Mindfulness Meditation and The Reduction of Anxiety

Mindfulness Meditation and The Reduction of Anxiety Mindfulness meditation is a form of meditation that has been prevalent for thousands of years, and is only becoming increasingly more popular. â€Å"Over the past decade, neuroscientists like myself have become increasingly interested in studying how meditation affects the brain and body. The number of studies conducted per year in this new field of contemplative science is rising exponentially, with more than 200 studies published last year alone,† (Hasenkamp). It’s a form of meditation in which a person builds a practice of awareness, intentionally focuses their attention on the present moment, and accepts whatever the present moment brings, without any judgment. New research presents†¦show more content†¦Ã¢â‚¬Å"The majority of study participants reported decreases in anxiety. Researchers found that meditation reduced anxiety ratings by as much as 39 percent.† (Beck and Davis) The direct effect that focusing the mind on the present moment has on reducing anxiety and its symptoms are largely important. The idea of not controlling one’s thoughts, but redirecting them to the present moment is a fairly hard concept for most people to fully understand. Redirecting one’s thoughts to the present moment distracts the mind from any worry-some or anxiety inducing thoughts or feelings, without giving attention to them. The redirection of thoughts essentially keeps the mind occupied, which means the mind has less time to spend worrying or cultivating anxiety inducing scenarios in one’s mind. In relation to the redirection of thoughts being effective in reducing anxiety, it also has been proven to reduce physical symptoms of anxiety or discomfort. By reverting attention away from pre-existing physical discomforts, these same discomforts are given time to subside, which they typically do immensely, solely because it isn’t the focus of one’s attention. â€Å"Some experts believe that mindfulness works, in part, by helping people to accept their experiences- including painful emotions- rather than react to them with aversion andShow MoreRelatedThe Power Of The Mind : Mindfulness Meditation1574 Words   |  7 PagesProfessor Nichols Travis Health 101 4-20-2017 The Power of the Mind: Mindfulness Meditation Mind over matter, the idea that our minds have the power to overcome physical problems. One of the most ancient techniques that points to this concept is called mindfulness meditation. This ancient practice is now being researched by todays psychologist and neuro scientist for its benefits to our wellness. My research topic will explain how meditation impacts our health. If our minds have the power to heal ourselvesRead MoreIncrease Of Working Memory During The Same Period1492 Words   |  6 Pagesself-reported positive affect. Positive affect is how we experience feelings and emotions, in other words it is our moods. Because affect is a psycho-physiological construct that involves alertness and motivational intensity, the benefits of mindful meditation on positive affect is invaluable for a soldier’s effectiveness. Cognitive Flexibility Cognitive flexibility like working memory is part of the higher-order cognition of executive functioning. The definition of cognitive flexibility varies slightlyRead MoreThe Effects Of Meditation On The Mind And Body948 Words   |  4 Pagessomatic pains with conscious efforts of mindfulness meditation on states of distress. Orme-Johnson, Schneider, Son, Nidich, and Cho (2006) hypothesized that transcendental meditation would have long-term effects on an individual’s physiological brain components responsible for pain management. The reduction of pain would be due to the reduction of distress through meditation that would also reduce the prefrontal cortex’s response to pain, and also a reduction of the thalamus response to pain. TheRead MoreA Public Health Concern Around The World985 Words   |  4 Pageslifestyle such as diet changes and exercise (de Moraes et al., 2015). In recent years, alternative methods, like the Mindfulness Based Stress Reduction (MBSR) therapy or mindfulness meditation, are gaining interest and are utilized by more people worldwide. However, published reports have revealed inconsistent results regarding management of high blood pressure utilizing mindfulness-based interventions. Additionally, there is limited literature regarding its impact between male and femal e hypertensiveRead MoreMindfulness And Pleasant And Unpleasant Experiences Through Research And More Research1681 Words   |  7 Pages Mindfulness is a conscious mental state where one practices by focusing awareness on the present moment to an object, thought, or feeling. In recent years, mindfulness practices have been heavily emphasized in the western culture as the way to happiness and a better sense of well-being in a dramatically increasing trend. Neuroscientist Dr. Willoughby Britton, Dr. Jon Kabat-Zinn, among many others, have researched and concluded many of their findings on mindfulness. The rise in popularity of mindfulnessRead MoreThe Roots Of Psychological Disorders751 Words   |  4 PagesAmericans coping with depression, stress and various types of anxiety, is higher than ever before (Thompson, 2017, para. 1). Recent data estimate 8.3 million adults in America are suffering from a serious psychological disorder (Thompson, 2017, para. 1). As this statistic has increased, so has the popularity of alternative therapies to help cope with and even improve the symptoms of these distressing disorders. The roots of meditation come from Eastern religious practices, such as Buddhism, TaoismRead MoreYoga, Meditation, And Meditation933 Words   |  4 PagesResearch has been conducted to show that yoga, mantram, mindfulness, and meditation, are interventions that are inexpensive and takes a short period of time to learn and implement to immediate results of relaxation. Symptoms of trauma victims like depression, anxiety, and pain are reduced when these interventions are practiced and implemented. Although a limitation of the study is that the individuals were mostly men in the military, the study illustrates that proper implementation can assist clientsRead MoreThe Effects Of Stress On Health And Mental Health Essay1619 Words   |  7 Pagesinsecurity, which could lead to severe health issues, such as depression, anxiety disorders, and post-traumatic stress disorder and it can even lead to death. It is very important to learn how to deal with stress so it doesn’t lead to bad outcomes on your daily life, physical health and mental health. There is a relationship between stress and the increase of mood disorders such as anxiety and depression disorders. Anxiety and depression lead people to feel less insecure, which may lead them to harmRead MoreThe Meditation Health Benefits Of The World1102 Words   |  5 Pageseffects of meditation, â€Å"it made it both stronger and more flexible.†(Meditation Health Benefits). Meditation is a practice that may train one’s mind to be at a state of consciousness and wholeness. Throughout history Buddhist monks and other eastern religions have been utilizing this practice for religious purposes, however recently individuals have been testing it out for themselves. One does not have to mediate for religious purposes, this phnaoman can be used to lower stress levels, cure anxiety andRead MoreCorrelation Between Higher Dispositional Mindfulness1134 Words   |  5 Pagesand Gianaros (2013) conducted a volume tric analysis which revealed a correlation between higher dispositional mindfulness and decreased gray matter volume in the right amygdala and the left caudate. Since amygdala is known to regulate central stress responses, the decrease in its volume in mindful individuals could signify the effect of such intervention in managing and reducing anxiety (Taren et al., 2013). Moreover, as suggested by Taren et al. (2013), the right amygdala might be involved in regulating

I M Mechanical Engineer Working as a Design Engineer for...

AJAY JANGRA SR. EXECUTIVE ENGINEER (DESIGN DEVELOPMENT) Mobile : 09467691484 E-Mail: ajangra1@gmail.com Ambition to work in an organization where the best use of my talent, knowledge, dedication, hard work sincerity can be made. I am seeking a high quality work life through challenging assignments, meaningful career growth and opportunities for value addition and professional development. SYNOPSIS âž ¢ Keep myself abrest of technological developments. âž ¢ Well versed with Designing Software Auto Cad, Solidworks. âž ¢ Quick learner self-directed; consistent updating self with the emerging trends in the industry. âž ¢ A team player with strong interpersonal skills and possess a flexible†¦show more content†¦at Lakshmi Precision Screws Ltd., Rohtak from June 01, 2012 to May 20, 2014. An ISO-14001, QS-9000, TS-16949 certified company and NABL accredited Lab as a Leading Manufacturer and exporter of High Tensile Precision Fasteners, Axles, Studs etc and it has collaboration with other leading fasteners in the world such as â€Å"Bossard† Singapore and â€Å"Recoil† Australia. It is one of the major suppliers of Fasteners to Automotive Industries. Manufacturer of High tensile Precision Fasteners. The main customers are â€Å"AEROSPACE, VOLKS WAGON, HARLEY DAVIDSON, G.E., MARUTI SUZUKI, SMC, HMSI, INDIAN RAILWAY, TATA FIAT, TATA MOTORS, HERO HONDA, HONDA, TVS MOTORS, JCB, HMSI, JOHN DEAR, etc. âž ¢ Preparation of Feasibility Reports (FR) for New Products. âž ¢ Responsible for New Product Development (NPD). âž ¢ Responsible for process design of cold extrusion parts cold forging special fasteners. âž ¢ Design and Development of New Products and their Toolings. (Dies, punches ,etc. for multi station) in Solid Works AutoCAD âž ¢ Prepare PPAP Document- PFC, PFMEA, CP Checking Aids as per customer requirements. âž ¢ Interaction with Customers (MSIL, HMSI, TVS VW) for feedback of NPD. âž ¢ Technical support to marketing and operations. âž ¢ Creation of Master Data in SAP for Design Development. âž ¢ Preparation Updating of APQP, PPAP Documents as per AS9100 TS16949 Standards. âž ¢ To Attend Customer Complaints Trial ofShow MoreRelatedOrganization Study @ Beml (Internship Report)11749 Words   |  47 Pagesprofit of INR 387 crores. The export earnings touched INR 304 crores. BEML Limited (BEML) conferred with Mini-Ratna Category-1 Status and under the administrative control of Ministry of Defense, is a multi-technology company offering high-quality products for diverse sectors of economy such as coal, mining, steel, limestone, power, irrigation, construction, road building, aviation, defense, metro and railways. BEML is ranked as The Largest and Most Profitable Construction Equipment Company by ConstructionRead MoreThe Heritage of Operations Management2336 Words   |  10 Pages THE HERITAGE OF OPERATIONS MANAGEMENT To start, I would like to give a view of ‘what OM is and why it is important today’. Operations management is the area concerned with the efficiency and effectiveness of the operation in support and development of the firms strategic goals. Other areas of concern to operations management include the design and operations of systems to provide goods and services. To put it succinctly, operations management is the planning, scheduling, and control of the activitiesRead MoreCorporate Strategy : a Look at Swatch Essay1797 Words   |  8 Pagesindustry When Swatch emerged in 1983, it was a prime time to enter the watch industry. Existing rivalry and the threat of new entrants were medium, allowing Swatch to thrive. Not one of the many competitors held more than 15% of the total global market, thereby creating medium concentration. In addition, cost conditions, excess capacity and exit barriers, and product differentiation were also medium. Although there was high diversity among competitors, Swatch’s strategy of differentiationRead MoreThe Importance of Philosophy to Engineering8110 Words   |  33 Pagesargument here is that philosophy is important to engineering for at least three reasons. First, philosophy is necessary so that engineers may understand and defend themselves against philosophical criticisms. In fact, there is a tradition of engineering philosophy that is largely overlooked, even by engineers. Second, philosophy, especially ethics, is necessary to help engineers deal with professional ethical problems. A case study of ethics requirements for U.S. engineering curricula substantiates thisRead MoreThe Road to the Self-Reliance New Product Development of Hyundai Motor Com pany11169 Words   |  45 PagesTHE ROAD TO THE SELF-RELIANCE NEW PRODUCT DEVELOPMENT OF HYUNDAI MOTOR COMPANY June 1995 Young-suk Hyun Ph.D Professor, Business Administration Han Nam University Taejon KOREA 133 Ojung-dong Taejon 300-791, KOREA Tel : 82-42-629-7588 Fax : 82-42-672-7183 1 THE ROAD TO THE SELF-RELIANCE NEW PRODUCT DEVELOPMENT OF HYUNDAI MOTOR COMPANY 1. Introduction 2. Hyundai s Philosophy in New Product Development (NPD): The Road to the Technological Self-reliance 3 Key Role PersonsRead MoreTotal Quality Management (Tqm) in Hospitality Industry: a Study of the Application of Tqm in  a Hotels  Engineering Department and Its  Effects on  Hotel Performance18578 Words   |  75 PagesAdvisor Date The University of Liverpool 2011 CERTIFICATION STATEMENT I hereby certify that this paper constitutes my own product, that where the language of others is set forth, quotation marks so indicate, and that appropriate credit is given where I have used the language, ideas, expressions or writings of another. Signed Mark Chan ABSTRACT Read More Henry Ford Essay2294 Words   |  10 PagesHenry Ford It is doubtful if any mechanical invention in the history of the world has influenced in the same length of time the lives of so many people in an important way as the motor car. So writes an American historian, thinking of the automobile alone. But it does not stand-alone. 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Work Related Injuries in Canada (Per 1000 Employed Workers) 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 26.6 25 23.5 22.3 21.4 21 20.1 18.9 18

School Policy †Behaviour Free Essays

â€Å"Research evidence suggests that pupils’ behaviour can be influenced by all the major features and processes of a school. These include the quality of its leadership, classroom management, behaviour policy, curriculum, pastoral care, buildings and physical environment, organisation and timetable and relationships with parents. † (Elton Report, DES, 1989) The secondary education issue I have chosen to focus on for this presentation is Whole School Behaviour Policies and how such policies can influence the teaching and learning experiences in school through the use of sanctions and rewards. We will write a custom essay sample on School Policy – Behaviour or any similar topic only for you Order Now I chose this area to focus on because, as a student teacher on a teaching placement, behaviour in schools is one of my biggest concerns and also because, according to the Elton Report and other literature I have read, it appears that this is a major area of concern throughout secondary schools in the UK. The Elton Report, a national enquiry into discipline in schools, was established by the Secretary of State for Education and Science in March 1989 in response to concern about the problems facing the teaching profession. Their task was to â€Å"recommend action to the government, local authorities, voluntary bodies, governors, headteachers, teachers and parents aimed at improving behaviour in schools for effective teaching and learning to take place†. (Elton Report, DES, 1989) The Elton Report has formed the basis of much of the current legislation on school behavioural policies and offers guidance for schools in drawing up their own behaviour policies. The main findings and recommendations of the Elton Report can be summarised in the following points (Teachernet, 2008): †¢School’s should adopt a ‘whole-school’ approach to their behaviour policies and the teachers’ approach should be one of consistency and fairness †¢Schools should have a clear vision for managing behaviour through establishing clear rules and boundaries, with emphasis on the positive. †¢All must adhere to policy principles, and teachers should model behaviour and interactions in a positive and supportive way. Boundaries should be made clear and sanctions should be in place, but the emphasis is on praise and rewarding good behaviour. †¢All staff should recognise that the quality of teaching and learning has a significant impact on pupils’ behaviour â€Å"A school’s central purpose is that children should learn. Good behaviour makes effective teaching and learning possible. Bad behaviour disrupts these pro cesses. † (Elton Report, DES, 1989) In September 2003, the government’s Department for Children, Schools and Families (DCSF) launched the Behaviour and Attendance strand of the Key Stage 3 Strategy. This programme aims to provide advice, support and training for all secondary schools in England to promote positive behaviour and tackle issues of low-level disruption. It recommends that senior leadership teams in schools will carry out audits of behaviour and attendance and, from these, will establish priorities for the whole school. They will then plan actions to further improve their policy and practice and will draw up training plans for their staff. (Behaviour4learning, 2008) At my year one placement school I witnessed these recommendations put into practise in the classroom through the implementation of the school’s Behaviour Policy. The placement school is a mixed comprehensive school in the London borough of Tower Hamlets. The head teacher’s perception of the school’s catchment area is that it is a predominantly working class area of London with high levels of poverty and unemployment. According to the school’s latest Ofsted inspection report the number of pupils who are registered SEN (Special Educational Needs) is above the national average. Although not all special needs are connected to behaviour, it is largely acknowledged that if a child finds learning very difficult it is possible that incidents of poor behaviour can occur. Cowley, 2006) The school has a behaviour policy in place and, by adhering to it, aims to promote a â€Å"positive learning and teaching community for staff and pupils. † (Swanlea School Behaviour Policy) The main aims, as summarised in the policy, are: †¢To ensure that behaviour is a whole school responsibility †¢To ensure that rewards and sanctio ns procedures are applied fairly and consistently †¢To foster compassion and tolerance, celebrate diversity and develop a sense of citizenship and care for the whole community and environment †¢To enable all pupils, irrespective of race, class, gender and ability, to achieve their personal best. Swanlea School Behaviour Policy) The policy also sets out the rights of staff and students, which are summarised as: †¢Every student has the right to learn at his or her optimum rate, without being hindered by others †¢Every student has the right to live each day in school without fear. Bullying, threatening behaviour, racial or sexual harassment and damage to property will not be tolerated. †¢All staff have the right to go about their work without being hampered (Swanlea School Behaviour Policy) This reflects a clear alignment with research by Cowley (2006) who states that: â€Å"Different types of school have very different and specific behavioural problems, and ideally the whole-school behaviour policy should be linked closely to the particular difficulties your school faces. † (Cowley, 2006, p172) The school’s behaviour policy is clearly in place to create a positive environment for pupils but it is also there for the benefit of teachers and staff to create a positive working environment and enable the teacher to effectively teach without disturbance. It’s important to keep in mind that the reason we need to manage behaviour at all is so that we can actually get on with teaching. † (Cowley, 2006, p96) The policy was established by the head teacher, deputies and heads of department together with the behaviour support team. It is managed by the deputy head teacher and is reviewed each term, through consultations with heads of department and the be haviour support team, at designated ‘Behavioural Policy Review’ meetings. These meeting allow for changes to be made if the policy appears to be ineffective and, for example, if incidents of bad behaviour have increased. In order to check the effectiveness of the policy, the deputy head teacher analyses data, in the form of exclusion rates, details of incidents of bullying and racist abuse and the use of sanctions and rewards. All of the school’s staff, including teachers and support staff, are responsible for ensuring that the behaviour policy and procedures are followed and applied. This ‘guidance framework’ has made it easier for staff to respond to incidents of bad and good behaviour consistently and fairly and for all students to be made aware of the policy. As recommended in research by Rogers (2006): â€Å"When schools have a common framework for classroom behaviour agreements, each successive year group becomes increasingly conscious of ‘the way we do things here’. â€Å"This enables some sense of common understandings and expectations about appropriate and fair behaviour and also some reasonable consistency in behaviour management by adults across the school. (Rogers, 2006, p46) The behaviour policy states that all staff are expected to model the high standards of behaviour and punctuality expected of pupils. Form tutors are also expected to support and encourage individual pupils through praise, positive reinforcement and contact with parents. The policy also advises that form teachers are directly involved with low level beha viour issues, such as addressing school uniform issues. The school believes that maintaining a level of consistency across all staff and department, with regards to the behaviour policy, ensures that all pupils are aware of its contents. This is in line with Rogers’ (1995) and Cowley’s (2006) findings, who say that a whole-school behaviour policy is effective when it:- †¢Is created in conjunction with all the staff †¢undergoes a continuous process of change †¢is consistently applied All pupils at the school carry a travelling diary to lessons in which homework and behavioural issues such as lateness are monitored and recorded. The ‘travelling diary’ contains a summary of the school’s behaviour policy and expectations – further ensuring that the students are aware of the policy contents. Assemblies on the theme of respect and behaviour are also delivered to the pupils on a regular basis. â€Å"The behaviour policy is well constructed and understood by most students and applied evenly by all staff. † (Ofsted, 2007) The school has in place a system of sanctions and rewards to deal with negative and positive behaviour respectively. Depending on the severity of the negative behaviour in the school, the sanctions range from a verbal ‘telling off’ to the child being placed in the school’s isolation unit. Sanctions are there to offer corrective measures to indicate to the perpetrator that the displayed behaviour is not acceptable and provide and opportunity for the individual to redeem him/her self. † (Swanlea School Behaviour Policy) The behaviour policy states that the school aims to support a positive learning environment for students through the use of rewards for good behaviour. This ranges from praise from the teacher to formal awards and prizes at the school’s annual awards ceremony and during assemblies. This in reflected by Cowley (2006) who says: Using rewards is one of the most effective ways of getting better behaviour†¦. This will help you maintain a positive focus and atmosphere in your classroom. † (Cowley, 2006, p81) However, it is challenged by Kyriacou (1998) who argues that it is ‘effective teaching’ not rewards that create better behaviour. â€Å"The most important point to bear in mind in considering discipline is that creating the necessary order is more to do with the skills involved in effective teaching in general than it is to do with how you deal with pupil misbehaviour itself. (Kyriacou, 1998, p79) To sum up, from classroom observations at my placement school I frequently observed incidents of students’ bad behaviour and how these incidents were dealt with in the design and technology department. It was apparent that the design and technology department , like the rest of the school, is closely following the guidance in the behaviour policy and is very efficient at dealing with bad behaviour. This appears to have a positive impact on the school in that it creates a safe environment for the pupils. However, on a daily basis I observed poorly behaved children being given break time detentions and several children receiving the ‘ultimate sanction’ of the isolation unit. While this appears to be effective in that it creates an ordered classroom environment for teaching and learning to take place, I frequently observed the well behaved pupils going un-noticed in the school’s efforts to stamp out bad behaviour. .â€Å"We can get trapped into giving lots of rewards to our tricky students, to keep them onside and get them to co-operate. But don’t overlook those children who work hard all the time – they deserve to receive recognition for their efforts as well. † (Cowley, 2006, p83) This suggests that their behaviour policy is not working as effectively as it could and that a solution could be to have, embedded in the behaviour policy, a system of rewarding good behaviour and recognising hard working children, as well as responding to the students’ bad behaviour. References †¢Cowley, S. 2006), Getting the Buggers to Behave, Continuum International Publishing Group, London †¢HMSO (1989) The Elton Report: Enquiry into Discipline in Schools, Her Majesty’s Stationery Office, London †¢Kyriacou, C (1998), Essential Teaching Skills, Nelson Thornes Ltd, Cheltenham †¢Laslett, R and Smith, C (1984) Effective Classroom Management, Croom Helm Ltd, Kent †¢Rogers, B (2006) Classroom Behaviour: A Practical Guide for Effective Teaching, Behaviour Management and Colleague Sup port, Paul Chapman Publishing, London †¢Rogers, B (1995) Behaviour Management: A Whole-School Approach, Scholastic Australia, Gosford †¢Swanlea School Behaviour Policy, London Web references †¢Behaviour4Learning. Accessed 20. 11. 08 www. behaviour4learning. ac. uk †¢Department for Children, Schools and Families. Accessed 20. 11. 08; www. standards. dfes. gov. uk †¢Office for Standards in Education. Accessed 20. 11. 08 www. ofsted. gov. uk †¢Teachernet. Accessed 20. 11. 08 www. teachernet. gov. uk How to cite School Policy – Behaviour, Papers

School Policy †Behaviour Free Essays

â€Å"Research evidence suggests that pupils’ behaviour can be influenced by all the major features and processes of a school. These include the quality of its leadership, classroom management, behaviour policy, curriculum, pastoral care, buildings and physical environment, organisation and timetable and relationships with parents. † (Elton Report, DES, 1989) The secondary education issue I have chosen to focus on for this presentation is Whole School Behaviour Policies and how such policies can influence the teaching and learning experiences in school through the use of sanctions and rewards. We will write a custom essay sample on School Policy – Behaviour or any similar topic only for you Order Now I chose this area to focus on because, as a student teacher on a teaching placement, behaviour in schools is one of my biggest concerns and also because, according to the Elton Report and other literature I have read, it appears that this is a major area of concern throughout secondary schools in the UK. The Elton Report, a national enquiry into discipline in schools, was established by the Secretary of State for Education and Science in March 1989 in response to concern about the problems facing the teaching profession. Their task was to â€Å"recommend action to the government, local authorities, voluntary bodies, governors, headteachers, teachers and parents aimed at improving behaviour in schools for effective teaching and learning to take place†. (Elton Report, DES, 1989) The Elton Report has formed the basis of much of the current legislation on school behavioural policies and offers guidance for schools in drawing up their own behaviour policies. The main findings and recommendations of the Elton Report can be summarised in the following points (Teachernet, 2008): †¢School’s should adopt a ‘whole-school’ approach to their behaviour policies and the teachers’ approach should be one of consistency and fairness †¢Schools should have a clear vision for managing behaviour through establishing clear rules and boundaries, with emphasis on the positive. †¢All must adhere to policy principles, and teachers should model behaviour and interactions in a positive and supportive way. Boundaries should be made clear and sanctions should be in place, but the emphasis is on praise and rewarding good behaviour. †¢All staff should recognise that the quality of teaching and learning has a significant impact on pupils’ behaviour â€Å"A school’s central purpose is that children should learn. Good behaviour makes effective teaching and learning possible. Bad behaviour disrupts these pro cesses. † (Elton Report, DES, 1989) In September 2003, the government’s Department for Children, Schools and Families (DCSF) launched the Behaviour and Attendance strand of the Key Stage 3 Strategy. This programme aims to provide advice, support and training for all secondary schools in England to promote positive behaviour and tackle issues of low-level disruption. It recommends that senior leadership teams in schools will carry out audits of behaviour and attendance and, from these, will establish priorities for the whole school. They will then plan actions to further improve their policy and practice and will draw up training plans for their staff. (Behaviour4learning, 2008) At my year one placement school I witnessed these recommendations put into practise in the classroom through the implementation of the school’s Behaviour Policy. The placement school is a mixed comprehensive school in the London borough of Tower Hamlets. The head teacher’s perception of the school’s catchment area is that it is a predominantly working class area of London with high levels of poverty and unemployment. According to the school’s latest Ofsted inspection report the number of pupils who are registered SEN (Special Educational Needs) is above the national average. Although not all special needs are connected to behaviour, it is largely acknowledged that if a child finds learning very difficult it is possible that incidents of poor behaviour can occur. Cowley, 2006) The school has a behaviour policy in place and, by adhering to it, aims to promote a â€Å"positive learning and teaching community for staff and pupils. † (Swanlea School Behaviour Policy) The main aims, as summarised in the policy, are: †¢To ensure that behaviour is a whole school responsibility †¢To ensure that rewards and sanctio ns procedures are applied fairly and consistently †¢To foster compassion and tolerance, celebrate diversity and develop a sense of citizenship and care for the whole community and environment †¢To enable all pupils, irrespective of race, class, gender and ability, to achieve their personal best. Swanlea School Behaviour Policy) The policy also sets out the rights of staff and students, which are summarised as: †¢Every student has the right to learn at his or her optimum rate, without being hindered by others †¢Every student has the right to live each day in school without fear. Bullying, threatening behaviour, racial or sexual harassment and damage to property will not be tolerated. †¢All staff have the right to go about their work without being hampered (Swanlea School Behaviour Policy) This reflects a clear alignment with research by Cowley (2006) who states that: â€Å"Different types of school have very different and specific behavioural problems, and ideally the whole-school behaviour policy should be linked closely to the particular difficulties your school faces. † (Cowley, 2006, p172) The school’s behaviour policy is clearly in place to create a positive environment for pupils but it is also there for the benefit of teachers and staff to create a positive working environment and enable the teacher to effectively teach without disturbance. It’s important to keep in mind that the reason we need to manage behaviour at all is so that we can actually get on with teaching. † (Cowley, 2006, p96) The policy was established by the head teacher, deputies and heads of department together with the behaviour support team. It is managed by the deputy head teacher and is reviewed each term, through consultations with heads of department and the be haviour support team, at designated ‘Behavioural Policy Review’ meetings. These meeting allow for changes to be made if the policy appears to be ineffective and, for example, if incidents of bad behaviour have increased. In order to check the effectiveness of the policy, the deputy head teacher analyses data, in the form of exclusion rates, details of incidents of bullying and racist abuse and the use of sanctions and rewards. All of the school’s staff, including teachers and support staff, are responsible for ensuring that the behaviour policy and procedures are followed and applied. This ‘guidance framework’ has made it easier for staff to respond to incidents of bad and good behaviour consistently and fairly and for all students to be made aware of the policy. As recommended in research by Rogers (2006): â€Å"When schools have a common framework for classroom behaviour agreements, each successive year group becomes increasingly conscious of ‘the way we do things here’. â€Å"This enables some sense of common understandings and expectations about appropriate and fair behaviour and also some reasonable consistency in behaviour management by adults across the school. (Rogers, 2006, p46) The behaviour policy states that all staff are expected to model the high standards of behaviour and punctuality expected of pupils. Form tutors are also expected to support and encourage individual pupils through praise, positive reinforcement and contact with parents. The policy also advises that form teachers are directly involved with low level beha viour issues, such as addressing school uniform issues. The school believes that maintaining a level of consistency across all staff and department, with regards to the behaviour policy, ensures that all pupils are aware of its contents. This is in line with Rogers’ (1995) and Cowley’s (2006) findings, who say that a whole-school behaviour policy is effective when it:- †¢Is created in conjunction with all the staff †¢undergoes a continuous process of change †¢is consistently applied All pupils at the school carry a travelling diary to lessons in which homework and behavioural issues such as lateness are monitored and recorded. The ‘travelling diary’ contains a summary of the school’s behaviour policy and expectations – further ensuring that the students are aware of the policy contents. Assemblies on the theme of respect and behaviour are also delivered to the pupils on a regular basis. â€Å"The behaviour policy is well constructed and understood by most students and applied evenly by all staff. † (Ofsted, 2007) The school has in place a system of sanctions and rewards to deal with negative and positive behaviour respectively. Depending on the severity of the negative behaviour in the school, the sanctions range from a verbal ‘telling off’ to the child being placed in the school’s isolation unit. Sanctions are there to offer corrective measures to indicate to the perpetrator that the displayed behaviour is not acceptable and provide and opportunity for the individual to redeem him/her self. † (Swanlea School Behaviour Policy) The behaviour policy states that the school aims to support a positive learning environment for students through the use of rewards for good behaviour. This ranges from praise from the teacher to formal awards and prizes at the school’s annual awards ceremony and during assemblies. This in reflected by Cowley (2006) who says: Using rewards is one of the most effective ways of getting better behaviour†¦. This will help you maintain a positive focus and atmosphere in your classroom. † (Cowley, 2006, p81) However, it is challenged by Kyriacou (1998) who argues that it is ‘effective teaching’ not rewards that create better behaviour. â€Å"The most important point to bear in mind in considering discipline is that creating the necessary order is more to do with the skills involved in effective teaching in general than it is to do with how you deal with pupil misbehaviour itself. (Kyriacou, 1998, p79) To sum up, from classroom observations at my placement school I frequently observed incidents of students’ bad behaviour and how these incidents were dealt with in the design and technology department. It was apparent that the design and technology department , like the rest of the school, is closely following the guidance in the behaviour policy and is very efficient at dealing with bad behaviour. This appears to have a positive impact on the school in that it creates a safe environment for the pupils. However, on a daily basis I observed poorly behaved children being given break time detentions and several children receiving the ‘ultimate sanction’ of the isolation unit. While this appears to be effective in that it creates an ordered classroom environment for teaching and learning to take place, I frequently observed the well behaved pupils going un-noticed in the school’s efforts to stamp out bad behaviour. .â€Å"We can get trapped into giving lots of rewards to our tricky students, to keep them onside and get them to co-operate. But don’t overlook those children who work hard all the time – they deserve to receive recognition for their efforts as well. † (Cowley, 2006, p83) This suggests that their behaviour policy is not working as effectively as it could and that a solution could be to have, embedded in the behaviour policy, a system of rewarding good behaviour and recognising hard working children, as well as responding to the students’ bad behaviour. References †¢Cowley, S. 2006), Getting the Buggers to Behave, Continuum International Publishing Group, London †¢HMSO (1989) The Elton Report: Enquiry into Discipline in Schools, Her Majesty’s Stationery Office, London †¢Kyriacou, C (1998), Essential Teaching Skills, Nelson Thornes Ltd, Cheltenham †¢Laslett, R and Smith, C (1984) Effective Classroom Management, Croom Helm Ltd, Kent †¢Rogers, B (2006) Classroom Behaviour: A Practical Guide for Effective Teaching, Behaviour Management and Colleague Sup port, Paul Chapman Publishing, London †¢Rogers, B (1995) Behaviour Management: A Whole-School Approach, Scholastic Australia, Gosford †¢Swanlea School Behaviour Policy, London Web references †¢Behaviour4Learning. Accessed 20. 11. 08 www. behaviour4learning. ac. uk †¢Department for Children, Schools and Families. Accessed 20. 11. 08; www. standards. dfes. gov. uk †¢Office for Standards in Education. Accessed 20. 11. 08 www. ofsted. gov. uk †¢Teachernet. Accessed 20. 11. 08 www. teachernet. gov. uk How to cite School Policy – Behaviour, Papers

Marx Essay Example For Students

Marx Essay Marxism is a philosophical system developed by Marx and Friedrich Engels. The theory is also known as dialectical materialism, under which matter gives rise to mind. Dialectical materialism is based on social and political institutions progressively changing their nature as economic developments transform material conditions. This is the basis for communism. The reverse theory would be capitalism. While communism in some forms can be traced to various utopian ideas, the theoretical basis for the communist countries is from Karl Marx, an impoverished German, and his colleague Friedrich Engels. Marx believed that all the evil in the world could be attributed to a class struggle between the haves, the wealthy, who controlled the means of production and the have nots, the workers, who actually did the laboring. Marx saw greater and greater wealth being concentrated in the hands of fewer and fewer, while the masses, the workers, were being deprived of the rightful fruits of their labors. Marx envisioned a world union of the Working Classes, where the proletariat would arise and overthrow the bosses. Then, with the workers controlling everything, everyone would work to the limits of his (or her) abilities, and everyone would receive all he or she needed. We will write a custom essay on Marx specifically for you for only $16.38 $13.9/page Order now Marx envisioned this taking place first in the highly industrialized countries of Germany and England, not in largely rural and illiterate Russia. Lenins contribution to Marxist theory was the concept of the weakest link: that Russia, as the weak link in the chain of industrialized countries, should be the first to overthrow the bourgeois and establish a dictatorship of the proletariat. As we can see in recent years, things did not go according to his plan. Marxs economic theories were complicated and mostly very wrong. Central to his conception of economics was the labor theory of value. According to this theory, the amount a product was worth depended on how much labor was put into it. In reality, a product is worth how much you can sell it for. Marx thought that capitalists, the people who owned the means of production, would constantly push to get more and more labor out of workers, the people who comprised the proletariat, so they could get more and more profits. In his view, competition tended to merely lower wages. In the end, the smaller capitalists would not be able to compete and would become part of the proletariat as well. When the proletariat finally became large and oppressed enough, it would rise and overthrow the capitalists and take control of the means of production and operate them for the public good. Today, we acknowledge that competition also lowers prices, which makes goods cheaper for everyone. Marxs view of new technology was also rather backward. He saw it as tending to make workers redundant, which is true, and thus making workers more desperate for work and driving wages down. He failed to realize that gains in productivity also make goods cheaper for everyone, including workers, and that the savings in one industry could be invested in another and result in greater employment in the end. Rising productivity is actually essential to rising standards of living over the long run. Marx often used the views of other philosophers, like Hegel and Feuerbach to support his social theories. Feuerbach, for instance, was very critical of religion. Hegel saw human history as the progression from bondage to freedom. Freedom is achieved as the desires of the individual are integrated into the unified system of the state, in which the will of one is replaced by the will of all. This theory is shown in his division of history into three stages, the first of which is in the ancient orient where only the ruler was free, the second in Greece and Rome where some were free, and modern world where all are considered free. This view of history divided Hegels followers into left- and right-wing camps, with leftists like Marx turning the dialectic of Spirit into the dialectic of economic conditions and rightists stressing the unity of the state and breathing new life into Protestantism. When Marx wrote about revolution, in many ways he did not have a clear idea regarding its logist ics. It is one thing to write about expropriating the expropriator; it is quite another to figure out just how to do it. Marx assumed that the ruling class, capitalists, would not relinquish power without a fight, so he foresaw a violent struggle. Toward the end of his life, however, Marx began to waver on this as well as some other important issues. But it was not until after his death that Marxists (revisionists) began to come up with concrete strategies to bring about revolution via nonviolent parliamentary participation. .u4931f545bdb12c43fd63ce1bb14b2823 , .u4931f545bdb12c43fd63ce1bb14b2823 .postImageUrl , .u4931f545bdb12c43fd63ce1bb14b2823 .centered-text-area { min-height: 80px; position: relative; } .u4931f545bdb12c43fd63ce1bb14b2823 , .u4931f545bdb12c43fd63ce1bb14b2823:hover , .u4931f545bdb12c43fd63ce1bb14b2823:visited , .u4931f545bdb12c43fd63ce1bb14b2823:active { border:0!important; } .u4931f545bdb12c43fd63ce1bb14b2823 .clearfix:after { content: ""; display: table; clear: both; } .u4931f545bdb12c43fd63ce1bb14b2823 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4931f545bdb12c43fd63ce1bb14b2823:active , .u4931f545bdb12c43fd63ce1bb14b2823:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4931f545bdb12c43fd63ce1bb14b2823 .centered-text-area { width: 100%; position: relative ; } .u4931f545bdb12c43fd63ce1bb14b2823 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4931f545bdb12c43fd63ce1bb14b2823 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4931f545bdb12c43fd63ce1bb14b2823 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4931f545bdb12c43fd63ce1bb14b2823:hover .ctaButton { background-color: #34495E!important; } .u4931f545bdb12c43fd63ce1bb14b2823 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4931f545bdb12c43fd63ce1bb14b2823 .u4931f545bdb12c43fd63ce1bb14b2823-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4931f545bdb12c43fd63ce1bb14b2823:after { content: ""; display: block; clear: both; } READ: Child Abuse Essay Marx had the idea that the people should rise from the lower classes and overthrow the rich or ruling class. His error in assuming classes was that in a capitalist system, where there is no monarchy, there is no distinct social class, and upward mobility of the middle class is a dynamic. Social distinctions are made, but are made in standards of living that are only guaranteed by the hard work and risks of engaging in profit making business. Limits of upward mobility are only limited by the lack of talent and hard work. In a Utopian society such as the one Marx envisioned, there would not be the need to invest hard work and risks for greater returns. With out motivation and hard work, Utopia is only a dream, and living standards will probably seek the lowest level of subsistence. This has proven true in most all such experiments with communism. Even the lowest level in a good capitalist society gains advantages as the standard of living rises. The rising tide raises all boats. Some boats may not be as grand as others but are adequate for those who apply their talents and energy. In the Marxist social model, there is a trend toward mediocrity at best and mere survival at worst. Competition and striving seem to gravitate toward the best of all worlds even for the least of us. We can, in effect, enjoy the fruits of the efforts of others and aid their ascension while enjoying these benefits. Utopia is a situation of unrealistic expectations where there is not a drive to excel and compete. A pie that is small and divided evenly is still a small piece of pie. On the other hand, a larger and more magnificent pie has the potential of satisfying needs although the wedge is narrower.