views are different from the liberalism approach that is used for international relations. Realists consider  Sovereign  states  as the main actors in the international system and they afford special attention to large powers because they mainly impact the international stage (Gene Callahan, (2010) pp 872).  International institutions, multinational corporations, non-governmental organizations, individuals and other actors like sub-state or trans-state are considered as less influential. Realists believe that all states cant guide their actions by a universal principle. They believe that every state must be aware of different actions of the other states around it and a pragmatic approach should be used in case of any problem. Neo realism is same as classical realism but it focuses on anarchic structure of international system in spite of human nature. It considers that states are main actors due to the non existence of any political monopoly above sovereign. Main attention is given to the forces which are above or below the states using levels of analysis or  structure-agency debate while state will be the main actors. This theory considers international system as a  structure  which acts on the state and individuals as they are below the level of the state who acts as  agency  on the state. Neo realism differs in the emphasis which it places on the permanence of conflict in spite of being affected from English School. It says that states should be constantly prepared for conflict using economic and military build-up so that state security can be ensured. Some of the prominent neo realists are Hans Morgenthau, Kenneth Waltz  (Structural realism), Robert J. Art, Robert Jervis, Stephen Walt(Defe nsive realism), John Mearsheimer(Offensive realism), Robert Gilpin(Hegemonic theory). The main focus of the realist approach to international politics is on the importance of power to establish relations between states. Realists believe in self-help they consider that states should rely on themselves to provide order and to resolve the issues. States should be capable enough to handle the situations and should not depend for any particular power. Criticism: There are different criticisms for the neo realistic theory like it has the problem of Indeterminacy, federalism and democratic peace. These all can be summarized as follows: Problem of Indeterminacy: Though the theory is very rigorous but still there are some fundamental drawbacks which present problems in generating different hypotheses and testing theory. The theory is very indeterminate because it focuses on different effects of the structure of international system on the behaviour of states and on international outcomes (Marianne Wikgren, (2005) pp 19). It says that structures have their effects indeterminately and indirectly. These all can also be found in balance of power theory also. Democratic peace: The theory of realism does not apply to the democratic states relations with each other because some studies found that such type of states dont go for war. However, Realists and proponents of other schools have critiqued both this claim and the studies which appear to support it, claiming that its definitions of war and democracy must be tweaked in order to achieve the desired result. Federalism: Federalism comes from a theory which divides the final authority between different sub-units and a centre. In such type of cases, sovereignty is constitutionally split between at least two territorial levels and results in final authority at each level which can act independently of the others in some area. This gives the citizens the right to have political obligations to two authorities. The allocation of authority between the sub-unit and centre may vary. Typically the centre has powers to shape different policies like defence and foreign policy, but at the same time different sub-units may also have international roles. The sub-units are also allowed to participate in central decision-making process. Neo Marxism Approach: Neo-Marxism  is used for different twentieth-century approaches which append or include  Marxism  and  Marxist theory and incorporates different important elements from other intellectual traditions like critical theory,  psychoanalysis  or  Existentialism. One good example of syncretism in neo Marxist theory is the contradictory of class location theory from Erik Olin Wright which incorporates  critical criminology, Weberian  sociology   and  anarchism.  Neo Marxists have tried to supplement the deficiencies which were perceived in orthodox Marxism (Alf Walle, (2001) pp 805) or dialectical materialism and that is the reason why many theorists and groups has designated the use of prefix neo. Most of the prominent neo-Marxists like Herbert Marcuse  and other members of the  Frankfurt School were sociologists and psychologists. New left considers neo Marxism under its broader framework. In a  sociological  aspect, neo-Marxism is basically the addition of Max Webers broader understanding of  social inequality like status  and  power to  Marxist philosophy. Critical theory, French structural Marxism and analytical Marxism are different strains of neo-Marxism Neo Marxism came in the existence to explain those questions which were unexplained in Karl Marxs works. There are many different branches of Neo-Marxism which are usually not in agreement with each other and their defined theories. There are basically two theories of neo Marxism, which are as follows: Neo-marxist theories of development: Dependency and world system theories are connected to come up with the Neo-Marxist approach to development economics. In this approach exploitation is considered as external exploitation which was used to be considered as internal exploitation in orthodox Marxism. Neo-marxian economics: This approach stresses on the monopolistic capitalism in spite of competitive nature of capitalism. Kalecki  andBaran  and  Sweezy are associated with this approach. Neo-Marxism is the application of Marxist ideas to the global economic conditions which currently exists and considered as a school of economic thought. It was very common during the 1960s and 1970s as many neo-Marxist scholars showed that how capitalist policies can hinder the development and can increase the inequality between the Global North and South. So, neo-Marxists produced different modern world system and dependency theories in form of clear illustrations to show how neo-liberal capitalism has brought increased inequality to the global economy. Criticism: Basically Neo Marxism was a relaxation of the economic determinism and positivism of classical Marxist theories. Its main focus was more on the society rather than on the system alone. It incorporated other sociological views which were developed after Marx so that a more holistic view of social class structures and dynamics can be provided and the target was to focus more on society. Different criticisms for the neo Marxism theory are as follows: It has more concentration on economic relationship which is like going over to the limit as it considers the economic relationship as most important factor. This theory is considered as economically deterministic due to the more emphasis on the economic relationship and it has ignored the other relationship like family, education. Friendship, religious etc which also give shape and determines the success. As it has concentrated on the economic relationships and conflicts, it has overlooked the conflicts that can rise in other forms (non-economic) also. This theory has either overlooked on these factors or has a slight description like it argues that the male-female conflicts are not simply economic rather they are patriarchal. It has under-emphasized the subjective interpretations of individuals when looking at the way in which people see and act in the social world (Thomas M. Jeannot, (1994) pp 91). A persons subjective interpretation of their class, for example, might be quite different to their objective class position. Many forms of Neo-Marxism have been criticised (usually by other Marxists) as being little more than a left-wing variety of Functionalism (Left Functionalism as Jock Young has termed it). In place of society existing for the benefit of all, Young argues that many Marxists simply substitute the idea that society exists for benefit of a ruling class). Some forms of Neo-Marxism resemble little more than a giant conspiracy theory, whereby a Capitalist Ruling Class are able to manipulate other classes in society for their own ends / benefits. Critics like Sir Karl Popper have claimed that Marxism is unscientific in its methodology. In particular, he argues that Marxism is not a theory that can be tested and possibly falsified, mainly because it sees the replacement of Capitalism by Communism as historically inevitable. In this respect, Popper classifies Marxism as a faith. The Marxist perspective lends itself to always examining social relationships in terms of their conflictual basis (just as the Functionalist perspective tends to look at those same relationships in terms of their consensual basis). This emphasis might be misplaced. Conclusion: As per the above discussion, both approaches have different implications for the globalization and have aim to satisfy the need of the states and regions for their success. On the one side neo realist theory tries to aim at individual on the other side neo Marxist theory tries to aim at the economies. Realist theory considers each individual responsible for their own tasks while neo Marxist theory talks in terms of economic stability and other factors (Kavous Ardalan, (2009) pp 525). The globalisation is the process which requires the integration of ideas, views and other factors that can help to get a better international system in the place. So while choosing the best theory for the globalisation, it is important to consider that the theory which is required should be more realistic and should focus on the growth and responsibility of all as a whole, not as an individual. So, neo realism is the theory which is realistic while neo Marxism is the theory which considers the economy as a whole. So I think a mixture of both can be better to be adopted for globalization process. But most preferable should be neo realism theory as it aims at the development of all and the responsibility of all individual state so that they can be economically strong at their own and can give rise to a good competition in the world scenario while keeping in the mind about the international relations.

The ecological approach to classroom management

The ecological approach to classroom management An ecological approach to classroom and behaviour management accounts for the distinct individuality of each teaching setting. Such environments constitute a fusion of the many unique experiences, needs and expectations of their individual occupants. Hence, an ecological perspective embraces, attends to and nourishes this heterogeneity through the construction and maintenance of proactive, inclusive and positive learning environments. In the secondary school setting, this needs-based approach is both valuable and practical. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) Bronfenbrenner (1979, p.16) posits that behavior evolves as an interplay between person and environment. In the secondary classroom socio-cultural factors that have helped to shape each individual are also at play. These include race, family dynamics, gender, socioeconomic status, values and attitudes (Arthur-Kelly et al., 2003). As students mature, their histories of interacting with significant others must also be considered. For example, children with easygoing dispositions generally evoke positive reactions from social counterparts whereas those with less favourable dispositions attract negative, impatient or punitive responses. These bi-directional relationships may have contributed to lasting developmental effects (Berk, 2009). In educational settings coercive interactions, deficient teaching strategies and unfavourable learning environments may also lead to ingrained behavioural deficits (Conroy, Sutherland, Haydon, Stormont Harmon, 2009). Using an ecological approach, the classroom may be viewed as an ecology consisting of connected and intertwined personalities, activities, procedures and occurrences, all of which may impact upon behaviour (Arthur-Kelly et al., 2003). In comprehensively examining student behaviour, it is essential that all ecological contributions are identified and considered. With this approach, the relationship between the adolescent and influential environment factors is considered most critical rather than any suspected or diagnosed issues that the student may present with (Johnson Fullwood, 2006). This facilitates proactive manipulation or adjustment of the environmental context in which the behaviour occurs. Additionally, it ensures that actions are not merely reactive but seek to address causative imbalances (Arthur-Kelly et al., 2003). An ecological approach concerns itself with the construction and maintenance of positive learning environments comprised of effective preventative measures, targeted interventions where necessary and the fostering of student self-discipline. The provision of well delivered, engaging classroom activities that are perceived as worthwhile and meaningful by students, and attention to building positive, cooperative relationships are also imperative. An inclusive environment where students feel safe to contribute is created. In this way, classroom management becomes a collaborative process. The teachers task involves a cycle of providing structure, warmth and guidance, encouraging participation and belongingness, then monitoring and adjusting as necessary. (Osher, Bear, Sprague Doyle, 2010) In secondary classrooms, teachers face multiple challenges. By employing an ecological approach, the learning environment is enhanced, allowing students to share the burden by learning to participate constructively within a nurturing, dynamic system (Osher et al., 2010). Much research exists that extols the ecological approach as both practical and successful (Osher et al., 2010). Moreover, it is positively correlated with social and personal developmental gains and enhanced academic outcomes (McLeod, Fisher Hoover, 2003; Osher et al., 2010). 4 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. Berk, L. E. (2009) Child development. (8th ed.). Boston, MA: Pearson. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Conroy, M., Sutherland, K., Haydon, T., Stormont, M., Harmon, J. (2009). Preventing and ameliorating young childrens chronic problem behaviors: An ecological classroom- based approach, Psychology in the Schools, 46, 1, 3-17. Johnson, H. L., Fullwood, H. L. (2006). Disturbing behaviors in the secondary classroom: How do general educators perceive problem behaviors? Journal of Instructional Psychology, 33, 1, 20-39. McLeod, J., Fisher, J., Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behaviour and instructional strategies. Alexandria, VA: Association for Supervision and Curriculum Development. Osher, D., Bear, G. G., Sprague, J. R. Doyle, W. (2010). How can we improve school discipline? Educational Researcher, 39, 1, 48-58. 5 PART 2- TASK 4: In what ways could communication methods based on mutual respect alter the classroom ecosystem? How could these affect disruptive children as well as those who already exhibit positive behaviour? In the secondary school setting, effective communication skills are a vital component of positive learning environments. They enable teachers to alter the classroom ecology in such as way as to develop mutually respectful reciprocal interactions with students that serve to augment classroom experiences and outcomes. Well-developed communication methods may be used to enhance interpersonal exchanges, promote effective problem-solving and expedite conflict resolution. These are the vital building blocks that serve to build trust and understanding. Moreover, they assist greatly in facilitating warm reciprocal student/teacher relationships and productive learning environments which in turn, foster positive behaviour and learning outcomes. The use of effective communication processes in secondary classrooms has the potential to benefit students who exhibit disruptive behaviours as well as those who do not (Arthur-Kelly, Lyons, Butterfield Gordon, 2003). Many secondary school students perceive this time period to be especially challenging. Developmentally, such students are experiencing considerable upheaval as they begin to negotiate the maze to emotional, social, physical and cognitive maturity. The secondary school years are further complicated as adolescents begin to consolidate their sense of identity, strive for greater autonomy and freedom and expand their social networks. These momentous changes may cause many students to flounder and struggle both behaviourally and academically. Fortunately, through the use of effective interpersonal communication techniques teachers are able to build respectful, reciprocal relationships that bolster secondary students throughout this tumultuous journey. (Martin, 2010) 6 Effective communication skills have long been regarded as the backbone of classroom management that results in the creation and maintenance of positive learning environments (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). As such, communication and more specifically, teacher interpersonal skills may be viewed as the single most influential tool in altering classroom ecology to facilitate positive behavioural and academic outcomes (den Brok, Fisher, Wubbels, Brekelmans Rickards, 2006). Much research also supports the notion that effective teacher interpersonal behaviour is positively correlated with greater student cognitive and behavioural outcomes (den Brok, Levy, Brekelmans Wubbels, 2006; Fraser Walberg, 2005; Urdan, Schoenfelder, 2006). More particularly, student motivation, learning and degree of compliance are predominantly shaped by their perception of their relationship with their teacher (den Brok, Levy, Brekelmans Wubbels, 2006). During the tumultuous secondary school years students care a great deal about establishing positive relationships with their teachers and the level of support this provides. Hence, students who exhibit challenging behaviours and their counterparts who do not, both respond with far greater enthusiasm, pronounced engagement and augmented effort, behaviourally and academically, when they perceive that their teachers care about them (Urdan, Schoenfelder, 2006). By using effective communication skills, teachers are equipped with the tools to impart this powerful belief in their students, thus leading to respectful reciprocal relationships, positively altered classroom ecology, increased compliance and associated behavioural and academic growth. 7 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. den Brok, P., Fisher, D., Wubbels, T., Brekelmans, M., Rickards, T. (2006). Secondary teachers interpersonal behaviour in Singapore, Brunei and Australia: A cross-national comparison. Asia Pacific Journal of Education, 26, 1, 79-95. den Brok, P., Levy, J., Brekelmans, M., Wubbels, T. (2006). The effect of teacher interpersonal behaviour on students subject-specific motivation. The Journal of Classroom Interaction, 40, 2, 2-33. Fraser, B. J., Walberg, H. J. (2005). Research on teacher-student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Research, 43, 103-109. Martin, A. (2010). Building classroom success: Eliminating academic fear and failure. London: Continuum International Publishing Group. Urdan, T., Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331-349. 8 PART 3- TASK 7: Read the four scenarios on pages 174-176 in Arthur-Kelly et al., [2006] and using goal-centred theory identify in each of the four scenarios: a. How the child achieving his or her goal of misbehaviour helps the child to belong? b. How might the teacher restructure the learning environment to avoid future recurrences of these problems? Scenario 1: Liana is a pain (Attention) Liana requests continuous attention that commands teacher concern and assistance in order to fulfil her need for social belonging (Edwards, 2008). Liana mistakenly believes that she only matters when the teacher is actively paying her attention (NSW Department of Education, 1987). Scenario 2: Maria pouts (Power) Maria demonstrates a power focussed approach. By refusing to cooperate, Maria announces to her teacher and peers that she can prove her societal worth by doing whatever she likes. Asserting her authority enables Maria to achieve her goal of feeling powerful and important within the group. (Balson, 1992) Scenario 3: Ivan is violent (Revenge) Ivan seeks revenge. He feels misunderstood, unfairly treated and hurt. These feelings have accumulated over time as a result of negative interactions with others and negative student appraisals (Balson, 1992). To cope with such strong emotions and to achieve his goal of feeling uniqueness and group belonging, Ivan resorts to forcing others to share his pain (Ming-tak Wai-shing, 2008). Scenario 4: Rodney is lazy (Inadequacy) Rodney has become extremely discouraged and entrenched in a firm belief of his own inadequacy and inability. This belief acts like a shield which protects Rodney from further 9 humiliation. By demonstrating such pervasive disability, Rodney hopes that nothing will ever be expected of him. This affords him special status within the group as he is increasingly able to manipulate others into leaving him alone (Balson, 1992). To prevent perpetuating the abovementioned behaviours in a secondary school setting the teacher needs to reconstruct the classroom environment to promote positive behaviour. This may be achieved by conveying a genuine sense of caring, respect and inclusivity to all students. Additionally, adolescents need to feel empowered by being recognised for positive behaviours and receiving opportunities to shine. Teachers needs to impart the belief that the classroom is a welcoming place where students are valued, encouraged and treated fairly. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) Four factors are involved, the first being the establishment of democratically negotiated class rules with coordinated logical consequences. The second factor is the inclusive formulation of an effective conflict resolution mechanism, perhaps taking the shape of class discussion or negotiation meetings. Thirdly, the teacher should provide regular positive feedback and encouragement to all students, thus nurturing their need for belonging. Lastly, the teacher should employ specialised approaches to address the needs of discouraged students. (Arthur-Kelly et al., 2003) This may involve using strategies such as regularly rewarding attention-seekers when they display appropriate behaviour (Tauber, 2007). Power seekers might be enlisted to assist, exercise judgement or to tutor others with subsequent teacher encouragement (Nelsen, 2000). For revenge-focussed students, the teacher could focus on strengthening classroom relationships, perhaps by regularly manoeuvring situations that allow the student to shine in front of peers so that their negative appraisals begin to diminish (Ming-tak Wai-shing, 10 2008). Genuine support and encouragement may be expressed for students who display inadequacy. Additionally, carefully tailored learning situations may be used to enable frequent experiences of success and acknowledgement. Particular attention should be paid to expressing faith in ability at every opportunity (Ming-tak Wai-shing, 2008). 11 References Arthur-Kelly, M., Lyons, G., Butterfield, N., Gordon, C. (2003). Classroom management: Creating positive learning environments. (2nd ed.). South Melbourne, VIC: Cengage Learning Australia. Balson, M. (1992). Understanding classroom behaviour. (3rd ed.). Hawthorn, VIC: ACER. Edwards, C. H. (2008). Classroom discipline and management. (5th ed.). Hoboken, NJ: John Wiley Sons. Ming-tak, H., Wai-shing, L. (2008). Classroom management: Creating a positive learning environment. Aberdeen, Hong Kong: Hong Kong University Press. Tauber, R. T. (2007). Classroom management: Sound theory and effective practice. (4th ed.). Westport, CT: Praeger Publishers. Nelsen, J. (2000). Positive discipline: For teachers. Retrieved 25 November, 2010, from http://www.positivediscipline.com/questions_teacher/quest005.html NSW Department of Education. (1987). Understanding the roles and directing the characters goals of misbehaviour and how to respond. Retrieved 25 November, 2010, from http://alex.edfac.usyd.edu.au/localresource/schooldocs/respond.html 12 PART 4- TASK 9: Discuss the view put in Chapter 9 that you should develop and apply a model of classroom management that is aligned with both your personal philosophy of learning and teaching, and your personal approach to classroom management. It is crucial that pre-service teachers establish a model of classroom management that is in agreement with their personal learning/teaching philosophy and individual approach to classroom management. In constructing such an integrated structure, it is necessary to consider the contribution of personal values and beliefs as well as the various theories associated with instruction, pedagogy, development, behaviour, curriculum and assessment and the complex environmental attributes that constitute classrooms. A congruent and amalgamated philosophy, classroom management model and personal approach are prerequisites for facilitating success in dynamic secondary classroom ecologies. (Arthur-Kelly, Lyons, Butterfield Gordon, 2003) The process of developing such structures may be viewed as equally important as it enables the pre-service teacher to focus on and articulate a personal rationale (Goodyear Allchin, nd.). For pre-service secondary school teachers, this integrated approach is ak in to a blueprint, designed as a guide that all future classroom interactions may be evaluated against (Bosch, 2006). The process of creating an aligned teaching/learning philosophy, classroom management approach and model may be viewed as an essential planning phase (Arthur-Kelly et al., 2003). During this process, the pre-service teacher clarifies their assumptions, knowledge and beliefs regarding effective teaching/learning, the importance of classroom management, the theories that drive ones personal approach and the importance of ecological factors. Employing such scrutiny allows the pre-service teacher to reveal any discrepancies between their beliefs and intended actions and to develop a unique, consistent personal style. Any inconsistencies may be rectified, thus averting potential impediment to teaching practice (Osterman Kottkamp, 1993). 13 Pre-service secondary teachers are wise to conduct a thorough self-examination of their values, beliefs and their theoretical underpinnings prior to settling on a model of classroom management and corresponding learning/teaching philosophy. This synchronised technique engenders a surefooted base that maximises the potential for successful classroom interactions and achievements. Subsequent to employing this unifying approach, intentions, goals and methodology may be clearly communicated to all stakeholders (Raymond, 1997). Moreover, this framework allows the success of outcomes to be accurately measured and serves as a guide for reflective practice (Titus Gremler, 2010). This is especially important in secondary classrooms where a persistent, consistent and systematic approach is essential for the respectful and unambiguous communication that is a requirement in building positive learning environments (Arthur-Kelly et al., 2003). It is the pre-service teachers beliefs and values systems that drive their teaching practices and behaviour. An aligned model and approach to classroom management and personal philosophy of learning and teaching leads to consistent patterns of classroom communication and instruction and a well coordinated teaching style. Indeed, Heimlich and Norland (2002, p. 17) describe teaching style as a predilection toward teaching behaviour and the congruence between an educators teaching behaviour and teaching beliefs. Furthermore, the decisions that pre-service teachers make and the actions that ensue are reflections of their conscious beliefs regarding what constitutes effective teaching/learning. A teaching style marred by incongruity, lacks pedagogical reflection and direction, hence minimising the likelihood of effective and coordinated teaching practices (Titus Gremler, 2010). 14

when plague strikes :: essays research papers

Overview of: ‘When Plague Strikes’ by James Giblin This book is separated into three main parts the Black Death, smallpox, and aids. This book gives facts of occurring diseases and the diseases from the past. This books content mainly took place in Europe and Asia when it gave facts dates and examples. It explains the nature and symptoms of diseases from long ago. The bubonic Plague mainly affects rodents, but fleas can transmit the disease to people. Once people are infected, they infect others very rapidly the disease struck and killed people with terrible speed. They called it "The Black Death" because of the black spots it produced on the skin. A terrible killer was loose across Europe, and medieval medicine had nothing to go against it. In five years twenty five million people were dead because of the Black Death. So many people had died that there were serious labor shortages all over Europe. The Black Death came in three forms, the bubonic, pneumonic, and septicemia. Each different form of plague killed people in a nasty way. All forms were caused by a bacterium called Yersinia pestis. The symptoms were enlarged and inflamed lymph nodes (around arm pits, neck and groin). The term 'bubonic' refers to the characteristic bubo or enlarged lymphatic gland. â€Å"Victims were subject to headaches, nausea, aching joints, fever of 10 1-105 degrees, vomiting, and a general feeling of illness. Symptoms took from 1-7 days to appear. Bubonic plague is just the medical term for the Black Death† (Giblin 11). Smallpox is a serious, contagious, and sometimes fatal infectious disease. There is no specific treatment for smallpox disease, and the only prevention is vaccination. The name smallpox is derived from the Latin word for â€Å"spotted† and refers to the raised bumps that appear on the face and body of an infected person. Smallpox outbreaks have occurred from time to time for thousands of years, but the disease is now eradicated after a successful worldwide vaccination program. The last case of smallpox in the United States was in 1949. The last naturally occurring case in the world was in Somalia in 1977. Generally, direct and fairly prolonged face-to-face contact is required to spread smallpox from one person to another. Smallpox also can be spread through direct contact with infected bodily fluids or contaminated objects such as bedding or clothing. â€Å"The first symptoms of smallpox include fever, malaise, head and body aches, and sometimes vomiting.

Eric Arthur Blair :: essays research papers

Eric Blair’s fictional name was George Orwell , born June 25,1903 in Motihari, India . At that time â€Å"India was part of the British Empire†(Orwell page 1 of 4). This was near the turn of the century, so not many people could afford to move to India with out the â€Å"British Empire†(Orwell pg. 1 of 4). Eric’s father Richard Blair was an agent of the Opium Department of the Indian Civil Service.Blair’s Grandfather served in the Indian Army for sometime before Blair’s birth. His family was â€Å" not very wealthy [Blair] later described them as lower-upper-middle class†(Orwell pg.1of 4). In fact, they owned no property or held any investment what’s so ever. When Eric was about 8 his family moved back to England and moved to a town called Henley, although his father still worked in India. Being middle-class, going to school was tough; however, his parents sent him to a private school in Sussex at the tender age of 8. By the time he was 13 he had received a â€Å"scholarship to Wellington, and soon after another to Eaton, the famous public school†(Orwell pg.1 of 4). After being forced to be good in school, he was not interested in â€Å"anymore †¦ further mental exertion†(Orwell pg. 1 of 4). So he decided to go with his private ambition, to write. At the beginning he writes â€Å" At the age of five or six [he] knew that he would be-must be a writer†(Orwell pg1 of 4). He made up his mind fast unlike many other writers. However, to be a writer one has to read literature. However, at Eaton English Lit. was not a major subject, because â€Å"most boys [ that went to Eaton] came from backgrounds either irremediably unliterary or so literary that to teach them English Literature would be absurd†(Orwell pg.1 of 4). Although he wanted to become a writer he finished â€Å"138th of 167†(Orwell pg. 2 of 4). After this he decided to join the Indian imperial Police ; however, he later left after 5 years in service. This was distracting him from his main lifestyle, a writer and because â€Å" wished to escape from †¦every form of man’s dominion over man†(Orwell pg. 2 of 4). In London he settled down into a â€Å"grotty bedroom†(Orwell pg.2 of 4). And started to teach himself how to write. He was now twenty-four and â€Å"week after week he remained in his unheated bedroom†(Orwell pg. 2 of 4). It was so cold that he â€Å"[thawed] his hands over a candle when they became to numb to write†(Orwell pg. 2 of 4).

Deception Point Page 4

Although the job was difficult and required long hours, the position was a badge of honor for her, a way to assert her independence from her father. Senator Sexton had offered many times to support Rachel if she would quit the post, but Rachel had no intention of becoming financially beholden to a man like Sedgewick Sexton. Her mother was testimony to what could happen when a man like that held too many cards. The sound of Rachel's pager echoed in the marble hall. Again? She didn't even bother to check the message. Wondering what the hell was going on, she boarded the elevator, skipped her own floor, and went straight to the top. 4 To call the NRO director a plain man was in itself an overstatement. NRO Director William Pickering was diminutive, with pale skin, a forgettable face, a bald head, and hazel eyes, which despite having gazed upon the country's deepest secrets, appeared as two shallow pools. Nonetheless, to those who worked under him, Pickering towered. His subdued personality and unadorned philosophies were legendary at the NRO. The man's quiet diligence, combined with his wardrobe of plain black suits, had earned him the nickname the â€Å"Quaker.† A brilliant strategist and the model of efficiency, the Quaker ran his world with an unrivaled clarity. His mantra: â€Å"Find the truth. Act on it.† When Rachel arrived in the director's office, he was on the phone. Rachel was always surprised by the sight of him: William Pickering looked nothing like a man who wielded enough power to wake the President at any hour. Pickering hung up and waved her in. â€Å"Agent Sexton, have a seat.† His voice had a lucid rawness to it. â€Å"Thank you, sir.† Rachel sat. Despite most people's discomfort around William Pickering's blunt demeanor, Rachel had always liked the man. He was the exact antithesis of her father†¦ physically unimposing, anything but charismatic, and he did his duty with a selfless patriotism, shunning the spotlight her father loved so much. Pickering removed his glasses and gazed at her. â€Å"Agent Sexton, the President called me about a half hour ago. In direct reference to you.† Rachel shifted in her seat. Pickering was known for getting to the point. One hell of an opening, she thought. â€Å"Not a problem with one of my gists, I hope.† â€Å"On the contrary. He says the White House is impressed with your work.† Rachel exhaled silently. â€Å"So what did he want?† â€Å"A meeting with you. In person. Immediately.† Rachel's unease sharpened. â€Å"A personal meeting? About what?† â€Å"Damn good question. He wouldn't tell me.† Now Rachel was lost. Keeping information from the director of the NRO was like keeping Vatican secrets from the Pope. The standing joke in the intelligence community was that if William Pickering didn't know about it, it hadn't happened. Pickering stood, pacing now in front of his window. â€Å"He asked that I contact you immediately and send you to meet with him.† â€Å"Right now?† â€Å"He sent transportation. It's waiting outside.† Rachel frowned. The President's request was unnerving on its own account, but it was the look of concern on Pickering's face that really worried her. â€Å"You obviously have reservations.† â€Å"I sure as hell do!† Pickering showed a rare flash of emotion. â€Å"The President's timing seems almost callow in its transparency. You are the daughter of the man who is currently challenging him in the polls, and he demands a private meeting with you? I find this highly inappropriate. Your father no doubt would agree.† Rachel knew Pickering was right – not that she gave a damn what her father thought. â€Å"Do you not trust the President's motives?† â€Å"My oath is to provide intel support to the current White House administration, not pass judgment on their politics.† Typical Pickering response, Rachel realized. William Pickering made no bones about his view of politicians as transitory figureheads who passed fleetingly across a chessboard whose real players were men like Pickering himself – seasoned â€Å"lifers† who had been around long enough to understand the game with some perspective. Two full terms in the White House, Pickering often said, was not nearly enough to comprehend the true complexities of the global political landscape. â€Å"Maybe it's an innocent request,† Rachel offered, hoping the President was above trying some sort of cheap campaign stunt. â€Å"Maybe he needs a reduction of some sensitive data.† â€Å"Not to sound belittling, Agent Sexton, but the White House has access to plenty of qualified gisting personnel if they need it. If it's an internal White House job, the President should know better than to contact you. And if not, then he sure as hell should know better than to request an NRO asset and then refuse to tell me what he wants it for.† Pickering always referred to his employees as assets, a manner of speech many found disconcertingly cold. â€Å"Your father is gaining political momentum,† Pickering said. â€Å"A lot of it. The White House has got to be getting nervous.† He sighed. â€Å"Politics is a desperate business. When the President calls a secret meeting with his challenger's daughter, I'd guess there's more on his mind than intelligence gists.† Rachel felt a distant chill. Pickering's hunches had an uncanny tendency to be dead on. â€Å"And you're afraid the White House feels desperate enough to introduce me into the political mix?† Pickering paused a moment. â€Å"You are not exactly silent about your feelings for your father, and I have little doubt the President's campaign staff is aware of the rift. It occurs to me that they may want to use you against him somehow.† â€Å"Where do I sign up?† Rachel said, only half-joking. Pickering looked unimpressed. He gave her a stern stare. â€Å"A word of warning, Agent Sexton. If you feel that your personal issues with your father are going to cloud your judgment in dealing with the President, I strongly advise that you decline the President's request for a meeting.† â€Å"Decline?† Rachel gave a nervous chuckle. â€Å"I obviously can't refuse the President.† â€Å"No,† the director said, â€Å"but I can.† His words rumbled a bit, reminding Rachel of the other reason Pickering was called the â€Å"Quaker.† Despite being a small man, William Pickering could cause political earthquakes if he were crossed. â€Å"My concerns here are simple,† Pickering said. â€Å"I have a responsibility to protect the people who work for me, and I don't appreciate even the vague implication that one of them might be used as a pawn in a political game.† â€Å"What do you recommend I do?† Pickering sighed. â€Å"My suggestion is that you meet with him. Commit to nothing. Once the President tells you what the hell is on his mind, call me. If I think he's playing political hardball with you, trust me, I'll pull you out so fast the man won't know what hit him.† â€Å"Thank you, sir.† Rachel sensed a protective aura from the director that she often longed for in her own father. â€Å"And you said the President already sent a car?† â€Å"Not exactly.† Pickering frowned and pointed out the window. Uncertain, Rachel went over and gazed out in the direction of Pickering's outstretched finger. A snub-nosed MH-60G PaveHawk helicopter sat idling on the lawn. One of the fastest choppers ever made, this PaveHawk was emblazoned with the White House insignia. The pilot stood nearby, checking his watch. Rachel turned to Pickering in disbelief. â€Å"The White House sent a PaveHawk to take me fifteen miles into D.C.?† â€Å"Apparently the President hopes you are either impressed or intimidated.† Pickering eyed her. â€Å"I suggest you are neither.†

A Business Information System

Gerald had never established a computer system in his home, let alone in his office. His small business was suffering, and his three employees encouraged Gerald to set up a basic yet powerful information system that would enable him to keep track of orders, inventory, payroll data, and client account information. Selling dried beans procured from organic farms around the United States and a recovering carnivore, Gerald had also been a techno-phobe for years. His employees had to do most of the work setting up the computer system, starting from scratch. The following is a description of how Gerald set up his company's information system and made selling beans easier. After telling Gerald that his would unfortunately be neither an artificial intelligence system nor one that used robotics, Jane, John, and Ollie purchased the fundamental pieces of hardware from a local electronics chain store. â€Å"You really only need the basics of an office system: including an accounting system, an inventory control system, payroll system, and order entry system. Robotics and artificial intelligence are unnecessary to sell beans,† they said. Next, the team phoned the local cable provider and procured Cable Internet access and the requisite cable modem. All three of them were fed up with conventional dial-up Internet access. Explaining the fundamentals of the Windows XP operating system, the team showed Gerald how to launch the application software preloaded on the computer, including the solitaire games, audio, video, and multimedia software. When he was familiar with using his mouse and keyboard and with the operating system basics, Gerald learned how to access the Internet and World Wide Web using the Internet Explorer Web browser. The first activities Gerald was eager to perform on the Internet included online shopping and downloading online music. Before long Gerald registered for online gaming sites. However, Jane, John, and Ollie also showed Gerald how to conduct online banking for his personal and professional accounts and also to manage his stock portfolio using online investing. Jane also showed Gerald how to set up his e-mail accounts: one was set up through the Internet Service Provider (ISP), but the other was a web-based throw-away e-mail address to protect the primary address from SPAM. SPAM, Jane told Gerald, could be minimized by using the opt-out buttons on many Web page registration forms and by periodically clearing unwanted cookies from the browser. Because Jane, John, and Ollie also wanted their own computer terminals, they talked Gerald into buying a computer for each of them. They therefore had to set up a computer network using a router and hub connecting all their Ethernet cables. Knowing the potential for hacking and the negative impact unauthorized access could have on the business, the team decided to purchase an external hardware firewall rather than rely on software versions. Additionally, to prevent hardware theft, Gerald purchased an electronic security system for the entire office, and John bought a surge suppressor for extra protection against data damage. Additionally, John showed Gerald how to perform regular backups using the CDRW drive. The team then showed Gerald how to run his antivirus program to scan for any computer virus, computer worm, or Trojan Horse that could threaten the system or network. Ollie also acquired some free anti-spyware and anti-malware software to help the company secure information privacy and prevent against identity theft. Once all the safeguards were in place, the network was up and running. Jane, John, and Ollie worked together on system development and system design. All three would also serve together as systems analysts and perform systems maintenance. If any system failure occurred that was beyond the capabilities of Jane, John, or Ollie, they would phone a local expert. In addition to inputting data into the payroll, accounting, and inventory systems, the team wanted to design a Web site for Gerald so that he could drum up more business. Jane was put in charge of page layout, which she gleaned from Web sites that she liked. She also created an animated GIF and a java applet for use on the home page of the web site. With his extensive knowledge of HTML and java, Ollie was in charge of coding of the site. He created a comprehensive order entry system enabling all of Gerald's customers to order beans directly from the Web site. The orders would immediately be tracked through the company's inventory processing system. John, with his marketing background, preferred to be less involved in the Web site design and more involved in customer relationship management (CRM). Writing an e-book about the different beans that Gerald sold, including kidney, pinto, and lima, John also did most of the work on creating the computer inventory system. A graphic of each bean would help customers distinguish between the various legumes in the e-book, which described the health benefits and history of each bean. John also encouraged Gerald to start his own blog, telling customers about new bean recipes as well as about new retail market opportunities. Because they each had a wireless phone and remote access to the enterprise-wide system they had helped create, Jane, John, and Ollie talked Gerald into their telecommuting one day per week.