Legal and Ethical Implications Essay Example for Free

Legal and Ethical Implications Essay In the classroom there is responsibility and duties for the teachers, students, as well as the parents. These responsibilities help the classroom to run smoothly and they help to build a well-managed classroom. Of those responsibilities teachers, students and parents need to understand legal and ethical issues in classroom management. This paper will discuss two articles and address the legal and ethical issues for classroom management. It will address how the articles relate to the rights and responsibilities of students, teachers, as well as the parents. Lastly, I will discuss how each article will make a difference in the way I will manage my classroom in the future. Article One: Untangling Legal Issues that Affect Teachers and Student Teachers This article discussed legal issues and focused on child abuse, safety in the art room, freedom of expression and religion, and special education and how these topics affects art teachers as well as student teachers. From the article I learned that the Tenth, First, and Fourteenth Amendments hold significance for educational law in the Unite d States. Next, from the article I read that it is required by law that a teacher reports child abuse. The article defined child abuse as a non-accidental, patterns of injuries, sexual abuse, neglecting treatment, physical or mental injuries, or mistreatment of a child under the age of eighteen (Untangling Legal Issues that Affect Teachers and Student Teachers, 2009, page 48). Child abuse is a federal crime and teachers could be held responsible if they don’t report it. If it is not reported a teacher can receive a misdemeanor and the penalty could range from spending time in jail to being fined. Safety in the art room is another topic discussed in this article. From the article I learned that a teacher could be held liable for injuries if the injuries are found to be negligent. An example of a negligent injury is teacher not demonstrating to students the proper care and handling of materials and tools. Art teachers should not assume that materials are safe and they should send out permission forms that let parents know what material students will be working with, have parents lists their contact information, and any know allergies the child may have. The article states that the art room should be set up properly, hazardous materials should be labeled, and teachers should lock up hazardous materials. This article discusses how children with exceptional needs cannot be excluded public education. Also, I read in the article about freedom of religion and how teachers cannot preach their beliefs in school nor have religious conversations with student and I read how students have freedom of expression but it is the art teacher responsibility to make sure the students art work is displayed in a way that is appropriate. Then the article goes into detail to discuss the liability of student teachers. From the article I read that student teachers are responsible for the same duties as full time teachers and the liability is the same as also. After reading this article it has impacted how I will manage my class. It made me realize how important it is to get to know all of my student and their parents, how to pay careful attention to my students, how to set my classroom up appropriately, and make sure I demonstrate how to use materials appropriately. It definitely made me realize the importance of freedom of expression and religion. I will respect all my students and never try to force my religion on them. Also, I will report child abuse if I see it. I didn’t realize how important all these things were but this article made me aware and my outlook on classroom management is differently. When managing my classroom I will make sure it incorporates all these things like freedom of expression, religion, and I will make sure the classroom is set up in a way that I am able to monitor my students for things like child abuse and to make sure they use certain materials appropriately. Article Two: Using Time-Out Effectively in the Classroom In this article it discusses how to use time out effectively and how it could lead to legal problems if used ineffectively. From the article, time out is defined as a procedure or form of punishment where students are denied access to all opportunities for reinforcement and it is used when inappropriate behavior is displayed (Using Time Out Effectively in the Classroom, 2007, page 60). Time-out has been used by many teachers to address inappropriate behaviors in the classroom. There are four different types of time-out and they are: inclusion time-out, exclusion time-out, seclusion time-out, and restrained time-out (Using Time-Out Effectively in the Classroom, 2007). Inclusion time-out involves removing the reinforcement from the student. Some variations that involved in this type of time-out are ignoring and removal of materials. Exclusion time-out is when the student is removed from the enhancing setting that caused the behavior. Exclusion time- out requires a student to be removed from instructional activities. Restrained time-out which is the most preventive form of time-out requires both a restraint and restriction. Restrained time-out is when the teacher places the student into a time-out position and maintains the student and position using physical restraint (Using Time Out Effectively in the Classroom, 2007, page 62). Isolation time- out better known as Seclusion time-out involves the teacher removing the student from the classroom and places them in a room or assigned area where he or she is restricted from leaving until they serve their time in this area. From the article I read that time-out becomes ineffective when typical pitfalls include classroom environments that are insufficiently reinforcing to the students or when time-out procedures lose their punishing qualities and take on reinforcing qualities (Using Time-Out Effectively in the Classroom, 2007, page 62). Also, I read over some recommendations on how to make the classroom reinforcing, use effective teaching strategies, how to come up with a time-out plan, and how to develop a hierarchical behavior management plan. I learned that we as teachers should be trained in methods of controlling behaviors. I learned some ways time-out is used inappropriately. For example, a teacher used it for a mild behavior. By doing this it could result to legal problems. After reading this article it has definitely changed my view on how I will manage my class in the future. When I manage my class, I plan to apply time-out effectively and use it in a way that is appropriate and will reduce the misbehavior within the student. Next, I will make sure I develop a hierarchical behavior management plan as well as a time-out plan so that the behavior and time-out is managed properly. Next, I will document when I use time- out which includes important information like the student name, date, behavior, duration, etc. By doing this, this can assist staff in determining if time-out was effective an d this could reduce chances of legal problems. I will make sure I establish a time out policy and I will go over this policy with my students on the first day of school and send a copy home to the parents to make sure they understand the time-out policy. Conclusion There are many responsibilities for parents, teachers, and students when it comes to managing a classroom. Teachers need to make sure they take the proper precautions and follow the state laws and schools policies when managing a classroom, and students need to make sure they understand the rules, policies, and procedures in the classroom. Also, parents need to be notified of these rules, policies, and procedures. Understanding and communication needs to co-exist between parents, students, and teachers so that legal and ethical issues don’t arise. References Bain, C. (2009). Untangling legal issues that affect teachers and student teachers. Art Education: TX. Katsiyannis, A., Ryan, J., Sanders, S., Yell, M. (2007). Using time-out effectively in the classroom. Teaching Exceptional Children 39(4), 60-67.

Our Dysfunctional Haverworld Essay -- Personal Narrative Descriptive P

Our Dysfunctional Haverworld As we seniors graduate and head out into the world, one of the things I bet most of us will seek is community. This seems to be one of the requirements for a sustainable society: one that is adaptive according to small, diverse regions, so that local conditions are met with appropriate technologies, and one that functions with a strong ethic based on social ties. In my future I want to feel I am included in and contributing to a supportive, caring and ethical community, whose values of sustainability determine our relationship to nature. I have not found this at Haverford College, as a collective society and an institution. (I hope you all can relate to this from Swarthmore as well. I doubt the two are really very different.) In fact, Haverford has helped me define what I do not want to be a part of--a large corporation that deals in the currency of its own prestige as well as its funding, concentrated only on maximizing the profits of this kind, rather than valuing the equity and ju stice that we have agreed should overrule economic decisions. Al Gore's comparison of US society to a dysfunctional family translates perfectly to the society at Haverford. This helps to explain the lack of ethics concerning justice and sustainability, and suggests that there is hope to resolve these problems. At Haverford and Swarthmore we embody the Cartesian model developed in the scientific revolution that focuses on the separation between humans and nature, mind and body. Our colleges contain an extreme version of what Gore calls "the disembodied intellect"(524) in which we value our abstract academic thoughts above all else, as we "encourage the fullest expression of thought while simultaneously stifling the e... ...ion of forest. We are committed to overconsumption in our extravagant use of paper, purchases of products to decorate our rooms and clean ourselves, and waste of food in the large cafeteria. I notice that most of us in this class have removed ourselves from these aspects of college culture as much as possible, to shield ourselves from it. I personally shield myself by trying to limit my interactions to those with my close friends, with whom my relationships are much less dysfunctional. I hope you all will relate in some form to my analysis, and I hope as a class we can carry this further. In pinpointing the aspects of liberal arts college life that lack the ethics that are desirable and necessary to build sustainable communities, I hope we will dare to envision in detail the situation that would make us feel fulfilled and at peace with ourselves and our environment. Our Dysfunctional Haverworld Essay -- Personal Narrative Descriptive P Our Dysfunctional Haverworld As we seniors graduate and head out into the world, one of the things I bet most of us will seek is community. This seems to be one of the requirements for a sustainable society: one that is adaptive according to small, diverse regions, so that local conditions are met with appropriate technologies, and one that functions with a strong ethic based on social ties. In my future I want to feel I am included in and contributing to a supportive, caring and ethical community, whose values of sustainability determine our relationship to nature. I have not found this at Haverford College, as a collective society and an institution. (I hope you all can relate to this from Swarthmore as well. I doubt the two are really very different.) In fact, Haverford has helped me define what I do not want to be a part of--a large corporation that deals in the currency of its own prestige as well as its funding, concentrated only on maximizing the profits of this kind, rather than valuing the equity and ju stice that we have agreed should overrule economic decisions. Al Gore's comparison of US society to a dysfunctional family translates perfectly to the society at Haverford. This helps to explain the lack of ethics concerning justice and sustainability, and suggests that there is hope to resolve these problems. At Haverford and Swarthmore we embody the Cartesian model developed in the scientific revolution that focuses on the separation between humans and nature, mind and body. Our colleges contain an extreme version of what Gore calls "the disembodied intellect"(524) in which we value our abstract academic thoughts above all else, as we "encourage the fullest expression of thought while simultaneously stifling the e... ...ion of forest. We are committed to overconsumption in our extravagant use of paper, purchases of products to decorate our rooms and clean ourselves, and waste of food in the large cafeteria. I notice that most of us in this class have removed ourselves from these aspects of college culture as much as possible, to shield ourselves from it. I personally shield myself by trying to limit my interactions to those with my close friends, with whom my relationships are much less dysfunctional. I hope you all will relate in some form to my analysis, and I hope as a class we can carry this further. In pinpointing the aspects of liberal arts college life that lack the ethics that are desirable and necessary to build sustainable communities, I hope we will dare to envision in detail the situation that would make us feel fulfilled and at peace with ourselves and our environment.

How i learn best Essay

Don Harold, an American writer, once wrote, â€Å"The brighter you are, the more you have to learn†. I strongly believe in this statement because knowledge will help us to succeed in life. Every day we are learning new things, but sometimes learning can be very difficult. Learning can be made easier through various ways; though everyone has their own unique ways of learning. Visual learning, auditory learning, and learning from my mistakes are the three ways I learn best in my life. One of the ways I learn best is through visualization by seeing and observing things. For example, when I read a textbook I always highlight the important key words because it helps me to catch my attention when I do revision before each exam. Also, I usually create an outline to minimize the large context of paragraph and to guide me in classifying the important information. Another way of visual learning is by watching videos of the subjects. For instance, when I study marine biology, I like to w atch videos about plants and animals that live in the sea; because the videos help me to keep the subject in my head. Making flash cards is another way that helps my visual learning. Flash cards explain the definitions in short forms, allowing me to remember the function of body parts when I study anatomy and physiology. In addition, flash card helps me to point out the important materials in each chapter. I study new vocabulary words on colored index cards with short definitions on the back, and I carry those with me to review them at odd moments or whenever I have spare time. Moreover, visual learning helps me to memorize and store more materials in my brain. For example, when my friend and I study together for a biology test, I exercise my visual methods while my friend memorizes everything. When results come, I score more points than my friend does. Another way I learn well is through auditory learning. To illustrate, I try to concentrate and be more attentive to what the teacher says in class, for it helps me to learn things while I am in the class room. Also, I record my class lectures and listen them while exercising, so I can utilize my time appropriately and help me to remember. Listening to the radio helps me to  learn the English language while I am driving. For instance, there are different radio stations that provide up-to-date news. Just by listening to the radio I can learn new words and get an idea about what is going on around the world. When I hear a new song couple of times, I can sing it without looking at the lyrics because it is already saved in my brain through listening; the same method works with reading books out loud helps me to memorize materials quickly. In addition, study groups are the best place I go for auditory learning because I can hear different ideas from different students. Learning from mist akes is the final way I preferred to learn. When I make mistakes, instead of discouraging myself, I find ways to support my learning process. For example, I used to be a rushed driver, but last year I earned a speeding ticket. After this incident I learned my lesson, and now I am driving at the correct speed limit. Also, I accept my mistakes as a part of the learning process. I believe success only comes from mistakes. In my case it is extremely accurate because last year I failed my Earth and Space class due my laziness and I regret it. Last semester, I took the same class again, studied harder, and I successfully passed the class with an A average. In addition, when I make a correction in my homework, I learned to do not repeat the same mistake. Throughout my personal experience in life, I believe mistakes act as an opportunity to learn. In conclusion, learning is an integral and vital to succeed in life. Visual learning, auditory learning and learning from mistakes are the three ways I learn best in my life. Using those three ways I can make learning easy and simple.

Who Was the Spanish Modernist Antoni Gaudí

Antoni Gaudà ­ (born June 25, 1852) was Spains genius architect who combined sculpted designs with new building technologies well before computers made it seem easy. Leading the Spanish Modernist movement, Gaudà ­ has been linked with Gothicism (sometimes called warped Gothicism), Art Nouveau, and Surrealism. He was also influenced by Oriental styles, nature, sculpture, and a desire to go beyond anything that had ever been done before. Defying labels, Antoni Gaudà ­s work might be simply called Gaudà ­-ism. Born Antoni Plà  cid Guillem Gaudà ­ Cornet  somewhere in Catalonia, possibly Baix Camp, Tarragona, Spain, the young Gaudi was stricken with a rheumatic problem that made walking painful. He often missed school and had little interaction with other children, but he had ample time to study nature. While seeking his degree in architecture at Escuela Tà ©cnica Superior de Arquitectura in Barcelona, Gaudà ­ also studied philosophy, history, and economics. He came to believe that differences in architecture were caused by society and politics, rather than aesthetics. Gaudà ­ was granted the title of Architect and presented his first major project, the Matarà ³ Cooperative (a housing project for factory workers), at the Paris World Fair in 1878. Far ahead of his time, only a small portion of the project was actually built, but Gaudà ­s name became known. He soon met Eusebi Gà ¼ell, who would become a very close friend as well as a patron. This meeting was extremely fortuitous as Gà ¼ell trusted his friends genius completely and never limited or tried to change the architects vision during his many projects. In 1883, Gaudà ­ began work on his greatest project, the Sagrada Familia, a Barcelona church whose construction was started in 1882 by Francisco de Paula del Villar. For nearly 30 years, Gaudà ­ worked on Sagrada Familia and other projects simultaneously, until 1911, when he decided to devote himself exclusively to the church. During the last year of his life, Gaudà ­ lived in his studio at the construction side of Sagrada Familia. Tragically, in June 1926, Gaudà ­ was run over by a tram. Because he was poorly dressed, he was not recognized and taxi drivers refused to take a vagabond to the hospital — they were later fined by the police. Gaudà ­ died five days later, on June 12, 1926, and was buried in the crypt of the building to which he had devoted 44 years of his life, the as-yet unfinished Sagrada Familia. During Gaudà ­s lifetime, official organizations rarely recognized his talent. The City of Barcelona often tried (unsuccessfully) to stop or limit Gaudà ­s work because it exceeded city regulations, and the only project the City ever assigned him was that of designing streetlights. He received the Building of the Year award for his least impressive building, Casa Calvet. Important Buildings Gaudis portfolio of architecture is a study in how the world moved into modernism, from the 19th to 20th centuries. The natural shape of the entrance gate to Finca Miralles (1901-1902) reminds the Barcelona tourist of how Art Nouveau moved the arts to modernism. Casa Calvet (1898-1900) with its sculpted ironwork and spiraling columns seems to take on a more Baroque flavor, not to be outdone by the famous Casa Milà   (1906-1910), also known as La Pedrera; with its sculpted walls, La Pedrera could easily be confused as a modernist early work of Frank Gehry or a parametric design of Zaha Hadid. Casa Vicens (1883-1888) in Barcelona and El Capricho (1883-1885) in Comillas are two of Gaudis earliest works, expressing the colors and elaborate tile work that would define his later work, such as Casa Batllà ³ (1904-1906) and the projects for Eusebi Gà ¼ell, such as Palau Gà ¼ell (1886-1890) and Parque Gà ¼ell (1900-1914) in Barcelona. In contrast, the focus of Gaudis Colegio Teresiano (1888-1890) in Barcelona is less on color and more on exaggerating the Gothic arch, bending it into a parabola. The neo-Gothic  Casa Botines (1891-1892) in nearby Leà ³n takes on a similar approach. Gaudi began work on Sagrada Familia in 1882, and it is still under construction. The Sagrada Familia School (1908-1909) was built for the children of the workers. Influences Observation of an artists lifes work gives some indication of artistic influences, even for a man as ecclectic as Antoni Gaudà ­. As already mentioned, Gaudi was aware of the artists on the cusp of modernism and surrealism. At the same time, he was cognizant of neo-Gothicism, Eugà ¨ne Viollet-le-Duc, and medieval French architecture. Feeling the effects of the Industrial Revolution, Gaudi embraced the back to natural things movement advanced by William Morris, especially buying into John Ruskins sentiment that Ornament is the origin of architecture. Gaudi was influenced by the shapes-taken-from-nature stylings of Art Nouveau and became one of the first designers of Organic architecture. He played with color, geometry, and was shaped by his study of Oriental structures. The basis of Gaudà ­s inspiration In his later years was more personal — his religion and Catalan nationalism directed his later works. Legacy UNESCO World Heritage Centre sites seven Spanish properties designed by Gaudi for Outstanding Universal Value. The Works of Antoni Gaudà ­, sites UNESCO, ...is an exceptional creative synthesis of several 19th-century artistic schools, such as the Arts and Crafts movement, Symbolism, Expressionism, and Rationalism, and is directly associated with the cultural apogee of Catalonia. Gaudà ­ also presaged and influenced many forms and techniques of 20th-century Modernism. Although his works are considered eclectic and personal, Gaudi is best-known for the exceptional creative contribution of this architect to the development of architecture and construction technology in the 19th and early 20th centuries. Quotes Attributed to Antoni Gaudà ­ Originality consists of returning to the origin. Thus, originality means returning, through ones resources, to the simplicity of the early solutions.Everything comes from the great book of nature.Artists do not need monuments erected for them because their works are their monuments. Sources Gaudi Barcelona Club at www.gaudiclub.com/Gaudi 2002 at www.gaudi2002.bcn.es/english/index.htmGaudà ­ and Art Nouveau in Catalonia at www.gaudiallgaudi.com/Works of Antoni Gaudà ­, UNESCO, http://whc.unesco.org/en/list/320