High School Students on the Job Essay Example for Free

High School Students on the Job Essay High school is an important time in life; students in high school have a lot of responsibilities. Students are beginning to drive and getting into trouble. High school students that have entered the work force have less of a chance to get in trouble. Working students also have an advantage over their peers that haven’t worked. They learn money management, social skills, and responsibility. Money management is a very important part of life. Usually once high school students start working they begin to learn the importance of money and how to spend it. Saving money is one very important life lesson that high school students can learn once they start working. Saving money can help the students save up for their future, helping with bills and possibly buying their own car. Owning a car comes with expenses oil changes, unfortunate accident, tires, gas, etc. To pay for these expenses there has to be money. There also comes a time when parents may need a little help. While working, students can help their parents with a bit of money every month. Having all of these expenses students will have to learn how to manage their money so they have some left over for themselves. Next, if high school students have a job, they learn about social skills. The most important thing is treating people politely. Thus, they need to get a better communication such as talking to each other and listening very carefully. When high school students are on the job, they have to speak correctly and courteously so their customers could get the correct information. Also they have to listen very carefully. They should know what the customers are asking. In addition, they could learn about physical demeanor. At the work place, they have to keep a friendly smile and then keep a good posture by keeping themselves upright. Further, working students can learn to take responsibilities. Time management and appearance are two important responsibilities. First, working students have to get to work on time. Also, they should manage and make balance between school, work, sleep, home, family and friends. Second, many work places have special uniforms that represents them in what position they  work. They need their workers to put these specific dresses on. Working students take this responsibility too. Students have to take care of their hygiene to go into work, which includes keeping their hair clean, shaving, cutting nails, and keeping a clean scent. Money management, social skills, and responsibility are skills that are need in life to succeed. High school students that begin working learn these skills earlier than those students that don’t. Before students become adults, they need to develop money management, social skills, and sense of responsibility, so they have been preparing to adjust themsel ves to society. Therefore, I recommend teenagers work while attending high school.

The Islam-Judaism Clash of Civilizations Essay -- Palestinians Israeli

On the streets of Jerusalem, in the rubble of Ramallah, in synagogues, in mosques, in the hearts and minds of millions in the Gaza Strip, the West Bank, and the remainder of Israel, Israelis and Palestinians are locked in a clash of civilizations. In his masterful work, The Clash of Civilizations, Samuel L. Huntington outlines a theory which approaches international politics on the scale of civilizations. However, he circumvents discussion about Israel. Huntington cautiously describes Israel as a â€Å"non-Western† (Huntington 90) country, but identifies the Palestinian-Israeli conflict as one along a fault line between civilizations (267). Though he chooses to avoid the issue, Huntington’s theory provides a groundwork for analyzing the conflict in Israel in terms of a clash of civilizations between Judaism and Islam. This is a dangerous and provocative idea. But if we dare examine its implications and explore its insights, we risk a more complete understanding of the c onflict which has plagued relations between Palestinians and Israelis in particular, Muslim countries and Israel in general, for over fifty years. Let us begin with a discussion about Judaism’s status as a civilization. This is a highly contentious claim which Huntington himself questions: With the creation of Israel, Jews have all the objective accoutrements of a civilization: religion, language, customs, literature, institutions, and a territorial and political home. But what about subjective identification? Jews living in other cultures have distributed themselves along a continuum stretching from total identification with Judaism and Israel to nominal Judaism and full identification with the civilization within which they reside, the latter, however, occurr... ...ited States. Yet the rational actor model fails. Islam transcends strategic, economic, and political rationalism. So the next time you catch yourself saying that the barbarity, longevity and popularity of the conflict against Israel defies reason, hold your tongue. Islam has traditionally kept its distance from Enlightenment ideas. Works Cited Cleveland, William L. A History of the Modern Middle East. Boulder, Colorado: Westview Press, 2000. Huntington, Samuel P. The Clash of Civilizations and the Remaking of World Order. New York: Simon & Shuster Inc., 1997. Kaplan, Mordecai M. Judaism as a Civilization. New York: Schocken Books, 1934. Stoessinger, John George. Why Nations Go to War, 8th Edition. San Diego, CA: Thomson Wadsworth 2001. The Avalon Project: Hamas Covenant 1988. Yale. Web. 19 Mar. 2015 .

Directress

Montessori is not simply a method of teaching children to read; it is a philosophy of life! Montessori Method for education is fundamentally based on an educational approach towards a model of human development. By human development we mean the development psychology of a human being, that is, the innate quality of any human to learn through their experiences. Montessori’s education method called for free activity within a â€Å"prepared environment†, meaning an educational environment tailored to basic human characteristics and to the specific characteristics of children at different ages.Since the Montessori Method is so unlike other educational methods, it follows that the Montessori teacher is in fact not a teacher at all, Dr. Maria Montessori called her a DIRECTRESS. In her years of observations, Dr. Montessori used the word ‘DIRETTORESSA’ taken from the Italian word ‘DIRETTORE’ which when looking into the meaning of the word is less about telling people what to do but more about steering people in the right direction. According to Dr. Montessori a directress’ role is to be an ardent observer with the goal to intervene the least as the child develops. Related article: Montessori Practical Life EssayThe directress creates an environment of calm, order and joy in the classroom and is there to help and encourage the children in all their efforts, allowing them to develop self-confidence and inner-discipline. With the younger students at each level, the teacher is more active, demonstrating the use of materials and presenting activities based on an assessment of child’s requirements. Knowing how to observe constructively and when and how much, to intervene, is one of the most important talents a directress acquires. A directress has to be very careful in praising a child.She should respond to a child’s enthusiastic approach of working at the same time she should praise the child in a way that it gets motivated through her interest rather than seeking her merit or approval. In short a directress should channelize the child’s capabilities in the right direction order to make them a self-understanding, knowledgeable, independent and a developed adult. The role of a directress with respect to teaching the child is an inactive one, the active learning must come from the child and it’s the duty of the directress to bring the child’s activeness in learning and exploring new things.They are constantly experimenting, modifying the environment to meet their perception of each child’s needs and interests and objectively noting the results. The directress’ work is to ‘guide’ the child, be like a second parent to all the children in her class. In most cases Montessori teachers are the first motherly figure that a child meets outside their homes. That’s why it is compulsory for the teacher to take on, not only the role of a teacher, but a second mother- like position too. She explains the child, in an understanding and calm manner.She is patient with them when they do something wrong. She allows the child to choose his own activity rather than force him into something in which he had no interest and also motivating them to keep the material back in place, so that the child respects his environment. If the child is afraid, she handles the child in a calm-composed manner to ease the child’s fear. The directress also makes it a point to make all the children comfortable with each other to maintain a positive environment in the class and to build a positive attitude in the child and encourage social interaction.She handles disputes, without being bias. She offers support when a child lacks confidence. â€Å"Never help a child with a task at which he feels he can succeed. † â€Å"Free the child’s potential and you will transform him into the world. † The directress acts as an active-link between the child and the â€Å"prepared environment† in a sense that all the materials and apparatus are kept in their accurate places in the class. The intellectual ability of a child that is revealed during the tender a ge of the child should be respected in all its aspects. It is like a flower that has just started to bloom.The Montessori teacher’s work in preparing the classroom together with her interactions among the children enables her to provide the children the most positive means by which they can absorb the environment. The greatest sign of success for a teacher is to exclaim, â€Å"The children are now working as if I do not exist†. Montessori uses the term ‘normalization’ to describe this unique process a child experiences in the classroom. A normalized child is â€Å"one who has overcome himself and lives in peace and harmony with the environment preferring disciplined tasks to futile idealness. She believed that children are born with innate capacities for self-governance which should develop freely. She also said that the greatest barriers to development of these natural instincts in children are adults. Thus the classroom must provide activities and motiv es for Normalization to occur. This is due to the fact that Normalization emerges as a result of deep concentration. The materials chosen by the children will emerge the, and lead them to self-discovery and awareness. Ultimately, it is the directress’ role as the ‘dynamic link’ which allows the process of normalization to occur.One must not forget, however, that it cannot occur immediately. The teacher must also prepare herself for a period of practice which may take many years. The ‘spiritually prepared’ teacher will recognize this critical factor, and through her practice as an observer of children, can further observe the spiritual growth within herself. The role of the directress is therefore, â€Å"to watch with humble reverence, day by day, the spontaneous unfolding of the children’s lives; seeking always to remove obstacles, both internal and external from their path, whilst she guides with science and sympathy the irrepressible energi es of life†.The spiritually prepared teacher will do so with a joyous heart. Only then can the most important factor in her role can be established, that is, to see the child for who he really is. The reason a Montessori teacher is called a directress is that she directs her children to a path where they want to go rather than simply teaching them the basic rules of living or transfer knowledge to them.The children are independent of the directress and explore the world according to their wish. They need the directress only in case they get stuck somewhere or they have problem in understanding anything rather than having a teacher who imparts knowledge to the child just because he have to know that. School teachers have a formal outlook towards their career whereas a directress can survive in this place only if she puts her heart filled with love into her career.

The No Child Left Behind - 1287 Words

Educators and politicians have been trying to create education opportunities for the disadvantaged groups, such as the poor, minorities and marginalized groups. Among those strategies, some succeeded, while others reflected more problems. For example, the No Child Left Behind, which leads to critiques of high-stake testing, and even higher competition and segregations among the different academic performed schools. However, in order to eliminate, or at least meliorate the social inequalities, there are some strategies truly give opportunities for those demanding accessibilities and resources. One of them, is the A Better Chance program, and another is the small school movement designed for poor and working-class youth (Fine, M. et al,†¦show more content†¦With the high requirement of the students participating quota, only small amount of student selected from lower-class are able to transfer to an elite school, and to study with the privileged class students. The social ineq ualities might be redressed through this program because, it is trying to desegregate the students from different social classes. Rather than based on the family incomes and socioeconomic statues, to those showing intelligence and abilities of learning well that equal education opportunities are given. Compared with the poor communities, the upper class communities who own more wealth and education resources are capable to change the ABC program students’ social and economical capitals in their future lives. In the first place, multicultural experts were helping those from different social background to build connections between upper class and ABC students in the summer transition programs. Even though at the beginning, there was â€Å"culture shock† and â€Å"struggle† for both teachers and ABC students. For example, instead of maintaining the African American identities in school, some of them consider themselves as â€Å"emissaries† in a political way , and isolate themselves from the peers (Zweigenhaft, R. L., Domhoff, G. W., 2003). But the most extreme difficulty comes from the pressure of low academic performance, compared with the excellent elite students. The ABC students are no