Mujahideen (Definition)

Mujahideen (Definition) Definition: A mujahid is one who strives or struggles on behalf of Islam; mujahideen is the plural of the same word. The word mujahid is an Arabic participle drawn from the same root as the Arabic word jihad, to strive or struggle. The term is most frequently used in reference to the self named Afghan mujahideen, the guerrilla fighters who battled the Soviet army from 1979 – 1989, when the Soviets withdrew in defeat. The Soviets invaded in December, 1979 in order to provide support a recently installed pro-Soviet prime minister, Babrak Karmal. The mujahideen were fighters from the mountainous areas of the largely rural country, and also maintained bases in Pakistan. They were entirely independent of the government. Mujahideen fought under the command of tribal leaders, who also headed Islamist political parties, which ranged from radical to moderate. The mujahideen received arms by way of Pakistan and Iran, both of which share a border. They made use of an arsenal of guerrilla tactics to thwart the Soviets, such as laying ambushes or blowing up gas pipelines between the two countries. They were estimated to be about 90,000 strong in the mid-1980s. The Afghan mujahideen were not seeking to wage an aggressive jihad beyond national boundaries, but were rather fighting a nationalist war against an occupier. The language of Islam helped unify a population that was- and still isotherwise very heterogonous: Afghans have many tribal, ethnic and linguistic differences. After the war ended in 1989, these different factions returned to their previous divisiveness and fought each other, until the Taliban established rule in 1991. These unorganized guerrilla warriors were viewed as outlaws by their Soviet enemy and as freedom fighters by the Reagan Administration in the U.S., which supported the enemy of its enemy, the Soviet Union. Alternate Spellings: mujahedeen, mujahedin

50 Million Years of Whale Evolution

50 Million Years of Whale Evolution The basic theme of whale evolution is the development of large animals from much smaller ancestorsand nowhere is this more evident than in the case of multi-ton sperm and gray whales, whose ultimate forebears were small, dog-sized prehistoric mammals that prowled the riverbeds of central Asia 50 million years ago. Perhaps more intriguingly, whales are also a case study in the gradual evolution of mammals from fully terrestrial to fully marine lifestyles, with corresponding adaptations (elongated bodies, webbed feet, blowholes, etc.) at various key intervals along the way. Until the turn of the 21st century, the ultimate origin of whales was shrouded in mystery, with scarce remains of early species. That all changed with the discovery of a huge trove of fossils in central Asia (specifically, the country of Pakistan), some of which are still being analyzed and described. These fossils, which date from only 15 to 20 million years after the demise of the dinosaurs 65 million years ago, prove that the ultimate ancestors of whales were closely related to artiodactyls, the even-toed, hooved mammals represented today by pigs and sheep. The First Whales - Pakicetus, Ambulocetus, and Rodhocetus In most ways, Pakicetus (Greek for Pakistan whale) was indistinguishable from other small mammals of the early Eocene epoch: about 50 pounds or so, with long, dog-like legs, a long tail, and a narrow snout. Crucially, though, the anatomy of this mammals inner ears closely matches that of modern whales, the main diagnostic feature that places Pakicetus at the root of whale evolution. One of Pakicetus closest relatives was Indohyus (Indian pig), an ancient artiodactyl with some intriguing marine adaptations, such as a thick, hippopotamus-like hide. Ambulocetus, aka the walking whale, flourished a few million years after Pakicetus and already displayed some distinctly whale-like characteristics. Whereas Pakicetus led a mostly terrestrial lifestyle, occasionally dipping into lakes or rivers to find food, Ambulocetus possessed a long, slender, otter-like body, with webbed, padded feet and a narrow, crocodile-like snout. Ambulocetus was much bigger than Pakicetusabout 10 feet long and 500 pounds, much closer to a blue whale than a guppyand probably spent a significant amount of time in the water. Named after the region of Pakistan where its bones were discovered, Rodhocetus shows even more striking adaptations to an aquatic lifestyle. This prehistoric whale was genuinely amphibious, crawling up onto dry land only to forage for food and (possibly) give birth. In evolutionary terms, though, the most telling feature of Rodhocetus was the structure of its hip bones, which werent fused to its backbone and thus provided it greater flexibility when swimming. The Next Whales - Protocetus, Maiacetus, and Zygorhiza The remains of Rodhocetus and its predecessors have been found mostly in central Asia, but the larger prehistoric whales of the late Eocene epoch (which were able to swim faster and farther) have been unearthed in more diverse locations. The deceptively named Protocetus (it wasnt really the first whale) had a long, seal-like body, powerful legs for propelling itself through the water, and nostrils that had already begun to migrate halfway up it foreheada development foreshadowing the blowholes of modern whales. Protocetus shared one important characteristic with two roughly contemporary prehistoric whales, Maiacetus, and Zygorhiza. The front limbs of Zygorhiza were hinged at the elbows, a strong clue that it crawled onto land to give birth, and a specimen of Maiacetus (meaning good mother whale) has been found with a fossilized embryo inside, positioned in the birth canal for terrestrial delivery. Clearly, the prehistoric whales of the Eocene epoch had a lot in common with modern giant tortoises! The Giant Prehistoric Whales By about 35 million years ago, some prehistoric whales had attained gigantic sizes, bigger even than modern blue or sperm whales. The largest genus yet known is Basilosaurus, the bones of which (discovered in the mid-19th century) were once thought to belong to a dinosaurhence its deceptive name, meaning king lizard. Despite its 100-ton size, Basilosaurus possessed a relatively small brain and didnt use echolocation when swimming. Even more important from an evolutionary perspective, Basilosaurus led a fully aquatic lifestyle, birthing as well as swimming and feeding in the ocean. Contemporaries of Basilosaurus were much less fearsome, perhaps because there was only room for one giant mammalian predator in the undersea food chain. Dorudon was once thought to be a baby Basilosaurus; only later was it realized that this small whale (only about 16 feet long and half a ton) merited its own genus. And the much later Aetiocetus (which lived about 25 million years ago), though it weighed only a few tons, shows the first primitive adaptation to plankton feedingsmall plates of baleen alongside its ordinary teeth. No discussion of prehistoric whales would be complete without a mention of a fairly new genus, the aptly named Leviathan, which was announced to the world in the summer of 2010. This 50-foot-long sperm whale weighed only about 25 tons, but it seems to have preyed on its fellow whales along with prehistoric fish and squids, and it may have been preyed on in turn by the largest prehistoric shark of all time, the Basilosaurus-sized Megalodon.

Systems Programming Essay Example | Topics and Well Written Essays - 3000 words

Systems Programming - Essay Example One thing that a any user will notice immediately with Windows 8 is that the ‘boot up’ will be significantly faster - perhaps as much as one-third. This is because the Basic Input-Output System (BIOS) processor start-up code that has been used (in various forms) since the advent of usable IBM-architecture PCs, has been replaced by the Unified Extensible Firmware Interface (UEFI) executable, developed by Intel from 1998 onwards (and made open-source by Intel in 2005), when it became apparent that BIOS would no longer be up to the job. The underlying support for the execution of processes and threads is, according to O’Brien, [Engadget Online Magazine. Windows Phone 8 and Windows 8 share lots of code, NT kernel. Terrence OBrien. Jun 20th, 2012. (Accessed 17th March 2013) (Online). the same as with Windows NT, as this basic architecture has been retained with Windows 8, although it is inferred form a consensus of the available sources that the detailed ‘code’ that implements these functions has been radically changed - whether for the better will have to be seen as Windows 8 beds in. As well as the memory management functionality previously incorporated into previous versions of Windows, and retained in Windows 8, the following new memory management features have been incorporated, both to promote better memory management and to improve information security. The exception Handler has been removed. Apparently, a lot of malware and root kits were using the Exception Handler to get into Windows and damage applications and extract data. The implication is that Microsoft’s developers have introduced an operating system procedure that does the same job as an exception handler, but works on radically different principles. states in his online article that Microsoft has been very ‘cagey’ about the specific security features that have been built into the Windows 8 kernel - which is hardly

Expanding business Essay Example | Topics and Well Written Essays - 500 words

Expanding business - Essay Example Vietnam has a varied climate. In the north, the average temperature is around 27Â ° C and 21 Â °C in the south. Generally, Vietnam has a tropical monsoon climate with average humidity of 84% all year round. Vietnam falls in both tropical and temperate climatic zones that varies climate of Vietnam. On the northern part, Vietnam falls in the temperate climate zone and tropical climate on the Southern part. The north part of the country experience cool and dry weather from November to April and hot and rainy weather from May to October. From July to November, the coastal regions of Vietnam experience typhoons that can have the devastating impact. Randomly, there are also floods and droughts that take place that has an enormous impact on lives and agriculture (VBN Para 8). Vietnam’s natural resources are phosphates, coal, manganese, bauxite, chromate, offshore oil and gas deposits, forests, and hydropower (VBN Para 3). Agricultural resources of Vietnam are Rice, Rubber, Coffee, Cashew nuts, Pepper, Tea, and Fruits and Vegetables. Major industries include coal, tin, chrome, power station, tobacco, tea and cunning factories, pharmaceutical, textile, food processing (VBN Para 4). Vietnam’s main trading partners are Japan, China, the USA, Singapore and Taiwan. The relations between Vietnam and the USA ended up by signing a bilateral trade agreement in December 2001 that increased export to the USA from Vietnam. This trade agreement made the USA the second largest trading partner of Vietnam and increased trade between the two countries by $15.4 billions in 2009. The major export of Vietnam is Crude oil and it is the major crude oil exporter in Asia. Its main countries of export include China, Singapore, Japan, Britain, and the USA (VBN Para 6). Textile and Garment: Vietnam is the world’s 16th biggest garment and textile exporter. It currently accounts for 2.5 % of the world’s total market share and the major importing countries are the USA, EU, and

My Personal And Professional Development Education Essay

My Personal And Professional Development Education Essay In this essay I will critically evaluate my personal and professional development with relation to QTS standards for classroom management. Using current theories and research I will identify problems and put forward possible solutions to improve my future practice. This will be achieved through reflective practice, in which I will keep a journal of my progression and identify key areas for development. Using this record of my developing class management, I will critically evaluate my own progression. If acting is the art of stopping people coughing, teaching is the art of stopping them throwing things around (McManus 1995) During my first placement in school, I was able to experiment with a variety of teaching techniques for all aspects of teaching. Due to the type of school I was placed at, the key factor I had to address was classroom management. The school had extensive problems with pupil behaviour, therefore before any meaningful learning could take place classroom management had to be dealt with. By the end of the placement my tutor gave me some extremely positive comments about my progress in this area and advised that I must continue to focus on classroom management to achieve outstanding lesson observations in the future. She explained that once I no longer had to think about discipline in the classroom and it became more natural, I would then be able to spend more time on other aspects of teaching. The importance of behaviour management to all aspiring teachers has been highlighted by many theorists over the years, effective classroom management is essential to effective teaching (Capel et al , 2005). With this focus in mind I began my second placement with a strong motivation to develop my management techniques using all the resources available. This was an ideal area of development for me to use in my learning journal, where I could record my problems, try out new techniques and critically evaluate my progression. This would then provide me with a wealth of strong evidence to prove I had met the appropriate standards required to achieve Qualified Teaching Status (QTS). These standards, set by the government, cover the range of skills a teacher must have in order to teach satisfactory lessons. Several of these cover classroom management and through this assignment I will be able to asses how successfully I have achieved these standards. Before I can begin to evaluate my practice I first need to set a clear definition of classroom management and what it will encompass. A clear and straightforward definition is given by Wragg (1993) Class management is what teachers do to ensure that children engage in the task in hand, whatever that may be'. Although simplistic this is essentially what all teachers must address every lesson. Before any meaningful teaching can take place, students behaviour in the classroom must be acceptable for all pupils to be able to learn. However, this essential concept then opens up a wide variety of variables which affect a students behaviour in lessons. It is these aspects of behaviour management which I will focus on in my reflective practice. When studying classroom behaviour teachers of often talk about poor or bad behaviour shown by pupils but this can vary depending on the teachers point of view. Bad behaviour is therefore defined by the level of disruption caused to a childs learning. Lawrence (1984) is quoted, à ¢Ã¢â€š ¬Ã‚ ¦disruption amounted to anything which prevented the teacher from achieving worthwhile results with the pupils. Describing disruptive behaviour as, a general refusal to be taught, doing no work or refusal to obey'. Knowing what is bad behaviour then allows the teachers establish techniques to anticipate and reduce its occurrence. All student teachers hoping to develop their class management must accept the responsibility they have for all pupils behaviour. Many teachers are understandably reluctant to acknowledge that the reason for pupils misbehaviour may be found as often in their teaching as in the pupils inability or failure to learn (Charlton David, 1989). Therefore teachers must understand that it is not solely the child or their background that is to blame for misbehaving. The teachers actions and decisions are possibly the most important factor effecting a pupils behaviour in their class. Having this in mind, a trainee teacher should take a greater responsibility of their management techniques and focus on improvements. Effective classroom management is based on these basic principles; expressing authority, conveying enthusiasm, proactivity and preparation. (Bryson 1998). These four principles are the basic structure for establishing classroom management on which teachers can build their practice. However, developing these skills, especially as a student teacher, are notoriously complicated as they are often hard to practice. List of qualities for those working with troublesome children: teachers must be stable, compassionate, sensitive, intelligent, resilient, mature and physically fit. (Houghughi 1978) Behaviour management relies heavily on a teachers personality, mannerisms, acting ability and particulary confidence. Teaching skills are difficult to get a purchase on because they are dynamic rather then mechanistic in character (Eisner 1982). Yet there are many theorists who have developed techniques which can enhance and improve these skills. I will put into practice many of these theories durin g my placement and evaluate them in my reflective log. I will record the success or failure of these strategies and suggest ways in which they have enabled me to meet any QTS standards. In order to achieve this I must first establish an effective way to record and evaluate my classroom management using a reflective practice model. Although we all learn from experience, more and more experience does not guarantee more and more learning. We should not rely solely on our natural process of reflecting on experience, but actively seek ways to ensure that reflection itself become a habit. (Beaty 1997). Thus, to ensure progression is optimal a structured and focused method of reflection must be carried out by learners. During my time in placement B I will keep a journal describing my progress in improving classroom management during half a term. This will focus on one single year 8 class, who I have observed as having many behavioural issues. By recording the problems I faced and the successful and unsuccessful management techniques I used, I will have a detailed account of my teaching development. I will use this journal as a key source when relating classroom management theories to real life practice. This reflective procedure is essential for trainee teachers and is the key focus of this assignment. Dewey (1933) is acknowledged as a major instigator in the twentieth century of the concept of reflection, drawing on the ideas of many classical theologians such as Plato, Aristotle, Confucius and Buddha (Houston, 1988). Since then several models of reflection have been presented in the last thirty years. Gibbs (1988), John (2000), Atkins Murphy (1994) and Kolb (1984) have all produced differing models which offer different methods of reflection. David Kolb (1984) believed that learning occurs in a cycle in which learners engage in and then observe and reflect on experiences. The learner can then integrate reflections into their own theory, allowing them to estimate how to react in the future. This basic outline is a good structure on which to base my journal but a more detailed and specific model for reflection would be of greater use. Gibbss (1988) reflective cycle developed Kolbs theories but adapted them into a more user-friendly model (appendix 1). Gibbs model suggests the learner describes what happens, explains their feelings at the time and then evaluates the positives and negatives of the experience. From this information the practitioner can then analyse the situation and make conclusions about what needs to be changed and what should remain. This allows the learner to set action plans to suggest what could be done in a similar situation in the future. This is a very accessible method for reflection which offers the learners opportunity to reflect on the key aspects of their learning and then use this information to set realistic targets. Christopher Johns (2000) is more critical of Gibbss cycle quoting This might be useful for the novice reflective practitioner but remember, within a reflective perspective such structures are merely devices to help you reflect rather then impose a prescription of what ref lection is. Although I agree with Johns argument I believe I am still a novice reflective practitioner and so feel comfortable adopting Gibbs model. Johns (1994) model for structured reflection (MSR) can be used as a guide for analysis or reflection on an experience and would be useful for more complex decision making and analysis. MSR supports the need for the learner to work with a supervisor throughout their learning experience. He refers to this as guided reflection, and recommends that students use a structured diary. Platzer et al (1997) identify this as a strength of the model, as it is one of the few models of reflection that refers to the development of supervisor based reflections. Rolfe et al (2001) criticises the MSR, as it only responds to a situation, which has been resolved. It does not give enough flexibility for the practitioner to evolve their practice as the situation changes. However I will incorporate the need for a learner to work with a supervisor, such as my subject tutor, into my own reflective practice as it gives me an experienced perspective on my development (see LDJ). I will predominantly use Gibbss reflective cycle when evaluating my progression in classroom management but also incorporate Christopher Johns theory of supervisor supported reflection. I will organise it following Hollys (1989) Log Diary Journal (LDJ) pro forma to structure each entry of my reflections. This will allow me to clearly state my lesson information, objectives, activities and dates in one column labelled Log. The second column, headed Diary, will contain a description of what occurred, my feelings on what had happened and evaluations of this experience, i.e. one half of Gibbs cycle. The final column, labelled Journal, will contain the second half of the cycle, analysing situations, drawing conclusions and setting targets. This section will also contain the comments and suggestions made by my subject tutor and supervisor. This model of reflection should then give me a sufficient amount of information to make significant progress in the classroom. On arrival at Placement B I was given a timetable of the classes I would be teaching, giving me the opportunity to observe each class with their regular teacher over several weeks. Knowing the areas of development I needed to focus on during this placement I was aware that behaviour was going to be a key target. One group I was required to teach were a bottom set year 8 class. From the first lesson I observed with this group it was abundantly clear that the classroom management needed to be addressed. The class contained 18 pupils all with varying Special Educational Needs (SEN). These ranged from severe physical and mental disabilities to strong social, emotional and behavioural difficulties. This large array of barriers to learning meant the teacher had to differentiate each lesson in a very wide ranging way. Attainment levels were set comparatively high compared to children with similar learning difficulties and the class had not met their target grades as a group since joining th e school. However after talking to the head of science the reason for the weak performance seemed to be caused by the poor behaviour shown in the classroom. During three weeks of observing the group classroom behaviour was the worst I have ever seen (LDJ log 1). The majority of students left their seats and often ran around the class arguing or fighting with other pupils. Equipment was continually thrown around the room and work torn up or dropped on the floor and ignored. Many pupils refused to even take their coats off in the classroom. Around 4 or 5 students were behaving very well and concentrated on the work set by the teacher. However the rest were at this point so accustomed to spending each science lesson misbehaving that they did not seam to know that this was not how to behave in a lab. The reason for this poor behaviour was not simply caused by the pupils SEN and disabilities. Since beginning school a year and a half earlier the class have not had the same science teacher for more than a few months. The science department has had a lot of staff absences and so this class has had a lot of supply cover as their main teacher has been absent for 8 months. This lack of consistency has meant pupils have not yet learnt how to behave appropriately in a science lesson. This class therefore gave me the perfect opportunity to log my progression of classroom management in Placement B, with the hope of helping this class to begin some actual science learning. With this in mind I prepared for my first lesson with this group. Classroom management starts well before the students reach the classroom itself, involving careful preparation of both teaching and the room, alongside detailed planning. Dymoke Harrison (2008). After several weeks of observations I felt I was well prepared for my first lesson with 8E4. Yet after the first hours lesson I realised how unprepared I had been (Log 1). Although I had collected all the available data on each pupil and had observed the class with different supply teachers the behaviour was still far below what I had expected. One factor which I believe caused this was the time it took students to set up at the start of the session. Rutter et al (1979) reported that where teachers were waiting for classes and able to supervise their entry there was less school disorder. At the beginning of the first lesson I had trouble with the ICT equipment and so was unable to greet the students as they entered the room. I asked students to line up at the back of the room then sat studen ts in a random order. This did not set the tone of the lesson well as it took far too long to organise and students were bored and easily distracted. The start of a lesson is vital in establishing the pace for the rest of the session but also informs students on what they should expect from the new teacher. Wragg (1984) showed that experienced teachers, when compared with students, were more likely to greet the pupils, occupy a central position in the room, wait for silence before speaking, issue directions authoritatively and use eye contact. Therefore I must always ensure that I have prepared for the start of each lesson and I set the tone I want for the following sessions in terms of behaviour. Marland (1975) points out that a straightforward start to lessons, with something that occupies pupils at their desk, allows the teacher to cope with interruptions and late-comers. I will try wherever possible to prepare fully for lessons and anticipate any behavioural problems in my plann ing to stop any issues arising. We believe that the most effective way to manage behaviour problems is to prevent, or at lease minimise, their occurrence. Successful teachers were noted to be far more adept at preventing them. (Charlton David, 1989) The first activity I had planned with this class was to create a set of simple classroom rules which students will design and follow (LP1).This was based on the work of McManus (1995) One way of proceeding with classes that are already out offhand is to draw up jointly a short list of rules and make up some sort of bargain with the class. Suggesting, It is more effective to express the rules positively, so pupils know what they have to do rather then not do. I had seen this done before and felt is was suitable for this already disruptive class. However when I asked the class to suggest their own classroom rules they gave knowingly silly or inappropriate suggestions. I had anticipated this happening and so had my own pre prepared rules. However when evaluating my lesson I now realise I should not have given in as quickly as I did in providing the class with some rules. If I had pushed students to state their own rules they would have produced a much more powerful management tool. Givi ng the students ownership of rule setting allows the teacher to transfer extra responsibility on those breaking the rules as they had agreed on how they should behave in the class. I will therefore ensure pupils always decide their own classroom regulations, giving myself more ways to manage behaviour. Since the rules were set I have continually been reinforcing them at the beginning of each lesson. Bull and Solity (1987) note the importance of stressing to the class the natural consequences of keeping the rules, making it easier to withdraw the artificial system. This has been an area that my subject tutor suggested I need to improve (Log 1). Now that the classroom rules are known, when they are not followed by students I must show the consequences of pupils misbehaving. I had set out to use the whole school system of 2 warning then a room removal. However in the first few lessons I continued to give out warnings even when students should have been removed to a different class. In future I must be consistent with the schools discipline procedures and show to students I will follow through with my threats. After the unsuccessful first lesson I had decided to set up a reward system for those in the class who do behave well in lessons. This would then act as an incentive for the rest of the group to change their own behaviour for the chance to earn a reward (Log 2). Bull Solity (1987) suggest Token rewards such as points are also useful as immediate rewards because they can be given for different behaviours and are relatively easy to administer at the time they are earned. The raffle ticket system I set up did work very well. Though not successful enough to improve every childs behaviour instantly, a large section of the class were visibly motivated by the reward. I was able to use the incentive of gaining a prize to ensure students sat at their desks and attempted the work set. Over the following lessons I continued the raffle system and it became an increasingly powerful tool for classroom management, especially when students saw others who had behaved well collecting their prizes (Lo g 6). This raffle ticket system has also worked well with slightly older classes I have taught and I will continue to use it in the future. This is a very useful technique for effective behaviour management. In Log 3 I noted that By teaching a more interesting and exciting topic I believe pupils are more likely to be engaged in the lesson and behaviour will improve. My tutor had suggested in the previous lesson that the activities and success criteria set were not suitable for all the students in the class and that this could have been a reason for the poor behaviour. Gannaway (1984) found that pupils were less likely to co-operate in lessons, especially ones judged boring, if there was too much writing. With this in mind I planned lessons that I hoped would be more engaging to the students and therefore reduce behavioural issues. I spoke to the Head of Science in school who gave me permission to try a different subject topic with 8E4, as the planned scheme of work was very abstract and difficult to understand for students of this ability. Log 4 showed that students were interested as soon as they entered the room and did not want to be removed from the lesson. The lesson was maintained in short chunks to keep the pace up and reduce the amount of disruption. By choosing a subject (CSI) that was more exciting and accessible students behaviour did improve. Although this worked well for this class I will not have the luxury of picking my own scheme of work with other groups I teach. I therefore need to find ways of making the more boring and disengaging science topics more interesting for students. Studies have shown that pupils behave better and complete more work in rows. Further, pupils seated in the front and centre of the room are said to be more attentive. (McManus 1995) Log 3 highlighted the need for a more structured seating plan. Rather then using the random collection from the first lesson I sat down and drew up a more considered plan. I put students into groups of 3 or 4 of mixed ability and equal gender. Based on the advice from my tutor this would mean those who struggle academically would be supported by the brighter pupils. Rewards would be awarded to groups, meaning the pupils had to work together and learn how to co-operate. This was a major issue in the class as many of the pupils are violent and hostile towards each other (Log 1,2,3). The new seating arrangements worked a lot better then the previous plan. I had intentionally placed the 3 most disruptive pupils at the front and centre of the room where I could constantly watch their actions. I maintained thes e groups over the next lessons and most groups eventually started to work together cohesively. Even though they still do not work together harmoniously, when compared to the first two lessons the behaviour has vastly improved. After slowly building on the small steps of successful previous lessons Log 5 showed how it can all fall apart again. I attempted a practical experiment with the group which did not go as planned. As soon as the practical began, students began messing around and acting in an unsafe manner. 3 pupils had to be removed and I also ended the practical early for safety reasons. (Log 5) This experience highlighted to me that I need to develop a better awareness of what is occurring in my classrooms. Marland (1975) coined the term lighthouse effect in which successful teachers frequently scan the class and regularly make remarks to show they are missing nothing. I do this too infrequently in my lessons and it is an area that needs to be strengthened as I progress. After the lesson 5 disaster (Log 5) I planned a far more regimented practical for lesson 6 (LP6) based on classroom management theory. Partington and Hinchcliffe (1979) noted that effective classroom managers prepared effectively and extensively; as well as the content they planned for organisational matters such as movement, time and the task of particular jobs. With this in mind I structured the practical activity of lesson 6 extremely tightly. We completed the practical together as a group, doing one little step at a time. This meant all students knew exactly what to do and did not get confused or left behind. We did not move on to the next step until all students were ready. All behavioural issues could be dealt with much easier as students were keen to be involved and work at the same pace as the rest of the group. I was surprised at how well this structured approach worked and it will be the template for all future practicals. At the end of my first half term at Placement B I had a detailed review meeting with my subject tutor. I asked about my progress in terms of classroom management and the areas I need to improve. The main target he suggested was to look at my own body language and research some theories on this subject. Kohl (1986) gave a very fitting description of his teacher training. In one short week I went from informal Herb, with an open collar and sweater, to Mr Kohl with a suit and tie, a very controlled manner and an unnatural, stern look. My students had taught me that I had to establish my authority before I could teach them anything. I need to follow Kohls lead and adapt my presence and demeanour in the classroom. Rather then appearing fragile or weak I need to portray my authority over the students. This can be achieved not only through my voice or my threats but in my gestures, stance and position in the classroom. Goffman (1968) observed that impressions given off, as distinct from tho se deliberately given, are normally taken as a more accurate guide to a persons inner state. I must constantly be aware of the signals I am portraying to the class and try to ensure they are the signs I want to give to the room. Having experimented with several different classroom management techniques I have highlighted those which have improved my own practice and those which have not. Throughout these evaluations I have often felt that many strategies which I have observed or attempted often have the opposite effect. Teachers control strategies can sometimes exacerbate rather than alleviate situations (Cooper 1993). I do not necessarily believe that just because a class is well behaved or quiet that their learning is improved. Docking (1992) builds on this feeling, arguing The word control has mechanistic connotations, implying that teachers order their charges around without respecting their personhood. There is little room for discourse, listening to and trying to understand the voice of the pupil. The best way for pupils to learn is most often when they are arguing or discussing a subject. To an observer this may appear to be bad behaviour and poor classroom management. Yet it is only when students are allowed to apply their knowledge in discussions with others that effective learning can really take place. I therefore need to focus my attention not on ensuing a classroom is silent and all pupils follow my commands but that students are making as much progression as possible. Word Count 4, 323

Kip Kinkel Essay

Kip Kinkel was a high school student at Thurston High who was incarcerated for killing his parents, 5 students, and injuring over 20 other kids at school. Kip had a lot of psychological problems due to the biological and social aspects of his life, that maybe if had been treated properly, would not have made him feel the need to commit the crimes that he did. To begin, Kip Kinkel had many biological problems that may have kick started his problems from a young age. He had dyslexia, so he could not read and write very well. This caused him to fall behind in class and have to be held back a year. Biological psychologists would say that he had this problem due to his brain structure and chemicals and his brain that were dysfunctional and it caused him to have learning problems. He was also too small for his age, this made him get bullied by other boys at school. Psychoanalytic psychologists would say that because he had bed experience as a child, he probably would become bitter and feel like an outcast later in life as well. His mother was older than the recommended age to have babies and still be healthy, biological psychologists would say that this may have caused some abnormalities in his body and brain, such as the small body for his age, and dyslexia. Kip Kinkel had a terrible social life at home and at school. He got bullied in school because of his small body image; according to humanistic psychologists, this would lead him to low self esteem. He also had a lack of friends because growing up, he only had one friend, who was a girl, because he lived in a house that was kind of secluded in the woods, so there weren’t many kids around. He also got held back a year while all of his friends went on to the next grade. This would make him feel lonely and isolated according to the humanistic approach. Kip had a bad relationship with his family as well. He did not live up to his parents standards, and he did not really have anything to bond with his father over, except guns. This probably made him insecure about himself, always trying to be better than he was to please his parents. According to the psychoanalytic theory, security and parental relationships are major influences on personality. Kip also had many psychological issues that may have pushed him over the edge. He was diagnosed with depression, and given Prozac. However, shortly after he was starting to feel okay, the doctors took him off of it. This made him depressed again, but nobody realized it. He was also believed to be a schizophrenic because he would talk about â€Å"the voices in my head†, however he was never diagnosed and never treated for it. The combination of depression and schizophrenia lead him to maladaptive behaviors, according to the cognitive perspective, such as exploding homemade bombs and shooting things to take out his anger and relieve stress. Incarceration may not have been the been conclusion for the crimes that Kip committed. All of the things he did were because of his of his psychological problems that were caused from the social and biological aspects of his life growing up, and that were mistreated. If Kip had been better treated medically, the shootings may have not happened. Kip Kinkel is just the severe victim of his disorders, not just a cold hearted killer.

Online Student Alumni System - 2155 Words

1.0 INTRODUCTION An Online alumni tracking system is an example of web application which is under the information systems. It helps an academic institution in tracking its alumni. Also, it helps the alumni to communicate with the institution through the use of the internet. It also helps the alumni to get updated with the latest news and upcoming events of the institution. This application can easily be accessed through the use of the internet which will be very useful to the alumni because they can keep in touch with the institution even if they do not visit the school. This application can be very useful especially to those alumni who are now living abroad because they can still get connected with their fellowmen and the institution.†¦show more content†¦Home Home is the main page of the website. It consists of login, register, sitemap and the latest news and events. About us This contains all the information about the school alumni association. These are the history, board of director, mission, vision and the contact us. Announcements This contains all the announcements, news, upcoming events and activities posted by the alumni and placement officer. Gallery This contains the photos of activities which involve the alumni of the said school. Profile This contains all the information regarding the alumni. It has edit profile, upload picture, change password and send message. Alumni search This is where the alumni can search for their fellow alumni and their current information. Logout This will allow the alumni to leave the application. * User account 1) The system should allow the user to create new profile. 2) The system should provide the user with an interface to input his/her details. 3) The system should allow the user to view his/her profile. 4) The system should allow the user to change his/her profile preferences. * Friends 1) The system should provide the user with facilities for user to search his/her friends. 2) The system should provide the user with facilities to view his/her friend’s profile. * Activities 1) The system should allow users to view alumni activities. 2)Show MoreRelatedAlumni Study1662 Words   |  7 PagesUNIVERSITY ONLINE ALUMNI SYSTEM FOR EASY ACCESS OF INFORMATION A Thesis presented to the faculty of School of Engineering Technology Computer Science In partial fulfilment with the requirements In the subject â€Å"Thesis in Computer Science† Submitted by: Landicho, Abegail P. Mendoza, Fe M. 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