Accounting II Article Example | Topics and Well Written Essays - 250 words

Accounting II - Article Example Such an individual promotes mediocrity in what they achieve as well as mediocrity in other individuals’ ability to achieve. A low EQ actually causes one to feel belittled, unworthy and inefficient. One example of a high EQ individual is my lecturer who is able to make every student’s response seem like gold or of Albert Einstein’s quality. On the other hand, an example of a low EQ individual would be my boss who constantly derides my every action and attempts to be excellent. I am left with the notion that it is impossible to achieve anything of substance. I believe that a high EQ can certainly help one’s personal and professional work. Likewise a low EQ can hinder one’s ability to progress. Firstly, a high EQ will cause one to relate at an optimum level with oneself as well as with others. Thus, one’s perception of self will improve to such an extent that others will want to be in the presence of such an individual. Similarly, a low EQ would cloud one’s ability to clearly accept oneself. Consequently, inability to objectively accept self will interfere with one’s ability to understand and relate to others. EQ therefore will affect both personal and professional life because one does not live in a vacuum. What affects one area of life will disperse to the other

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Example for Free

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Why do students shy out and do not participate in classroom discussion? Chapter 1 1. 1 Abstract Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1. 2 Introduction This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a Punjab 1993 survey. Shy or silent students were 11. 9% in 1990-91 and 11. 3% in 1994-95. The revised CPRs are 23. 7% and 29. 1%, respectively. In 1993, a follow-up survey among non-users in Punjab province showed that CPR increased from 13% in 1990-91 to 18% in 1993. Shy out students was the most widely used method, followed by the condom and female sterilization. The increase in CPR is attributed to more open reporting among shy or silent student. Revised CPRs that include shy or silent student were consistent with total fertility rates in all 3 nationally representative surveys. Typically shy or silent student were older by about 2. 3 years than current student, Shy or silent students had longer duration of greater illiteracy, and less contraceptive knowledge about methods and sources this is the cause they do not participate in classroom discussion. Research has distinguished shy out students from introversion, although they are typically related. Introverts simply prefer solitary to social activities but do not fear social encounters as do the shy, while extroverts prefer social to solitary activities. Although the majority of shy are introverted, shy extroverts are found in many behavioral settings. They are privately shy and publicly outgoing. They have the requisite social skills and can carry them out flawlessly in highly structured, scripted situations where everyone is playing prescribed roles and there is little room for spontaneity. However, their basic anxieties about being found personally unacceptable, if anyone discovered their real self, emerge in intimate encounters or other situations where control must be shared or is irrelevant, or wherever the situation is ambiguous in terms of social demands and expectations. 1. 3 Problem statement The study was carried out under the title â€Å"why do students shy out and do not participate in classroom discussion†. 1. 4 OBJECTIVES OF THE STUDY The objectives of the study were: 1. To identify the symptoms of shy out students. 2. To explore the causes of shy out students. 3. To find out the relationship of shyness with the self-esteem of students. 4. To examine the effects of shyness on the self-esteem of shy out students. 5. Helping students learn more from lectures 6. Getting students to participate more in class 7. Recognizing the importance of conflict and conflict resolution in student learning groups 8. Introducing and reinforcing active learning 9. Getting students to come to class having read the assignment 10. Getting and giving feedback on meaningful class participation 11. Letting the classroom environment foster student participation 1. 5 Significance of topic There was a tendency for shyness to correlate significantly with measures of academic attainment. Even though the coefficients are moderate and explain little variance in test scores they are still meaningful and suggest that shy out students does have an impact on academic success. There exists some evidence of links between shyness and intelligence test scores, attainment measures, teacher-rated intelligence and academic performance but this has scarcely been explored. Contemporary theories of learning emphasize the importance of social interaction for learning, including the contribution of students active participation in classroom discussion. This suggests the value of exploring the educational significance of shy out students and reticence characteristics that may cause teachers few problems or draw attention to a students behavior but that might influence their achievement and adjustment. Being part of a discussion is a skill to learn, just like taking good lecture notes or learning to write a good essay exam. You are not doing shy students a favor by letting them off the hook completely. Rather, emphasize to your class that in order to have productive discussions, everyone needs to make a contribution. This can be done in a variety of ways: good listening, asking good questions, challenging what someone has said appropriately and inviting. Chapter 2 Review of Literature Shyness as a â€Å"state of discomfort or inhabitation in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals†. According to Cheek Melchoir shyness involves the tendency to feel worried, awkward or tense when in the presence of others due to the prospect of interpersonal evaluation. Zolton and Long said that shyness is a fear of, or shy out students from, other people or social situations, can have many different causes depending on the individual student and the specific circumstances. Shyness is something that all students experience at one time or another. In most cases it is a normal, temporary behavior. In students, some shy out students is normal, especially when they are around 5-6 of age, and then again at about two years of age. Shyness at these ages is considered a normal part of development. Shyness becomes a problem in a student when it interferes with relationships with other people, with social situations, school, and other important aspects of a student’s life. In the light of the results of many psychological surveys concluded that substantial number of students regards themselves as shy. Shyness becomes problematic when it leads to the patterns of behavior that includes reluctance to enter social situations discomfort and inhibition in the presence of others exaggerated self, unresponsiveness, an increasingly negative social concept, or a combination of these . Shy individuals are anxious and unsure of themselves in social situations and often try to avoid interacting with others . Minimum level of shyness does not create problems for students. Frequent exposure to a particular or different situation makes them confident. But if they avoid contact with people, students of their age or exposure to different situations than shyness can create different problems for them. 2. 1 What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and spontaneous. Some students, however, warm up much more slowly than others. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. 2. 2 Quiet or Shy out Students Even in small groups some students are quiet or shy. When we use learning logs, these students often describe their anxiety about revealing their ideas. Stating that all students are expected to participate in a discussion is likely to heighten that anxiety. We have these suggestions concerning shy students. First, the course description should make it clear that discussion is expected, and this should be emphasized in the first meeting of the class. Second, help should be available for shy students, from either the instructor or a counseling center. We strongly prefer helping students learn to participate, rather than helping them avoid taking part. Third, be accepting of degrees of participation. Students who have the courage to confront their shyness need time to develop, and all of us have â€Å"bad hair† days, when things are going terribly, and we need to be quiet. 2. 3 Strategies to Overcome Shy out students The following strategies to help the students to overcome their shyness in classroom discussion. 1. Tell the students about times when you acted bashful. 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the students as shy. 4. Reward the students for outgoing behavior 6. Read books with the students about individuals who overcome shyness or fears 8. Eliminate teasing of the students or reduce the impact 9. Teach the student to identify and to verbally express their emotions 10. Relationship of Shyness with Self-Esteem students 2. 4 Causes of shy out students Some students seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. This may lead to a student not participating in the classroom or having difficulty connecting with other students. * Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Also, students miss opportunities to develop debating skills. Students must learn how to be a part of a group discussion, which is commonly used in college classrooms and corporate boardrooms. * Lost Assertiveness Shy students may be less willing to mention when they are struggling with class material, causing them to not receive the help they need. People often interpret timidity as a sign of being stuck up, which can put off many people who would otherwise give the student learning opportunities. * Low Self-Efficacy Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. The lack of social skills leads to negative social experiences for the shy out students, which increases the anxiety she feels, leading to more shy behavior. * Lost Opportunities Shyness is often caused by an exposure to new activities. Since students do not have as many experiences as adults, they experience more new activities, which can emotionally overwhelm those who have not yet developed coping skills. When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. * Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. Most classrooms have one or more students who struggle with making themselves heard or participating in class discussions. These students are usually called shy because they may speak softly, prefer to work independently or refuse to speak up at all. Often these students flourish with written assignments or tests, but fail in areas that require participation with classmates or presentations in front of other students. For shy students, keep some considerations in mind. Chapter 3 * Methodology The research approach was quantitative. Standardized questionnaires were used to collect data for the research. For this research, the research adopted analytical way of research. In this way, quantitative way of analysis was adopted. The researcher developed a questionnaire for getting the data from language teachers, and on the basis of collected data analysis was made. For effective research the feedback given by the teachers was presented in the tables and graphs. On the basis of quantitative analysis and suggestions were finalized. Research Tools Opinion scale on the pattern of analytical way of research was developed. Population The students constituted population of study. Sampling Thirty students were selected as a sample using simple random technique. Method of research The study was descriptive in nature. The survey method was used to collect the data from the respondents. For this purpose a questionnaire was developed and was administered to the sample of the study. Collection of data The questionnaire was administered to the students. For each statement, teachers were to respond one option from the given four options. * Analysis of data The data collected was tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. Table no. 3. 1 Do group activities break the shy out of the student? Options| Frequency| Percentage| A| 14| 47%| SA| 13| 44%| N| 0| 0%| DA| 0| 0%| SDA| 3| 10%| When students were asked the statement 47% students said they were agree group activities break the shy out of the student, 44% said strong agree and 10% said strong disagree. Table no. 3. 2 Have shy out students discuss their weakness in classroom as a communicator? Options| Frequency| Percentage| A| 0| 0%| SA| 9| 30%| N| 3| 10%| DA| 12| 40%| SDA| 6| 20%| 30% said strong agree,10 %neutral ,40%said disagree and 20%said strong disagree . Table no. 3. 3 Confer with parents give opportunities for shy out student to increase your involvement in classroom discussion? Options| Frequency| Percentage| A| 12| 40%| SA| 7| 24%| N| 3| 10%| DA| 8| 27%| SDA| 0| 0%| 40% said agree, 24%said strong agree, 10%said neutral and 27%disagree. Table no. 3. 4 Do shy students show sign of social anxiety? Options| Frequency| Percentage| A| 9| 30%| SA| 8| 27%| N| 3| 10%| DA| 10| 34%| SDA| 0| 0%| 30% said agree, 27%said strong agree, 10%said neutral and 34%disagree. Table no. 3. 5 Do not force the shy out students to prefer in front of the classmates, but encourage him to do? Options| Frequency| Percentage| A| 12| 40%| SA| 8| 27%| N| 8| 27%| DA| 2| 7%| SDA| 0| 0%| 40% said agree, 27%said strong agree, 27%said neutral and 7%disagree. Table no. 3. 6 Do not make shy out students that feel rushed to answer quickly? Options| Frequency| Percentage| A| 4| 14%| SA| 20| 67%| N| 6| 20%| DA| 0| 0%| SDA| 0| 0%| 14% said agree, 67%said strong agree and 20%said neutral Table no. 3. 7 Students have courage to comfort their shyness need time to develop? Options| Frequency| Percentage| A| 9| 30%| SA| 9| 30%| N| 3| 10%| DA| 27| 8%| SDA| 1| 4%| 30% said agree, 30%said strong agree, 10%said neutral, 8%disagree and 4% strong disagree. Table no. 3. 8 The environment which a student raised can affect his or her shyness in classroom discussion? Options| Frequency| Percentage| A| 7| 24%| SA| 18| 60%| N| 0| 0%| DA| 17| 5%| SDA| 0| 0%| 24% said agree, 60%said strong agree and 5%disagree. Table no. 3. 9 Some students have problematically shy out in varying degree? Options| Frequency| Percentage| A| 3| 10%| SA| 3| 10%| N| 20| 67%| DA| 2| 7%| SDA| 2| 7%| 10% said agree, 10%said strong agree, 67%said neutral, 7%disagree and 7%strong disagree. Table no. 3. 10 Shy out student diversity affect learning? Options| Frequency| Percentage| A| 9| 30%| SA| 13| 44%| N| 2| 7%| DA| 6| 20%| SDA| 0| 0%| 30% said agree, 44%said strong agree, 7%said neutral and 20%disagree. Table no. 3. 11 Can we suggest strategies for shy out students which help students for classroom discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 11| 37%| N| 6| 20%| DA| 2| 7%| SDA| 0| 0%| 37% said agree, 37%said strong agree, 20%said neutral and 7%disagree. Table no. 3. 12 Can we help shy out students to set social development goal for discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 14| 47%| N| 2| 7%| DA| 3| 10%| SDA| 0| 0%| 37% said agree, 47%said strong agree, 7%said neutral and 10%disagree. Table no. 3. 13 Can teacher s allow the students to speak for break the shyness? Options| Frequency| Percentage| A| 8| 27%| SA| 10| 34%| N| 3| 10%| DA| 7| 24%| SDA| 2| 7%| 27% said agree, 34%said strong agree, 10%said neutral, 24%disagree and 7% strong disagree. Chapter 4 4. 1 Procedure of the Study The researcher herself visited for data collection and personally met the student’s . The researcher briefed the students about the purpose of the research and the teachers identified shy out students, a careful observation was made by the researcher also and only those students were selected who were seemed to be really shy and do not participate in classroom discussion. 4. 2 Findings The data collected through questionnaires was analyzed through the research. The results were interpreted in the forms of tables. * When students were opinion the statement 47% students said they were agree group activities break the shy out of the student, 44% opinion strong agree and 10% opinion strong disagree. * 30% the opinion they are strongly agree that have shy out students discuss their weakness in classroom as a communicator,10 %neutral ,40% disagree and 20% strong disagree . * 40% opinion they are agree that confer with parents give opportunities for shy out student to increase their involvement in classroom discussion , 24%opinion strong agree, 10%opinion neutral and 27%disagree. * 30% opinion they are agree do shy students show sign of social anxiety, 27%opinion strong agree, 10% opinion neutral and 34%disagree. * 40% opinion they are agreeing that do not force the shy out students to prefer in front of the classmates, but encourage him to do? 27% opinion strong agrees, 27% opinion neutral and 7%disagree. * 14% students opinion agree do not make shy out students that feel rushed to answer quickly, 67% opinion strong agree and 20% opinion neutral * 30% students opinion they are agree students have courage to comfort their shyness need time to develop, 30% opinion strong agree, 10%  opinion neutral, 8%disagree and 4% strong disagree. * 24% student’s opinions they are agreeing that the environment which students raised can affect his or her shyness in classroom discussion, 60% opinion strong agree and 5%disagree. * 10% students opinion they are agree some students have problematically shy out in varying degree, 10% opinion strong agree, 67% opinion neutral , 7%disagree and 7%strong disagree. * 30% students opinion they are agree shy out students diversity affect learning , 44% opinion strong agree, 7% opinion neutral and 20%disagree. * 37% student’s opinion agrees can we suggest strategies for shy out which help students for classroom discussion? 37% opinion strong agrees, 20% opinion neutral and 7%disagree. * 37% students said opinion can we help shy out students to set social development goal for discussion, 47% opinion strong agree, 7% neutral and 10%disagree. * 27% students opinion agree that can teachers allow the students to speak for break the shyness, 34% strong agree, 10% neutral, 24%disagree and 7% strong disagree. 4. 3 Explanation Almost all students act shy at times, especially when encountering a new person or situation. Shy sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What are the signs of shyness in a young student? Shy students tend to show at least 3 or 4 of the following behaviors in preschool or primary school. Shy students tend to: 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities. 5. Speak softly * What are the effects of shyness on students in classroom discussion? The unfortunate effects of being shy include nervousness, decreased development of close relationships, interference with learning, and reduced opportunities to practice and improve social skills. As a shy student reaches, peers tend to start thinking of the child as not normal. This can in turn have negative effects on the childs self-esteem. On the other hand, shy student tend to act out less than other students do, perhaps because they dont want to call attention to themselves by doing something wrong. Although some students outgrow shyness as they get older, others remain painfully shy their entire life. * Relationship of Shy out students with Self -Esteem Shy students are seen less friendly than others, maybe a bit standoffish, even cold in some circumstances. shy students probably even see themselves in a more negative than positive light. Because of this worry, their thoughts and strengths are limited to a very small circle of students; they are in fact only limited by their own thoughts and emotions. They constantly think that others are slighting them, insulting them, or attacking them in some way. The shy students can actually handicap themselves with negative thoughts and wind up using their shyness as a crutch and an excuse for not pursuing more social occasions, it becomes to socialize, make friends, and establish relationships, both personal and professional. It becomes a self- defeating behavior. This kind of self-defeating behavior leads to more and more avoidance of any or all social encounters, until they become frozen in fear and completely unable to function in normal social circumstances. They quite literally lose hope in their own ability to function normally in these circumstances, so they quit trying. if the children (adult) feel that there is a discrepancy between the way they are behaving and the way they would like to react, their self esteem is likely to be low. To avoid negative feeling, children may lower their expectations of themselves and accept a lower level of performance or social interaction than they are capable of, or may try to avoid further feeling of failure by withdrawing from the situation in which they feel that there self esteem to be threatened. 4. 4 Conclusion Teachers may be able to help shy students considerably by using strategies that are relatively easy to implement and well matched to the teachers basic role as a helpful instructor to students. These strategies include providing self-concept support, encouragement, and opportunities to develop confidence and comfort in the classroom to shy and inhibited students, as well as closer monitoring, improved nonverbal communication, environmental engineering, and instructive suggestions or demands for improved concentration designed to maintain the attention of students prone to shy out students. Most teachers seem to develop an intuitive understanding of some of the needs of shy students, but many could meet these needs more effectively by systematically applying the principles and strategies highlighted here. 4. 5 Suggestion of shy out students Suggestion one Assuming that you share a common Language with this student, the first step has to be to speak to him in his own language in order to ascertain what the problem is and if he is always shy. In other words is he shy when using his native language or does this shyness only occurs when he is trying to speak? Secondly, it would be very useful to spend some time talking to him about various aspects connected to his one-to-one classes and in particular how he would like to be taught and what his aims are. You could emphasize the value of trying things out in English and learning from mistakes rather than being afraid of them. You could also clarify your role and make sure that he understands that you are there to help and to give him constructive feedback on his English. Suggestion two We provide opportunities for the shy out students to develop debating skills. Provide best activities to break the shyness of the students. Suggestion three Teachers provide group work to make involvement of the students. They help and support the shy out students in classroom discussion and do not asked to him gave answer quickly. Suggestion four You could also use homework as the basis for speaking. If he has prepared a homework exercise (a grammar exercise or similar), go through it in the next class with him reading out the answers. It’s important that he gets used to hearing himself speaking this strange foreign language and feels comfortable with it. Suggestion five Another factor could be the dynamic in the classroom. Sitting next to the student rather than standing or sitting opposite can create a feeling of co-operation and may help the student to overcome his shyness. Writing on sheets of paper on the table rather than the whiteboard could also help as could the use of visual aids on the desk such as maps, photographs, magazine pictures and so on. All of these can help to shift the focus away from the student. The important thing here is for you to experiment and find the style and approach that best suits your student. 4. 6 Recommendations * The students should talk to parents, friends, a mentor or anybody they trust most and should confide and express what they feel. * The students should avoid doing so many things at the same time. Because this could lead them to confusion and frustration if nothing gets accomplished. They must stick on one thing that they are good at. * Parents should teach their children how to behave in a social situation. * Parents should try to be good role models. They must let their children see those making social contacts, expressing themselves and interacting with others. * Parents should help their children to feel themselves important, capable and adequate. Such feelings will enhance their self-esteem. * Teachers should avoid calling their students shy. If labeling occurs in the classroom, teachers should intervene. * Teachers should encourage shy students to participate actively in classroom activities 4. 7 SUMMARY Shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. What is shyness in students? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. * Causes of shy out students Some children seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. 1. Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Students miss opportunities to develop debating skills. 2. Lost Assertiveness Shy students may be less willing to mention when they are struggling with class room discussion, causing them to not receive the help they need. 3. Lost Opportunities When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. 4. Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. 5. Low Self-Efficacy. Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. * Strategies to Overcome Shyness of students Following strategies to help the students to overcome their shyness. 1. Tell the students about times when you acted bashful 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the children as shy. 3. Expose the children to unfamiliar settings and people 4. Prompt the children to interact with others 5. Reward the children for outgoing behavior * Signs of shy out students 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities 5. Make little or no eye contact * Teachers do to help shy out students 1. Put children in pairs or other small groups and lead them into an activity that requires interaction. 2. Prompt interaction between students. 3. Give shy students plenty of time to respond to questions or to speak to the class. 4. Show empathy and understanding. 5. Show warmth. 6. Reward outgoing behavior. * Effects of student’s shyness on classroom discussion Effects of being shy include: 1. Nervousness in discussion. 2. Decreased development of close relationships. 3. Interference with learning. 4. Reduced opportunities to practice in classroom discussion. 5. Improve social skills. References Byrnes, A, D. (1984). Forgotten children in classrooms: Development and Characteristics. The elementary school journal, Vol. 84, No. 3 [Online] Available: http:

Sexual Education in High School Essay examples -- Education, Teenagers

High school is a time for teenagers to discover themselves, explore their futures, meet new people, try new activities, and become more independent. Along with the new opportunities comes peer pressure and tough decisions. Most of the decisions are basic like choosing to go shopping with friends instead of studying for a math test or skipping soccer practice to go on a date with a crush. The consequences of simple work or friends decisions are minor. The teenager may get a bad grade on the math test and have to run extra laps at practice the next day but his life will not be significantly altered. Some decisions, however, are more complicated. In high school teenagers begin to date and engage in physical contact such as kissing. As relationships become more serious, pressure to perform other sexual acts increases. In order to make the best choice on an important decision requires information and knowledge on the subject, risks, consequences, and options available. Without proper information in regards to sexual intercourse and the risks associated with such actions, teenagers cannot be expected to make the best decision when it comes to performing sexual acts. Comprehensive sexual education needs to be taught in American high schools to increase the knowledge of teenagers on the risks of sexual intercourse and the preventative measures available to reduce the risks so teenagers can make informed decisions. The risks associated with the performance of sexual acts include pregnancy, sexually transmitted diseases, and sexually transmitted infections. When the risks become reality, the lives of the affected teenager are changed negatively. Teen pregnancies inhibit the education of women with only â€Å"about half (51%) of [them rece... ...ple do not support teaching about or providing contraceptives to teenagers. In the article â€Å"Distributing Condoms in Schools Encourages Teen Sex†, John D. Hartigan wrote, â€Å"†¦ supplying teenagers with condoms inevitably produces a marked increase in their sexual activity† (11). Regardless of the availability of condoms and other forms of contraceptives, teenagers will still engage in sexual intercourse. The article â€Å"Effective Sex Education† by Brigid McKeon for the Advocates for Youth states the information, such as contraception use and availability, taught in â€Å"comprehensive sex education†¦ [does] not increase rates of sexual initiation† (12) The only difference between making contraceptives easily available to teenagers and preventing teenagers access to contraceptives is the number of teenagers who are unprotected from pregnancy and sexually transmitted illnesses.

“Inventing Elliot” the Final Chapter

Spilling the whole story was easier than Elliot thought It would be. Not even for a single second did he feel bad about what he was doing. Elliot was changing again, but this time for the better, and he could see his old self again. As he came to a close, he finally looked up at the principal. He wasn't sure how to react to his expression of utter disappointment so he simply got up and left. The principle needed time to take In everything Elliot Just said and he had other things he needed to do. Next It was time for Elliot to take care of the yellow paper.Not many kids were In school yet so he stood alone at the bulletin board. As he looked at the yellow paper, images of Ben and the outside bathroom flashed through his mind. The pain he felt for Ben was overwhelming him. He quickly tore down the paper, flipped it over to the back side and let his pen move across it. â€Å"It's was all it read. Now he needed to make things right with Louise, and if he couldn't do that he at least nee ded to tell her the truth. And that's exactly what he did. He caught her leaving the library and she wasn't too enthused to see him.He told her the whole story similar to the way he told the principal, leaving out nothing, but this time he added in why he did that, how he felt when he did it, and what he really wanted to do, but couldn't. Some way through the conversation, he saw her eyes gradually perk up to something like the way they were before. He knew she wasn't ready to forgive and forget, but he also knew some sort of happiness was igniting inside her because she finally had the truth. It felt right to tell Louise everything because maybe now when they restart, their relationship wont eave to revolve around lies; Elitist's life won't have to revolve around lies.But Elliot still wasn't done with his honesty rampage. Finally he went home to confess to the last and probably most important person, his mother. She so desperately tried to help him, but he pushed her away until she had no idea who he was anymore. Elliot was ready to fix things. It was hard for him to understand how his mother could still love him after all the horrible things he did, but she did and always would. He was surprised to find her home already, but she said nothing as he walked In. Elliot sat own, somehow different than the last time his mother saw him, and she recognized that.Elliot was no longer the Elliot with the Guardians, the Elliot with Louise, the Elliot with Ben, or the Elliot at home. There was only one Elliot now. Elliot Sutton. And that was the only Elliot he ever needed to be. They were both quiet for a moment, and then Elliot whispered something, â€Å"Mom†¦ I think I'm ready to talk now. † And finally, Elliot Sutton took off his last mask. â€Å"Inventing Elliot† the Final Chapter By catastrophes early. Is there something I can do for you? † Before he answered Elliot walked in and kook of indifference and went deep, deep inside himself and pu lled out the old Elliot, down.Spilling the whole story was easier than Elliot thought it would be. Not even for in everything Elliot Just said and he had other things he needed to do. Next it was time for Elliot to take care of the yellow paper. Not many kids were in school yet so he and let his pen move across it. â€Å"It's over† was all it read. Now he needed to make Louise everything because maybe now when they restart, their relationship won't surprised to find her home already, but she said nothing as he walked in. Elliot sat

Plains Indian Culture in the Late 19th Century Essay

The study of culture helps us understand the rise and fall of different tribes during the 19th century America. In this paper, the primary concern is the decline and fall of Plains Indian culture in the late 19th century. The Plains Indians are also called North American Plains or Buffalo Indians who settled the Great Plains (â€Å"The Plain Indians†). The Great Plains is now called the central United States and south-central Canada which has been the long time place for Plains Indians (â€Å"The Plain Indians†). In line with that, at the time of the Civil War, most Plains Indians tribes were independent, resourceful, and capable of defending their integrity. In a span of twenty five years, they were defeated, demoralized, and dependent on the United States government. With that, we are convinced that there is a need to examine and trace the cultural development of the Plains Indians during the late 19th century. The Plains Indian culture is rich for its remnants are even known today. However, the culture of the Plains Indians was destroyed and altered from the time the white settlers transferred into the region where they are found (â€Å"The Plain Indians†). There are many devastating effects brought out by the existence of white settlers in the region. First, the hunting economy of the Plains Indians was considered obsolete as the white settlers established the extermination of the buffalo. As a result, the hunting economy was crippled which affected so many members of the tribe. Second, the introduction of metal utensils and cloth by the white settlers caused the collapse of the native crafts industry. The use of manufactured articles dominated the region and merchants of native products faced a tremendous decrease of business profits (â€Å"The Plain Indians†). And third, the concept of the division of labor was affected due to the introduction of the plow in farming endeavors. Besides, rare diseases and warfare with white settlers displaced many Plains Indians which caused their dependence on the American government. Another ordinary yet exquisite culture of Plain Indians is the relevance of women to the development of their culture. Plain Indian women during the late 19th century are capable to displaying myriad talents in relation to music, arts, literature, and even ancient entrepreneurship (McCoy 1). However, the crucial role of Plain Indian women in their cultural development has been poorly understood when the white settlers begin to alter their daily activities (McCoy 1). In fact, the Plains Indian women as a minority group provided a strong influence on the history of the country (Conlin 1). Women played a vital role to the economy at that time since they are able to work in fields and work household chores at the same time. If not because of the negative impact of the white settlers, the Plains Indians could keep their culture intact. Finally, the culture of the Plains Indians is rich and peculiar as shown in films and television shows. The truth is that the Plains Indian tribes tried hard to protect their cultural development not to be corrupted by the white settlers. These people primarily earn a living through farming and hunting. Plains Indian women are also instrumental in the development of the arts, literature, music and commerce. However, the culture of the Plains Indians was destroyed due to the introduction of manufactured products and the extermination of buffalo led by the white settlers. Eventually, the cultural development of the region was diminished and altered and the Plain Indians were demoralized forcing them to depend so much on the American government. Works Cited McCoy, Ron. 24 September 2007. Collector’s Guide. . February 6, 2009 < http://www. collectorsguide. com/fa/fa094. shtml >. â€Å"The Plains Indians†. 2009. 50 MEGS Website. February 6, 2009 . Conlin, Joseph. The American Past: A Survey of American History. United States of America: Wadsworth Publishing Company, 2006.

The NYS Prison System

The NYS Prison System Free Online Research Papers The New York State prison system till this day continues to be one of the most popular prison systems in our country. New York State’s prison system consists of many different prisons and departments located all around the state of New York. New York State prisons have a lot of history throughout the years. The current commissioner of the correctional facilities that governs the prison system is Brian Fischer. Some notable prisons in the New York prison system are Sing Sing and Attica. Overview The New York prison system is one of the most known prison systems in the United States. It is currently the fourth largest prison system in the United States. According to the NYS Department of Correctional Services, the New York adult prison system currently houses and habilitates 62,500 inmates this number is good considering a drop of 9,000 inmates in the last eight years. The correctional service in New York employs over 31,300 employees including over 23,000 uniformed correctional officers in their system. New York currently has over 69 correctional facilities in the state. There are over 17 maximum security facilities, 37 medium security facilities, 13 minimum security facilities, 3 minimum security camp facilities and 1 drug treatment campus facility. The State of New York offers programs for their inmates stationed at various prisons. They offer such jobs as correctional industries, working on such jobs as manufacturing within the prison. These jobs include license plate sh ops, upholstery shops and printing plants. Other programs that NYS prisons offer are education programs in academics and vocational, guidance and counseling, substance abuse treatment services, temporary release programs and transitional service programs. (docs.state.ny.us/docs.html) Departmental Mission The New York State Correctional System has many visions, goals, values and policies that apply to all of their prison and correctional facilities. The mission statement for the NYS Correctional Services is â€Å"Enhance public safety by providing appropriate treatment services, in safe and secure facilities, that address the needs of all inmates so they can return to their communities better prepared to lead successful and crime-free lives.†(docs.state.ny.us/docs.html) The main vision in which the correctional facilities in NYS go by is â€Å"enhance public safety by having incarcerated persons return home less likely to revert to criminal behavior.†(docs.state.ny.us/docs.html) The NYS Department of Correctional Services has many goals that it sets out to accomplish in operating its facilities. They want to â€Å"Create and maintain an atmosphere where both inmates and staff feel secure. Develop and implement positive individualized treatment plans for each inmate. Tea ch inmates the need for discipline and respect, and the importance of a mature understanding of a work ethic. Assist staff by providing the training and tools needed to perform their duties while enhancing their skills. Offer career development opportunities for all staff.† (docs.state.ny.us/docs.html) The NYS Department of Correctional Services also has values that they want to operate by like â€Å"Operate with ethical behavior. Recognize the value of each person. Protect human dignity. Offer leadership and support to all. Offer respect and structure at all times.† (docs.state.ny.us/docs.html) Certain policies that the Department of Correctional Services follows in NYS are â€Å"Offer opportunities for inmates to improve all their skills, and to receive individual treatment services, based on their ability and willingness to participate. Provide appropriate medical and psychiatric services necessary to those requiring such treatment so each inmate can maximize his/he r own rehabilitation. Enhance positive relationships by providing opportunities for interaction between inmates and their families. Establish a structured environment that fosters respect through disciplined learning.† (docs.state.ny.us/docs.html) Brief History The New York adult prison system has a lot of history behind it. The creation of the adult prison system in NYS dates all the way back to 1797 when Newgate Prison opened in Greenwich Village, 17 years later Auburn state prison was built being the second prison built. In 1825 Sing Sing was built on the Hudson River, just north of New York City and following this the creation of Clinton prison was formed. More and more prisons were built around New York due to the problem of crime and overcrowding. With these issues came into play the change of architecture of bigger prisons. Many new improvements followed thereafter. â€Å"The major improvements in the construction of prisons were the introduction of escape-proof cells and unbreakable toilets and wash basins. This escalating process of constructing ever more secure prisons reached its pinnacle in 1931, when the most secure, escape-proof prison ever built opened in the little upstate village of Attica, New York. With such dedication poured into its construction, Attica was, at the time, the most expensive prison ever built. Construction had begun in 1929 and continued into the early years of the Depression. Over one hundred years had passed since inmates from Auburn had gone to work to build Sing Sing. In the spring of 1930, the scene was repeated; inmates from Auburn were transported to Attica to assist in construction.† (correctionhistory.org/html/chronicl/state/html/nyprisons2.html) In the later years prisons in NYS began to offer many programs to their inmates. â€Å"Effective January 1, 1971, the states complex of adult correctional facilities was reorganized as the Department of Correctional Services. Nine months later, the most severe prison riot in American history broke out at Attica Correctional Facility. A searching reexamination of correctional practices resulted in a heightened emphasis on educational and other rehabilitative programs including work release.† (correctionhistory.org/html/museum/docsroom/docsmuseum.html) Training for Prison Officers in NYS The first basic training for officers in NYS occurred in the 1930s on maximum security prison sites. â€Å"In 1936, the Department opened the Central Guard School for newly recruited officers at Wallkill Prison. Wartime restrictions and manpower shortages ended Guard School operations in 1942. It was not until 1965 that centralized recruit training was resumed, this time on the grounds of Matteawan State Hospital (now Fishkill Correctional Facility) in Beacon. The Beacon Academy offered a three-week training program for correction officers. In 1973, the DOCS leased the Mater Christi Seminary from the Diocese of Albany and established its current Training Academy there. The property was purchased by New York State in 1987.† (correctionhistory.org/html/museum/docsroom/docsmuseum.html) Currently the academy annually gives out two million hours of professional training in lecture training and on hands training. (correctionhistory.org/html/museum/docsroom/docsmuseum.html) Reaction I believe that the New York State prison system is a very complex system. From articles and research done throughout the writing of my paper I have found out that New York State prisons have always had a problem with overcrowding in their prisons. They have also been faced with problems of budgeting because of the issue of overcrowding. I think that New York State although being a fairly large state and having a fairly high crime rate should look into ways into making their prison systems more of a learning experience to their inmates. So far I think that they are doing a fairly good job in having resources available to their inmates. I think that that is the most important thing in the prison system especially in New York with their overcrowding. I think that the price of having an inmate be released into the world and then recidivate making them go through the whole process of being tried with the courts and then housing them in prison for another sentence, is more costly in my opi nion than having programs for them to learn and counseling to make them a better individual to be released into the world again. New York in my opinion does a god job but you could always do better. References CORRECTIONS MUSEUM. (n.d.). Retrieved March 9, 2009, from correctionhistory.org/html/museum/docsroom/docsmuseum.html Evolution of NYs Prison System Part 2. (n.d.). Retrieved March 9, 2009, from correctionhistory.org/html/chronicl/state/html/nyprisons2.html NYS Department of Correctional Services. (n.d.). Retrieved March 9, 2009, from docs.state.ny.us/docs.html New York State Department of Correctional Services Wikipedia, the free encyclopedia. (n.d.). Retrieved March 9, 2009, from http://en.wikipedia.org/wiki/New_York_State_Department_of_Correctional_Services Seiter, R. P. (2007). Corrections: An Introduction (2nd Edition). Alexandria, VA: Prentice Hall. Research Papers on The NYS Prison SystemCapital PunishmentNever Been Kicked Out of a Place This NiceOpen Architechture a white paperThe Effects of Illegal ImmigrationPETSTEL analysis of IndiaInfluences of Socio-Economic Status of Married MalesTwilight of the UAWArguments for Physician-Assisted Suicide (PAS)19 Century Society: A Deeply Divided EraThe Project Managment Office System

colonialism essays

colonialism essays The idea of colonialism has been marked through the history of modern Europe. The Industrial Revolution made sea travel more easier so people were able to travel further. The desire for power led to the desire for land. The more land a country had the more power and influence. The idea of trade was very influential in the progression of imperialism and colonialism. New markets were always needed so the possibility of many people to buy their products was attractive. All these and the love of adventure made the three areas irresistible. The terms colonialism and imperialism are sometimes used interchangeably, but scholars usually distinguish between the two, reserving colonialism for instances where one country assumes political control over another and using imperialism more broadly to refer to political or economic control exercised either formally or informally. European colonialism had a similar impact on South Asia, Africa, and North America in that it changed the regions i nfrastructures, social systems, and their process of choosing an appropriate ruling body. European colonialism affected the regions of South Asia, Africa, and the Americas in that it changed their infrastructures. Before the Europeans came, these three underdeveloped areas had primitive technology and infrastructure. The people of these regions used dirt roads to travel and bows and arrows to fight. The nations of the west introduced and built roads, canals, and railways in Africa to allow for faster transportation. The Europeans also introduced the telegraph, which ran from Egypt to South Africa, to make communications in Africa easier. Africa became a modern culture after this advancement of technology had occurred. Some colonial governments also introduced improved medical care through the building of hospitals, and better methods of sanitation. There were new crops, tools, and farming methods which helped increase food production. These cha...