The Effects that Gun Violence has on The Community and The People - Free Essay Example

Sample details Pages: 9 Words: 2630 Downloads: 4 Date added: 2019/03/20 Category Society Essay Level High school Tags: Gun Violence Essay Did you like this example? Abstract Gun violence has had a highly negative impact in America, and has had an even greater impact on cities, communities, and individuals. The rising violent actions with guns have caused an increase of fear and deaths nationwide. My research shows the effects that gun violence has on the community and the people. Don’t waste time! Our writers will create an original "The Effects that Gun Violence has on The Community and The People" essay for you Create order One does not have to be older in years to be affected by the violence around them nor to detect it. Teens all around California answer the questions: Should stricter gun laws be put into place? Have you or anyone you know every been affected by gun violence? Do you know what steps to take to put stricter gun laws into place?, and had a consensus throughout all of the questions. Gun violence is created when people commit crimes with a use of gun and hurt others. There appears to be a variety of steps one can take for the diminishment of gun violence. Keywords: guns, violence, shots, death, injuries, California, Salinas, America Gun Violence and its Effects In Salinas, California, USA, and all around the world, gun violence has taken a toll on the daily lives of everyday people. Nobody is safe, no matter where he or she goes because gun violence can follow people into the most unsuspecting places. Even in dangerous neighborhoods, schools are thought to be one of the safest places for a person to be, especially during school hours. Every hour on school grounds there seems to be more than 2,000 confrontations that once ended with scratches and bruises that are now resulting in gunshot wounds and even death (Farrington, 1998). Gun violence can lead to drastic changes for individuals and even whole cities at any given time. It can ruin the reputation of some cities; to give an example, in Salinas, many people think the farther one goes into Salinas the higher the chances are for one to get shot (Goode. 2012). The National Steinbeck Center, John Steinbecks House, Natividad Creek Park, and Bankers Casino are some places in Salinas that are a must see, but many people do not get to visit them due to fear of the citys reputation. Economic development can also decrease when a citys reputation is all about violence. Gun violence can lead to the loss of lives resembling jail time or death. A man named Brad Azcona is losing the ability to live his life to a life sentence in prison because he tried to end the life of four people, in which he succeeded in two of those attempts (Ruben, 2018). Gun violence leads to the loss of opportunity, life, money and so much more. It can affect a whole city as much as it can affect one person. Discussion of Research The rapid growth of gun violence leaves drastic numbers that show the negative outcome it leads to. Thousands are killed yearly, be it intentional or not, and this has a grand effect on mental health issues, money problems, and the feeling of safety disappearing in homes and communities. Gun violence can change the way individuals feel and think, and these individuals can make up a community with integrated fears and unnecessary measures that have to be taken to feel somewhat safe. The gun to citizen ratio is also on the rise and the United States has a higher level of personal gun ownership when compared to other developed countries worldwide (Webster, pg. 5). Salinas is a prime example of a city in the need and want for help. The teens in Salinas have grown up with gun violence and want to take actions towards ending it because it has affected them at some point in their lives or they just do not want it to affect them or someone they know. Death Due to Gun Violence Gun violence is one of the top contributors for teen and child injuries and deaths in the United States. The statistics show that this type of violence rarely diminishes, instead it seems to be increasing drastically over the last few years due to guns being used in an unsafe and unethical way. An average of 124,760 people in America are shot in one year, but out of those 124,760 people, only around 89,620 of them survive. Around 17,207 children, aged from zero to 19 years old, are shot in the United States more than half survive and less than a 5th of the children have fatal injuries. Gun violence results in a loss of many lives daily and even greater one yearly in America. These rising stats also show an average of 7 out of 39 children are shot and die daily in the U.S. and the average amount of people shot in one day is around 340 (Brady Campaign, n.d.). Not all gun-related deaths are intentional, to give an example, Azahel Cruz, 6, was getting ready for bed when he was shot and k illed by a stray bullet that entered his East Salinas home in March 2015 (Goode, 2012). Many gun-related deaths are intentional and usually results of gang and domestic violence, suicides, and mental and emotional instabilities. These intentional deaths and injuries can be prevented and lessened if people took appropriate action and preventive measures to stop the deadly firearms from getting into the wrong hands. Effects on Students Many young adults and teens from 8th grade to college from the Monterey Bay county feel that gun violence has affected their lives or the lives of someone they know. In a self-administered survey of 76 teenagers and young adults in California showed that around 40% of the survey takers had experienced or knew someone that experienced gun violence (Appendix A). Almost 90% of the teens and young adults also believe those who want to own a gun should go through more procedures to gain that ability (Appendix B). Many of the teens and young adults want there to be more procedures for becoming a gun owner, but only around 60% of the teens know what steps are needed to make it harder to obtain a gun (Appendix C). There seems to be a various amount of reasons why stricter gun laws are not in place, and according to our survey takers People rather turn a blind eye to it and pretend like it doesnt affect them or doesnt even exist (Appendix D). A poll of 2,000 teens showed 1 in 8 teens have car ried a gun for protection, 1 in 9 have cut classes or stayed at home due to fear of gun violence, 1 in 5 change their friendships to find safer ones, and almost half of them said they had made a change in their daily lives to avoid crime or violence. The teens rather avoid certain places, take different routes, change their friends, and go out of their way to avoid being caught in harms way (Farrington, 1998). Effects on Communities Communities can have culture, exciting sights to see, and anything one can imagine, but none of that matters if the community is feared by people for having a negative fame brought upon it with guns, deaths, and injuries. In 2009, Salinas had 29 homicides and 151 shootings, in 2010, there were 15 homicides, and in 2011 there were 12 homicides and 50 shootings which were an all-time low form the last decade. This lowering stats were a product of the city of Salinas plan to reduce violence in the whole country. The cutting of funds led to this program being cut, but new programs, that were more cost-efficient, were being created to try and reduce violence with the lower budget given (Goode, 2012). Once gun violence has become a daily, people start to lose the fear they once had of it and become desensitized to all of the police sirens and gunshots they hear. Violence, death, and injuries become a norm in the citizens daily lives and once this happens they forget their community ever ha d a problem. Community Stories Salinas is a place where violence can appear as a reoccurring issue for the city. This is why, it has so many bloody landmarks like the memorial of Enrique Sosa, Carlos Robles, and Moises Sanchez (Goode, 2012). The first homicide victim of this year was named, Enrique Sosa, also known as Kiki, who was a freshman at Everett Alvarez High School. He was shot by the inhabitants of a dark SUV on 7 January 2018, around 6:30 pm. The system ShotSpotter that detects gunshots led SPD to the crime scene where the paramedics later arrived and took Sosa to Natividad Medical Center. His gunshot wounds were fatal and he passed later that day in the hospital (Rubin, 2018). In the year of 2015, a 25-year-old man named Brad Azcona murdered two victims with fatal gunshot wounds in the month of September. Azcona shot at a man, who received injuries to his arm, 13 times in which the neighbors houses were struck with the bullets. Later, on 8 September 2015, Azcona shot Moises Sanchez, 18, who was the driver of the vehicle, in the head and Carlos Robles, 16, who was the passenger and left them both with deadly gunshot wounds. Around two weeks after the deaths of Sanchez and Robles, Azcona was caught by surveillance footage trying to steal a mans tablet and pistol-whipping him after refusing to give him the tablet. Azcona was caught on 8 October 2015, after a twelve-hour standoff in a Salinas home against the SPD: He was charged with two counts of 1st degree murder, two counts of attempted murder, assault with a firearm, attempted robbery, negligent discharge of a firearm, and being a felon in possession of a firearm. The jury also found true a special circumstance that Azcona committed multiple murders (Wright, Par 2, 2018). Azcona was sentenced to many life sentences without the possibility of parole, 28 years, and four months in prison. (Wright, 2018) Personal Bias This topic caught my interest because even though I have never seen a gun up close in real life, I lost a long time family friend to gun violence. My friends name was Enrique Sosa and his life was taken away by force with the fatal gunshot wounds given to him at the beginning of this year. Salinas is my hometown, and I grew up in a relatively safe and quiet part of Salinas. There appears to be many places in Salinas that are more dangerous than others, and I wanted to hear the opinion other Salinas residents my age had. My survey revealed that we all had similar opinions and thoughts because we want our hometown to be safe and welcoming unlike it is now. Salinas is known as one of the most dangerous cities in the Monterey Bay Area and its climbing crime rates are no help. Gun violence is a big issue in Salinas just like gang violence is. Gangs use other forms of weapons, but one of the top choices are guns. Many innocent lives are lost yearly and daily due to being in the wrong place at the wrong time. Drive-bys kill many innocent people a year and injure many more. I wanted to research more on this subject to better understand my community and why we have so many issues. The research has opened my eyes to see everything from a different viewpoint. Before my friends death, I had never experienced gun violence, and I thought it was because I lived in a safe part of Salinas, when in reality anything can happen to anyone, no matter who or where you are. Implications for Future This issue has no easy fix, but there are steps one can take to help and put a start to the end of gun violence. There appears to be many precautions schools, businesses, and homeowners can take to prevent it from happening in their own building. Schools and businesses can have metal detectors at the entrances when entering the schools to ensure no weapons enter school grounds, and if a student or staff member shows certain signs such as isolation, family problems, having no ethics, weapon obsessions, standoffish manner, and showing no remorse, then they should be reported and dealt with right away to avoid people getting injured. Homeowners can also take many actions to avoid gun violence. To give an example, they can choose to not own a gun and if they do own a gun make sure everyone in the house knows how and when to appropriately use it and that everyone is mentally and emotionally stable. If there appears to be guns in the house make sure they are secured and not easily accessed by just anyone. Everyone and every place should have security cameras and always have at least two people looking at them to ensure nothing dangerous is going to happen or is happening. In Salinas, we can call our local representatives and tell them to pass legislation in Congress to ban assault weapons from getting onto our streets and we can vote for leaders that support gun regulations. Reflection This research has helped me understand my community in a more profound way. Gun violence affects my whole city, Salinas, and more people than just myself believe more gun laws should be created to keep us safer. I should have focused more on the aspect of solving the issues, the way people feel and think about gun violence, and avoided going down the path of the past stories. The past stories are a place to learn on how to put a stop to gun violence and to see how the community and people were affected, but not everyone related to the stories of the communities because it may have not affected them at all or they might have not even known about them. I also should have learned more in the aspects of creating awareness about gun violence. There are marches, speeches, and posters, but there seems to not be enough rallies about gun violence with intriguing activities for all ages. I should have found a solution to involve all people of all ages and genders, and just because it is a guy thing to talk and deal with guns, it does not mean the women in the communities should not take a stand nor the young adults and teens because they are looked at as unwise. Humans are made to look out for danger, from a young age one can detect where the danger is and where it is coming from. Survey I also surveyed students from 8th grade through college in California, and we all had similar viewpoints towards gun violence in our communities. I should have created another survey in which I sent out the question Would you like to get involved in taking a stand against gun violence? in which I later would send them an email on the laws they should vote on and a great way to get involved with their community and assist in the minimization of gun violence in their communities. The survey was a great success in seeing the opinions of other my age, and even though we are considered young, our communities still profoundly impact our lives and we want and need a say on what happens around us, our friends, and family. Dead-Ends The dead-end paths I went down where focusing on what gun violence is and how many it affected instead of what is causing it. I should have broadened my research to answer What are some solutions everyday people can take to get involved in to minimize the amount of gun violence in their neighborhoods?. I focused more on bring peoples attention to events that have already happened where I should have been talking about future events, so they could get involved and interact with their community and make it a safer one. It is good to hear the past stories to learn from history, but we need to see towards the future to find ways to change the negatives and take action with slow but steady steps.

Substance Abuse, Drug Traffickers And Addicts On How...

In this paper I will be discussing religion, science, substance abuse, drug traffickers and addicts on how religion can help individuals on their addictions, and how clergy members need to have more training on substance abuse. In religion it has been known that the clergy members are not educated as they should be on substance abuse and because of this it becomes a problem (Califano, and Sheehan 8). Then within the health care providers and psychiatrists, the issue with them is that they do not believe that using spirituality and religion will even help and treat people who suffer with drug abuse (Califano, and Sheehan 8). Now there have been studies to prove that in fact that religion and spirituality can aid the treatment and†¦show more content†¦Then the study found that psychiatrists and health care providers refused to use the power of spirituality and religion through their session with their patients (Califano, andSheehan 8). Since this created a problem the Vatican came forward to help in any way possible (Califano, and Sheehan 8). Other studies found that in the United States, people do in fact follow different religious beliefs (Califano, and Sheehan 8). Majority of the people have a belief in a God, and 92% of those people join certain religion groups (Califano, and Sheehan 8). For example, there are different groups of churches, cathedrals, synagogues, Islamic centers and mosques, Hindu and Buddhist temples that are within our states (Califano, and Sheehan 8). Then in the medical field researchers find that the United States have the most advanced medical aid with high developed equipments to be able to work it (Califano, and Sheehan 8). Yet, clergy and physicians, religion, and science are all separated from one another (Califano, and Sheehan 8). Now when medicine and spirituality are separated we don’t allow individuals to receive full possible aid they may need in order to recover and lessen their pain they may be going through (Califano, and Sheehan 8). There is a report called CASA that has extraordinary surveys from clergy and heads of schools of theology of information that includes

From Practical Knowledge To Practical Theory Education Essay Free Essays

string(98) " with justification for actions and for learning activities they choose in order to be effectual\." Several developments and worldwide alterations have begun to transform the nature of the workplaces and occupations in which they are performed ( Nankervis, Compton A ; Baird 2005 ; Seel 2002 ) . These developments include the influences of globalisation and technological developments every bit good as political, economical, and societal alterations that are associated with the amendments of the new industrial systems and competitory markets or what is called ‘Postmodernity ‘ ( Stoll, Fink A ; Earl 2003 ; Hargreaves 1994 ) . Postmodernity is defined as â€Å" a societal status in which economic, political, organisational, and even personal life comes to be organized around really different rules than those of modernness † ( Hargreaves 1994, p. We will write a custom essay sample on From Practical Knowledge To Practical Theory Education Essay or any similar topic only for you Order Now 9 ) . It is characterized by the demand of flexibleness and reactivity as reflected in decentralised decision-making, level organisational constructions, dynamic webs of collaborative reactivity, and increased personal authorization. In instruction, teacher ‘s engagement in the alteration procedure is considered critical, particularly if the alteration is complex and affects assorted educational scenes over a long period of clip ( Hargreaves 1994 ) . Teacher ‘s engagement is to be meaningful and productive when instructors get more than new cognition of teaching method and course of study. Teachers are non merely proficient scholars ; they are societal scholars who play an of import function in society and for society ( Beare 2001 ; Middleton A ; Hill 1996 ) . Schooling in the station modern age trades with personal formation, belief building, developing a universe position, civilization transmittal, and geting the utile cognition and enabling accomplishments ( Beare 2001 ) . Teaching is considered a complex undertaking that involves garnering out a set of specific activities, patterns, and resources in footings of several educational intents ( Sanders A ; McCutcheon 1986 ) . Furthermore, Sanders an d McCutcheon argue that successful instructors should form these multiple factors so that they are effectual in cultivating the acquisition of a peculiar group of students. The cognition which is considered utile for instructors in transporting out this undertaking is practical information organized in the signifier of repertory, thoughts, and schemes that are effectual for them in a specific scene. In the last 2 decennaries, research on instruction has progressively focused on the knowledges that underlie instructors ‘ schoolroom patterns, instead than on their behaviours ( Van Driel, Verloop A ; De Vos 1998 ) . This alteration in focal point was reinforced by developments in cognitive psychological science. These developments were based on the cardinal premise that instructors ‘ knowledges and actions influence each other, and, similarly, those instructors ‘ knowledges and their schoolroom behaviours reciprocally affect each other. These knowledges are referred to instructors ‘ practical cognition that underlies instructors ‘ actions. The term practical cognition is drawn from Fenstermacher, who described it as the cognition of instructors ( Husu 1999 ) . Fenstermacher distinguished this type of cognition from formal cognition, which he described as cognition for instructors. Practical cognition is the cognition that instructors generate as a con sequence of their experiences as instructors and their contemplations on these experiences. This cognition is anchored in schoolroom state of affairss ; it includes all the practical quandary that instructors encounter in transporting out purposeful actions ( Munby, Russell A ; Martin 2001 ) . Teacher ‘s Practical Knowledge Personal cognition is related to the experiences and thoughts that a individual draws upon in order to learn and germinate as a instructor, it relates to adult male ‘s action and behaviour ( Back 2002 ) . Beliefs, values, attitudes, prejudices, and temperament are footings that relate to this personal cognition. Connelly, Clandinin and He ( 1997 ) refer this pre-articulated sense of instruction as personal practical cognition. For personal cognition to develop, instructors need clip and infinite to reflect on past practical experiences that inform their positions on learning. Nevertheless, instruction is a dynamic procedure that is constructed and continuously re-constructed, as instructors frame new experiences into their personal practical cognition on instruction. Practical cognition is at the centre of a instructor ‘s professional pattern ( Munby, Russsell A ; Martin 2001 ) . There are four features of practical cognition. First, practical cognition is clip edge. Second, practical cognition is state of affairs specific and does non interpret easy to other, even in similar fortunes. Third, practical cognition is personally compelling. While information acquired in a professional development seminar might be interesting, it will non do the instructor to change pattern unless the particular job addressed is one that instructor is presently confronting in the schoolroom. Finally, practical cognition is directed toward action. The information is acquired ‘in usage ‘ with the professional giving significance to the new information even as he/she is make up one’s minding the following action to take ( Schon 1987 ) . From a reappraisal of surveies on instructors ‘ practical cognition, the undermentioned features are identified: Practical cognition is personal ; each instructor ‘s practical cognition is to some extent unique, it is defined and adapted to the schoolroom state of affairs, it is based on ( contemplation on ) experience. Practical cognition originates in, and develops through, experiences in instruction, it guides instructors ‘ pattern, and it is connected with the topic that is taught ( Munby, Russsell A ; Martin 2001 ; Schon 1987 ; Connelly, Clandinin A ; He 1997 ; Driel, Verloop A ; De Vos 1998 ) Practical Knowledge as Theory Marland ( 1998 ) argues that practical cognition serves some of the maps of theory. He asserts that practical cognition provides a footing for instructors to depict and explicate what they do in schoolrooms and why. Practical cognition aid instructors to foretell how pupils might respond, to make up one’s mind what is the best response to their reaction, and to bring forth effectual and feasible instruction programs and modify them when necessary or possible. Marland adds that practical cognition serves three standard maps of theory: description, account, and anticipation. Practical theories as Drum sanders and McCutcheon ( 1986 ) point out are markedly different from scientific theories. They lack the conceptual preciseness and generalizability of scientific theories, they have non been formulated in footings of a formal linguistic communication, so, can non be subjected to the same strict logical trials as scientific theories. Practical theories are the conceptual constructions and visions that provide instructors with justification for actions and for learning activities they choose in order to be effectual. You read "From Practical Knowledge To Practical Theory Education Essay" in category "Essay examples" They are considered the rules that guide instructors ‘ grasps, determinations, and actions. Teachers Practical Theories Marland ( 1998 ) argues that practical theories of instructors are impressions about how to learn. These impressions have been crafted by instructors from their ain experiences of learning for the intent of set uping their peculiar work scenes. Practical theories are hence individualized and context-specific. They are inexplicit in beginning and derived from the experience of learning. Drum sanders and McCutcheon ( 1986 ) specify practical theories as â€Å" the conceptual constructions and visions that provide instructors with grounds for moving as they do, and for taking the instruction activities and course of study stuffs they choose in order to be effectual † ( p. 54 ) . Practical theories are considered of import and of value for instructors because they offer their holders guidelines as to what be most effectual in a peculiar educational context. They are prized by instructors who see them as dependable and best ways to continue. For this ground, practical theories could be sometimes immune to alter ( Marland 1998 ) . Fenstermacher ( cited in Husu 1999 ) asserts that justification can take topographic point when logical thinking may demo that action is sensible thing to make, an obvious thing to make, and the lone thing to make under the fortunes. Each one of these is considered a part to the justification of a regulation of pattern. The regulations are justified because they have proven their worth and have hence been approved. Teachers think, both explicitly and implicitly, that their regulations of pattern work. This is why instructors act consequently. They believe that there is a connexion between the regulations of pattern and their intended results ( Husu 1999 ) . Practical theories draw on and incorporate cognition from assorted spheres of practical cognition, such as, cognition of ego, cognition of pupils, cognition direction, cognition of course of study, and cognition of context ( Elbaz 1983, cited in Reading Module 2 ) . Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders A ; McCutcheon 1986 ) . These jobs can non be solved by merely detecting or contriving new cognition or solution. Drum sanders and McCutcheon ( 1986 ) assert that in order to be effectual in work outing educational jobs, solutions must be put in action to suit in the peculiar fortunes of a specific educational scene. It is of import to detect here that practical theories are non ever consciously held, despite that instructors may frequently explain them. Sometimes, instructors may still move if they are non witting of the grounds for their actions. In this state of affairs, instructors ‘ actions themselves may be the lone manifestation of what Argyris called their ‘theories-in-use ‘ , which are realized by instructors through contemplation on their pattern ( Sanders A ; McCutcheon 1986 ) . Teachers in schoo lrooms use more than one theory, some theories could be known to them and some could be non. Whether or non instructors are witting of their theories of action, all what they enact during their Sessionss is rational in the sense that it is intended to carry through some intent and to bring forth a coveted effect ( Marland A ; Osborne 1990 ) . Every instruction pattern used by instructors is employed rationally because instructors are engaged in knowing and purposive action to make conditions suited and facilitate acquisition ( Sanders A ; McCutcheon 1986 ) . Teachers hold thoughts about what is of import to accomplish and what specific patterns they may utilize to learn in a peculiar state of affairs. All these thoughts as Sanders A ; McCutcheon assert might be incorporated into a individual practical theory of learning in the instructor ‘s head, but more frequently, theories are used together in sets. These theories are developed by instructors over their whole calling by reflecting on what they know of the purposes of instruction, through duologue with, and observation of, other instructors, and by informally detecting their pupils as they talk, write, act, respond, speak, and engage in other activities throughout the twenty-four hours. Schon ( 1987 ) argues that the capacity to develop these meta-structures of cognition can be developed through brooding pattern. Brooding pattern requires that professionals engage in a duologue with themselves and their environments in which they review the jobs that are portion of their day-to-day pattern. The professional, confronted with a surprise job, uses intuition and stored cognition to try solutions, with each effort going progressively closer to an appropriate solution. Throughout this procedure, the professional is forced to oppugn premises about the cognition base, doing a restructuring of schemes of action and apprehensions of the phenomena that occurred. Once the solution is reached, each episode of â€Å" reflecting in action † , causes the professional to change pattern behaviour by adding new information to the shop of professional cognition. This increases the organic structure of adept cognition and makes it less differentiated, leting the professional to r eassign cognition across practical state of affairss. Much of the acquisition that is acquired by instructors in the action context is mostly self-validating and self-confirming. Learning basically occurs in fortunes of hot action where determinations must be made rapidly and instinctively, chances to reflect and do significance of the experience are limited. The significance taken from these experiences tend to be self-validating and self-confirming. Components of Practical Theories Literature on instructors ‘ practical theories depicts most of the constituents of these theories. However, practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. Footings that are normally appear in the literature in histories of instructors ‘ practical theories are as follows: instructors ‘ values, beliefs, rules, regulations, ends, tactics and schemes, normal desirable provinces and pupil provinces, cues, properties, contextual variables, images, metaphors, and pedagogical content cognition ( Marland 1998, 2007 ; Connelly A ; Clandinin 1988 ; Marland A ; Osborne 1990 ; Connelly, Clandinin A ; He 1997 ) . Marland ( 1998 ) argues that instructors are keenly cognizant of how one constituent influences others. Teachers offer accounts for why they adopt different schemes with different categories at the same twelvemonth degree, why they spend more clip with some groups than with others, how their beliefs about pupil larning affect their pick of rules of instructor behaviour and instruction schemes, and how they use the pupil cues to place that provinces of head of pupils. Marland adds that the constituents of practical theories are non isolated, independent, and free-floating units ; they are linked together in a quite important manner. The constituents within a practical theory must complement and back up each other because a practical theory is a program for action. It is directed at accomplishing some ends. In other words, all constituents in a specific lesson program need to work good together in order for the ends of the lesson to be achieved. It is the links between constituents tha t give coherency and integrity of intent to a practical theory ( Marland 2007 ) . The linkages among constituents of a theory are like linkages among words in a sentence. To ease their communicating with each other, the words have to be presented in a peculiar sequence. This careful sequencing of words would give the set of words a significance. In a similar manner, learning becomes meaningful when instructors can do mention to the interactions among the assorted constituents of their theories ( Reading Module 3 ) . Teachers ‘ Rules Rules are the clear statements used by instructors in schoolrooms to bespeak to pupils what represents appropriate behavior or action ( Marland 2007 ) . Elbaz uses the term, ‘rule of pattern ‘ and defines it as â€Å" a brief, clearly formulated statement of what to make or how to make in a peculiar state of affairs often encountered in pattern † ( Elbaz, cited in Connelly A ; Clandinin 1988, p. 63 ) . Classroom regulations are normally used by instructors to set up forms of behaviour that facilitate a societal order and productive working scenes, guarantee effectual usage of clip, and facilitate bend taking in treatment and purposeful motion by pupils ( Marland 2007 ) . Rules may hold two signifiers, they could be brief statements or drawn-out description of pattern from which a figure of related regulations may be inferred ( Connelly A ; Clandinin 1988 ) . For illustration, when the instructor provinces at the beginning of twelvemonth to the pupils that he/she will listen really carefully to them, promote them to rephrase, and let them to show their feelings, sentiments, and concerns without judging them. This statement expresses a figure of regulations, such as, listen carefully, encourage pupils to rephrase, let express of feelings, do non judge. All these regulations taken together will organize an attack of communicating in the schoolroom that can be expressed in the statement of a rule. They are called as regulations because they make mention to what and how of the state of affairs with the intent being taken for granted ( Connelly A ; Clandinin 1988 ) . Rules may be suggested by the instructor or formulated jointly by the instructor and pup ils. Seeking pupils input in the preparation of regulations will make a democratic ambiance in the schoolroom and will promote pupils engagement, which increases pupils understanding and committedness. Husu ( 1999 ) argues that regulations are normally justified by instructors because they have proven their worth and have hence been approved. Teachers think implicitly and explicitly that the regulations of pattern used in classrooms work efficaciously. And because they work, instructors act consequently. This type of concluding would warrant a connexion between the regulations of pattern and their intended results in schoolrooms. They are justified because they have met the criterions of the smooth practical action held by the instructor. Rules of pattern are socially constructed ; they emerge from old ages of experience in school scenes. It is a manner instructors found to be effectual in work outing debatable state of affairss. They set a strong organisational power to frequently helter-skelter patterns in the schoolroom. Teachers ‘ Metaphors Marland ( 2007 ) argues that instructors sometimes refer to learning as mothering, coaching, or horticulture, each one of these descriptions draws attending to some similarities between learning and other activities. This pulling attending to similarities between two things is what a metaphor does. Analysis of these metaphors about learning reveals much about the ways instructors think about learning and how they conceptualize of import facets of their work and how they believe schoolrooms map best. Teacher ‘s behaviour in schoolrooms is normally consistent with the metaphors used in their negotiations about learning. For this ground, metaphors used by instructors are considered as supplying valuable penetrations into their practical theories. Metaphor is a constituent of personal practical cognition. It can be identified when listening to the instructor ‘s address ( Connelly A ; Clandinin 1988 ) . It gives inventive look to this cognition that makes it possible for a individual to research concealed rational avenues contained in a metaphor ‘s frame ( Connelly, Clandinin A ; He 1997 ) . A individual metaphor can be used to depict how instructors view their work in the schoolroom. It can be used to convey cardinal facets of the instructor ‘s position of instruction and acquisition ( Korthagen A ; Lagerwerf 2001 ) , covering such constituents as ends, tactics, schemes, values, and pupil provinces. Deductions of Teachers ‘ Practical Theories Marland ( 1998 ) argues that a successful alteration in the instruction perspectives requires developing a committedness to follow new values and beliefs. This hard and time-consuming activity is considered critical because values and beliefs are cardinal to instructors ‘ impressions about learning. Valuess and beliefs are considered the cardinal constituents of the moral models that instructors hold, which besides influence their decision-making about learning. This moral model motivates and gives purpose and way to believing about learning. Teacher pedagogues that intend to do the displacement need to value practical cognition about learning that pupil instructors develop within their classs. They besides need to value the procedures such as those built-in in critical thought and contemplation that contribute to the acquisition and alteration of practical cognition and theories. Accepting these values would do instructors pedagogues review their beliefs about pupil instructor s, how they learn to learn, the function of the instructor pedagogue, and the nature of cognition. Alliance with the position that instruction is shaped by the practical theories of instructors requires that teacher instruction aid pupil instructors to develop practical theories that are personally meaningful and relevant to the contexts in which they pattern. This end emphasizes the importance of valuing personal liberty, critical thought, and diverseness of learning manners. This end besides requires careful attending to the schemes used in teacher instruction to guarantee that they are effectual in advancing personal and context-specific practical theories to the pre-service instructors. The schemes selected should be influenced by the nature of the topic for which the instructor pedagogue has duty. Besides make up one’s minding the appropriate schemes, pedagogues should seek to bring on through their classs the provinces of pupils in order to ease end attainment. Students need to be inquiry-oriented and self-evaluative, to take enterprises and to be originative, and to demo readiness to be brooding and unfastened to other possibilities in order to construct their ain practical theories. Furthermore, pedagogues here play an of import function in easing pupils ‘ provinces by honoring enterprise, commending soul-searching, back uping flexibleness and bring forthing options, constructing self-pride of pupils, and promote hazard taking. It is imperative for instructor pedagogues to reflect on the rules which they build into their actions to guarantee that they reflect the values, beliefs, schemes, and pupil provinces that facilitate pupil teacher theory-building. Teacher pedagogues need to guarantee that they know plenty about the pupil instructors they are working with in order to be able to polish other characteristics of their practical theories, such as schemes, rules, pupil provinces and ends, and to personalise these in the involvements of maximising benefits for pupil instructors ( Marland 1998 ) . Decision This paper presented an overview of instructors ‘ practical theories. Practical theories are considered critical to the success of learning because educational jobs encountered by instructors are normally practical jobs ( Sanders A ; McCutcheon 1986 ) . Practical theories are impressions about how to learn, these impressions have been crafted by instructors from their ain experiences of learning for set uping their peculiar work scenes. Practical theory does non merely consist of constituents but of links among, or inter-relationships among, the constituents. These links or relationships among constituents give the theory its construction or form and find how good it fulfils its map. They serve as the background to much of the instructors ‘ decision-making and action, and therefore represent what has been termed the civilization of instruction. Mentions Back, S 2002, ‘The Aristotelean challenge to teacher instruction ‘ , History of Intellectual Culture, vol. 2, no. 1, pp. 1-5. Beare, H 2001, Making the future school, Routledge Falmer, London. Connelly, FM A ; Clandinin, DJ A ; He, Ming Fang 1997, ‘Teachers ‘ personal practical cognition on the professional cognition landscape ‘ , Teaching and Teacher Education, vol. 13, no. 7, pp. 665-74. Connelly, FM A ; Clandinin, DJ 1988, Teachers as course of study contrivers, Teachers College Press, New York. Hargreaves, A 1994, Changing instructors, altering times: instructors ‘ work and civilization in the postmodern age, Cassell, London. Husu, J 1999, ‘How instructors know and know about others? ‘ paper presented at the 9th Biennial Conference on International Study Association on Teachers A ; Teaching ( ISATT ) , Dublin, Ireland, July, 25 pages. Korthagen, FA A ; Lagerwerf, B 2001, ‘Teachers ‘ professional acquisition: how does it work? ‘ , in FA Korthagen ( ed. ) , Associating pattern and theory. The teaching method of realistic instructor instruction, Lawrence Erlbaum Associates, London, pp. 175-206. Marland, P 2007, Learning to learn. A primer for pre-service instructors, Pearson, Gallic Forest, NSW. Marland, PW A ; Osborne, AB 1990, ‘Classroom theory, believing and action ‘ , Teaching and Teacher Education, vol. 6, no. 3, pp. 93-109. Marland, PW 1998, ‘Teachers ‘ practical theories: deductions for pre-service instructor instruction ‘ , Asia-Pacific Journal of Teacher Education A ; Development, vol. 1, no. 2, pp. 15-23. Middleton, M A ; Hill, J 1996, Changing schools: ambitious premises and researching possibilities, Hawker-Brownlow, Melbourne. Munby, H, Russell, T A ; Martin, AK 2001, ‘Teachers ‘ cognition and how it develops ‘ , in V Richardson ( ed. ) , Handbook of research on instruction, 4th edn, American educational Research Association, Washington, pp. 877-904. Nankervis, AR, Compton, RL A ; Baird, M 2005, Human resource direction: schemes and procedures, 5th edn, Thomas Nelson, Melbourne. Drum sanders, CP A ; McCutcheon, G 1986, ‘The development of practical theories of learning ‘ , Journal of Curriculum and Supervision, vol. 2, no. 1, pp. 50-67. Schon, D 1987, Educating the brooding practician, Jossey-Bass, San Francisco. Seel, R 2002, ‘The nature of organisational alteration ‘ , viewed 15 November 2006,. Stoll, L, Fink, D A ; Earl, L 2003, It ‘s about acquisition ( and it ‘s about clip ) . What ‘s in it for schools? , Routledge Falmer, London. Van Driel, JH, Verloop, N A ; De Vos, W 1998, ‘Developing scientific discipline instructors ‘ pedagogical content cognition ‘ , Journal of Research in Science Teaching, vol. 35, no. 6, pp. 673-95. How to cite From Practical Knowledge To Practical Theory Education Essay, Essay examples

I Will Never Regret That I Loved You free essay sample

Will Never Regret That Loved You Smiling whens thinking on you Keep quiet in a sudden while heard your name Crying while thinking on you alone; but keeps smiling while sees u Lifes too touching and perfect would more rather like to be sad for you; or even, depressed Im writing the sadness in the diary that doesnt belongs with me Ill crying while heard that the lyrics is so nearly with my feelings Ill crying while watching parts of touching drama Dreaming on your cruel face, then cry and awake from dreams Keeps smiling silly while thought about our funny arguingThered too many, many Thanks God that I have found you, its a happiness to see you Although I keep saying to give up, but its still unbearable I have spent my youth and left the Loves aside; but still waiting even If I know that It wont ends well Everyday that I love you Is a terrible nightmare Every minute, or even every moment is filled with sweet and pain Pain made cries while sweet memories Is a illusion to console myself B ut I still wont let It go have already defeat already defeat while the moments I felt in love with you said: [ You see, I lose till my hearts emptyReally felt that youre the unfortunate for me; but I m still willing to be hurt by you- Although I knew that I will hurt badly I always pray that Ive never fell In love with you before, or even, Vive never known you But if the Gods giving me a chance to go back to past, Im still choosing to love you-definitely I wonder if you are the One in my life wonder if Vive found the Mr. We will write a custom essay sample on I Will Never Regret That I Loved You or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page . Right with the wrong timing Or met with the wrong person In the right timing My friends feel unfair for me They advise me to give up They said that Im not suppose to be sad for you They say [ What does he so good? Clare it for you declare that you are good enough said [ Its just because Im not good enough, I cant help ] I know whats theyll never know know, youre hardworking enough know, youre very tough Or even, I know that you have too much pressure know that Its a better way if I give up But I Just dont want to give up [ Just because you are just the way you are, the only one of you However sad or hard 1 OFF Is better than if you pain That makes my heart s pain Love, makes me tiny When really fall in love, the limits will be thrown But lifes fulfill with too much regretsThere are too much, too much of people Still cant be together in the end Vive told myself [ Love is ones personal matter But why Im crying for my sadness once and more? Youve told me If were still not success for t his time Youll give up, that means we are really inconsiderable If we really reach the only way to give up And its no way anymore I will leave here [ If theres a chance that can brings me back, Ill still choose to fall in love with you. Though its painful, Im still grateful that I found you. Its my best luck to found you. I will remember that I had deeply love someone before ]I know I have to give up The future is still broad; but you cant give me the happiness I want But Im still unbearable Because I dont know Whether can I find someone that enables me to love him deeply like now in the future Can I love him Just like how I love you now, that deeply and unregenerate All I know that you are a wound in my heart, thatll never recover I cant forget it, Just because that Vive deeply love, hurt and pain I will keep you in my deep hearts core.