Social Emotional Learning Competencies

Social Emotional Learning Competencies There are many different ways students experience stress in schools, from standardized or high stakes testing to bullying. In order to better  equip students with the emotional skills they will need while they are schools, once they leave school and enter the work force. Many schools are adopting programs to help support  Social-Emotional Learning (SEL).  Ã‚  The definition of  Social-Emotional Learning or SEL is:   (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.   In education, SEL has become the way schools and districts have coordinated activities  and programs in character education, violence prevention, anti-bullying, drug prevention and school discipline. Under this organizational umbrella, the primary goals of SEL are to reduce these problems enhancing the school climate, and improve students’ academic performance. FIVE COMPETENCIES FOR SOCIAL EMOTIONAL LEARNING: Research shows that in order for students to develop the knowledge, attitudes, and skills described in SEL, students need to be  competent,  or have  abilities, in five areas: self-awareness, self-management, social awareness, relationship skills, responsible decision making. The following criteria for these skills could serve as an inventory for students to self-evaluate as well: Collaborative for Academic,  Social, and Emotional Learning (CASEL)  defines these areas of ability as: Self-awareness:   This is the students ability to accurately recognize emotions and thoughts and the influence   of emotions and thoughts on behavior. Self-awareness means that a student can accurately assessing his or her own strengths as well as limitations. Students who are self-aware possess a sense of confidence and optimism.  Self-management:  This is the ability for a student to regulate emotions, thoughts, and behaviors effectively in different situations. The ability to self-manage includes how well the student manages stress, controls impulses,and   motivates himself or herself. The student who can self-manage can set and work toward achieving personal and academic goals.Social awareness:  This is the ability for a student to use another lens or another persons point of view. Students who are socially aware can empathize with others from diverse backgrounds and cultures. These students can understand diverse social and ethical norms for behavior. Students who ar e socially aware can recognize and know where to find family, school, and community resources and supports.   Relationship skills:  This is the ability for a student to establish and maintain healthy and rewarding relationships with diverse individuals and groups. Students who have strong relationship skills  Ã‚  listening actively and  can communicate clearly. These students are cooperative while resisting inappropriate social pressure. These students have the ability to negotiate conflict constructively. Students with strong relationship skills can seek and offer help when needed.Responsible decision making:  This is the ability for a student to make constructive and respectful choices about his or her own personal behavior and social interactions. These choices are based on consideration of ethical standards, safety concerns, and social norms. They respect the realistic evaluations of situations. Students who exhibit responsible decision making respect the consequences of various actions, the well-being of themselves, and the well-being of others. CONCLUSION The research  shows that  these competencies are taught most effectively within caring, supportive, and well-managed learning environments.   Incorporating social emotional learning programs (SEL) in school curriculum is considerably different than offering programs for math and reading test achievement. The goal of SEL programs is to develop students to be healthy, safe, engaged, challenged, and supported beyond school, well into college or career. The consequence, however, of good SEL programming,  is that the research shows that it results in a general improvement in academic achievement. Finally, the students who participate in social emotional learning programs offered through schools learn identify their individual strengths and weaknesses in dealing with stress. Knowing individual   strength or weaknesses can help student develop the social emotional skills they need to be successful in college and/or career.

Definitions and Examples of Anthypophora in Rhetoric

Definitions and Examples of Anthypophora in Rhetoric Definition Anthypophora is a  rhetorical term for the practice of asking oneself a question and then immediately answering it. Also called (or at least closely related to) the  figure of response (Puttenham) and  hypophora. The relationship between anthypophora and hypophora is confusing, says Gregory Howard. Hypophora is seen as the statement or question. Anthypophora as the immediate reply (Dictionary Of Rhetorical Terms, 2010). In Dictionary of Poetic Terms (2003), Jack Myers and Don Charles Wukasch define anthypophora as a figure of argumentation in which the speaker acts as his own foil by arguing with himself. In Garners Modern American Usage (2009), Bryan A. Garner defines anthypophora as a rhetorical tactic of refuting an objection with a contrary inference or allegation. See Examples and Observations below. Also see: ErotesisFigurative LanguageRhetoricRhetorical QuestionTwelve Types of Questions in Casablanca EtymologyFrom the Greek, against allegation Examples and Observations What makes a king out of a slave? Courage! What makes the flag on the mast to wave? Courage! What makes the elephant charge his tusk in the misty mist, or the dusky dusk? What makes the muskrat guard his musk? Courage!(The Cowardly Lion in The Wizard of Oz, 1939)Is our species crazy?Plenty of evidence.(Saul Bellow, Mr. Sammlers Planet. Viking Press, 1970)In Switzerland, they had brotherly love, five hundred years of democracy and peace, and what did that produce? The cuckoo clock.(Orson Welles as Harry Lime in The Third Man, 1949) Sir Winston Churchills Use of AnthypophoraYou ask, what is our policy? I will say it is to wage war, by sea, land, and air, with all our might and all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalog of human crime. That is our policy.You ask, what is our aim? I can answer in one word: Victory. Victory at all costs, victory in spite of all terror; victory, however long and hard the r oad may be, for without victory, there is no survival.(Winston Churchill, address to Parliament, May 13, 1940) President Barack Obamas Use of AnthypophoraThis is our first task, caring for our children. It’s our first job. If we don’t get that right, we don’t get anything right. That’s how, as a society, we will be judged.And by that measure, can we truly say, as a nation, that we’re meeting our obligations?Can we honestly say that we’re doing enough to keep our children, all of them, safe from harm?Can we claim, as a nation, that we’re all together there, letting them know they are loved and teaching them to love in return?Can we say that we’re truly doing enough to give all the children of this country the chance they deserve to live out their lives in happiness and with purpose?I’ve been reflecting on this the last few days, and if we’re honest with ourselves, the answer’s no. We’re not doing enough. And we will have to change.(U.S. President Barack Obama, speech at a memorial service in Newtown, Connectic ut, on December 16, 2012, two days after the massacre of 26 children and adults in an elementary school) Governor Andrew Cuomos Use of AnthypophoraDuring his two years in office, [New York Governor Andrew] Cuomo has developed a habit of answering reporters queries by asking his own questions. He sometimes engages in a lengthy back-and-forth, asking four or five questions and replying in a single response.For instance, at a news conference in October, Mr. Cuomo was asked about the plight of financially strapped upstate cities. The Democratic governor reframed the question to show how he had set a budgetary example that others could follow.The days of wine and roses are over? No, Mr. Cuomo said about upstate cities before a segue into his own accomplishments. Can you close a $10 billion deficit? Yes. Does the place operate? I think better than before. Did the walls crumble? No. Was it hard? Yes. Was it unsettling? Yes. But did we do it? Yes. I think you can bring costs in line with revenue.It was an expansive example of Mr. Cuomos frequent Socratic soliloquies, which he has employed to m ake points on issues ranging from overhauling Medicaid to changing how teacher performance is judged to passing new gun-control laws. Sometimes they take the form of question-and-answer sessions, while other times Mr. Cuomo holds a mock debate, taking both sides of an issue.It is a classic rhetorical tactic known as anthypophora, a device found in Shakespeare, the Bible and the speeches of former presidents, linguistic scholars say. . . .Philip Dalton, an assistant political communications professor at Hofstra University, called Mr. Cuomos approach smart rhetorically. Sometimes questions are posed to you with built-in assumptions that you dont want to affirm by answering them, Prof. Dalton said. You can bypass the whole question by asking the question yourself, and it allows you to frame the answer in way thats advantageous to yourself.(Laura Nahmias, Got Questions for Cuomo? So Does He. The Wall Street Journal, February 18, 2013) Falstaffs Use of AnthypophoraWhat is honor? A word. What is in that word honor? What is that honor? Air. A trim reckoning! Who hath it? He that died o’ Wednesday. Doth he feel it? No. Doth he hear it? No. ‘Tis insensible, then? Yea, to the dead. But will it not live with the living? No. Why? Detraction will not suffer it. Therefore, I’ll none of it. Honor is a mere scutcheon. And so ends my catechism.(Falstaff in Act V, scene 1 of Henry IV, Part 1 by William Shakespeare) Guillaume Budà © in Defense of AnthypophoraAnother most unfair attack I had almost forgotten to mention: in quoting the words of my letter, you make out that I put you say in the present tense instead of you will say, as though I had actually invented words from some earlier letter of yours. This is what you complain of, although in fact I was using the figure anthypophora, maintaining not that you did but that you might have said so; for everywhere in my draft it has the future tense you will s ay. So you have begun to attack me not merely with rhetorical subtleties, as your custom was, but with fabrications.(Letter from Guillaume Budà © to Desiderius Erasmus, 1519. Correspondence of Erasmus: Letters 842-992, 1518-1519. University of Toronto Press, 1982) The Lighter Side of AnthypophoraDo I get annoyed when people ask themselves their own questions and answer them (rendering the interviewer irrelevant)? Yes I do. Should we allow this virus in the paper? No we shouldnt.(Kevin Mitchell, quoted by David Marsh and Amelia Hodsdon in Guardian Style, 3rd ed. Guardian Books, 2010) Pronunciation: ant-hi-POF-era or an-thi-PO-for-a

The Unemployment and Poverty Dissertation Example | Topics and Well Written Essays - 5000 words

The Unemployment and Poverty - Dissertation Example The states ought to take care of those who are out of employment and do not leave them alone, especially do not let them let go. A good solution would be to create a kind of groups of support that could have a motivating and supervisory function at the same time. People would feel more confident, motivated and they would share with each other their problems, hopes and ideas. One final suggestion, that would help, is for governments to create new opportunities for young people, to give them chances for apprenticeships which are certain to provide a better start at a career path. Taking all the things into consideration, the ideas listed by me above are realized in the major part of developing countries, unfortunately, they are very expensive projects. That is why the service is differently realized, dependent on the financial capabilities of a particular country. The countries that are doing the worst are those after-communism, where there is not enough money on effective support for unemployed citizens (Acemoglu 1996). On the contrary, the best are doing countries from western Europe and North America. There the unemployment is the lowest because of essential assistance. In my opinion, there is a possibility to decrease the rate of unemployment, under the condition that the governments do essential corrections and those who are the most concerned here will cooperate and work hard to make the best of them (Freeman 1996). A "simple" ratio is used to define the unemployment rate. The ratio is simple, but the set-up is not. Let the total population by the number of people sixteen years or older.           

At WebAd Solutions, we are committed to ensuring the validity of our Essay

At WebAd Solutions, we are committed to ensuring the validity of our Cost-Per-Click Network - Essay Example From software to our sophisticated staff, our goal has become to ensure every click is legitimate. Our staff, software, and products weed out fraudulent or generated clicks. This saves customers money by only having them pay for legitimate clicks. In order to stop fraudulent or generated clicks, WebAd Solution believes communication with the client is essential. Click fraud has increased over the past year. Whether intentionally directed at one advertiser or ‘hitbots’ that target all PPC’s, fraudulent clicks hurt advertisers. Thus individuals become wary about using PPC’s and Search Marketing. If used correctly PPC’s and Search Marketing can reach millions of Internet surfers. However, when competitors or ‘hitbots’ misuse the system, this means of advertising becomes increasingly distrusted. Companies do not want to spend money on clicks that are not being seen by consumers. Advertisers can protect themselves from click fraud by following a few simple rules. The first rule is to communicate frequently with their PPC provider. Secondly, clients can used WebAd’s tools to help protect against fraudulent clicks. WebAd provides Click Observer, which helps the advertiser observe traffic sources, time spent, number of visits, and so forth. This allows the client to observe suspicious clicks that get past WebAd’s software or employees, which in turn can be reported to WebAd. Finally, research into WebAd’s resources can help an advertiser save money on illegitimate clicks. WebAd Solutions want their clients to feel comfortable that the visitors to their websites are from legitimate interest, not false clicks. Our goal is to give the client the advertising that is paid for. Despite the negative impacts of click fraud on PPC Advertisers and Search Marketing, WebAd Solutions strive to inspire confidence in our services. By using Click Observer from WebAd,

Analysis of Proverbs Essay Example for Free

Analysis of Proverbs Essay These two selections illustrate the paternal relationship God has to humankind and focuses on the role discipline plays in affirming that relationship. The excerpt from Proverbs is direct in its message to the children of God. We are supposed to receive discipline with a sense of gratitude because it gives meaning to the act through its divine motive. Though the initial response to discipline may be to resent or even rebel from it, this passage tells us that the act of discipline should not be perceived as an oppressive force. Instead, His love is proven by His willingness to exact punishment for our deviance. The Hebrews passage delivers a more subtle message through its significantly more complex approach to the subject. Here discipline is understood through the conduit of punishment, and the more general concept of punishment is compared to the pain and suffering Jesus suffered as a blood sacrifice for human sin. When making the comparison between blood sacrifice and human punishment the point is clearly made what is considered â€Å"pain† by humans is relatively trivial. However, the point of this passage is not to demean the children of God. Instead, it addresses the love inherent in such punishment. Like the passage from Proverbs, the Hebrews excerpt is intended to point out the caring nature that is part of the discipline God exercises. Punishment is intended to elicit self-discipline in the minds of Gods children so that the future crucibles in the road of an individuals spiritual life can be faced with assurance and equanimity. Discipline is often misunderstood in the formation of the spiritual life. Too often it is perceived as negative. This is understandable of course when we realize the development of self-discipline normally begins with an external assertion of discipline. As such, an external force working against our inherent nature, we are liable to put up a fair amount of spiritual resistance. This resistance is most often manifested in our individual sense of pride. This pride is the first stumbling block we must overcome on our path to true resignation to the mind of God. The pride we feel is intimately linked with our love of living life according to our own pleasures. Discipline, both in its external and internal manifestation, is a regulatory force that moderates this propensity for individual pride and indulgence. Discipline is a theory as much as it is a practice. The message of discipline is moral. Without the moral guidance provided by discipline and individual is free to follow a pleasure principle exclusive. Such a pursuit leads inevitably to an immersion in sinfulness and weak moral principle. However, discipline is not merely a restrictive force. It is also a transcendent one. By maintaining discipline we step closer to the spiritual goal of resignation to Gods will. The man or woman of true discipline is capable of walking in the path God sets before them because they have attained an intuitive understanding of spiritual faith. Paradoxically, the attainment of true discipline can ultimately become liberating, allowing the individual to feel comfortable amidst a wilderness of worldly temptations. The inner security of a dependable moral compass allows a person to exercise a pious life without having to be continually reminded of prescribed morality. The true inner sense of what is sinful and righteous becomes so intuitive in a spiritually disciplined person that walking the path of goodness is a matter of character, not a matter of choice. The world of goodness will triumph in the mind of someone who understands the way to discipline is through seeking and embracing the rigors of a live lived well. The greatest model for discipline we have as Christians is in the life of Jesus. His resignation to the plan for him conceived in the mind of God is a metaphor for the acceptance we must all eventually come to in order to find spiritual peace. Like Jesus, we are placed into a narrative leading to some ultimate fulfillment. While we are not asked to assume a burden as dramatic as His, we are supposed to find a way to accept the challenges placed before us. His goal was to save all His children from the inherent stain of being human. Our goal is merely to deal with our own confusion of how to be who we are with a sense of loving what is right. The spirit is a thin and airy thing, but it is not fragile. It waits to receive the nourishment only discipline can provide. The mindful attention to doing what is moral is that elusive quality that binds the soul to the body. This bond, once it is secured, is unbreakable. The body and spirit in accord is one of the strongest elements in the world, and one that remains attainable for anyone willing to invest the hard work it requires. Many people believe that discipline then is merely a means to achieving some ethereal reward. However, this is an unethical motive for infusing discipline into ones spiritual life. The only ethical reason for pursuing discipline is for its own rewards. Discipline must ultimately be its own single and self-satisfying goal. By expecting some final reward out of it, we are essentially undermining the self-denying principle of discipline itself. Discipline is the end in and of itself. To expect more than that is to falsify its attainment.

Teaching Philosophy Statement Essays -- Education Educational Educatin

Teaching Philosophy Statement Do you have a philosophy on education? I do. What I want to discuss is my personal view of education. I’m going to talk about the nature of students. I am going to talk about the nature of knowledge and whether or not it is absolute or relative. The purpose of education, the method, and the curriculum will be discussed also. We are going to look at some of my philosophical views on education and my professional development plans. When I am through you will have my philosophy of education paper. First we will look at my view on the nature of students. Like Rousseau, I believe that students are influenced by their environment. Children indeed imitate what they see or experience. I think a positive environment is crucial to a child’s learning. When kids see negative things they imitate negative things. When kids see positive things they imitate positive things. I believe there has to be a balance between both negative and positive influences. Not being in a perfect world, children are often exposed to negative influences. Rousseau took some of his students into the country away from the evils of society to teach them. When analyzing knowledge, one must ponder whether knowledge is relative or absolute. Rousseau thought that students should learn to think for themselves. I agree. They must think. Memorization is fine, however they need to be able to apply their knowledge. Students require knowledge in different ways. While some students may listen well, other students may need to see examples. It is important that the students retain the knowledge. They need correct instruction from teachers. Ultimately, the purpose of edu... ... a lot of professional development plans. I would prefer to start teaching in high school and maybe work by way up to college. I would like to be a well-rounded teacher that is respected and understood. I will probably get a job teaching and then work by way up through a couple of different degrees. I really do not want to further my education after graduation but if I have to I will. I will get more money if I do which is important. As far as professional groups go, I am undecided, I do not really know a lot although as I go through the education system I may find one that interests me. Alright, I have talked about the nature of students as well as the nature of knowledge. The purpose of education and the methods of education have been discussed as well as my curriculum. I have expressed my philosophical views and my professional development

Behavior and thinking Essay

Humans are conditioned to act according to stimulus that are present in their environment. Thus was the belief or Russian scientist/physiologist Ivan Petrovich Pavlov (1849-1936) (Encarta, 2008). Though noted also for his work in the field of physiology, he is more remembered for the conduct of experiments for the demonstration of conditioned and the opposite unconditioned reflexes, first done on dogs in 1889 (Encarta, 2008). Pavlov’s discovery of the â€Å"conditoned reflex† was of great importance to the field og biology, since it showed a physiological foundation for the development of creatures of diverse reactions, or, behaviors, in order for the organism to be able to adapt to their surroundings (Bluden, 2001). Many researchers have tried to know the link between the physical and the mental bridge (cited in Biology and Medicine, 2008). The intersection of how the mind thinks and the behaviors that will emanate from the person is addressed in the field of biopsychology,i. e. a scientific undertaking to determine the biological basis of a person’s behavior and his thought processes (Encarta, 2008). Accroding to Catherine Harris, in her position paper, â€Å"What is the most important psychological finding of the century? †, she states that one’s biological tendencies tend to play a good part in an individual’s mental disorders (Harris, 1999). In her paper, centuries of human evolution have created an indominatable â€Å"information processing system†, one that does not take failure lightly (Harris, 1999). Anti social behaviors evolve under the most extreme adaptive pressures to adapt to one’s environment (Harris, 1999). These are forms of â€Å"cheat† behaviors to allow people to adapt. For example, â€Å"obsessive-compulsive behaviors† may be a reaction to the society’s rules and rituals imposed on an individual (Harris, 1999). Crowding is another social behavior one is prone to adapt to often (Southwick, 2008). In his observations, overcrowding tend to display the breakdown of normal behaviors, an upswing in aggression and violence, among others (Soutwick, 2008). The mind and the body does act in unison, but the final link of that act still has to be known with furhetr studies and research.