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- Sex Roles -- Jessica Morris, 13:54:29 06/28/07 Thu
I think a truly free personality means that anyone, anywhere can be anything they want regardless of cultural standards and expectations. Personally I'm kind of old fashioned, I like the idea of a woman staying home and taking care of her family while the husband is the bread winner. My view probably comes from the fact that that's how it's always been in my family. That doesn't mean that everyone has to agree with me. There are so many people out there with so much potential, but their ambitions don't lie in "the norm" of what society says is acceptable. I can't for the life of me understand why a woman would want to be a police officer, firefighter, soldier, etc. But if that's what they choose, then I'm sure they'll be all the better for it. I don't think these kind of prejudices will ever quite go away, but another great thing in our society is that we're free and if doing something that doesn't quite fit the mold is your American Dream, go for it.
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- Gender Roles -- Jennifer Barclay, 13:24:51 06/28/07 Thu
When I think of a truely free personality, I think of a person who feels free to be who they are without regard to anyone or anything else. I think of a person who is who they are without regard to societal pressures to be a certain way. I think of the guy who cracks a joke during the monday morning meeting at work, or the girl who is not afraid to order fried stuff with cheese on the first date because that is what she likes. A person with a truely free personality is confident and likes to explore new things, and sometimes politically incorrect things.
I think the traditional sex roles for men and women expired some time ago. Men no longer have to be the sole bread winner for their family, they no longer have to be afraid to cry, and they don't have to fix everything. Women are way more self reliant than they used to be. They are not only teachers, nurses, and stay at home moms anymore. Women are now free to fulfill their life's dreams. They can hang in a "man's world" now. There are no jobs that are off limits for either sex now which I think is a huge relief. People are free to explore their interests and ambitions. Women can work construction and men can stay home and raise their children. It is so liberating for the human race in general to have no limits and be able to be who they are without ridicule. What I am trying to say is that I think that traditional sex roles only inhibit the development of a truely free personality. They are like chains that keep people from finding out who they are and what they want. This makes people be afraid of showing who they are and showing their personalities. I think to have a truely free personality, there can be no restrains like the pressure of living up to the traditional role of your sex.
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- Truly free personality -- Angela Johnson, 10:33:58 06/28/07 Thu
A truly free personality in my opinion is one that is free from the constraints that society has place on our roles as females and males. Eventhough we have evolved into more intelligent beings we still have those conceived notions of what qualifies you as a female or male. Dads work for the pampers, moms change them. Men play sports and women knit. Therefore, traditional sex roles do not contribute positively to the development of a truly free personality. A truly free personality will develop regardless because it is not bound by a set of percieved behavioral norms.
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- Free Personality -- Rene' Harrell, 08:32:54 06/28/07 Thu
Traditional sex roles do not contribute positively to a truly free personality. I consider a traditional sex role for a male is basically powerful, aggressive, non-emotional, and "bread-winner." While the female traditional sex role is submissive, nurturing, weak, etc...
It reminds me of the movie "Twins" where Arnold S. got all the good traits and Danny D. got all the crap that was left. Nevertheless, a truly free personality is one that neither rebels against nor accepts automatically the traditional sex roles. A truly free personality adopts the traits that best serves him/her in the life that they have chosen. Therefore, if a woman wants to stay home and raise her children because that fulfills her needs that is great. But if the same woman stays home to raise her children because she feels guilty or obligated, then that would not be in her best interest. Another situation where traditional sex roles are being challenged is in the workplace. Women are becoming increasingly more powerful in the corporate world. Many women are now earning more money than their husbands. And many men now have women bosses. In addition, we are seeing the emerging "metrosexual" men, who love shopping, fashion, and other "feminine" things. Traditional sex roles would not have accepted these concepts. Thankfully, our society is adjusting. To be truly free personalities, we all must ask ourselves about our motives for our choices. Are we choosing our lifestyle because it serves us, or do we feel pressure to adopt traditional sex roles so that we can feel accepted by our peers?
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- Truly Free Personality -- Chrys Ward-Baker, 07:59:16 06/28/07 Thu
When you look at the traditional sex roles around the world, we here in the U.S. probably have the most liberal viewpoint as to how we accept the more recent changes in those roles. I think more women are doing more male oriented jobs since the mid to late 80's than before. You see more firemen, policemen, construction workers, judges, chefs and ministers that are female as well as many other fields. Many people view this as out of sorts, especially because these roles were almost exclusively male before women wanted to do the same jobs as men. On the other hand more men are learning to deal with women being the bread winner of the household, and taking the role of Mr. Mom. Not your traditional role either. Many males do not handle this situation well, role reversals take time to learn and/or adjust to.
When many societies put the male before the female in the way they are raised and treated, the possibility of ever seeing a truly free personality will be a long way off. Boys are given the chance to be educated over girls in many countries, given food for survival over the females, and in many countries the female is looked at as a burden to a family.
Traditions are hard to change, it will take along time before non-traditional roles are accepted easily between men and women. Many will continue to say that men should be the head of a household, corporation, or president even though a woman could be equally qualified for the same position.
Unfortunately I think traditional sex roles hinder the development of a truly free personality.
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- Truly Free Personality -- David Collins, 17:27:47 06/27/07 Wed
Traditional sex roles have been rapidly changing over the past 20 years. In the 1950’s, you would never find a father who would voluntarily stay home with their children. Now, it has become more commonplace to find fathers willingly giving up their “traditional” roles as the breadwinners and taking over more of the domestic duties that their wives used to due. To me, a truly free personality means one that is gender neutral and not affected by what society or a community thinks. To this end, traditional sex roles would not contribute positively to a truly free personality as I have defined it because there would be too much pressure to conform to what the standard is for your gender vs. being neutral about roles and responsibilities.
In my example, the traditional homemaker, the picture of this person that would come to mind first would be one that is female, drives carpool and volunteers at the school for her children. This is a traditional sex role. But, if you followed my definition of a truly free personality, you would not immediately assume that the person was female or did the other things. Your judgment would be based on fact and not a preconceived notion or idea about what is appropriate. So, no, I do not feel that traditional sex roles positively impact a free personality, as I have defined it.
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- Keep it up -- Karee, 15:37:48 06/25/07 Mon
You guys are doing a great job. Keep it up, we're almost to the finish line!!!
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- How to facilitate cognitive growth in Piaget's stages... -- Jennifer Barclay, 10:27:39 06/21/07 Thu
In order to facilitate cognitive growth with a child,I would do the following in each stage:
Sensorimotor (roughly birth to 2 years old): Since the child relies on seeing,touching, sucking, feeling, and using his/her senses to learn things about themselves and their environment, I would make sure that I had toys with mirrors so the child could see his reflection. I would have lots of toys with lights and various noises to keep their attention and let them explore. Musical instruments and having music to dance to are great ideas for the toddlers in this stage. I would also begin to work with object permanence in this stage by making toys "disappear" and aiding the children in where to find them. In addition, I would make sure to have a lot of physical contact with the child because I know that helps them learn at this stage. And for the younger infants in this stage, I would make sure to have visually interesting mobiles above their cribs and play areas, as well as various rattling or noise making hand held toys which would help them practice their grip as well as make their own noise.
Preoperational Stage (roughly 2-7 years old): They will be beginning to grasp object permanence in this stage, that is definitely something I would reinforce and work with. And becuase they are egocentric (having problems distinguishing from their own perceptions and perceptions of others) and they have difficulties comprehending conservation by focusing only on the height of containers rather than both the height and width when determining what has the biggest volume...these are two things I would focus on. I would make sure to have a sort of "show and tell" or a time to share something with classmates (whether it be about their weekend, a trip to see grandma, how they did nothing, or if they want to share a new toy they received, and so on) so that each child may have time to share something with their classmates, which hopefully would result in them having a greater understanding of each other and each other's interests. As well, I would do as many group activities as possible. I would also work heavily with conservation since I know that each stage lays the groundwork for the next. I would divide a container of playdough in half in front of the entire class. I would then roll one half into a long snake and shape the other like a ball, then ask my students which is longest, and I would explain how they are the same just in different forms. I would do similar "experiments" with the class using water, blocks, etc. The result would hopefully be an understanding of conservation to help them move onto the next stage.
Concrete operations (roughly 7 to 11 years old): Since I know that intelligence in this stage becomes symbolic and logical, I would work heavily with reversibility, seriation(putting things in height order), and sequencing. I would like them to be able to reverse the order of relationships between mental categories, so I would show them a picture of a tabby and explain how it is a cat and how a cat can be a tabby. I would also work with numbers and equations such as 3+4=7 and 4+3=7 to show them how two equations reversed can produce the same answer. In order to help them put objects in a logical sequence, I would do activities using colored shapes, and show them how sequencing works...such as, red sqaure red square blue circle red square red square...and ask them what comes next (blue circle). As for seriation, I would start off with something simple like blocks and have them arrange them in size order.
Formal Operations (roughly 11 to 16 years old): Since children at this stage have more abstract thinking, I would try different activities to encourage these abstract thoughts. I would have them read a book and have them explain how the story would have been different without one of the main characters. Since I know they are beginning to be able to handle algebraic equations such as a+b=x, I would help them understand that if a+b=x then x-b=a. I would incorporate more abstract forms of math like this. Also if anyone is interested, I found this link...it is a test to see if you have reached the formal opertions stage. http://www.afunzone.com/fot.html
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- cognitive development -- Chrys Ward-Baker, 08:47:21 06/21/07 Thu
I suppose the one of the most important issues with a developing
baby into a young child, ages 0-11ish, is the interaction that a
child has with others as it is in the developing stages. At no point
as a child is developing should he be left on his own, to navigate
without a facilitator or guide to help along the way. Guidance is
needed for these special years and it should be understood by those
around these children that what they do and say is critical to the
growth and development of everyone in their care.
Starting in infancy with sensorimotor (0-2) where direct physical
contact with the outside world is critical to the way the baby grows
mentally as well as physically. The baby is totally dependent on
others for his survival. That is why being a parent or guardian is so
important to an infant, that baby is going to grow, adapt, do, learn,
and eat only with interaction with those around him. Sensory is an
important part of the growth the child will learn; touching, talking,
caressing, singing, laughing, kissing, these are all things an infant
should experience to know that he is being shown what he needs to
learn to grow forward and respond accordingly.
Giving babies things to hold from fingers to toys, things to look at
such as mobiles, and wall art, then music playing and you talking or
reading are those actions to which he will normally have some expected
type of response. And with each action the next time he experiences
the same things he will either react the same or differently because
of how he is growing, both mentally and physically.
Next we go to the preoperational stage (2-7) here we see the child
being all about ME. What they view is from their perspective, they
get into make-believe land, start to scribble draw, "because" is huge
in their growing but limited vocabulary, and can not yet comprehend
objects remaining the same if there shapes change. Object permanence
is key in this stage of development "out of sight,out of mind" at some
point he realizes because an object has been taken away it still
exists, he will continue to look for it.
We then go into the concrete operational period (7-11ish)here we
begin to see them understanding relationships of one thing to another,
both mentally as well as in the physical sense. They can explains
things, reverse thinking and can see things remaining equal even if
shapes of/and containers change. Also they can categorize, use more
thinking. and can group things together by different criteria.
Lastly we have the formal operational stage (11 on) this is where
we as teachers can see the thinking and reasoning processes be fine
tuned as they grow with, then use things and apply the knowledge.
They begin to understand consequences to actions and can see where
things are headed before they get there. The thinking process becomes
more abstract and rational, here they can start thinking "out side the
box."
Chrys Ward-Baker
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- To facilitate growth in each stage of Piaget's cognitive development -- David Collins, 07:38:57 06/21/07 Thu
To facilitate growth in each stage of Piaget's To facilitate growth in each stage of Piaget's cognitive development
theory, I would utilize the following techniques:
Sensorimotor: I would have brightly colored objects, toys, and shapes
for the children to play with. Since learning is based on physical
interactions, having these objects to directly interact with will aid in
their mental growth.
Pre-Operational: During this stage, I would utilize pictures, lots of
story books and provide for "me" time where each child in the class
could be the Super Star for a week (since they are very ego-centric).
During their Super Star week, each child could bring in his/her favorite
book on one day, favorite stuffed animal, favorite game, etc.
Concrete Operational: As a teacher in this stage, I would have a lot of
learning centers and encourage group work. Because the kids are
starting to come out of their ego stage, it will be good for them to
learn how to interact and work in groups appropriately. Learning
centers will encourage them to put past knowledge to use in a concrete
way.
Formal Operational: For the final stage, I would employ various
techniques to encourage the application of abstract ideas. I would
still encourage group projects (that were challenging but doable) and
also try and incorporate "real" world experiences, like field trips,
guest speakers, and the application of knowledge to common problems.
theory, I would utilize the following techniques:
Sensorimotor: I would have brightly colored objects, toys, and shapes for the children to play with. Since learning is based on physical interactions, having these objects to directly interact with will aid in
their mental growth.
Pre-Operational: During this stage, I would utilize pictures, lots of story books and provide for "me" time where each child in the class could be the Super Star for a week (since they are very ego-centric). During their Super Star week, each child could bring in his/her favorite book on one day, favorite stuffed animal, favorite game, etc.
Concrete Operational: As a teacher in this stage, I would have a lot of learning centers and encourage group work. Because the kids are starting to come out of their ego stage, it will be good for them to learn how to interact and work in groups appropriately. Learning centers will encourage them to put past knowledge to use in a concrete way.
Formal Operational: For the final stage, I would employ various
techniques to encourage the application of abstract ideas. I would
still encourage group projects (that were challenging but doable) and
also try and incorporate "real" world experiences, like field trips,
guest speakers, and the application of knowledge to common problems.
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Replies:
-
Corporal Punishment in Schools -- Jennifer, 11:40:36 06/11/07 Mon
The website that I found is: http://www.aacap.org/page.ww?section=Policy+Statements&name=Corporal+Punishment+in+Schools
I chose this website because I have always been pro-spanking when in a controled environment and only when absolutely necessary. I never researched it, but I simply had my own theories based on personal experience. In all of my years in childcare (10 years of taking care of and disciplining other people's children)...I found that the majority (I'd say over 90% of children) could be disciplined without any force...by redirecting, giving them a "break", taking away something they really like, or by rewarding really great behavior...but...after doing this research and seeing the opinions of doctors (both psychiatrists and MDs) (The American Academy of Pediatrics and American Academy of Child and Adolescent Psychiatry) it changed the way I feel.
I am now and have always been an advocate for non violence...especially regarding children...but I believe in the south...the "iron fist"..."do as I say not as I do thing" has been embedded in all of us. I for one do not want to harm the spirit of any child...nor do I EVER want them to feel that my classroom and my presense is not a safe place to land. I do not want to teach that violence is ever the answer to any problem or a way to resolve/settle a conflict. I want to show the children in my care that regardless of what is going on at home, my classroom is a safe place and that they can trust me. I do not want to hinder their ability to develop relationships with authority figures. I want them to achieve greatness and know that I know that they are capable.
Therefore, I understand that the aims of corporal punishment are good (they want to stop inappropriate behavior and prevent it from happening again)... I know that there are other methods that work for most children...and we'll just have to start finding other methods for those children who make it a little more difficult. Because usually there is an underlying issue with a child who is constantly defiant...maybe when we take the time to figure out what that is, we'll have our answer.
That being said, there is another website that every future teacher...really every citizen of Memphis ...should check out. It is a wonderful resource.
http://www.memphiscac.org/
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- Corporal Punishment -- Angela Johnson, 08:29:20 06/11/07 Mon
The website that I used is: http://www.religioustolerance.org/spankin3.htm. Even though it was hard to find a website that supports my ideas on corporal punishment, my opinion remains the same. I believe that it is a necessity in schools as well as in homes. Every form of discipline is basically extinct. In the class rooms you can't separate students from other students because they have to be apart of the class. You can't suspend students because they need to be in school learning. In the homes you have to be careful spanking your children because there's a chance you my go to jail or even lose your children. My question is, in this new era of discipline what has been proven to work? Soon the children will be spanking their parents and teachers. If you look at the world today we are almost there. I agree that corporal punishment needs to be monitored and every individual case is different. Understanding the background of children will answer a lot of questions and give you a sense of what kind of discipline should be used. I have another solution. Lets start holding the parents responsible. Lets spank the parents because I guarantee you that they understand why they are being punished. Parents know their children. We have become a society full of Indulgent parents and guardians, which has created a society of disrespectful children who then become disrespectful adults, if they make it that far. The sad part is that you have children that are working hard to become productive citizens who are being pushed to the side daily because a teacher has to take time to discipline (oops I mean deal with) the unruly children. Nurses are totally different. It is their responsibility to help you help yourself. It is not their responsibility to make you do anything, you will reap the consequences.
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- Corporal Punishment -- Rene' Harrell, 07:22:43 06/10/07 Sun
My website is http://www.stophitting.com/disatschool/facts.php
As you can tell from the website that I chose, I am totally against corporal punishment, not only in schools, but also at home. I do not believe adults teach kids very much through what they say, as compared to what kids learn from our behavior. If we tell them that violence is bad, yet model violence by hitting them we have taught them nothing. In addition, if violence were an effective means of correction, I am certain prisoners would be beaten daily. And finally, I think spanking is for the lazy disciplinarian. The punishment should match the "crime." If a child leaves their junk in the living room, maybe they should be responsible for keeping the living room clean for a week. That would be something that could help them remember and to have more respect for the person who normally keeps it clean. Finally, I think the most important part of discipline is to help children learn to make better choices in the future, as opposed to remembering your rules. Or even worse, become an adult who scared to make decisions without their parents input. Our job as parents and teachers is to teach, and I don't think spanking teaches anything good.
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- web site correction/Chrys' -- Chrys, 16:11:14 06/09/07 Sat
http://privateschool.about.com/od/profdevelopment/i/beating.htm
My opinion does not change, I am not for corporal punishment.
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- Corporal Punishment 6/11 -- David Collins, 08:00:43 06/09/07 Sat
The website I found on corporal punishment is http://www.corpun.com/. According to the editor of the website, it focuses on premeditated and formal forms of corporal punishment (such as parental, judicial, military and educational). My personal feelings on corporal punishment are that it is appropriate in limited situations and circumstances. For example, should a student in a school situation be paddled for being late? Certainly not. Should a student in a school situation be paddled for instigating a fight and causing damage to a school? Absolutely. For some individuals, paddling and corporal punishment provide the only means to demonstrate authority. In order for corporal punishment to be successful in school situations, there must be strict guidelines for when to apply this type of punishment, as well as strict controls over the person who delivers the punishment.
In terms of parents spanking vs. teachers, both are technically authority figures and should be recognized as such. If there are strict guidelines and rules that surround why corporal punishment would be administered and how it would be administered, I am in favor of it. There is a difference between nurses and teachers. A nurse is there to take care of biological needs or problems. Teachers, while they are also caregivers, have the responsibility of helping someone grow and develop mentally, emotionally and academically. Nurses should be viewed as having authority but also as individuals that can make you well, so there is not a need for their function to have corporal punishment responsibility. If you do not follow the instructions of a nurse, the illness or disease that you are suffering from takes the place of the corporal punishment in some respects, as it may be the very thing that “punishes” you.
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- corporal punishment due June 7th -- Chrys, 14:35:21 06/07/07 Thu
The website I found was:Private schools.about.com/od/
profdevelopment/i/beating.htm
I happen not to agree with corporal punishment, I see no positive results from it other than being intimidated by the person serving the spanking,and that is not positive at all. Unless you are old enough to understand why you are getting hit and what will happen in the future if your behavior is still a problem, I think most kids resent anyone that touchs them in an offensive way. Even when it is someone you love, the hurt and shame that a child feels lasts awhile,but as long as it does not injure the child I think kids pretty much get over a spanking. I know I did.
On the other hand a spanking by a teacher, nurse or principal is usually never forgotten and probably always looked at with resentment by the child. That is hard to overcome.-
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Hello! -- Jennifer Barclay, 10:52:46 06/07/07 Thu
Hi Everyone,
I'm Jen, and I am thrilled to get this course over with this summer. I am 27 and have been in and out of school since '98...yep that's right...'98. Therefore, I am ready to be done. I just got married May 5th, so I am a newlywed and can't wait to be a teacher.
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- Introduction -- Jessica Morris, 07:21:31 06/07/07 Thu
Hey! My name's Jessica, I'm 23 and a senior at the U of M. I'm an Early Childhood Education major. I live in Collierville and work at Firebirds. (Come in and see me!) Hope we have a great few weeks! Oh and GO TIGERS!!!!
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- Introduction -- David Collins, 15:30:20 06/06/07 Wed
Greetings to all of my classmates! My name is David Collins and I am pursuing a Nursing degree (and a second career). This class is one of my prerequisites but I think it will be very interesting. I plan on attending the Union University accelerated program in January of 2008.
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- Intoduction -- Angela Williams- Johnson, 12:26:18 06/06/07 Wed
Hello everyone,my name is Angela. I am a wife,mother of four, and a Domestic Engineer for the last eleven years. My major is Elementary Education. I chose Education because I love teaching children and I wanted to find a career that would allow me to have the same schedule as my children.
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- Hi -- Rene' Harrell, 08:07:30 06/06/07 Wed
Hi, I'm Rene'. I'm in EDPR 2111 because it is a required class for my major. I am studying Art Education, with a concentration in therapeutic art. I hope to teach art to terminally-ill children and/or at-risk kids. I'm thankful this class was not cancelled, because I live in Collierville and Carrier center is a great location for me.
See ya in Class.
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- Behaviorism Lab -- Karee, 19:57:28 06/05/07 Tue
If you have any trouble with the online project for Behaviorism, please call me at either 849-4105 or 850-1873 (before 8 pm).
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- Hi I'm your teacher! -- Karee Cox, 17:03:24 06/05/07 Tue
Hi I'll be your teacher this summer. I'm a doc student in EDPR. I'm also from Memphis.
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Assign 1 -- Chrys, 14:09:08 06/05/07 Tue
Hi Everyone, I am really excited to have such an intimate class, I think it could work to all our advantages, I certainly hope so.
Anyway, I am an Ed/elementary major, looking to teach 3rd or 4th grade preferably. Love kids, but don not have any of my own. Travel with my husband whenever time and classes allow. Really like living her in the South, there are really good places you can get to from here, Atlanta, St. Louis, Dallas, Little Rock, and the Gulf Coast.
It has been a long time since I have been in school but really enjoy it much better now then when I first went after high school. I will end now.
See you in class.
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