Serial Killers Nurture Or Nature - 3202 Words

Serial Killers: Nurture or Nature Jessica L. Northey Eastern Wyoming College Abstract Serial killer, psychopath’s and murders, what makes them tick? Is it a mental disorder or are they a victim of their own circumstance? Is it a nurture or nature approach? Are we shaping these people with a corrupt and judgmental society? Can we change the outcome of someone becoming a cold and calculating murderer? The only way to know is to look at the blueprints of a serial killer and analyze the details and possibilities. This is the age of technology so there are a lot of developments in the study of the psychopathic brain. Researchers have been looking into the criminal mind, studying it and trying to find out what makes it tick? There is a huge debate in the scientific community on whether they can narrow a serial killer down to dysfunction in the brain or a specific gene that could possibly be inherited, or does it all comes down to simply being a victim of a bad situation? Science has a lot of good evidence to support its different ideas on what makes a person a serial killer. However, there are millions of variables that have to be taken into account. More to the point can we actually pinpoint with science out of thousands of variable studies whether a psychopath is born or are they made? Serial Killers: Nurture or Nature The human brain is an amazing device. It controls everything we do. It controls our bodies, how we communicate, how we function. Our brains ourShow MoreRelatedSerial Killers : Nature Vs. Nurture Essay1993 Words   |  8 PagesSerial Killers: Nature vs. Nurture Crime over the years has become a very popular subject. There are countless movies, shows, books and documentaries about such events. Individuals are very entertained for one reason or another by these types of shows. There have been many discussions, debates and research studies done particularly pertaining to the question â€Å"What causes someone to become a serial killer?† Psychologists, criminologists and scientists agree that the Nature nurture debate is the mostRead MoreSerial Killers, Nature Vs. Nurture1770 Words   |  8 PagesSerial Killers, Nature vs. Nurture. Is biology-making people serial killers? One must feel sorry for those who have strange tastes, but never insult them. Their wrong is Nature s too; they are no more responsible for having come into the world with tendencies unlike ours than are we for being born bandy-legged or well-proportioned† (Woolaston 2015) Marquis de Sade held an interesting view of people. Most humans have their own moral compass, most all differ from one another. Certain aspects of theRead MoreSerial Killers Nature Versus Nurture1843 Words   |  8 PagesSerial Killers Nature versus Nurture Serial killers can be born pure with the same mindset as any other baby in the world, their upbringing in the world makes all the difference of who they will become in the near future. Although many people believe serial killers are born, it is their environment that shapes them into who they will become when they grow into adults. Serial killings can be described as two or more murders committed as separate events, usually by one offender acting alone over aRead More Serial Killers: Nature vs. Nurture Essay662 Words   |  3 PagesSerial Killers: Nature vs. Nurture The question of whether or not man is predetermined at birth to lead a life of crime is a question that has been debated for decades. Are serial killers born with the lust for murder, or are their desires developed through years of abuse and torment? Many believe it is impossible for an innocent child to be born with the capability to commit a horrible act such as murder. But at the same time, how could we have corrupted society so much as to turn an innocentRead MoreThe Creation of a Serial Killer: Nature vs. Nurture Essay1120 Words   |  5 Pagesâ€Å"Serial killers are human black holes; they scare us because they mirror us,† spoke Shirley Lynn Scott, known author and psychologist. This stands true throughout history, as most serial killers blend in with society. Serial killing is formally defined by the FBI as â€Å"a series of three or more killings, having common characteristics such as to suggest the reasonable possibility that the crimes were committed by the s ame actor or actors.† But what exactly drives someone to kill another human beingRead MoreSerial Killers1314 Words   |  6 Pagestoday is the debate over nature versus nurture. With that debate going on there are many topics that are being researched under it, like serial killers, and what drives them to do what they do. Many scientists are still researching whether or not if serial killers are driven by the way they were raised or if it is a part of their genes. This literature review will analyze what people think about the nature versus nurture debate. It will talk about the nature side and the nurture side of the debate.Read MoreThe Medical Field And The Science Field942 Words   |  4 PagesSerial killers often are torn between their mental stability and their immoral actions. Mental issues are widely overlooked in the medical field and in the science world. Psychology does not seem to be an objective science to the majority of the world, and the brain is one of the arduous organs to study in the body. Not much detail is known about how the brain works and why it works the way it does, as the study of the human brain is still a relatively new field in the medical and science field.Read MoreChild Development: Heredity and Environment1240 Words   |  5 Pagesbetween nature versus nurture or even environment versus heredity leads to the question of: does the direct environment or the nature surrounding an adolescent directly influence a cts of delinquency, later progressing further into more radical crimes such as murder or psychotic manifestation, or is it directly linked to the hereditary traits and genes passed down from that individual adolescent’s biological parents? To answer this question one must first understand the difference between nature, nurtureRead MoreWhat Drives A Person Insane? Serial Killers997 Words   |  4 PagesWhat drives a person insane? Serial killers are created, not born. It has been confirmed that a person’s early years are vital in the development of a child’s brain (Kirouac, McBride, 2009). As a baby, brain development is reliant on its environment (Kirouac, McBride, 2009). A young child’s brain behaves like a sponge; it absorbs details through observing their surroundings (Kirouac, McBride, 2009). The surroundings of a serial killer as an infant can greatly influence the way they go aboutRead MoreNature Vs. Nurture Essay1612 Words   |  7 PagesN ature vs. Nurture Essay Throughout many years, scientists have been debating about whether nature or nurture is the driving force that shapes a person’s cognitive abilities and personal traits. Before the ongoing debate can be explained, it is necessary to understand what nature and nurture actually are. Nature is loosely defined as the genetics one inherits and tendencies that influence development. Many things in an individual are hereditary, for instance; gender, disease, height, eye color,

Personal Statement Being A Teacher Essay - 966 Words

Personal Statement Being a teacher is always my dream and since I only partially fulfilled it, now it’s time to resume my ideal after a twenty year break. I had my undergraduate study at the best teacher’s university in China, Beijing Normal University. After graduation, I taught computer class with labs to students and fellow teachers in a normal school in Beijing, I developed sets of teaching portfolio by class level respectively. Students and teachers enjoyed my class and I loved my job from my heart. But in a society where the value of education was not fully recognized and rewarded, it’s hard to survive with about $20 monthly salary in a big city like Beijing. Meanwhile, back to my hometown-a remote backward town in northeastern China, my family was facing a big financial challenge from the university tuition for my younger sister and brother. So I was not only to live on my own, but also to provide support to my siblings. Then after eighteen months teacher’s work I turned to a six-times-higher-salary company job with my strong computer science background. I still can sense the pain and shame from giving up ideal to real life. Nevertheless, my desire for education has never left me. I seized every opportunity to play a teaching role or develop education project. During my work in Hewlett-Packard Company (HP), I established China HP Business School with my team. I led a team working on course design, teacher recruitment training, and class assessment. Upon I movedShow MoreRelatedPersonal Statement On Being A Teacher963 Words   |  4 Pagesfuture teacher? Some may think you’re making a mistake; saying teachers don’t make a lot of money or have terrible benefits. Being a future teacher to me isn t about the money or the benefits, it’s about the satisfaction of seeing a child learn something because of you. When someone tells you they want to be a future doctor it s because they want to help people, that’s exactly what a teacher does---helps people. Teachers are the stepping stones to any career you want to do, without teachers who wouldRead MoreAnalysis Of Lee Canter s Video Th e Power Of Mission 985 Words   |  4 PagesMission† (1993) he questions the initial motives that teachers had entering the field. Many teachers entering the field of education have a crystal clear view of what they want to accomplish. However, as time progresses teachers lose sight of what they wanted to do (Canter, 1993). They become bogged down by the demands of the job and life and have a hard time seeing the beauty in what they do. Canter offers a remedy for teachers all teachers, especially those who’ve lost touch with why they choseRead MoreTeacher Handbook Essays1546 Words   |  7 PagesTeachers Rights and Responsibilities Samantha Schroeder Grand Canyon University EDA 555 October 09, 2012 Teachers Rights and Responsibilities Deciding to be a school teacher does not mean one has to throw away their rights granted by the United States Constitution. Teachers are required to maintain moral and ethical behavior but their rights as citizens are not taken away. Teachers should understand that they are always teachers and role models whether they are in the classroom orRead MorePersonal Practical Theory ( Ppt ) Guidelines / Expectations997 Words   |  4 PagesPersonal Practical Theory (PPT) Guidelines/Expectations: This exercise is designed to determine your own Personal Practical Theories (PPTs). Please, complete all of the exercises in this activity with a great deal of thoughtfulness and honesty. This activity is to assist you in reflecting on your beliefs. First, write three to five statements that adequately explain your beliefs with respect to (each): The learner The learner is the one who makes teachers become better at what they do. TeachersRead MorePersonal Statement On Educational Leadership1423 Words   |  6 PagesWill Hardin 5040 Create a personal, professional mission statement summarizing philosophy, knowledge and skills of instructional supervision from which to guide future leadership actions. Assessment: Students will articulate a personal theory of instructional leadership and specify a personal, professional mission statement as a guide to socially responsible, ethical leadership behavior. Mission Statement â€Å"We are all in this together. Once we know that we are, we’re all stars and we see thatRead More The Relationship Be Between Teachers and Students Essay1414 Words   |  6 PagesThe Relationship Between Teachers and Students What should the relationship be, between students and teachers in the classroom? The answer to this question, I have found, has many different answers. Each teacher, in my opinion, has their set ways to teach, in which they believe is the right way . So no matter which answer you come up with, the person next to you might come up with a totally opposite answer. This explains why we ask this question in the first place. No one answer is exactlyRead MoreFreedom Of Speech By Ann Griffin924 Words   |  4 Pagessome cases. Teachers however use it just as much, and there have been quite a few court cases establishing what rights to free speech teachers have. Examining the pros and cons of this situation regarding Ann Griffin was dismissed based on concerns from a statement regarding African-Americans and how the court should rule in this case. In the first proof the argument for her dismissal on the basis that she would not be able to treat others fairly based on what she said. Secondly, being that she wouldRead MoreEffective Assessment Methods For Individuals And Groups Of Children784 Words   |  4 Pageschildren can be taken; teachers can set achievable targets and use a graduated approach. The graduated approach identifies four steps of action - assess, plan, do and review (DfE, 2014). Most importantly, the DfE (2014) agrees that â€Å"all agencies should work together to fulfil the needs of SEN learners working together with teachers, parents and schools and any other local authority involved†. One question that needs to be asked, however, is whether or not the â€Å"quality of the teacher contributes more toRead MoreThe Importance Of Teacher Quality And Promote Learning1728 Words   |  7 PagesThe purpose of teacher evaluations is to ensure teacher quality and to promote learning. The Framework for Teaching, by Charlotte Danielson, has effectively identified 4 domains reflecting the responsibilities of teachers. The domains of teacher responsibili ty outlined in this evaluation tool are: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities. Within each of the 4 domains, there are descriptive elements exemplifying the characteristics of theRead MoreThe Education Of The Classroom931 Words   |  4 PagesBefore any changes are made, a common understanding amongst all teachers, whether they have been teaching for thirty years or are fresh in the field, must be established. As an instructor you must be willing to adapt to the role, which best suits your curriculum and students needs, as well as, always be one step ahead of your children. It is also important for administrative persons as well as the boards of education, to understand that if success is what we want for our children and we believe individual

Alliances in World War I Free Essays

Wars are large and complicated affairs. The First World War was the product of many things. Although the war officially began on July 28th, 1914, it had been building up for a while. We will write a custom essay sample on Alliances in World War I or any similar topic only for you Order Now The beginning of the war was a lot like a domino effect. It started when Austria-Hungary declared war on Serbia. On July 29, Russia ordered a mobilization only against Austria-Hungary in support of Serbia. The Germans threatened war on July 31 if the Russians did not demobilize. France then mobilized. On August 1, Germany declared war on Russia, and two days later, on France. The German invasion of Belgium to attack France, which violated Belgium’s official neutrality, prompted Britain to declare war on Germany. World War I had begun. Nationalism, militarism, and imperialism all prompted the rivalry between nations which led to WWI. Nationalism, the love and support of one’s country, has always existed. At this time, however, it was so prominent, it helped cause the First World War. Since so much pride was devoted to countries, it made the possibilities of peace between past rivals less probable. People felt great loyalty and were willing to do anything for their country. In history, many wars have been over territorial disputes. A country feels nationalistic, and people’s pride leads to people wanting to expand with more land. A country can feel so strongly about this that they will fight for it. The spark of the world was the assassination of the Archduke Francis Ferdinand and his wife. They were shot by a Serbian nationalist because of the crisis in the Balkans. The Balkan Peninsula was a mountainous area below Austria-Hungary and consisted of many different ethnic groups. Each group was very nationalistic and wanted to extend its borders, especially Serbia. Austria-Hungary took over two Balkan Slavic areas. Document 6 describes the tension in this region at the time. Serbia did not want Austria-Hungary to have Bosnia and Herzegovina. The archduke was shot because the Serbians feared that when he came into power he would continue to persecute the Serbs who lived in the Austro-Hungarian borders. The assassination, however, only created more problems. A harsh ultimatum was given to Serbia and when Serbia tried to negotiate the harsh terms, war was declared upon them. Serbia’s ally, Russia joined right in the war, and soon after many other European countries. Nationalism was also a contributing factor to the alliance system. A country having more people on its side meant they felt more powerful, and more nationalistic. During World War I there were two alliance systems; the Triple Alliance and the Triple Entente. The Triple Alliance included Germany, Austria-Hungary, and Italy. The Triple Entente included Great, Britain, France, and Russia. Later on in the war, the United States entered the war on the Triple Entente side, and Russia left. Members of the Triple Alliance were also known as the Central Powers. This is because the three countries were grouped together in the center of Europe. On each side of them, they had enemies, which is not a good spot to be in if you want to have a war. The Triple Entente became known as the Allies. By the end of the war the Allies had won. The war was officially ended on November 11, 1918 by The Treaty of Versailles. This was supposed to be the treaty to end all wars, but it ultimately just fueled future conflict. How to cite Alliances in World War I, Essays

Explain Aristotles Understanding of the Four Causes free essay sample

Explain Aristotle’s understanding of the four causes. Unlike his teacher, Plato, Aristotle believed that the world could be explained by physical observation. This approach of using the five senses, cataloguing and categorising, is the foundation of scientific study. The approach is known as empiricism. Plato believed that we needed to look beyond the physical for an explanation of the universe in the guise of the World of Forms. Aristotle disagreed with this. Aristotle’s understanding of the four causes begins with the assumption that is present in all Greek philosophy, the notion of pre-existing matter. He observed the world around him and noticed that it was in a state of constant motion, a movement from potentiality to actuality This movement from potentiality to actuality lead Aristotle to the conclusion that there are stages in causation. He called these the four causes: Material, Efficient, Formal and Final causes. He understood that each of the four causes was necessary to explain the change from potentiality to actuality. We will write a custom essay sample on Explain Aristotles Understanding of the Four Causes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page His first cause, the material, explained what the object or thing being described was made from. Aristotle used the example of a bronze sculpture and a silver saucer. Bronze or silver in this case would be the material cause. However, objects can have more than one material cause. Take for example my laptop. It is made of wires, plastic, alloys and other materials. These things become the material cause of my laptop. His second cause was the efficient cause. To continue Aristotle’s sculpture idea this was the way in which the marble was moved from its state of potentiality to becoming the actual marble statue. A chisel, hammer and sculptor primarily but also a cloth or water perhaps in order to change the material into the shape required. My laptop’s efficient cause may vary from machines and people to plastic moulds and screwdrivers. The third cause takes the formal shape of the object or what the object actually looks like, for example the shape of the object, the colour, the weight, the density of the object. For example the formal cause of my laptop is a rectangular shape, quite heavy, grey and silver, and has a screen and a keyboard. Lastly in terms of his understanding of causation, the final cause of a thing or object was its purpose (telos). The purpose of the statue is aesthetic in that it is admired; the purpose of my laptop is to help me do my work well. Aristotle uses the example of health being the cause of walking, Why does one walk? he asks, that one may be healthy. This is perhaps the most important of all the causes. Yet his understanding does not end here. Once something has achieved a state of actuality it is also in a state of potentiality. In this sense we can see that Aristotle saw that the universe was moving constantly between ‘potentiality’ to ‘actuality’ back to ‘potentiality’ once again. This idea required Aristotle to explain things further still because in order for this theory to work it must explain everything in the universe, including the universe itself. It is the Prime Mover that finishes Aristotle’s understanding of the four causes. The Prime Mover becomes the efficient and final causes of the universe. Its ‘action’ in the universe is passive. It exists in a state of ‘pure actuality’ incapable of change, only contemplating its own existence. This is Aristotle’s god. Things are attracted towards the perfection found within its ‘pure actuality’. This is why the Prime Mover is known as the great attractor. Objects that move from potentiality to actuality fulfil their purpose because their change is brought about through the existence of the Prime Mover. This is how Aristotle explained the final cause of the universe as objects in the universe moved towards their actuality. To conclude, Aristotle understood the four causes as a movement from potentiality to actuality. This movement through material, formal, efficient and final causes was ultimately brought about by the Prime Mover.

Presidential daily briefing

Introduction Presidential daily briefing (PDB) is a state of the art secretive document, which is produced daily for the president of the United States of America. It is the most classified document in the United States as it has intelligence information that is aimed at protecting the country from imminent terrorism attacks and promoting the welfare of its citizens and citizens of other countries as well. Presidential briefings date back to the year 1952 after the Second World War.Advertising We will write a custom research paper sample on Presidential daily briefing specifically for you for only $16.05 $11/page Learn More President Harry Truman’s administration formed the Central Intelligence Agency (CIA), which came up with the idea that the president needed to be briefed on a daily basis on classified intelligence matters that would help him in governing the country well. The first presidential intelligence briefing, which is known as Presiden t’s Intelligence Check List, occurred in the year 1961 courtesy of a CIA officer known as Richard Lehman. The name was later changed to presidential daily briefing in the year 1964 (Blanton 2008, p.28). Since then, the president receives a PDB on a daily basis, which informs him of new improvements warranting his response and in−depth analysis of sensitive international state of affairs. Apart from the president, other high-ranking government officials have authorized access to the PDB. They include the vice president, the White House chief of staff, the national security adviser, the director of central intelligence and other intelligence agencies, the secretaries of the state, treasury and defense, the chairman of the Joint Chiefs of Staff, and the deputy secretaries of state and defense finally the deputy national security adviser. Production of the presidential daily briefing In the preparation of the PDB, there is no formal coordination between the intelligence com munities though some of the contributions are given some considerations. Due to the classified information contained in the PDB, only few people with unquestionable integrity from CIA are involved in its preparation with the chief analyst and director at CIA being the publishers. The team mainly comprises the best-trained minds of the USA intelligence community to come up with the best intelligence information. The PDB is printed on a daily basis, apart from Sunday, â€Å"at the CIA headquarters printing plant in Virginia† (Blanton 2008, p.28). After the document is prepared, briefers, who are mainly experienced High-ranking analysts from the CIA’s Directorate of Intelligence, deliver the PDB to the respective recipient. Two presidential briefers deliver the PDB for the president; however, before the president is briefed, â€Å"the president’s briefer has to meet with the director of central intelligence when s/he arrives at the white house† (Helgerson 20 08, p.64). After that, the briefer briefs the president in the presence of the director of central intelligence. Issues that need further clarification are then brought back to the CIA headquarters by the briefer.Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example, during one of the briefings, President Bush was concerned about a terrorist attack to the country and he asked the CIA briefer to come back with its assessment of Bin Laden’s intentions in the following morning briefing (Helgerson 2008, p.69). Other briefers assigned to different government officials also go ahead to deliver by hand the PDB, but in this case, the director of central intelligence is not present. As some of the officials may be travelling, a secure way of transmitting the document to them is used to thwart any attempts by hackers who may have unapproved access to the document. A copy of the PDB has to be returned to the briefer as all the copies are to be returned to the CIA headquarters for safekeeping. Public access to the presidential daily briefing Despite the fact that about 60 per cent of the articles enclosed in the president’s daily brief do not appear in the press at all, the members of the public have access to some classified information in the document. The other 40 per cent is easily accessible to the public as it can be found in news. Some of the presidents like Bill Clinton even questioned the importance of the classified information in the PDB as he had already read it from other sources. This aspect raises questions on the authenticity of the information that is gathered by the so-called experienced US intelligence officer to be presented to the head of state. The PDB may not be so secretive and this aspect can be proved by the August 6, 2001 President’s Daily Briefing Memo (Helgerson 2008, p.61). Before it was declassified two years later, most of the information it contained had been made public. Apart from this PDB, other documents from the government of President Johnson have been declassified and made available to the public without jeopardizing the national security of the country and this aspect further raises the question of the sensitivity of the PDB. Further declassification of PDBs by the national archives would have shown that the public already knew the information contained in the documents (Melton and Wallace 2009, p.88). The clarity of the items contained in the PDB is also another issue as in the case of the imminent threat to the United States by the terrorist group, which was led by Osama Bin Laden. The national security adviser, Condoleezza Rice, together with other top official officers complained that the PDB, which was supposed to contain intelligence information on the terrorist attacks, was not reliable as it contained scanty information. The result of this unreliability was the shockin g attack on September 11 2001 that led to the irreversible loss of lives and property worth billions of US dollars. This catastrophic event could have been easily avoided if the intelligence officers had carried out in-depth investigations on the issue.Advertising We will write a custom research paper sample on Presidential daily briefing specifically for you for only $16.05 $11/page Learn More Conclusion Notably, the presence of intelligence units like the CIA in the United States should not be taken granted, as they are very useful in providing intelligence that informs the president on international developments and security of the country. The CIA officers responsible for drafting the PDB should be chosen based on their performance and wealth of experience as intelligence is an exceptional mission on top of being very valuable in the proper running of a country. The PDB newspaper should be very relevant and interesting so that the recipients do not ignore reading it and this way, the CIA can use the feedback from the recipient to do a better job and avoid reproducing information that is already available in the news. An informed president will aid the country in averting crises like the September 11, 2001 surprise attacks. In addition, all the agencies involved with issues on intelligence, viz. defense department, military department, and state department should not withhold information on intelligence, as this move will help the CIA in preparing a detailed and comprehensive PDB newspaper for the benefit of the nation. Reference List Blanton, Thomas. 2004. Who’s Afraid of the PDB? Slate Magazine, 22 March. Helgerson, John. 2008. Getting to Know the President: CIA Briefings of Presidential Candidates 1952-1992. New York, NY: Center for the Study of Intelligence. Melton, Keith, and Robert Wallace. 2009. The Official CIA Manual of Trickery and  Deception. New York, NY: HarperCollins.Advertising Looking for research paper on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More This research paper on Presidential daily briefing was written and submitted by user Taraji Monroe to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Social Classroom Activities to Build Social Skills

Social Classroom Activities to Build Social Skills Students with disabilities, especially developmental disabilities, suffer from significant deficits in good social skills.  They often cannot initiate interactions, they often dont understand what makes a social transaction appropriate for setting or players, they often dont get enough appropriate practice. Always a Need for Social Skill Development Using these fun activities helps model and promote healthy interactions and teamwork within the classroom. Use the activities found here a regularly to help develop good habits, and youll soon see improvement with students in your classroom who need help developing social skills. These activities, embedded in a self-contained program as part of a daily routine, provide students with lots of opportunities for frequent practice getting used to appropriate interactions. Shaky Day Pick a consistent day of the week (Fridays are great) and the dismissal practice is to have each student shake two students hands and say something personal and nice. For instance, Kim shakes Bens hand and says, Thanks for helping me tidy my desk, or, I really liked the way you played dodgeball at gym. Some teachers use this method as each child leaves the classroom. The teacher shakes the students hand and says something positive. Social Skill of the Week Pick a social skill and use it for the focus of the week. For instance, if your skills of the week is showing responsibility, the word responsibility goes on the board. The teacher introduces the words and talks about what it means to be responsible. Students brainstorm ideas of what it means to be responsible. Throughout the week, students are given opportunities to comment on responsible behavior as they see it. At the end of the day or for bell work, have students talk about what theyve been doing or what they did that showed acting responsibility. Social Skill Weekly Goals Have students set social skill goals for the week. Provide opportunities for students to demonstrate and tell how theyre sticking to their goals. Use this as the exit dismissal key each day. For instance, each child states how they met their goal that day: I cooperated today by working well with Sean on my book report. Negotiation Week Many students requiring additional help with social skills usually need support to negotiate properly. Teach the skill of negotiation by modeling and then reinforcing through some role play situation. Provide opportunities for conflict resolution. Works well if situations arise in class or on the yard. Good Character Submission Box Keep a box with a slot in it. Ask students to put a slip in the box when they observe good character. For instance, John tidied up the coat room without being asked. Students that are reluctant writers will need to have their complement scribed for them. Then the teacher reads the slips from the good character box at the end of the week. Teachers should also participate. Social Circle Time At circle time, have each child say something pleasant about the person next to them as they go around the circle. This can be theme based (cooperative, respectful, generous, positive, responsible, friendly, empathetic etc.) and change every day to stay fresh. Mystery Buddies Put all the student names in a hat. A child draws a student name and they become the students mystery buddy. The mystery buddy then offers compliments, praise and does nice things for the student. The students can then guess their mystery buddy at the end of the week. You can also incorporate the Wanted: Friend worksheet. Welcoming Committee The welcoming committee can consist of 1-3 students who are responsible for welcoming any visitors to the class. If a new student starts, the welcoming committee makes sure they feel welcome and they also help them with the routines and become their buddies. Good Solutions This activity takes some help from other teaching staff members. Have teachers leave you notes of the conflicts that have arisen on the yard or in the classroom. Collect these as often as you can. Then within your own classroom, present the situation that have happened, ask the students to role play it or to come up with positive problem solving solutions and practical advice to avoid repeats of the incidents.

'More talked about than done' (Ellis). Do you agree with this Essay

'More talked about than done' (Ellis). Do you agree with this assessment of Napoleon's reforms in the annexed lands and subject - Essay Example The Franks, which was the largest Germanic tribe, took control of the territory that later became France and what is now Italy and western Germany. In 1989, the France’s feudal government exploded into an open revolt that drew the attention of all the European nations. This led to more than two decades of warfare as the empires tried to re-impose their own views in order to achieve a balanced power. According to Gooch (1948) this was the first true world war era and can be divided in to two periods: the Napoleonic Empire and the French Revolution. The French Revolution erupted in 1789 and involved most European countries including Germany and Italy. It gained the support and approval of some intellectuals in Germany and Italians. According to Sheenhan (1993), Germany is the only country where historians were majorly involved in the political process of nation building in which history was a powerful weapon in the struggle for national identity. Also, Germany was the only count ry where an official version where the past of the nation triumphed over its rivals entirely. In the middle of the 19th century, the advocates of the Prussian-led German country started to formulate an account of the German past that reinforced Prussia’s claims. However, this account of the German that was formulated became, as well as remained the history of Germany. Between 1842 and 1843, one of the founders of Prussian school of German history called Johann Gustav Droysen, interjected his work on the Hellenistic period to lecture about the age of wars of liberation where he discussed the developments of Germany from 1770 to 1815. As stated by Carr (1999) the French Revolution started in Germany in 1792 when the French troops invaded Germany and defeated the professional imperial army, which was protecting Germany. In 1794, France took control of the Rhineland that enabled it to keep Austria and Prussia apart, as well as controlled the small states of Germany for twenty yea rs. Blanning (1983) argues that through the treaty of 1795, German forces and Prussian in the north of the main river declined efforts against the French. This was followed by several defeats on Austria with a notable one during the battle of Austerlitz, which took place in 1805. During this period, the Russians and the Australians fought together against the French who were aided by some German states such as Baden and Bavaria. However, in 1806, Prussia re-joined the war against France, but it was still defeated at the Battle of Jena. For this reason, Prussia lost its territory due to the Treaty of Tilsit in 1807, and it was also abandoned by Russia, which was its only ally. This motivated them to take up a serious program of social and military reform, which included reformers such as Karl August von Hardenberg and Karl von Stein among others who improved the education, military organization, laws, and administration of the country. In addition, Gerhard von Scharnhorst improved th e military reforms and educated the army on the importance of moral incentives, responsibility and personal courage. This made Prussia stronger and in the late 1813, it joined forces with Russia, and Austria in order to defeat Napoleon during the Battle of Leipzig. After his defeat, Napoleon was driven out of Germany. However,