Answer question Essay Example | Topics and Well Written Essays - 250 words - 10

Answer question - Essay Example The teachings by Moishe the Beadle are similar to Buber’s Hasidic teachings. Moishe teaches that there are a thousand and one ways that lead to the orchard of truth and each man has to find his own way to get there (Wiesel, 2006). Buber shares the same views as he argues that all men can access God, but each through his own way (Buber, 1958). During his various experiences, Wiesel was once in a situation where they had to celebrate the Day of Atonement by fasting. Wiesel went against traditional believes of fasting both as a symbol of rebellion against God’s silence as well as a necessary means of keeping up strength in the face of adversity and torture. Buber explains that in Hasidism, one can serve through learning, prayer, fasting or through eating (Buber, 1958). Accordingly, one should choose depending on what they view as right and avoid imitating others. On entering Auschwitz, Wiesel and his group of prisoners were greeted by a young pole with Hasidic inclination. He argues that by driving despair and through camaraderie, they will be able to overcome their hardship. Hasidism according to Buber shares a similar view as he argues that while the world is an irradiation of the Divine, it is described by independence of existence and striving and that man is to affirm the world and transform both him and the world at large to the image that God would approve. The notable difference between Buber and Wiesel accounts is the latter’s conclusion that man and man alone is the master of the universe. Buber argues that a divine spark exists in all men and that it can either be perverted or liberated and re-joined with the Origin (God) (Buber, 1958). Personally, I do not agree with Wiesel conclusion that we live in a world without God and that man alone is the master of nature and of the world. I however sympathize with

Special Education Teachers Essay Example for Free

Special Education Teachers Essay The current directions toward inclusion are varied. Some hear opinions that students with mild and moderate disabilities will be placed in classes. Then, there are also those who say that special education students will be placed in inclusion, including those with the most severe disabilities. Definitions of inclusion already abound including issues on its subsequent translation into programming. On the question, â€Å"Which students with disabilities will most benefit from inclusion, the different levels of responses are: Level 1—Students with mild disabilities participate full-time in regular education classrooms. Students with moderate to profound disabilities attend separate classrooms on the regular education camps. Level II – Students with mild and moderate disabilities participate full-time in regular education classrooms, with the elimination of all pull-out programs. Students with severe or profound disabilities would be served in a separate classroom on the same campus. Level III – All students participate in regular education classrooms except students with the most severe disabilities who would be in normalized and age-appropriate classroom on the same campus. Few students are excluded. Level IV – Despite the degree of disability, all students are fully included in general education classrooms. Specialists and teaching assistants provide support for students with the most severe disabilities within the classroom. The regular education teacher is responsible for structuring social interactions with typical peers. The least inclusive proposal places most students with mild disabilities in regular classes, but excludes those with moderate through severe disabilities, placing them in separate rooms within the regular school building (Lilly, 1986). This proposal is closest to the traditional manner of service delivery and is the easiest to implement in terms of using available special educators as support personnel and providing training in methods for regular education teachers to include these children. More inclusive is the proposal to place students with mild or moderate disabilities in regular education classes (Reynolds Wang, 1983; Wang, Reynolds Walburg, 1987). The essence and meaning of inclusion evolved from the historical concepts in early childhood special education, that is, mainstreaming and integration. Bricker (1995) discusses the evolution of these terms, noting that mainstreaming refers to the â€Å"reentry of children with mild disabilities be served totally in these settings eliminating the need for pull-out programs. While students with organically-based learning disabilities or moderately demonstrated behavioral disorders would not have been included in regular education rooms in the Level I proposal, they would be included here. Yet, proponents of both levels agree that there will be students with severe and/or multiple disabilities whose needs will not be served optimally in a mainstream environment. They feel that these students will need to participate full-time in separate settings. Level III includes a more extensive involvement of severely impaired students in regular education. All students are included except those who are unable to be involved in academic or social interactions (Gartner Lipsky, 1987). However, even these students would participate in nearby classrooms which would be as normalized and age-appropriate as possible. The most extreme view is that of full inclusionists, who propose that all students should participate in general education classes. Claiming that to do otherwise would be to support a â€Å"dual-system† for the most disabled, Level IV proponents propose the integration of even profoundly-impaired students into totally normalized classes (Stainback Stainback, 1984). This position has prompted the strongest reaction of implausibility from those opposed to the Regular Education Initiative. Yet parents and professionals supporting Level IV inclusion do acknowledge that there are situations in which these students cannot be grouped with other s because of instructional differences. Thus, the Regular Education Initiative gives a sense of inclusion for students. Yet, a number of researchers and educators have opposed the Regular Education Initiative strongly. They cite the historical inability and lack of desire of regular education to meet students’ needs. That is the reason why the IDEA cropped up. They worry about the loss of funding and parental right. They also note that most regular educators are not trained to have students with disabilities in their classes. They say that teachers cannot meet societal demands for excellence if they are expected to have vastly different levels of student academic and behavioral performance in their classes.

Emerson :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Emerson was born in Boston, Massachusetts. Emerson graduated from Harvard University at the age of 18 and for the next three years taught school in Boston. In 1825 he entered Harvard Divinity School, and the next year he was certified to preach by the Middlesex Association of Ministers. Even with ill health, Emerson delivered occasional lecture in churches in the Boston area. In 1829 he became minister of the Second Church (Unitarian) of Boston. That same year he married Ellen Tucker, who died 17 months later. On Christmas Day, 1832, he left the United States for a tour of Europe. He stayed for some time in England, where he made the associate of such British literary notables as Walter Savage Landor, Samuel Taylor Coleridge, Thomas Carlyle, and William Wordsworth. His meeting with Carlyle marked the beginning of a lifelong friendship.   Ã‚  Ã‚  Ã‚  Ã‚  On his return to the United States in 1833, Emerson settled in Concord, Massachusetts, and became active as a lecturer in Boston. His lectures including â€Å"The Philosophy of History,† â€Å"Human Culture,† â€Å"Human Life,† and â€Å"The Present Age† were based on material in his Journals (published posthumously, 1909-1914), a collection of comments and notes that he had begun while a student at Harvard. Emerson applied these ideas to cultural and logical problems in his 1837 lecture â€Å"The American Scholar,† which he delivered before the Phi Beta Kappa Society of Harvard. In it he called for American intellectual independence. A second address, commonly referred to as the â€Å"Address at Divinity College,† delivered in 1838 to the graduating class of Cambridge Divinity College, produce great controversy because it attacked formal religion and argued for self-reliance and unconscious spiritual experience.   Ã‚  Ã‚  Ã‚  Ã‚  The first volume of Emerson's Essays (1841) includes some of his most popular works. It contains History, Self-Reliance, Compensation, Spiritual Laws, Love, Friendship, Prudence, Heroism, The Over-Soul, Circles, Intellect, and Art. The second series of Essays (1844) includes â€Å"The Poet,† â€Å"Manners,† and â€Å"Character.† In it Emerson tempered the hopefulness of the first volume of essays, placing less importance on the self and acknowledging the limitations of real life. Emerson succeeded her as editor in 1842 and remained in that capacity until the journal ceased publication in 1844. In 1846 his first volume of Poems was published (dated, however, 1847).   Ã‚  Ã‚  Ã‚  Ã‚  Emerson again went abroad from 1847 to 1848 and lectured in England, where he was welcomed by Carlyle. Several of Emerson's lectures were later collected in the volume representative men (1850), which contains essays on such figures as Greek philosopher Plato, Swedish philosopher Emanuel Swedenborg, and French writer Michel Eyquem de Montaigne.

Organizational Structure Presentation Essay

As a manager of Van Rensselaer Manor Nursing Home Rehabilitation Center, we now are going to propose a new addition of long-term care services along with still having services for short-term on an inpatient and outpatient basis. The future of our organization’s growth internally and externally will demand how well we communication our abilities not only to our staff but to our surrounding community. We will be in need of new experience workers for physical therapy, counselors to work with patients and families, along with specialized doctors and nurses. Communication will be the number one factor in finding the right professionals for our organizations growth within the community. Our communication tactics need to be easily understood by all parties, and we need not use overpowering management terms so that employees think we are talking down to them. Effective communication means having everyone on the same page learning from one another while growing inside and outside the o rganization. Leadership involves good communication among all ranks of the management team and staff. Coaching, mentoring and walking around the office each day getting to know your people personally and their working skills will improve the growth internally and externally of the organization. Effective internal communication starts with our organization having sufficient skills in listening, speaking, questioning and sharing feedback. As a manager, it is my job and my management team to ensure that the most important outcome from the above skills is conveying that we value hearing from others and them hearing from us. Sharing information on a regular basis with the staff is effective communication and will keep the organization’s mission number one in everyone’s goals. â€Å"The main differences between internal and external company communications are the content and the audience. Internal communications include employees and shareholders, such as the company’s board of directors or stockholders. External communications include clients, prospective customers and the public.

Discipline and Management: Different Yet Related Essay

In a classroom setting, discipline and management are two key components for classroom success. Teachers often use the terms classroom management and classroom discipline interchangeably. However, the two ideas are very different in their application. Management and discipline are two halves of the same coin, they are intrinsicly connected to each other, but they have their own individual properties, with their own look and feel. Classroom management deals with how things in a class are done. Classroom management is the sole responsibility of the teacher. It encompasses all of the teacher’s interactions with students, classroom environment, rules and procedures, instructional strategies and development of engaging work. In a well managed classroom, the teacher implements policies and develops routines that stabilize and direct the flow of a class. Effective teachers manage their classes so that students spend their time more productively. Elements of classroom management vary. No two classes are alike. However the foundational elements a teacher takes into account before students ever set foot in the build can lend to better classroom management. Things such as classroom layout and organization .A neat and organized classroom tells your students you mean business and you expect them to keep the classroom organized as well. Deciding how to divide up classroom time is another important aspect to classroom management.Lunch, recess, breaks, down-time between lessons and activities, moving from one classroom to another, interruptions, and other periods of non-instructional time can account for at large percent of an elementary school day. By establishing routines that eliminate wasted time and confusion, using learning centers, independent assignments, and seat work to allow time to work with small groups, and creating a classroom environment that allow students and activities to move smoothly from one activity to the next, a teacher can increase their students time on task, and raise their students engagement with the material. Classroom discipline is a companion to classroom management, part of a routine class session, and a system to maintain desired behaviors.What system is the best and how do I implement it? there are many experts telling teachers how to handle discipline problems in the classroom. Yet these experts do not always agree. Thomas Gordon, creator of Teacher Effectiveness Training staunchly opposes Lee Canter’s Assertive Discipline concept. Yet, both have enjoyed a great deal of success with books and conferences and classes taught all over the USA. Trying to decide who is right and who is wrong seems quite difficult. Instead, let us assume that both of them are right, that they just are not talking about the same students. There is no cure-all for classroom discipline. There are no magic words that will solve classroom discipline. No other teacher has the answers for your classroom discipline either. Every elementary, middle and high school educator has to deal with the unenviable task of enforcing classroom discipline. there is no one-size-fits-all for classroom discipline. However the goal is still the same for every classroom, which is for students to be engaged in the classroom at all times.

Joyce - essays

Joyce - essays Ulysses gives a striking picture of a single days life microscopically revealed of two middle class Irish men: Stephen Dedalus and Leopold Bloom, both residents in Dublin. Technically the work is marked in part by eccentricities in form such as the economy of the punctuation, for instance, a frankness of language and a realism that spares the reader neither the sordid, nor the obscene. As an artist, Joyce shows skepticism towards any single sent of values, whether personal or public, individual or social, no single standard can be accepted because his artistic philosophy is translated into a technique which requires multiple identifications: Joyce tries to give a vision of the existence which constantly tends to be complete by whose definition will never be the result of a comparison with a et standard of completeness, because completeness has to be defined from within, In this endeavour, Joyce avoids ethical judgements and uses a dramatization of meanings that implies both aloofness and detachment. Skepticism is the dominating feeling but to consider Joyces entire work to be skeptical and morbid ant to consider it on the verge of the amoral would be a mistake. His work does have ethical implications, as artistic completeness has to be accomplished only through acceptance and rejection, and there are contradictory aspects in the Portrait, with present negative versions of values, for it is built on a generalized rejection of authority, and Ulysses which presents a positive standard of wholesomeness. The Portrait is a work perfectly integrated, dealing with the development of a young personality. It puts forth a whole series of feelings, going from rebellion to reflection and final aloofness. The promise of the novel is that individuality can only be reached though the rejection of ones background, the main theme is the relationship father-son, and around it there are several manifestations of a political, national...

Free Essays on Deborah Oropallo

â€Å"WELCOME.† In this painting, Oropallo’s used many implied lines to create the containers. We can actually see where the orange is touchin... Free Essays on Deborah Oropallo Free Essays on Deborah Oropallo Deborah Oropallo was born in Hackensack, New Jersey. According to the San Jose Museum of Art, Oropallo â€Å"received her B.F.A. from Alfred University in New York State, and her M.A. and M.F.A. from the University of California, Berkeley.† She now reside in Berkeley, California where she spends her days painting mundane object which slowly creating a striking image of poetic importance. She uses daily object such as ropes, tires, and doormats and transformed them into paintings where viewers can interpret a different meaning. In her most recent paintings, Oropallo’s uses the technique of digital photography and Iris prints. According to the LGI Digital & Fine Art Printing, â€Å"Iris Printing offer richness, detail and depth that clearly set them apart from traditional offset lithography.† Her paintings may seem far from sensuous paintings of other artist, yet the vibrant colors and suggestive overlays provide these objects visually dominant in a special way. Wh en she discovered this new way of art, she continue to discover the hidden beauty that lay in the objects that surround us in our daily life. She uses objects that are from our industrial surroundings to provide us with messages that she sees within our economy. She used object such as railroad tracks, flour packages, stacks of cinder blocks, buckets, pipes, and other large industrial containers that we customarily ignore, to enhance our knowledge of what is going on in our economy. In a painting by Oropallo entitled â€Å"Oversize, 2001† made with Iris Print from oil on a larger than life canvas, she utilized large containers in our industry and paints to come up with a message to everybody. We can see at the far left hand corner, the container is labeled as hazardous materials, but in front of the whole paintings, she places the words â€Å"WELCOME.† In this painting, Oropallo’s used many implied lines to create the containers. We can actually see where the orange is touchin...