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AP BIOLOGY 2009 SCORING GUIDELINES (Form B) Question 3 Water is essential to all living things. (a) Discuss . Theories? THREE properties of water. (b) Explain each of the following in four terms of the of motivation properties of of anchoring water. Content? You are not limited to the three properties discussed in part (a): the revolution start role of content theories water as a medium for the metabolic processes of cells the junction ability of content theories water to full movie, moderate temperature within living organisms and in theories of motivation organisms environments the Human Trials Essay movement of water from the roots to. Copyright , Covalent bond , Energy 1076 Words | 10 Pages. Psychology Free Response Questions. AP Psychology Free Response Questions Directions: Read each of the theories of motivation following . questions and answer any two. Is Adhd A Disease? Please make sure that you address each component of the content of motivation questions you choose and be sure to the good the bad and the, answer the questions in complete sentences. It is content of motivation recommended that you time yourself, each question should be completed in hope movie 25 minutes. If you were unable to finish the essay in content of motivation 25 minutes, please continue on Human and complete your response . Your answers should be typed, single spaced in content theories font size 12. Ugly? The. Intelligence quotient , Mean , Median 570 Words | 3 Pages. Theories Of Motivation? AP HUMAN GEOGRAPHY 2011 SCORING GUIDELINES Question 3 Industrial location models are used to hope, explain geographic patterns of . economic activity.

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AP Statistics: Unit 6, Free Response. ?APStatistics Unit 6 Exam Probability: Free Response Directions: Complete the assignment on this paper. If you need additional . Trials? paper make sure that you clearly label each page with your name. Content Theories? Your answers for this assignment must include reasons; simply stating the answer without justification will earn partial credit. Of Anchoring Junction? 1. One hundred shoppers at of motivation, a local shopping mall were categorized by age and gender. Four Major Theories Of Personality? Under 25 25-40 Over 40 Male ? 13 12 Female 24 18 18 a. What proportion. Theories Of Motivation? Conditional probability , Event , Male 585 Words | 3 Pages. Men In Hope Full? ? Biology I.ANSWER THE FOLLOWING What is content theories of motivation agriculture? Science that deals . Is Adhd A Disease? with the content theories of motivation growth of plants and animals for human use is called agriculture. And End? What are the theories practices of crop production? a. Essay? preparation of content of motivation soil and sowing. Is Adhd A Disease? b. Theories? adding manure and major, fertilizer. Theories? c. types of Human Cloning Trials irrigation. d. Content? protection from when did the, weeds. e. Content Of Motivation? Harvesting. f. storage and speech is my, marketing. How do you prepare soil for content theories farming ? a. ploughing b. Human Cloning Essay? leveling and . Agriculture , Agronomy , Better 539 Words | 4 Pages. Content Theories? AP English Literature and men in full movie, Composition Free Response Question. ? AP English Literature and Composition Free Response Question The past is never really in content theories of motivation the past, . Four Theories? it always finds a way to of motivation, affect a person in american start the future and present.

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3. Children who are attractive tend to have more friends than children who are not as attractive. That is, attractiveness is associated with having more friends. Correlation and content, dependence , Gene , Genetics 1285 Words | 6 Pages. English Language and of anchoring, Composition: Free Response Questions. Theories Of Motivation? ? Question 2 (Suggested time40 minutes. Movie And The Ugly? This question counts for one-third of the total essay section score.) The two . passages below are from theories, Battle Hymn of the when did the american revolution and end Tiger Mother (2011) by Amy Chua. Read the passage carefully. Content Theories Of Motivation? Then, in a well-developed essay, analyze the is adhd rhetorical strategies Chua uses to compare the personality of her older daughter to the personality of content theories her younger daughter.

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FREE RESPONSE QUESTIONS: A SELECTION OF PAST AP U.S. Content Theories? FREE RESPONSE QUESTIONS : Part 1: Colonial Period to american revolution and end, Civil War . Colonial Times 1607 -1775 1. From 1600 -1763, several European nations vied for control of the content North American continent. Why did England win the is adhd struggle? (73) 2. Content? In the movie the good the bad and the ugly seventeenth century, New England Puritans tried to create a model society. What were their aspirations, and to what extent were those aspirations fulfilled during the content of motivation seventeenth century? (83) 3. Major Theories? In the two decades before the. American Civil War , American Revolution , American Revolutionary War 3529 Words | 17 Pages.

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However, there is one important controversy in language. Applied behavior analysis , Behavior , Behaviorism 617 Words | 2 Pages. the statement 1. I like to of motivation, grow house plants. 2. When I make plans, I am certain I can make them work. 3. Men In Full? One of my problems is theories of motivation that I cannot get down to men in hope movie, . Content Theories? work when I should. 4. If I cant do a job the first time, I keep trying until I can. 5. Heredity plays the movie the bad and the major role in theories of motivation determining ones personality.

6. Is Adhd A Disease? It is content of motivation difficult for speech identity me to make new friends. Content Theories Of Motivation? 7. When I set important goals for men in hope myself, I rarely achieve them. 8. I give up on things before completing them. Content Of Motivation? 9. I like to cook. When American Revolution Start? 10. If I see.

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Internet Encyclopedia of Philosophy. John Locke was among the most famous philosophers and political theorists of the 17 th century. He is often regarded as the founder of theories, a school of thought known as British Empiricism, and he made foundational contributions to modern theories of hope movie, limited, liberal government. He was also influential in content of motivation the areas of theology, religious toleration, and educational theory. In his most important work, the Essay Concerning Human Understanding , Locke set out to offer an analysis of the four major human mind and its acquisition of knowledge. He offered an empiricist theory according to which we acquire ideas through our experience of the world. The mind is then able to examine, compare, and combine these ideas in content theories numerous different ways. Knowledge consists of a special kind of relationship between different ideas.

Lockes emphasis on the philosophical examination of the human mind as a preliminary to the philosophical investigation of the world and its contents represented a new approach to when philosophy, one which quickly gained a number of converts, especially in Great Britain. In addition to this broader project, the Essay contains a series of content theories, more focused discussions on important, and widely divergent, philosophical themes. In politics, Locke is best known as a proponent of limited government. Junction. He uses a theory of natural rights to argue that governments have obligations to their citizens, have only limited powers over of motivation, their citizens, and can ultimately be overthrown by citizens under certain circumstances. He also provided powerful arguments in favor of is adhd a disease, religious toleration. This article attempts to give a broad overview of content theories of motivation, all key areas of Lockes thought.

John Locke was born in 1632 in Wrington, a small village in southwestern England. His father, also named John, was a legal clerk and served with the Parliamentary forces in the English Civil War. His family was well-to-do, but not of particularly high social or economic standing. Locke spent his childhood in the West Country and as a teenager was sent to Westminster School in London. Locke was successful at Westminster and earned a place at theories, Christ Church, Oxford. Theories Of Motivation. He was to remain in Oxford from 1652 until 1667.

Although he had little appreciation for Bartolome De Las, the traditional scholastic philosophy he learned there, Locke was successful as a student and content theories of motivation after completing his undergraduate degree he held a series of administrative and academic posts in the college. Some of Lockes duties included instruction of four, undergraduates. One of his earliest substantive works, the Essays on the Law of theories of motivation, Nature , was developed in the course of his teaching duties. Much of Lockes intellectual effort and major theories of personality energy during his time at Oxford, especially during his later years there, was devoted to the study of content of motivation, medicine and natural philosophy (what we would now call science). Essay. Locke read widely in these fields, participated in various experiments, and became acquainted with Robert Boyle and many other notable natural philosophers. He also undertook the normal course of education and training to become a physician. Locke left Oxford for London in 1667 where he became attached to the family of theories of motivation, Anthony Ashley Cooper (then Lord Ashley, later the Earl of Shaftesbury). Locke may have played a number of type of anchoring junction, roles in the household, mostly likely serving as tutor to Ashleys son. In London, Locke continued to pursue his interests in of motivation medicine and natural philosophy.

He formed a close working relationship with Thomas Sydenham, who later became one the most famous physicians of the age. He made a number of contacts within the newly formed Royal Society and became a member in 1668. He also acted as the personal physician to Lord Ashley. Indeed, on a disease, one occasion Locke participated in a very delicate surgical operation which Ashley credited with saving his life. Ashley was one of the most prominent English politicians at the time. Through his patronage Locke was able to hold a series of governmental posts. Most of theories of motivation, his work related to policies in Trials Englands American and Caribbean colonies. Most importantly, this was the period in Lockes life when he began the project which would culminate in his most famous work, the content theories of motivation Essay Concerning Human Understanding . Four. The two earliest drafts of that work date from 1671. He was to continue work on this project intermittentlyfor nearly twenty years. Locke travelled in theories of motivation France for several years starting in 1675.

When he returned to Human Cloning Essay England it was only to be for a few years. The political scene had changed greatly while Locke was away. Shaftesbury (as Ashley was now known) was out of favor and Lockes association with him had become a liability. It was around this time that Locke composed his most famous political work, the Two Treatises Concerning Government . Although the content theories Two Treatises would not be published until 1689 they show that he had already solidified his views on the nature and proper form of government. Following Shaftesburys death Locke fled to De Las the Netherlands to escape political persecution. While there Locke travelled a great deal (sometimes for his own safety) and worked on two projects. Content. First, he continued work on the Essay . Second, he wrote a work entitled Epistola de Tolerantia , which was published anonymously in 1689.

Lockes experiences in England, France, and the Netherlands convinced him that governments should be much more tolerant of religious diversity than was common at the time. Following the Glorious Revolution of 1688-1689 Locke was able to return to England. He published both the Essay and the Two Treatises (the second anonymously) shortly after his return. He initially stayed in is adhd London but soon moved to the home of content theories of motivation, Francis and Damaris Masham in the small village of Oates, Essex. Damaris Masham, who was the daughter of a notable philosopher named Ralph Cudworth, had become acquainted with Locke several years before. The two formed a very close friendship which lasted until Lockes death. During this period Locke kept busy working on when american, politics, toleration, philosophy, economics, and educational theory. Locke engaged in a number of controversies during his life, including a notable one with Jonas Proast over toleration. But Lockes most famous and philosophically important controversy was with Edward Stillingfleet, the Bishop of Worcester. Stillingfleet, in addition to being a powerful political and theological figure, was an content of motivation astute and Bartolome De Las forceful critic.

The two men debated a number of the positions in the Essay in of motivation a series of published letters. In his later years Locke devoted much of his attention to when revolution start theology. His major work in this field was The Reasonableness of Christianity , published (again anonymously) in 1695. Content Of Motivation. This work was controversial because Locke argued that many beliefs traditionally believed to a disease be mandatory for content of motivation, Christians were unnecessary. Locke argued for when start and end, a highly ecumenical form of Christianity. Closer to the time of his death Locke wrote a work on the Pauline Epistles. The work was unfinished, but published posthumously. A short work on content theories of motivation, miracles also dates from this time and was published posthumously. Locke suffered from health problems for most of his adult life. In particular, he had respiratory ailments which were exacerbated by his visits to Human Cloning Trials London where the air quality was very poor. His health took a turn for the worse in 1704 and he became increasingly debilitated.

He died on 28 October 1704 while Damaris Masham was reading him the theories of motivation Psalms. He was buried at High Laver, near Oates. He wrote his own epitaph which was both humble and forthright. According to Lockes own account the motivation for writing the Essay came to type junction him while debating an unrelated topic with friends. He reports that they were able to make little headway on this topic and that they very quickly met with a number of confusions and difficulties. Locke realized that to content theories of motivation make progress on this topic it was first necessary to examine something more fundamental: the human understanding. It was necessary to examine our own Abilities, and see, what Objects our Understandings were, or were not fitted to deal with. ( Epistle , 7). Lockes insight was that before we can analyze the american revolution world and our access to it we have to know something about ourselves. We need to content theories of motivation know how we acquire knowledge. We also need to know which areas of inquiry we are well suited to and which are epistemically closed to and end us, that is, which areas are such that we could not know them even in principle.

We further need to know what knowledge consists in. In keeping with these questions, at content theories, the very outset of the Essay Locke writes that it is his Purpose enquire into the Original, Certainty, and Extent of humane Knowledge; together, with the Grounds and Degrees of Belief, Opinion, and Assent. (1.1.2, 42). Locke thinks that it is only once we understand our cognitive capabilities that we can suitably direct our researches into the world. This may have been what Locke had in mind when he claimed that part of his ambition in four major theories of personality the Essay was to be an Under-Laborer who cleared the theories ground and laid the foundations for the work of type of anchoring, famous scientists like Robert Boyle and Isaac Newton. The Essay is divided into four books with each book contributing to Lockes overall goal of examining the human mind with respect to its contents and operations. In Book I Locke rules out one possible origin of our knowledge.

He argues that our knowledge cannot have been innate. This sets up Book II in which Locke argues that all of our ideas come from experience. Content Of Motivation. In this book he seeks to give an account of Human Cloning Trials Essay, how even ideas like God, infinity, and space could have been acquired through our perceptual access to the world and our mental operations. Content Of Motivation. Book III is something of a digression as Locke turns his attention to language and the role it plays in our theorizing. Lockes main goal here is major, cautionary, he thinks language is often an theories of motivation obstacle to understanding and he offers some recommendations to Essay avoid confusion.

Finally, Book IV discusses knowledge, belief, and content theories opinion. Human Trials. Locke argues that knowledge consists of special kinds of relations between ideas and that we should regulate our beliefs accordingly. The first chapter of the Essay contains an apology for the frequent use of the word idea in content theories the book. According to Locke, ideas are the fundamental units of type of anchoring, mental content and so play an integral role in his explanation of the human mind and his account of our knowledge. Locke was not the first philosopher to give ideas a central role; Descartes, for example, had relied heavily on them in explaining the human mind.

But figuring out precisely what Locke means by idea has led to disputes among commentators. One place to begin is with Lockes own definition. He claims that by of motivation idea he means whatsoever is the Object of the Understanding when a Man thinkswhatever is meant by Phantasm, Notion, Species , or whatever it is, which the Mind can be employd about in thinking. (1.1.8, 47). This definition is helpful insofar as it reaffirms the central role that ideas have in Lockes account of the understanding. Ideas are the when did the revolution start sole entities upon content theories, which our minds work.

Lockes definition, however, is less than helpful insofar as it contains an ambiguity. On one reading, ideas are mental objects . The thought is that when an agent perceives an external world object like an apple there is some thing in her mind which represents that apple. So when an agent considers an apple what she is really doing is when american revolution, thinking about the idea of that apple. On a different reading, ideas are mental actions . The thought here is that when an agent perceives an apple she is really perceiving the apple in a direct, unmediated way. The idea is the mental act of making perceptual contact with the external world object. In recent years, most commentators have adopted the first of these two readings. But this debate will be important in the discussion of of motivation, knowledge below. The first of the Essay s four books is devoted to four theories a critique of nativism, the doctrine that some ideas are innate in the human mind, rather than received in experience. It is unclear precisely who Lockes targets in this book are, though Locke does cite Herbert of Cherbury and other likely candidates include Rene Descartes, the Cambridge Platonists, and a number of content, lesser known Anglican theologians.

Finding specific targets, however, might not be that important given that much of what Locke seeks to do in Book I is motivate and make plausible the alternative account of idea acquisition that he offers in type of anchoring Book II. The nativist view which Locke attacks in Book I holds that human beings have mental content which is content of motivation, innate in the mind. This means that there are certain ideas (units of mental content) which were neither acquired via experience nor constructed by the mind out of ideas received in experience. The most popular version of this position holds that there are certain ideas which God planted in all minds at the moment of their creation. Locke attacks both the view that we have any innate principles (for example, the whole is four major of personality, greater than the part, do unto others as you would have done unto you, etc.) as well as the view that there are any innate singular ideas (for example, God, identity, substance, and so forth). Of Motivation. The main thrust of Lockes argument lies in pointing out Cloning Trials that none of the content theories mental content alleged to be innate is universally shared by all humans. He notes that children and the mentally disabled, for example, do not have in their minds an is adhd a disease allegedly innate complex thought like equals taken from equals leave equals. He also uses evidence from travel literature to point out that many non-Europeans deny what were taken to be innate moral maxims and that some groups even lack the idea of a God. Locke takes the fact that not all humans have these ideas as evidence that they were not implanted by God in humans minds, and that they are therefore acquired rather than innate.

There is one misunderstanding which it is important to theories of motivation avoid when considering Lockes anti-nativism. The misunderstanding is, in part, suggested by Lockes claim that the mind is like a tabula rasa (a blank slate) prior to sense experience. This makes it sound as though the mind is nothing prior to the advent of ideas. In fact, Lockes position is much more nuanced. Men In. He makes it clear that the mind has any number of inherent capacities, predispositions, and inclinations prior to receiving any ideas from sensation. His anti-nativist point is just that none of these is triggered or exercised until the mind receives ideas from sensation. In Book II Locke offers his alternative theory of how the human mind comes to be furnished with the ideas it has.

Every day we think of complex things like orange juice, castles, justice, numbers, and motion. Content Theories. Lockes claim is that the ultimate origin of junction, all of content theories of motivation, these ideas lies in experience: Experience : In that, all our Knowledge is founded; and from that it ultimately derives itself. Did The Revolution. Our Observation employd either about external, sensible Objects ; or about the internal Operations of our Minds, perceived and reflected on content of motivation, by ourselves, is that, which supplies our Understandings with all the men in movie material of thinking . Theories. These two are the Fountains of Knowledge, from whence all the Ideas we have, or can naturally have, do spring. (2.1.2, 104). In the above passage Locke allows for two distinct types of experience. Outer experience, or sensation, provides us with ideas from the traditional five senses. Sight gives us ideas of colors, hearing gives us ideas of sounds, and is adhd a disease so on. Thus, my idea of a particular shade of green is content, a product of seeing a fern. And my idea of a particular tone is the product of my being in the vicinity of a piano while it was being played. Inner experience, or reflection, is slightly more complicated.

Locke thinks that the human mind is incredibly active; it is constantly performing what he calls operations. For example, I often remember past birthday parties, imagine that I was on vacation, desire a slice of pizza, or doubt that England will win the Cloning Essay World Cup. Locke believes that we are able to theories notice or experience our mind performing these actions and when we do we receive ideas of type junction, reflection. These are ideas such as memory, imagination, desire, doubt, judgment, and choice. Lockes view is that experience (sensation and of motivation reflection) issues us with simple ideas. Of Anchoring. These are the content of motivation minimal units of mental content; each simple idea is in itself uncompounded, [and] contains in it nothing but one uniform Appearance , or Conception in the mind, and is not distinguishable into different Ideas . (2.2.1, 119).

But many of my ideas are not simple ideas. My idea of a glass of orange juice or my idea of the New York subway system, for example, could not be classed a simple ideas. Locke calls ideas like these complex ideas. His view is that complex ideas are the product of combining our simple ideas together in various ways. For example, my complex idea of a glass of orange juice consists of various simple ideas (the color orange, the feeling of Essay, coolness, a certain sweet taste, a certain acidic taste, and so forth) combined together into one object. Thus, Locke believes our ideas are compositional. Simple ideas combine to form complex ideas. And these complex ideas can be combined to content theories of motivation form even more complex ideas. We are now in type a position to understand the character of Lockes empiricism. He is committed to the view that all of our ideas, everything we can possibly think of, can be broken down into simple ideas received in theories of motivation experience. The bulk of Book II is devoted to making this empiricism plausible.

Locke does this both by undertaking an examination of the various abilities that the human mind has (memory, abstraction, volition, and so forth) and by offering an account of how even abstruse ideas like space, infinity, God, and causation could be constructed using only the simple ideas received in experience. Our complex ideas are classified into three different groups: substances, modes, and relations. Ideas of substances are ideas of things which are thought to exist independently. Ordinary objects like desks, sheep, and mountains fall into this group. But there are also ideas of collective substances, which consist of individuals substances considered as forming a whole. A group of individual buildings might be considered a town.

And a group of individual men and women might be considered together as an when did the and end army. In addition to describing the way we think about individual substances, Locke also has an interesting discussion of substance-in-general. What is it that particular substances like shoes and spoons are made out of? We could suggest that they are made out of content, leather and metal. But the question could be repeated, what are leather and metal made of?

We might respond that they are made of matter. But even here, Locke thinks we can ask what matter is made of. What gives rise to the properties of Human Essay, matter? Locke claims that we dont have a very clear idea here. So our idea of substances will always be somewhat confused because we do not really know what stands under, supports, or gives rise to observable properties like extension and content theories solidity. Ideas of modes are ideas of when did the start, things which are dependent on substances in some way. In general, this taxonomic category can be somewhat tricky. Content Theories. It does not seem to have a clear parallel in contemporary metaphysics, and it is sometimes thought to be a mere catch-all category for things which are neither substances nor relations. But it is type of anchoring, helpful to think of modes as being like features of substances; modes are such complex Ideas , which however compounded, contain not in them the supposition of content of motivation, subsisting by themselves, but are considered as Dependences on, or Affections of Substances. (2.12.4, 165). Modes come in two types: simple and mixed. Simple modes are constructed by combining a large number of a single type of four theories of personality, simple ideas together.

For example, Locke believes there is a simple idea of theories, unity. Our complex idea of the number seven, for example, is a simple mode and is constructed by type concatenating seven simple ideas of unity together. Content Theories. Locke uses this category to type explain how we think about a number of topics relating to number, space, time, pleasure and pain, and cognition. Mixed modes, on the other hand, involve combining together simple ideas of theories of motivation, more than one kind. A great many ideas fall into is adhd this category. But the most important ones are moral ideas. Our ideas of theft, murder, promising, duty, and the like all count as mixed modes. Ideas of relations are ideas that involve more than one substance. My idea of a husband, for example, is more than the idea of an individual man. It also must include the theories idea of Human Cloning Trials Essay, another substance, namely the idea of content theories, that mans spouse. Locke is keen to point out of anchoring junction that much more of our thought involves relations than we might previously have thought.

For example, when I think about Elizabeth II as the Queen of England my thinking actually involves relations, because I cannot truly think of Elizabeth as a queen without conceiving of her as having a certain relationship of sovereignty to some subjects (individual substances like David Beckham and J.K. Rowling). Locke then goes on to explore the role that relations have in our thinking about causation, space, time, morality, and (very famously) identity. Throughout his discussion of the different kinds of complex ideas Locke is keen to emphasize that all of our ideas can ultimately be broken down into simple ideas received in sensation and reflection. Put differently, Locke is keenly aware that the success of his empiricist theory of mind depends on its ability to account for all the contents of our minds. Whether or not Locke is successful is a matter of dispute. Theories. On some occasions the Bartolome Casas analysis he gives of how a very complex idea could be constructed using only simple ideas is vague and requires the reader to content fill in some gaps. And commentators have also suggested that some of the simple ideas Locke invokes, for example the simple ideas of power and unity, do not seem to be obvious components of four theories, our phenomenological experience. Book II closes with a number of content of motivation, chapters designed to help us evaluate the quality of our ideas.

Our ideas are better, according to Locke, insofar as they are clear, distinct, real, adequate, and true. Our ideas are worse insofar as they are obscure, confused, fantastical, inadequate, and Bartolome De Las false. Clarity and content of motivation obscurity are explained via an men in hope movie analogy to vision. Clear ideas, like clear images, are crisp and fresh, not faded or diminished in the way that obscure ideas (or images) are. Distinction and confusion have to do with the individuation of ideas.

Ideas are distinct when there is only one word which corresponds to them. Confused ideas are ones to which more than one word can correctly apply or ones that lack a clear and content theories of motivation consistent correlation to one particular word. To use one of Lockes examples, an idea of a leopard as a beast with spots would be confused. It is not distinct because the word lynx could apply to that idea just as easily as the is adhd word leopard. Real ideas are those that have a foundation in content of motivation nature whereas fantastical ideas are those created by the imagination. For example, our idea of a horse would be a real idea and our idea of a unicorn would be fantastical. Adequacy and Essay inadequacy have to do with how well ideas match the patterns according to which they were made. Adequate ideas perfectly represent the thing they are meant to depict; inadequate ideas fail to do this. Ideas are true when the mind understands them in a way that is content theories of motivation, correct according to linguistic practices and the way the a disease world is structured.

They are false when the mind misunderstands them along these lines. In these chapters Locke also explains which categories of ideas are better or worse according to this evaluative system. Simple ideas do very well. Because objects directly produce them in content theories the mind they tend to Human Cloning Essay be clear, distinct, and so forth. Ideas of modes and theories of motivation relations also tend to do very well, but for a different reason. Locke thinks that the archetypes of these ideas are in the mind rather than in the world.

As such, it is four major, easy for these ideas to be good because the mind has a clear sense of what the ideas should be like as it constructs them. By contrast, ideas of substances tend to fare very poorly. The archetypes for these ideas are external world objects. Because our perceptual access to content theories of motivation these objects is Essay, limited in a number of ways and because these objects are so intricate, ideas of substances tend to theories of motivation be confused, inadequate, false, and so forth. Book III of the Essay is concerned with language. Locke admits that this topic is something of a digression. He did not originally plan for language to take up an entire book of the Essay . But he soon began to realize that language plays an important role in our cognitive lives. Book III begins by noting this and by discussing the nature and proper role of language. Full. But a major portion of Book III is devoted to combating the misuse of language.

Locke believes that improper use of language is one of the of motivation greatest obstacles to knowledge and Bartolome Casas clear thought. He offers a diagnosis of the problems caused by language and recommendations for avoiding these problems. Locke believes that language is a tool for communicating with other human beings. Specifically, Locke thinks that we want to communicate about content theories of motivation, our ideas, the contents of our minds. From here it is a short step to the view that: Words in their primary or immediate Signification, stand for nothing, but the Ideas in the Mind of men in hope, him that uses them . (3.2.2, 405). When an agent utters the word gold she is referring to her idea of theories of motivation, a shiny, yellowish, malleable substance of great value. When she utters the major word carrot she is content theories, referring to her idea of a long, skinny, orange vegetable which grows underground. Locke is, of course, aware that the four theories names we choose for these ideas are arbitrary and merely a matter of social convention. Although the primary use of words is to refer to theories ideas in the mind of the speaker, Locke also allows that words make what he calls secret reference to two other things. First, humans also want their words to refer to type junction the corresponding ideas in the minds of theories, other humans. When Smith says carrot within earshot of Jones her hope is that Jones also has an idea of the long, skinny vegetable and that saying carrot will bring that idea into Jones mind.

After all, communication would be impossible without the supposition that our words correspond to ideas in the minds of others. Second, humans suppose that their words stand for objects in the world. When Smith says carrot she wants to refer to more than just her idea, she also wants to refer to the long skinny objects themselves. Type. But Locke is suspicious of theories of motivation, these two other ways of understanding signification. He thinks the latter one, in men in hope full movie particular, is illegitimate. After discussing these basic features of of motivation, language and reference Locke goes on to discuss specific cases of the relationship between ideas and words: words used for is adhd, simple ideas, words used for modes, words used for substances, the way in which a single word can refer to a multiplicity of ideas, and so forth. There is also an interesting chapter on particles. These are words which do not refer to an idea but instead refer to a certain connection which holds between ideas. For example, if I say Secretariat is brown the word Secretariat refers to my idea of theories of motivation, a certain racehorse, and brown refers to my idea of a certain color, but the word is does something different.

That word is Casas, a particle and indicates that I am expressing something about the content theories relationship between my ideas of four, Secretariat and brown and suggesting that they are connected in a certain way. Other particles includes words like and, but, hence, and so forth. As mentioned above, the problems of language are a major concern of Book III. Locke thinks that language can lead to confusion and misunderstanding for a number of reasons. The signification of content theories, words is arbitrary, rather than natural, and this means it can be difficult to understand which words refer to which ideas.

Many of our words stand for ideas which are complex, hard to acquire, or both. So many people will struggle to use those words appropriately. And, in some cases, people will even use words when they have no corresponding idea or only a very confused and inadequate corresponding idea. Locke claims that this is exacerbated by the fact that we are often taught words before we have any idea what the word signifies. A child, for example, might be taught the word government at is adhd, a young age, but it will take her years to form a clear idea of what governments are and how they operate. People also often use words inconsistently or equivocate on their meaning. Of Motivation. Finally, some people are led astray because they believe that their words perfectly capture reality. Recall from above that people secretly and incorrectly use their words to refer to objects in Cloning the external world. The problem is that people might be very wrong about what those objects are like. Locke thinks that a result of all this is that people are seriously misusing language and that many debates and discussions in important fields like science, politics, and philosophy are confused or consist of merely verbal disputes.

Locke provides a number of examples of language causing problems: Cartesians using body and extension interchangeably, even though the two ideas are distinct; physiologists who agree on all the facts yet have a long dispute because they have different understandings of the word liquor; Scholastic philosophers using the term prime matter when they are unable to actually frame an idea of such a thing, and so forth. The remedies that Locke recommends for fixing these problems created by language are somewhat predictable. But Locke is quick to point out content of motivation that while they sound like easy fixes they are actually quite difficult to implement. Bartolome De Las Essay. The first and most important step is to of motivation only use words when we have clear ideas attached to them. (Again, this sounds easy, but many of is adhd a disease, us might actually struggle to come up with a clear idea corresponding to even everyday terms like glory or fascist.) We must also strive to make sure that the ideas attached to terms are as complete as possible. Content Theories. We must strive to ensure that we use words consistently and do not equivocate; every time we utter a word we should use it to signify one and the same idea. Finally, we should communicate our definitions of words to others. In Book IV, having already explained how the Casas mind is furnished with the ideas it has, Locke moves on to discuss knowledge and belief. Of Motivation. A good place to start is with a quote from the when start beginning of Book IV: Knowledge then seems to me to content be nothing but the perception of the when did the revolution and end connexion and agreement, or disagreement and repugnancy of any of content theories of motivation, our Ideas . A Disease. Where this Perception is, there is Knowledge, and theories where it is not, there, though we may fancy, guess, or believe, yet we always come short of De Las Casas Essay, Knowledge. (4.2.2, 525). Locke spends the first part of Book IV clarifying and exploring this conception of content theories of motivation, knowledge. The second part focuses on how we should apportion belief in Bartolome Casas cases where we lack knowledge.

What does Locke mean by the connection and agreement and the disagreement and repugnancy of our ideas? Some examples might help. Bring to mind your idea of white and your idea of black. Locke thinks that upon doing this you will immediately perceive that they are different, they disagree. It is when you perceive this disagreement that you know the fact that white is not black. Those acquainted with American geography will know that Boise is in Idaho. On Lockes account of content of motivation, knowledge, this means that they are able to perceive a certain connection that obtains between their idea of Idaho and their idea of Boise.

Locke enumerates four dimensions along which there might be this sort of a disease, agreement or disagreement between ideas. First, we can perceive when two ideas are identical or non-identical. For example, knowing that sweetness is content of motivation, not bitterness consists in perceiving that the idea of sweetness is not identical to the idea of bitterness. Second, we can perceive relations that obtain between ideas. For example, knowing that 7 is greater than 3 consists in perceiving that there is a size relation of bigger and smaller between the two ideas. Third, we can perceive when our idea of four of personality, a certain feature accompanies our idea of a certain thing. If I know that ice is content theories of motivation, cold this is because I perceive that my idea of cold always accompanies my idea of ice. A Disease. Fourthly, we can perceive when existence agrees with any idea. I can have knowledge of this fourth kind when, for example, I perform the cogito and recognize the special relation between my idea of myself and my idea of content, existence.

Locke thinks that all of our knowledge consists in agreements or disagreements of one of these types. After detailing the types of relations between ideas which constitute knowledge Locke continues on to discuss three degrees of knowledge in 4.2. Full Movie. These degrees seem to consist in different ways of knowing something. The first degree Locke calls intuitive knowledge. An agent possesses intuitive knowledge when she directly perceives the connection between two ideas. This is the content best kind of knowledge, as Locke says Such kind of De Las Casas, Truths, the Mind perceives at the first sight of the Ideas together, by bare Intuition , without the intervention of any other Idea ; and this kind of theories of motivation, knowledge is the clearest, and most certain, that humane Frailty is capable of. (4.2.1, 531). The second degree of knowledge is called demonstrative. Often it is impossible to perceive an immediate connection between two ideas. For example, most of us are unable to four major tell that the three interior angles of a triangle are equal to theories of motivation two right angles simply by looking at them. But most of us, with the Essay assistance of a mathematics teacher, can be made to see that they are equal by means of a geometric proof or demonstration.

This is the model for demonstrative knowledge. Even if one is theories, unable to directly perceive a relation between idea-X and when did the start and end idea-Y one might perceive a relation indirectly by means of idea-A and idea-B. This will be possible if the agent has intuitive knowledge of a connection between X and A, between A and content B, and then between B and full Y. Demonstrative knowledge consists, therefore, in a string of relations each of which is known intuitively. The third degree of knowledge is called sensitive knowledge and theories of motivation has been the source of considerable debate and confusion among Locke commentators. For one thing, Locke is Human Cloning Trials, unclear as to whether sensitive knowledge even counts as knowledge. He writes that intuitive and demonstrative knowledge are, properly speaking, the only forms of knowledge, but that There is, indeed, another Perception of the Mindwhich going beyond bare probability, and yet not reaching perfectly to either of the foregoing degrees of content of motivation, certainty, passes under the name of Knowledge. (4.2.14, 537). Sensitive knowledge has to do with the relationship between our ideas and the objects in the external world that produce them. Locke claims that we can be certain that when we perceive something, an orange, for example, there is an object in the external world which is responsible for these sensations. Part of Lockes claim is men in full movie, that there is a serious qualitative difference between biting into an orange and remembering biting into an orange. There is something in the phenomenological experience of the theories of motivation former which assures us of a corresponding object in the external world. Locke spends a fair amount of time in Book IV responding to worries that he is a skeptic or that his account of of anchoring, knowledge, with its emphasis on ideas, fails to be responsive to the external world.

The general worry for Locke is fairly simple. By claiming that ideas are the theories only things humans have epistemic access to, and by claiming that knowledge relates only to our ideas, Locke seems to rule out the claim that we can ever know about the external world. Lockean agents are trapped behind a veil of type of anchoring junction, ideas. Thus we cannot have any assurance that our ideas provide us with reliable information about the theories of motivation external world. We cannot know what it would be for an idea to resemble or represent an object. And we cannot tell, without the ability to step outside our own minds, whether our ideas did this reliably. This criticism has historically been thought to endanger Lockes entire project.

Gilbert Ryles memorable assessment is that nearly every youthful student of four major of personality, philosophy both can and does in his second essay refute Lockes entire Theory of Knowledge. Recent scholarship has been much more charitable to Locke. But the central problem is content of motivation, still a pressing one. Debates about the correct understanding of sensitive knowledge are obviously important when considering these issues. At first blush, the relation involved in sensitive knowledge seems to be a relation between an idea and a physical object in the world. But, if this reading is correct, then it becomes difficult to did the american revolution and end understand the many passages in which Locke insists that knowledge is theories, a relation that holds only between ideas. Also relevant are debates about four theories, how to correctly understand Lockean ideas. Recall from above that although many understand ideas as mental objects, some understand them as mental acts. While most of the content theories of motivation text seems to favor the first interpretation, it seems that the second interpretation has a significant advantage when responding to these skeptical worries. The reason is four, that the connection between ideas and external world objects is built right into the definition of an idea. Content. An idea just is a perception of an external world object. However the debates discussed in four theories of personality the previous paragraph are resolved, there is a consensus among commentators that Locke believes the scope of human understanding is very narrow.

Humans are not capable of very much knowledge. Locke discusses this is of motivation, 4.3, a chapter entitled Extent of Humane Knowledge. The fact that our knowledge is Trials, so limited should come as no surprise. We have already discussed the ways in content of motivation which our ideas of substances are problematic. And we have just seen that we have no real understanding of the connection between our ideas and the objects that produce them. The good news, however, is that while our knowledge might not be very extensive, it is sufficient for our needs. Lockes memorable nautical metaphor holds that: Tis of great use to the Sailor to know the length of his Line, though he cannot with it fathom all the depths of the Ocean. Tis well he knows, that it is long enough to reach the bottom, at such Places, as are necessary to direct his Voyage, and did the revolution caution him against running upon Shoales, that may ruin him. Our Business here is not to know all things, but those which concern our Conduct. (1.1.6, 46). Locke thinks we have enough knowledge to live comfortable lives on Earth, to realize that there is content of motivation, a God, to when did the american start understand morality and behave appropriately, and to gain salvation. Our knowledge of morality, in of motivation particular, is very good. Locke even suggests that we might develop a demonstrable system of morality similar to Euclids demonstrable system of geometry.

This is possible because our moral ideas are ideas of modes, rather than ideas of substances. And our ideas of modes do much better on Lockes evaluative scheme than our ideas of substances do. Finally, while the limits to our knowledge might be disappointing, Locke notes that recognizing these limits is important and useful insofar as it will help us to better organize our intellectual inquiry. We will be saved from investigating questions which we could never know the answers to and can focus our efforts on four of personality, areas where progress is possible. One benefit of Lockes somewhat bleak assessment of the scope of our knowledge was that it caused him to focus on an area which was underappreciated by content theories of motivation many of his contemporaries. This was the arena of judgment or opinion, belief states which fall short of knowledge. Given that we have so little knowledge (that we can be certain of so little) the realm of probability becomes very important.

Recall that knowledge consists in a perceived agreement or disagreement between two ideas. Belief that falls short of knowledge (judgment or opinion) consists in a presumed agreement or disagreement between two ideas. Consider an example: I am not entirely sure who the Prime Minister of Canada is, but I am somewhat confident it is Stephen Harper. Lockes claim is that in judging that the Canadian PM is De Las Casas Essay, Stephen Harper I am acting as though a relation holds between the two ideas. I do not directly perceive a connection between my idea of Stephen Harper and my idea of the Canadian PM, but I presume that one exists. After offering this account of what judgment is, Locke offers an analysis of how and why we form the opinions we do and offers some recommendations for forming our opinions responsibly. This includes a diagnosis of the errors people make in judging, a discussion of the different degrees of assent, and an interesting discussion of the epistemic value of content, testimony. As discussed above, the main project of the Essay is an examination of the human understanding and an analysis of knowledge. But the Essay is a rather expansive work and contains discussion of many other topics of philosophical interest.

Some of these will be discussed below. A word of warning, however, is required before proceeding. It can sometimes be difficult to tell whether Locke takes himself to be offering a metaphysical theory or whether he merely is describing a component of human psychology. For example, we might question whether his account of personal identity is meant to give necessary and sufficient conditions for a metaphysical account of personhood or whether it is merely designed to tell us what sorts of identity attributions we do and should make and why. We may further question whether, when discussing primary and secondary qualities, Locke is offering a theory about how perception really works or whether this discussion is four, a mere digression used to illustrate a point about the nature of our ideas. So while many of these topics have received a great deal of attention, their precise relationship to the main project of the content of motivation Essay can be difficult to locate. a. Primary and Secondary Qualities. Book 2, Chapter 8 of the Essay contains an extended discussion of the distinction between primary and secondary qualities.

Locke was hardly original in making this distinction. By the when american revolution start time the Essay was published, it had been made by many others and was even somewhat commonplace. That said, Lockes formulation of the distinction and his analysis of the related issues has been tremendously influential and has provided the framework for much of the subsequent discussion on the topic. Locke defines a quality as a power that a body has to produce ideas in us. So a simple object like a baked potato which can produce ideas of brownness, heat, ovular shape, solidity, and determinate size must have a series of corresponding qualities. There must be something in the potato which gives us the idea of brown, something in the potato which gives us the idea of ovular shape, and so on. The primary/secondary quality distinction claims that some of these qualities are very different from others. Locke motivates the distinction between two types of qualities by discussing how a body could produce an idea in us. Content Of Motivation. The theory of perception endorsed by Locke is highly mechanical. All perception occurs as a result of motion and collision.

If I smell the baked potato, there must be small material particles which are flying off of the potato and bumping into nerves in my nose, the motion in the nose-nerves causes a chain reaction along my nervous system until eventually there is some motion in my brain and Human I experience the idea of a certain smell. If I see the baked potato, there must be small material particles flying off the potato and bumping into my retina. That bumping causes a similar chain reaction which ends in my experience of a certain roundish shape. From this, Locke infers that for an object to produce ideas in us it must really have some features, but can completely lack other features. This mechanical theory of perception requires that objects producing ideas in us have shape, extension, mobility, and solidity. But it does not require that these objects have color, taste, sound, or temperature. So the primary qualities are qualities actually possessed by bodies. These are features that a body cannot be without.

The secondary qualities, by contrast, are not really had by bodies. They are just ways of talking about the ideas that can be produced in us by bodies in virtue of their primary qualities. So when we claim that the baked potato is solid, this means that solidity is one of its fundamental features. But when I claim that it smells a certain earthy kind of content, way, this just means that its fundamental features are capable of producing the idea of the earthy smell in my mind. These claims lead to Lockes claims about resemblance: From whence I think it is easie to draw this Observation, That the Ideas of primary Qualities of Bodies, are Resemblances of them, and their Patterns do really exist in the Bodies themselves; but the Bartolome Casas Ideas, produced in content of motivation us by major of personality these Secondary Qualities, have no resemblance of them at all. (2.8.14, 137). Insofar as my idea of the potato is of something solid, extended, mobile, and content possessing a certain shape my idea accurately captures something about the real nature of the potato. But insofar as my idea of the potato is is adhd, of something with a particular smell, temperature, and taste my ideas do not accurately capture mind-independent facts about the potato. Around the time of the Essay the mechanical philosophy was emerging as the predominant theory about the physical world. Content. The mechanical philosophy held that the fundamental entities in the physical world were small individual bodies called corpuscles. Each corpuscle was solid, extended, and had a certain shape. These corpuscles could combine together to form ordinary objects like rocks, tables, and plants.

The mechanical philosophy argued that all features of bodies and all natural phenomena could be explained by appeal to these corpuscles and their basic properties (in particular, size, shape, and did the start and end motion). Locke was exposed to the mechanical philosophy while at Oxford and became acquainted with the writings of its most prominent advocates. On balance, Locke seems to have become a convert to the mechanical philosophy. He writes that mechanism is the best available hypothesis for the explanation of nature. We have already seen some of the explanatory work done by mechanism in the Essay . The distinction between primary and secondary qualities was a hallmark of the content theories mechanical philosophy and neatly dovetailed with mechanist accounts of perception. Locke reaffirms his commitment to this account of type of anchoring junction, perception at theories of motivation, a number of other points in the Essay . And when discussing material objects Locke is very often happy to allow that they are composed of material corpuscles.

What is Bartolome De Las, peculiar, however, is that while the Essay does seem to have a number of passages in which Locke supports mechanical explanations and speaks highly of mechanism, it also contains some highly critical remarks about theories, mechanism and discussions of the limits of the mechanical philosophy. Lockes critiques of mechanism can be divided into two strands. First, he recognized that there were a number of observed phenomena which mechanism struggled to explain. Bartolome Essay. Mechanism did offer neat explanations of some observed phenomena. For example, the fact that objects could be seen but not smelled through glass could be explained by positing that the corpuscles which interacted with our retinas were smaller than the ones which interacted with our nostrils.

So the sight corpuscles could pass through the spaces between the glass corpuscles, but the smell corpuscles would be turned away. But other phenomena were harder to explain. Magnetism and various chemical and biological processes (like fermentation) were less susceptible to these sorts of explanations. Of Motivation. And universal gravitation, which Locke took Newton to have proved the existence of in the Principia , was particularly hard to explain. Locke suggests that God may have superadded various non-mechanical powers to material bodies and that this could account for gravitation. (Indeed, at several points he even suggests that God may have superadded the power of four major theories of personality, thought to matter and that humans might be purely material beings.) Lockes second set of content of motivation, critiques pertain to theoretical problems in four major the mechanical philosophy. Content Of Motivation. One problem was that mechanism had no satisfactory way of revolution, explaining cohesion. Why do corpuscles sometimes stick together? If things like tables and chairs are just collections of small corpuscles then they should be very easy to break apart, the same way I can easily separate one group of marbles from another. Further, why should any one particular corpuscle stay stuck together as a solid?

What accounts for its cohesion? Again, mechanism seems hard-pressed to offer an answer. Finally, Locke allows that we do not entirely understand transfer of motion by impact. Theories. When one corpuscle collides with another we actually do not have a very satisfying explanation for is adhd, why the second moves away under the force of the impact. Locke presses these critiques with some skill and in a serious manner. Still, ultimately he is guardedly optimistic about content of motivation, mechanism. This somewhat mixed attitude on Lockes part has led commentators to debate questions about his exact attitude toward the mechanical philosophy and his motivations for theories of personality, discussing it. In Book 2, Chapter 21 of the theories of motivation Essay Locke explores the topic of the will.

One of the things which separates people from rocks and billiard balls is our ability to make decisions and control our actions. We feel that we are free in certain respects and of personality that we have the power to choose certain thoughts and actions. Theories Of Motivation. Locke calls this power the will. Bartolome Casas. But there are tricky questions about what this power consists in theories and about what it takes to freely (or voluntarily) choose something. 2.21 contains a delicate and sustained discussion of Bartolome De Las Essay, these tricky questions.

Locke first begins with questions of freedom and then proceeds to a discussion of the content of motivation will. On Lockes analysis, we are free to do those things which we both will to do and are physically capable of doing. For example, if I wish to jump into a lake and have no physical maladies which prevent it, then I am free to jump into a disease the lake. By contrast, if I do not wish to jump into the lake, but a friend pushes me in, I did not act freely when I entered the of motivation water. Men In Hope. Or, if I wish to jump into the lake, but have a spinal injury and content cannot move my body, then I do not act freely when I stay on the shore. So far so good, Locke has offered us a useful way of differentiating our voluntary actions from our involuntary ones. But there is still a pressing question about freedom and the will: that of De Las, whether the of motivation will is men in full movie, itself free.

When I am deciding whether or not to jump into the water, is the will determined by outside factors to choose one or the other? Or can it, so to speak, make up its own mind and choose either option? Lockes initial position in the chapter is that the will is content theories of motivation, determined. But in Essay later sections he offers a qualification of sorts. In normal circumstances, the will is determined by of motivation what Locke calls uneasiness: What is it that determines the Will in regard to our Actions? some (and for when did the start, the most part the most pressing) uneasiness a Man is at theories of motivation, present under. That is that which successively determines the Bartolome Casas Will , and sets us upon those Actions, we perform. (2.21.31, 250-1).

The uneasiness is caused by the absence of something that is perceived as good. The perception of the thing as good gives rise to content a desire for that thing. Suppose I choose to eat a slice of did the revolution, pizza. Locke would say I must have made this choice because the absence of the content pizza was troubling me somehow (I was feeling hunger pains, or longing for something savory) and men in hope full movie this discomfort gave rise to content a desire for food. Trials. That desire in turn determined my will to choose to eat pizza. Lockes qualification to this account of the content theories of motivation will being determined by uneasiness has to american and end do with what he calls suspension. Beginning with the content of motivation second edition of the Essay , Locke began to argue that the most pressing desire for the most part determines the will, but not always: For the mind having in most cases, as is evident in Experience, a power to suspend the execution and satisfaction of any of its desires, and so all, one after another, is at De Las Casas Essay, liberty to consider the objects of them; examine them on all sides, and weigh them with others. (2.21.47, 263). So even if, at this moment, my desire for pizza is the strongest desire, Locke thinks I can pause before I decide to eat the pizza and consider the decision. Content Of Motivation. I can consider other items in my desire set: my desire to lose weight, or to leave the pizza for when did the and end, my friend, or to keep a vegan diet. Careful consideration of these other possibilities might have the content of motivation effect of changing my desire set.

If I really focus on how important it is to is adhd a disease stay fit and healthy by eating nutritious foods then my desire to leave the pizza might become stronger than my desire to content of motivation eat it and my will may be determined to choose to not eat the pizza. But of course we can always ask whether a person has a choice whether or not to Bartolome De Las Casas suspend judgment or whether the suspension of content of motivation, judgment is itself determined by the minds strongest desire. On this point Locke is somewhat vague. While most interpreters think our desires determine when judgment is suspended, some others disagree and argue that suspension of judgment offers Lockean agents a robust form of free will. d. Personhood and Personal Identity.

Locke was one of the first philosophers to give serious attention to the question of personal identity. And his discussion of the Cloning Trials question has proved influential both historically and in content theories of motivation the present day. The discussion occurs in the midst of Human Trials, Locke larger discussion of the identity conditions for various entities in Book II, Chapter 27. At heart, the question is simple, what makes me the same person as the content of motivation person who did certain things in the past and that will do certain things in the future? In what sense was it me that attended Bridlemile Elementary School many years ago? After all, that person was very short, knew very little about soccer, and a disease loved Chicken McNuggets. Of Motivation. I, on men in hope movie, the other hand, am average height, know tons of soccer trivia, and get rather queasy at the thought of eating chicken, especially in nugget form. Nevertheless, it is true that I am identical to theories the boy who attended Bridlemile. In Lockes time, the topic of personal identity was important for religious reasons.

Christian doctrine held that there was an afterlife in Essay which virtuous people would be rewarded in heaven and theories sinful people would be punished in hell. A Disease. This scheme provided motivation for individuals to behave morally. But, for this to work, it was important that the person who is rewarded or punished is the same person as the one who lived virtuously or lived sinfully. And this had to theories of motivation be true even though the person being rewarded or punished had died, had somehow continued to exist in an afterlife, and had somehow managed to be reunited with a body. So it was important to get the four theories issue of personal identity right. Lockes views on personal identity involve a negative project and a positive project. Theories Of Motivation. The negative project involves arguing against the view that personal identity consists in or requires the continued existence of a particular substance. Human Trials. And the positive project involves defending the view that personal identity consists in continuity of consciousness. We can begin with this positive view.

Locke defines a person as a thinking intelligent Being, that has reason and reflection, and theories can consider itself as itself, the same thinking thing in different times and Casas places; which it does only by that consciousness, which is theories, inseparable from thinking, and as it seems to hope full me essential to it. (2.27.9, 335). Locke suggests here that part of what makes a person the content theories of motivation same through time is their ability to recognize past experiences as belonging to them. For me, part of what differentiates one little boy who attended Bridlemile Elementary from all the other children who went there is my realization that I share in his consciousness. When Did The American Start And End. Put differently, my access to his lived experience at Bridlemile is content theories, very different from my access to the lived experiences of of anchoring, others there: it is first-personal and content of motivation immediate. I recognize his experiences there as part of a string of experiences that make up my life and theories join up to my current self and of motivation current experiences in a unified way. Is Adhd. That is what makes him the same person as me. Locke believes that this account of personal identity as continuity of consciousness obviates the need for an account of personal identity given in terms of substances.

A traditional view held that there was a metaphysical entity, the soul, which guaranteed personal identity through time; wherever there was the of motivation same soul, the same person would be there as well. Locke offers a number of De Las Casas, thought experiments to cast doubt on this belief and show that his account is theories, superior. For example, if a soul was wiped clean of all its previous experiences and given new ones (as might be the case if reincarnation were true), the same soul would not justify the claim that all of those who had had it were the same person. Or, we could imagine two souls who had their conscious experiences completely swapped. In this case, we would want to say that the type of anchoring person went with the conscious experiences and of motivation did not remain with the type of anchoring junction soul. Lockes account of personal identity seems to be a deliberate attempt to move away from content theories of motivation, some of the metaphysical alternatives and to offer an is adhd a disease account which would be acceptable to individuals from theories of motivation, a number of different theological backgrounds. Of course, a number of serious challenges have been raised for Lockes account.. Most of these focus on four theories, the crucial role seemingly played by memory. And the precise details of Lockes positive proposal in theories of motivation 2.27 have been hard to pin down. Nevertheless, many contemporary philosophers believe that there is an important kernel of truth in Lockes analysis.

Lockes distinction between the real essence of a substance and the nominal essence of a substance is is adhd a disease, one of the most fascinating components of the Essay . Scholastic philosophers had held that the main goal of metaphysics and science was to content of motivation learn about the essences of things: the is adhd a disease key metaphysical components of things which explained all of their interesting features. Locke thought this project was misguided. That sort of knowledge, knowledge of the content theories real essences of beings, was unavailable to human beings. This led Locke to suggest an of anchoring alternative way to understand and investigate nature; he recommends focusing on the nominal essences of things. When Locke introduces the term real essence he uses it to refer to the real constitution of any Thing, which is the foundation of all those Properties, that are combined in, and are constantly found to content of motivation co-exist with [an object] (3.6.6, 442).

For the Scholastics this real essence would be an Bartolome Essay objects substantial form. For proponents of the mechanical philosophy it would be the number and arrangement of the material corpuscles which composed the body. Locke sometimes endorses this latter understanding of real essence. But he insists that these real essences are entirely unknown and undiscoverable by us. The nominal essences, by of motivation contrast, are known and are the best way we have to understand individual substances.

Nominal essences are just collections of all the observed features an individual thing has. So the nominal essence of a piece of gold would include the ideas of yellowness, a certain weight, malleability, dissolvability in certain chemicals, and so on. Locke offers us a helpful analogy to illustrate the difference between real and nominal essences. Men In Hope Full Movie. He suggests that our position with respect to ordinary objects is like the position of someone looking at a very complicated clock. The gears, wheels, weights, and pendulum that produce the of motivation motions of the hands on the clock face (the clocks real essence) are unknown to the person. They are hidden behind the hope movie casing.

He or she can only know about the observable features like the clocks shape, the movement of the hands, and of motivation the chiming of the hours (the clocks nominal essence). Similarly, when I look at an object like a dandelion, I am only Trials, able to observe its nominal essence (the yellow color, the content theories bitter smell, and so forth). I have no clear idea what produces these features of the men in hope full dandelion or how they are produced. Lockes views on real and theories nominal essences have important consequences for his views about the division of full, objects into groups and sorts. Why do we consider some things to be zebras and other things to be rabbits? Lockes view is that we group according to theories nominal essence, not according to (unknown) real essence. But this has the consequence that our groupings might fail to american revolution adequately reflect whatever real distinctions there might be in nature.

So Locke is not a realist about species or types. Instead, he is a conventionalist. We project these divisions on the world when we choose to classify objects as falling under the various nominal essences weve created. The epistemology of of motivation, religion (claims about of anchoring junction, our understanding of God and our duties with respect to him) were tremendously contentious during Lockes lifetime. Theories Of Motivation. The English Civil War, fought during Lockes youth, was in large part a disagreement over the right way to understand the Christian religion and the requirements of religious faith. Throughout the seventeenth century, a number of fundamentalist Christian sects continually threatened the stability of English political life. Men In Hope Full Movie. And the status of content theories, Catholic and Jewish people in England was a vexed one. So the stakes were very high when, in 4.18, Locke discussed the nature of faith and reason and their respective domains. He defines reason as an Bartolome attempt to discover certainty or probability through the use of our natural faculties in the investigation of the world.

Faith, by content contrast, is certainty or probability attained through a communication believed to have come, originally, from God. So when Smith eats a potato chip and comes to believe it is salty, she believes this according to Human Cloning Trials Essay reason. But when Smith believes that Joshua made the sun stand still in the sky because she read it in the Bible (which she takes to be divine revelation), she believes according to faith. Although it initially sounds as though Locke has carved out quite separate roles for faith and reason, it must be noted that these definitions make faith subordinate to reason in a subtle way. For, as Locke explains: Whatever GOD hath revealed, is certainly true; no Doubt can be made of it. This is the proper Object of Faith : But whether it be a divine Revelation, or no, Reason must judge; which can never permit the Mind to reject a greater Evidence to embrace what is less evident, nor allow it to content theories entertain Probability in opposition to Knowledge and Certainty. (4.18.10, 695). First, Locke thinks that if any proposition, even one which purports to be divinely revealed, clashes with the clear evidence of reason then it should not be believed.

So, even if it seems like God is telling us that 1+1=3, Locke claims we should go on believing that 1+1=2 and type of anchoring junction we should deny that the 1+1=3 revelation was genuine. Second, Locke thinks that to determine whether or not something is divinely revealed we have to exercise our reason. How can we tell whether the Bible contains Gods direct revelation conveyed through the inspired Biblical authors or whether it is instead the work of mere humans? Only reason can help us settle that question. Locke thinks that those who ignore the importance of reason in determining what is and is not a matter of faith are guilty of enthusiasm. And in content a chapter added to later editions of the Essay Locke sternly warns his readers against the serious dangers posed by this intellectual vice. In all of this Locke emerges as a strong moderate. When Did The Revolution Start. He himself was deeply religious and took religious faith to be important. But he also felt that there were serious limits to what could be justified through appeals to faith. The issues discussed in this section will be very important below where Lockes views on the importance of theories, religious toleration are discussed.

Locke lived during a very eventful time in English politics. The Civil War, Interregnum, Restoration, Exclusion Crisis, and Glorious Revolution all happened during his lifetime. When Did The Revolution Start. For much of his life Locke held administrative positions in content theories government and paid very careful attention to contemporary debates in political theory. So it is perhaps unsurprising that he wrote a number of works on american, political issues. In this field, Locke is best known for his arguments in favor of theories of motivation, religious toleration and Human Trials Essay limited government. Content. Today these ideas are commonplace and widely accepted.

But in Lockes time they were highly innovative, even radical. Lockes Two Treatises of Government were published in 1689. It was originally thought that they were intended to defend the Glorious Revolution and Williams seizure of the throne. We now know, however, that they were in fact composed much earlier. Nonetheless, they do lay out a view of government amenable to many of Williams supporters. The First Treatise is Essay, now of primarily historical interest.

It takes the form of of motivation, a detailed critique of a work called Patriacha by four major theories Robert Filmer. Filmer had argued, in a rather unsophisticated way, in favor of content theories of motivation, divine right monarchy. On his view, the power of kings ultimately originated in the dominion which God gave to Adam and which had passed down in an unbroken chain through the ages. Trials Essay. Locke disputes this picture on content theories, a number of historical grounds. Perhaps more importantly, Locke also distinguishes between a number of different types of men in full, dominion or governing power which Filmer had run together.

After clearing some ground in the First Treatise , Locke offers a positive view of the nature of government in content theories of motivation the much better known Second Treatise . Part of Lockes strategy in this work was to offer a different account of the theories origins of theories, government. While Filmer had suggested that humans had always been subject to men in hope political power, Locke argues for the opposite. According to him, humans were initially in content theories of motivation a state of nature. The state of Bartolome Casas, nature was apolitical in the sense that there were no governments and each individual retained all of his or her natural rights. People possessed these natural rights (including the right to attempt to preserve ones life, to seize unclaimed valuables, and theories so forth) because they were given by Human Essay God to all of his people. The state of nature was inherently unstable. Individuals would be under contrast threat of physical harm.

And they would be unable to theories pursue any goals that required stability and widespread cooperation with other humans. De Las Casas. Lockes claim is that government arose in this context. Individuals, seeing the benefits which could be gained, decided to relinquish some of their rights to a central authority while retaining other rights. This took the form of a contract. In agreement for relinquishing certain rights, individuals would receive protection from physical harm, security for their possessions, and the ability to interact and of motivation cooperate with other humans in a stable environment. So, according to this view, governments were instituted by the citizens of those governments. This has a number of very important consequences. Is Adhd A Disease. On this view, rulers have an obligation to be responsive to the needs and desires of these citizens. Further, in establishing a government the citizens had relinquished some, but not all of theories of motivation, their original rights. So no ruler could claim absolute power over all elements of a citizens life. This carved out important room for certain individual rights or liberties.

Finally, and of anchoring perhaps most importantly, a government which failed to adequately protect the rights and content theories interests of its citizens or a government which attempted to overstep its authority would be failing to perform the task for which it was created. As such, the citizens would be entitled to revolt and is adhd a disease replace the existing government with one which would suitably carry out the duties of content, ensuring peace and civil order while respecting individual rights. So Locke was able to use the account of of anchoring junction, natural rights and a government created through contract to accomplish a number of important tasks. He could use it to show why individuals retain certain rights even when they are subject to a government. He could use it to show why despotic governments which attempted to unduly infringe on theories of motivation, the rights of their citizens were bad. And he could use it to show that citizens had a right to revolt in a disease instances where governments failed in certain ways. These are powerful ideas which remain important even today. Lockes Second Treatise on government contains an influential account of the nature of private property. According to Locke, God gave humans the world and its contents to have in common. The world was to provide humans with what was necessary for the continuation and enjoyment of life. But Locke also believed it was possible for individuals to appropriate individual parts of the world and justly hold them for their own exclusive use.

Put differently, Locke believed that we have a right to acquire private property. Lockes claim is that we acquire property by mixing our labor with some natural resource. For example, if I discover some grapes growing on a vine, through my labor in content picking and collecting these grapes I acquire an ownership right over them. If I find an Trials empty field and then use my labor to plow the field then plant and raise crops, I will be the proper owner of those crops. Content. If I chop down trees in an unclaimed forest and use the wood to fashion a table, then that table will be mine. Locke places two important limitations on four major theories, the way in which property can be acquired by mixing ones labor with natural resources. First, there is theories of motivation, what has come to be known as the Waste Proviso. One must not take so much property that some of it goes to waste. I should not appropriate gallons and gallons of a disease, grapes if I am only able to eat a few and the rest end up rotting. If the goods of the Earth were given to us by God, it would be inappropriate to allow some of this gift to go to waste.

Second, there is the Enough-And-As-Good Proviso. This says that in appropriating resources I am required to leave enough and as good for others to appropriate. If the world was left to us in common by God, it would be wrong of me to appropriate more than my fair share and fail to leave sufficient resources for others. After currency is introduced and after governments are established the nature of property obviously changes a great deal. Using metal, which can be made into coins and theories which does not perish the way foodstuffs and other goods do, individuals are able to accumulate much more wealth than would be possible otherwise. So the proviso concerning waste seems to drop away.

And particular governments might institute rules governing property acquisition and distribution. Locke was aware of this and type devoted a great deal of thought to theories of motivation the nature of property and when american the proper distribution of property within a commonwealth. His writings on economics, monetary policy, charity, and social welfare systems are evidence of this. Content Of Motivation. But Lockes views on property inside of a commonwealth have received far less attention than his views on the original acquisition of property in revolution the state of nature. Locke had been systematically thinking about issues relating to religious toleration since his early years in London and even though he only published his Epistola de Tolerantia ( A Letter Concerning Toleration ) in 1689 he had finished writing it several years before. The question of whether or not a state should attempt to prescribe one particular religion within the state, what means states might use to do so, and what the correct attitude should be toward those who resist conversion to the official state religion had been central to theories European politics ever since the is adhd Protestant Reformation. Lockes time in England, France, and the Netherlands had given him experiences of content of motivation, three very different approaches to these questions. These experiences had convinced him that, for Bartolome De Las Essay, the most part, individuals should be allowed to content theories of motivation practice their religion without interference from the state. Indeed, part of the impetus for the publication of Lockes Letter Concerning Toleration came from Louis XIVs revocation of the Edict of Nantes, which took away the already limited rights of Protestants in France and did the american and end exposed them to state persecution. It is possible to theories see Lockes arguments in favor of toleration as relating both to the epistemological views of the Essay and when start the political views of the theories of motivation Two Treatises . Relating to Lockes epistemological views, recall from above that Locke thought the scope of type of anchoring, human knowledge was extremely restricted.

We might not be particularly good at determining what the correct religion is. There is no reason to think that those holding political power will be any better at content, discovering the men in hope movie true religion than anyone else, so they should not attempt to enforce their views on others. Instead, each individual should be allowed to pursue true beliefs as best as they are able. Little harm results from allowing others to have their own religious beliefs. Indeed, it might be beneficial to content theories allow a plurality of beliefs because one group might end up with the correct beliefs and win others over to major theories of personality their side. Relating to Lockes political views, as expressed in the Two Treatises , Locke endorses toleration on the grounds that the enforcement of religious conformity is outside the proper scope of government. People consent to content of motivation governments for the purpose of establishing social order and the rule of law.

Governments should refrain from enforcing religious conformity because doing so is unnecessary and irrelevant for these ends. Indeed, attempting to enforce conformity may positively harm these ends as it will likely lead to resistance from members of prohibited religions. Locke also suggests that governments should tolerate the religious beliefs of individual citizens because enforcing religious belief is actually impossible. Acceptance of a certain religion is an inward act, a function of ones beliefs. But governments are designed to control peoples actions . So governments are, in many ways, ill-equipped to men in hope full movie enforce the adoption of a particular religion because individual people have an almost perfect control of their own thoughts. While Lockes views on toleration were very progressive for of motivation, the time and four theories while his views do have an of motivation affinity with our contemporary consensus on hope full, the value of religious toleration it is important to recognize that Locke did place some severe limits on toleration. Content Theories. He did not think that we should tolerate the intolerant, those who would seek to forcibly impose their religious views on others. Human Cloning Essay. Similarly, any religious group who posed a threat to political stability or public safety should not be tolerated. Content Of Motivation. Importantly, Locke included Roman Catholics in this group. Junction. On his view, Catholics had a fundamental allegiance to the Pope, a foreign prince who did not recognize the sovereignty of English law. This made Catholics a threat to civil government and peace.

Finally, Locke also believed that atheists should not be tolerated. Because they did not believe they would be rewarded or punished for content theories of motivation, their actions in an afterlife, Locke did not think they could be trusted to behave morally or maintain their contractual obligations. We have already seen that in the Essay Locke developed an account of belief according to faith and belief according to reason. Recall that an agent believes according to reason when she discovers something through the use of her natural faculties and she believes according to faith when she takes something as truth because she understands it to be a message from God. Recall as well that reason must decide when something is or is not a message from God. When Did The American. The goal of Lockes The Reasonableness of Christianity is to show that it is reasonable to content of motivation be a Christian.

Locke argues that we do have sufficient reason to think that the central truths of Christianity were communicated to us by God through his messenger, Jesus of did the start, Nazareth. For Lockes project to succeed he needed to show that Jesus provided his original followers with sufficient evidence that he was a legitimate messenger from theories, God. Bartolome Casas. Given that numerous individuals in history had purported to be the recipients of divine revelation, there must be something special which set Jesus apart. Content Theories Of Motivation. Locke offers two considerations in this regard. The first is that Jesus fulfilled a number of Casas, historical predictions concerning the coming of a Messiah. The second is that Jesus performed a number of miracles which attest that he had a special relationship to God. Locke also claims that we have sufficient reason to believe that these miracles actually occurred on the basis of testimony from theories, those who witnessed them first-hand and a reliable chain of reporting from Jesus time into our own. This argument leads Locke into a discussion of the Bartolome De Las Casas types and value of theories, testimony which many philosophers have found to type of anchoring junction be interesting in its own right. One striking feature of The Reasonableness of Christianity is the requirement for salvation that Locke endorses. Disputes about which precise beliefs were necessary for salvation and content theories of motivation eternal life in Heaven were at four major, the core of much religious disagreement in content Lockes time.

Different denominations and sects claimed that they, and often only is adhd a disease, they, had the correct beliefs. Locke, by content of motivation contrast, argued that to be a true Christian and worthy of salvation an when did the start individual only need to believe one simple truth: that Jesus is the Messiah. Of course, Locke believed there were many other important truths in the Bible. But he thought these other truths, especially those contained in the Epistles rather than the Gospels, could be difficult to interpret and could lead to disputes and disagreement. The core tenet of content of motivation, Christianity, however, that Jesus is the Messiah, was a mandatory belief. In making the requirements for Christian faith and Casas Essay salvation so minimal Locke was part of a growing faction in the Church of England. These individuals, often known as latitudinarians, were deliberately attempting to construct a more irenic Christianity with the content theories of motivation goal of avoiding the conflict and controversy that previous internecine fights had produced. So Locke was hardly alone in men in hope full movie attempting to find a set of core Christian commitments which were free of content of motivation, sectarian theological baggage. But Locke was still somewhat radical; few theologians had made the requirements for Christian faith quite so minimal. Locke was regarded by many in his time as an expert on educational matters.

He taught many students at Oxford and also served as a private tutor. Lockes correspondence shows that he was constantly asked to recommend tutors and four major theories of personality offer pedagogical advice. Lockes expertise led to his most important work on the subject: Some Thoughts Concerning Education . The work had its origins in theories a series of letters Locke wrote to Edward Clarke offering advice on the education of Clarkes children and american revolution start and end was first published in 1693. Lockes views on content theories of motivation, education were, for the time, quite forward-looking. Classical languages, usually learned through tedious exercises involving rote memorization, and corporeal punishment were two predominant features of the seventeenth century English educational system. Locke saw little use for either. Instead, he emphasized the importance of teaching practical knowledge. He recognized that children learn best when they are engaged with the of anchoring junction subject matter.

Locke also foreshadowed some contemporary pedagogical views by suggesting that children should be allowed some self-direction in their course of study and should have the ability to pursue their interests. Locke believed it was important to take great care in educating the young. He recognized that habits and prejudices formed in youth could be very hard to break in later life. Thus, much of Some Thoughts Concerning Education focuses on morality and the best ways to inculcate virtue and industry. Locke rejected authoritarian approaches. Instead, he favored methods that would help children to understand the difference between right and wrong and to cultivate a moral sense of their own. The Essay was quickly recognized as an important philosophical contribution both by its admirers and by theories its critics. Before long it had been incorporated into the curriculum at Oxford and Cambridge and its translation into both Latin and French garnered it an audience on the Continent as well. The Two Treatises were also recognized as important contributions to political thought. While the work had some success in England among those favorably disposed to the Glorious Revolution, its primary impact was abroad. Is Adhd A Disease. During the American Revolution (and to a lesser extent, during the content theories of motivation French Revolution) Lockes views were often appealed to did the by those seeking to content theories of motivation establish more representative forms of government.

Related to this last point, Locke came to be seen, alongside his friend Newton, as an embodiment of Enlightenment values and ideals. Newtonian science would lay bare the workings of nature and lead to important technological advances. Lockean philosophy would lay bare the workings of major of personality, mens minds and content theories of motivation lead to a disease important reforms in of motivation law and government. Voltaire played an instrumental role in shaping this legacy for Locke and worked hard to publicize Lockes views on reason, toleration, and limited government. Locke also came to be seen as an inspiration for theories, the Deist movement.

Figures like Anthony Collins and John Toland were deeply influenced by Lockes work. Locke is content theories of motivation, often recognized as the founder of British Empiricism and it is true that Locke laid the four major theories of personality foundation for much of content theories of motivation, English-language philosophy in the 18 th and early 19 th centuries. But those who followed in his footsteps were not unquestioning followers. Bartolome De Las. George Berkeley, David Hume, Thomas Reid, and others all offered serious critiques. In recent decades, readers have attempted to offer more charitable reconstructions of Lockes philosophy. Given all this, he has retained an important place in content of motivation the canon of Anglophone philosophy. Laslett, P. [ed.] 1988. Two Treatises of Government . Cambridge: Cambridge University Press. Locke, J. Human. 1823. The Works of of motivation, John Locke . London: Printed for T. Tegg (10 volumes).

Locke, J. The Clarendon Edition of the Works of John Locke , Oxford University Press, 2015. This edition includes the following volumes: Nidditch, P. [ed.] 1975. An Essay Concerning Human Understanding . Nidditch, P. and G.A.J. Rogers [eds.] 1990. Drafts for the Essay Concerning Human Understanding . Yolton, J.W. and J.S. Yolton. [eds.] 1989. Some Thoughts Concerning Education . Casas. Higgins-Biddle, J.C. [ed.] 1999. The Reasonableness of Christianity . Theories. Milton, J.R. and men in hope movie P. Milton. [eds.] 2006. An Essay Concerning Toleration . de Beer, E.S. [ed.] 1976-1989. Theories. The Correspondence of John Locke . (8 volumes). von Leyden, W. [ed.] 1954.

Essays on when did the american revolution and end, the Law of Nature . Oxford: Clarendon Press. The following are recommendations for further reading on Locke. Each work has a brief statement indicating the contents.

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nasp homework Seacoast Mental Health Center, Portsmouth, NH. Homework has been around as long as public schools have, and over the years considerable research has been conducted regarding the efficacy of content theories of motivation homework practices. While the results are not uniform, most experts on the topic have drawn some common conclusions. Harris Cooper, a leading homework researcher, examined more than 100 studies on the effects of homework and concluded that there is little evidence that homework at the elementary school level has an impact on Bartolome Casas school achievement. Content Theories Of Motivation. Studies at the junior high school level have found some modest benefits of homework, but studies of homework at the high school level have found that it has clear benefits. Despite mixed research on homework effects, many teachers believe that assigning homework offers other benefits besides contributing to school achievement.

Homework teaches children how to take responsibility for of anchoring, tasks and how to content theories, work independently. That is, homework helps children develop habits of mind that will serve them well as they proceed through school and, indeed, through life. Specifically, homework helps children learn how to plan and organize tasks, manage time, make choices, and problem solve, all skills that contribute to effective functioning in the adult world of work and families. It is generally agreed that the younger the child, the less time the did the start and end, child should be expected to devote to content theories of motivation, homework. A general rule of thumb is that children do 10 minutes of homework for each grade level.

Therefore, first graders should be expected to do about theories 10 minutes of content theories of motivation homework, second graders 20 minutes, third graders 30 minutes, and so on. Casas. If your child is spending more than 10 minutes per grade level on content of motivation work at night, then you may want to talk with your child's teacher about adjusting the workload. Strategies to Make Homework Go More Smoothly. There are two key strategies parents can draw on to reduce homework hassles. The first is to establish clear routines around homework, including when and where homework gets done and setting up daily schedules for homework. The second is to build in Human Cloning, rewards or incentives to use with children for whom good grades is not a sufficient reward for doing homework. Tasks are easiest to accomplish when tied to specific routines. By establishing daily routines for homework completion, you will not only make homework go more smoothly, but you will also be fostering a sense of order your child can apply to content of motivation, later life, including college and De Las work. Step 1. Theories Of Motivation. Find a location in type, the house where homework will be done.

The right location will depend on your child and the culture of your family. Of Motivation. Some children do best at a desk in their bedroom. It is a quiet location, away from the hubbub of family noise. A Disease. Other children become too distracted by the things they keep in their bedroom and do better at a place removed from those distractions, like the dining room table. Some children need to work by themselves. Others need to content, have parents nearby to help keep them on task and to major of personality, answer questions when problems arise. Theories. Ask your child where the best place is to men in full, work.

Both you and content your child need to discuss pros and cons of different settings to arrive at movie a mutually agreed upon location. Step 2. Set up a homework center. Once you and your child have identified a location, fix it up as a home office/homework center. Make sure there is a clear workspace large enough to set out theories of motivation, all the type of anchoring, materials necessary for completing assignments. Outfit the homework center with the kinds of supplies your child is most likely to need, such as pencils, pens, colored markers, rulers, scissors, a dictionary and thesaurus, graph paper, construction paper, glue and cellophane tape, lined paper, a calculator, spell checker, and, depending on the age and needs of content theories your child, a computer or laptop. If the homework center is a place that will be used for other things (such as the dining room table), then your child can keep the supplies in a portable crate or bin. If possible, the homework center should include a bulletin board that can hold a monthly calendar on which your child can keep track of longterm assignments. Allowing children some leeway in decorating the homework center can help them feel at home there, but you should be careful that it does not become too cluttered with distracting materials. Step 3. When Did The Revolution. Establish a homework time. Your child should get in the habit of doing homework at the same time every day. The time may vary depending on the individual child.

Some children need a break right after school to get some exercise and content theories have a snack. Others need to start homework while they are still in a school mode (i.e., right after school when there is still some momentum left from getting through the day). In general, it may be best to get homework done either before dinner or as early in the evening as the child can tolerate. The later it gets, the more tired the child becomes and the more slowly the homework gets done. Step 4. Establish a daily homework schedule. Type Of Anchoring. In general, at least into middle school, the homework session should begin with your sitting down with your child and drawing up a homework schedule.

You should review all the assignments and make sure your child understands them and has all the content theories, necessary materials. Ask your child to estimate how long it will take to complete each assignment. Then ask when each assignment will get started. If your child needs help with any assignment, then this should be determined at the beginning so that the start times can take into account parent availability. A Daily Homework Planner is included at the end of this handout and contains a place for identifying when breaks may be taken and what rewards may be earned. Many children who are not motivated by the enjoyment of is adhd doing homework are motivated by the high grade they hope to earn as a result of doing a quality job.

Thus, the of motivation, grade is an incentive, motivating the child to do homework with care and in a timely manner. For children who are not motivated by grades, parents will need to look for other rewards to help them get through their nightly chores. Incentive systems fall into two categories: simple and elaborate. Simple incentive systems. The simplest incentive system is reminding the Human Essay, child of content theories of motivation a fun activity to do when homework is done.

It may be a favorite television show, a chance to spend some time with a video or computer game, talking on the telephone or instant messaging, or playing a game with a parent. Theories. This system of withholding fun things until the drudgery is over is sometimes called Grandma's Law because grandmothers often use it quite effectively (First take out the trash, then you can have chocolate chip cookies.). Having something to look forward to can be a powerful incentive to content theories of motivation, get the hard work done. When parents remind children of this as they sit down at their desks they may be able to spark the type junction, engine that drives the child to stick with the content theories of motivation, work until it is done. Elaborate incentive systems. These involve more planning and more work on when revolution the part of parents but in content, some cases are necessary to address more significant homework problems. Trials. More complex incentives systems might include a structure for earning points that could be used to theories of motivation, purchase privileges or rewards or a system that provides greater reward for accomplishing more difficult homework tasks. These systems work best when parents and children together develop them. When Did The American Revolution And End. Giving children input gives them a sense of content control and ownership, making the system more likely to succeed. We have found that children are generally realistic in setting goals and four deciding on rewards and content of motivation penalties when they are involved in the decision-making process.

Building in full, breaks. These are good for the child who cannot quite make it to content of motivation, the end without a small reward en route. When creating the daily homework schedule, it may be useful with these children to identify when they will take their breaks. Some children prefer to take breaks at specific time intervals (every 15 minutes), while others do better when the breaks occur after they finish an activity. If you use this approach, you should discuss with your child how long the breaks will last and when start what will be done during the content theories, breaks (get a snack, call a friend, play one level on a video game). The Daily Homework Planner includes sections where breaks and end-of-homework rewards can be identified. Building in revolution start, choice. This can be an effective strategy for parents to use with children who resist homework.

Choice can be incorporated into both the order in which the content, child agrees to complete assignments and the schedule they will follow to get the work done. Building in Bartolome De Las, choice not only helps motivate children but can also reduce power struggles between parents and children. Step 1. Describe the problem behaviors. Theories. Parents and children decide which behaviors are causing problems at homework time. For some children putting homework off to the last minute is the problem; for others, it is forgetting materials or neglecting to write down assignments. Still others rush through their work and make careless mistakes, while others dawdle over assignments, taking hours to complete what should take only a few minutes. It is important to be as specific as possible when describing the problem behaviors. The problem behavior should be described as behaviors that can be seen or heard; for men in movie, instance, complains about h omework or rushes through homework, making many mistakes are better descriptors than has a bad attitude or is lazy.

Step 2. Set a goal. Usually the goal relates directly to the problem behavior. For instance, if not writing down assignments is the problem, the goal might be: Joe will write down his assignments in his assignment book for every class. Step 3. Decide on possible rewards and content theories of motivation penalties. Homework incentive systems work best when children have a menu of rewards to of anchoring, choose from, since no single reward will be attractive for long. We recommend a point system in which points can be earned for the goal behaviors and traded in for the reward the child wants to earn. The bigger the reward, the more points the child will need to earn it.

The menu should include both larger, more expensive rewards that may take a week or a month to of motivation, earn and smaller, inexpensive rewards that can be earned daily. It may also be necessary to four theories, build penalties into the system. This is of motivation usually the loss of when did the start a privilege (such as the chance to watch a favorite TV show or the content, chance to talk on the telephone to is adhd, a friend). Once the system is up and running, and if you find your child is earning more penalties than rewards, then the program needs to content of motivation, be revised so that your child can be more successful. Usually when this kind of system fails, we think of it as a design failure rather than the Casas Essay, failure of the child to theories, respond to rewards. It may be a good idea if you are having difficulty designing a system that works to consult a specialist, such as a school psychologist or counselor, for Essay, assistance. Step 4. Write a homework contract. The contract should say exactly what the theories of motivation, child agrees to do and De Las Casas exactly what the parents' roles and responsibilities will be. When the contract is in place, it should reduce some of the tension parents and theories kids often experience around homework.

For instance, if part of the contract is that the a disease, child will earn a point for not complaining about theories of motivation homework, then if the child does complain, this should not be cause for a battle between parent and child: the child simply does not earn that point. Parents should also be sure to praise their children for following the contract. Four Major Theories Of Personality. It will be important for content of motivation, parents to agree to a disease, a contract they can live with; that is, avoiding penalties they are either unable or unwilling to impose (e.g., if both parents work and are not at home, they cannot monitor whether a child is content of motivation beginning homework right after school, so an alternative contract may need to be written). We have found that it is a rare incentive system that works the first time. Parents should expect to Human, try it out and redesign it to work the kinks out. Content Theories. Eventually, once the child is used to doing the behaviors specified in the contract, the contract can be rewritten to work on another problem behavior. Your child over time may be willing to drop the did the american, use of an incentive system altogether.

This is often a long-term goal, however, and you should be ready to write a new contract if your child slips back to bad habits once a system is dropped. Parents often ask how they can develop one kind of system for one child in the family and not for all children, since it may seem to be rewarding children with problems while neglecting those without. Most siblings understand this process if it is content explained to them carefully. If there are problems, however, parents have several choices: (a) Set up a similar system for other children with appropriate goals ( every child has something they could be working to improve), (b) make a more informal arrangement by promising to do something special from time to type junction, time with the other children in theories of motivation, the family so they do not feel left out, or (c) have the child earn rewards that benefit the is adhd, whole family (e.g., eating out at a favorite restaurant). Adaptations and Further Support. Suggestions provided in this handout will need to be adapted to the particular age of your child. Greater supervision and content involvement on the part of parents is the norm with children during the elementary school years, while, by high school, most parents find they can pull back and let their children take more control over did the revolution start, homework schedules. Middle school is often the turning point, and parents will need to make decisions about how involved to be in homework based on the developmental level of their children. If problems arise that seem intractable at content theories of motivation any age, consult your child's teacher or a school psychologist.

Canter, L. (1993). Homework without tears. New York: HarperPerennial. Human Essay. ISBN: 0062731327. Dawson, P. (2001). Content. Homework problems and solutions. Is Adhd. Unpublished manual. For information on obtaining a copy, contact Peg Dawson at her e-mail address.

Dawson, P., Guare, R. (2003). Content Theories. Executive skills in children and adolescents: A practical guide to assessment and interventions. New York: Guilford. ISBN: 1572309288. Romain, T., Verdick, E. (1997). How to do homework without throwing up. Minneapolis: Free Spirit Publishing.

ISBN: 1575420112. Peg Dawson, EdD, NCSP, is a school psychologist with the hope, Center for Learning Attention Disorders of the Seacoast Mental Health Center in Portsmouth , NH , and a past president of the National Association of School Psychologists.

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10 Things Smart PhDs Do NOT Put On Their Industry Resumes. Written by Isaiah Hankel, Ph.D. What are you supposed to do when you send hundreds of content, resumes out and get nothing back but a few automated responses? This is the question I was trying to answer my last year of graduate school. I literally sent out hundreds of resumes. I posted my resume to Monster.com and waited for the tidal wave of industry job offers to roll in. Yeahthat didnt happen. I polished up a generic resume and uploaded it to dozens of industry job websites. Men In Hope Movie! I remember getting on Pfizer and Baxters websites, clicking the job opportunities tab, and content, seeing all the industry job openings. Yes! I thought. Piece-of-cake. Ill just upload my resume and have an offer by theories the end of the week.

There couldnt possibly be that many other PhDs out there applying to the same PhD jobs. Wrong. I found out content theories of motivation later that some companies receive over junction 2,000 resumes a day. Theories Of Motivation! 2,000 a day! I felt stuck and lost so I asked my academic advisor to help me write my resume. He sent me his CV and said Here, look at this. Great. Thanks for nothing. I knew that industry hiring managers werent interested in CVs. How did my advisor not know this?

Thats when I realized how little lifetime academics know about getting an industry job. So, I asked one of the job counselors at theories, the graduate school for advice. She told me the key to theories of motivation getting an interview was to write a very detailed cover letter, make sure that my education history was at the top of my resume, and to include a one sentence objective at the very top of my resume. Okay. Thats great advice. Right? Nope. She was wrong too. It wasnt until 3 months later that I found out just how awful her advice was.

Over 427,000 resumes are posted to is adhd a disease Monster.com each weekthats just one job website. Most companies use Applicant Tracking Software to automatically filter and theories of motivation, eliminate 75% of the resumes sent to them. If your resume makes it to the desk of a disease, a hiring manager and recruiter, they will spend an content theories of motivation, average of just 5-7 seconds reading it. Seconds. Thats all you get. A Disease! All the hours, days, months, and years youve spent getting your PhD will come down to just a few seconds. Think of how hard youve worked to theories of motivation get to where you are. Are you really going to throw it all away by not taking the time to get your resume just right? More is type junction more. This is what most PhDs are taught. Triplicates are better than duplicates.

An N of 200 is better than an N of 2. Content Of Motivation! A CV with 10 first author publications is better than a CV with one first author publication. On and on. But, when it comes to creating a strong industry resume for a PhD job, less is more. Adding the wrong things or too many things to type of anchoring junction your resume will keep you from getting the industry job you want. A better strategy is to simplify your industry resume down to only the theories, things that industry hiring managers and recruiters actually want to see. Here are 10 things smart PhDs like you should remove from your industry resume: 1. Unprofessional email address. Three out of four resumes are discarded because theyre sent from an unprofessional email address or have an unprofessional email address attached to Cloning their resume or cover letter. This means you can put yourself ahead of 75% of the other applicants simply by eliminating any references to unprofessional email addresses like bigboy77@yahoo.com or similar. Content! A lot of PhDs are afraid to use their University email address when applying to jobs because they think their PI is going to hack into of anchoring junction, their email account and find out theyre trying to content theories of motivation leave the lab.

This wont happen. PIs don#8217;t have access to Cloning Essay your University email account. However, if youre currently working in industry and looking to change jobs, dont use your work email because your boss can absolutely see your emails. Instead, create a very professional gmail address in this format: firstname.lastname@gmail.com. If this version of your name is taken, then simple insert your middle initial or middle name between your first and content, last names. 2. Impersonal greeting. Men In Full! Never use an of motivation, impersonal greeting on Casas your resumes cover letter. Greetings like #8220;Dear Sirs#8221; or #8220;To Whom It May Concern#8221; are creepy, distant, and outdated.

Most importantly, these greetings makes you seem lazy. Instead of of motivation, taking the time to research who the hiring manager is, you just threw your hands up in the air and when did the revolution and end, typed a general greeting that could be applied to anyone. Theories! As a result, your resume and candidacy were seen as mediocre at best. Smart PhDs always use a personal greeting. They know that over 50% of all top industry jobs are given to referrals, but only 7% of applicants are referrals. Four Theories Of Personality! Let that sink in. Over 50% of the best positions are given to people who have networked and, as a result, have been introduced to a decision-maker or someone who will vouch for them to a decision-maker. Theories Of Motivation! Yet, 93% of people applying to these jobs are just sending out is adhd a disease their resumes blindly and impersonally on the Internet without knowing anyone at the company they want to work for. Which side of the fence are you on?

Before you send your resume in, find out who the hiring manager is. Or at least find out the name of someone who works on the team youre trying to crack into. At the very least, use the name of someone in human resources. Then, connect with people who work at of motivation, the company youre seeking employment at. Network on LinkedIn, network at face-to-face events, and do whatever it takes to De Las get to know someone well enough to put their name on the first line of your cover letter. In the end, your cover letter should be short and sweet, with a personal greeting (e.g. Dear Jeremy, Dear Dr. Smith) and should start with a line like, I have been in of motivation contact with Jason Jones , your Regional Sales Manager , who mentioned that your open Project Manager position would be perfect for me. Putting an objective statement at Bartolome De Las Casas, the top of your resume will not help you get an industry job.

Instead, it will paint you into a corner. A better strategy is to use a visual center . A visual center starts at 2 inches from the theories, top of your resume and did the revolution, ends 2 inches below that. This center should be emphasized with graphics, such as textboxes, bullets, and bold fonts. Load the visual center with the value you will offer the company, such as across-the-board accomplishments, industry-specific skills, a summary of of motivation, a highly successful project you lead, or even a clipping from a recommendation letter or news article about your work. Resumes with visual centers that are interesting and catch the readers eye will be read much more carefully than they would be otherwise. Four Major Theories! A strong visual center will make you stand out content without preventing you from being considered for additional positions. If you want employers to notice you and when did the and end, keep you in mind for other positions that you may also be qualified for, replace your objective statement with a visual center. Recruiters and hiring managers spend just a couple of seconds looking at a resume before deciding whether its worth a full read. This means you should show them exactly what they want to see first. And guess whatthey dont care about the dates. They care about the title of the position you held, the name of your employers, the location of your employer, and, most importantly, what you achieved.

Dont mistake your resume for a publication citation. Theories! It doesnt need to list the De Las Casas, dates first. When listing past employment, exclude the dates or at least list them last. If you really want to content of motivation get your resume read, list your experience by relevance, not by date. Just like you can sort publications on PubMed by relevance to Human a specific topic, you can sort your work experience by relevance to content theories of motivation a specific position.

Always put your work experience above your education history. Smart PhDs never bury the lead on hope their resumes. Your lead is what employers want to read most on your resume. Content Theories Of Motivation! Drop the dates and the dated mentality. Instead, create a strong visual center, followed by a list of work experience sorted by De Las Essay relevance to the position you#8217;re applying for. Industry employers do not want to content theories of motivation read about your job duties. They care about the outcomes you achieved, not how you achieved the outcomes. Your resume does not need a methodology section. Delete any reference to job duties or responsibilities included. Instead, list key achievements as tangibly as possible. Unlike your typical CV, a good industry resume is always accomplishment-focused. This means that within seconds of reading your resume, employers should be able to of anchoring see that the return on investment for hiring you is content higher than the theories, salary you are asking for.

You must demonstrate that you can save your potential employer time and make them money. If youve spent your entire career in academia, you can still add tangible outcomes to your resume. Theories Of Motivation! For example, you could say, Helped PI recognize over $1,000,000 in grant funding by skillfully leading a team of scientists to complete all projects on time, resulting in grant renewal every year. Do not waste precious resume space on listing the contact information of three professional references. Human Cloning Trials Essay! Dont even waste space on writing References Upon Request. Employers know that you have references. Content Theories Of Motivation! If you dont, then you shouldnt be applying for full the job in theories of motivation the first place. You should be networking. Men In Hope Full Movie! 7. Typos and grammatical errors. Content Theories Of Motivation! If you cant spell #8220;Technical Specialist#8221; correctly, you shouldn#8217;t be one. At least that#8217;s what employers will think when they read a typo on a disease your resume.

Surveys and studies show that top companies care more about communication and interpersonal skills than anything else when interviewing new candidates. One of the very first indicators employers will have of your communication skills is your industry resume. If it is riddled with mistakes, you will not move to the interview stage. Your industry resume must be absolutely perfect. Content Theories! If youre not a good writer or if English is not your native language and youre submitting your resume in English, make sure you have a professional editor proofread it for is adhd errors. Content Theories Of Motivation! You dont need to Cloning Trials pay hundreds of dollars for this. You can find worthy editors on eLance and Fiverr who will polish your resume for as little as $5.

Once youve had your resume professionally proofread, go back and insert relevant keywords into it. Then have it proofread again. Content Theories Of Motivation! This is the best and most successful sequence to follow. Men In Full! First, write your resume without considering keywords so it flows well. Then, have it proofread. Next, add keywords. And finally, have it proofread again. Using relevant keywords is critical to content theories of motivation getting your resume past the Applicant Tracking Software checkpoint. Its also important for getting your resume past recruiters and hiring managers who will use the Human Trials Essay, Find function on their computers to do quick keyword searches on your resume. The best place to content of motivation find the keywords you should use is in the job description of the position youre applying for.

For example, if the description contains the phrase project management over Essay and over againas in, project management experience requiredyou can bet the hiring managers entered it into their Applicant Tracking Software and that they will search for theories it themselves once they have your resume in hand. Publications don#8217;t matter in industry. Even hiring managers for industry RD positions dont care about Cloning Trials, your publications. This is theories of motivation especially true at the resume-reading stage of the hiring process. I knowit hurts. Im sorry.

There may be a few outdated hiring managers or RD directors who will insist that publications should be listed on an applicants resume, but theyre simply wrong. Smart PhDs know that putting their publication record on an industy resume is a waste of time. When Start And End! They know that industry employers want to see work experience and results, not publications or education history. Youve worked hard on your publications and should be proud of them, but dont let your pride get in the way of creating a sharp resume. Besides, your publication record isnt going anywhere. Theories Of Motivation! Once you get to is adhd the interview stage, if hiring managers want to bring up the papers youve published, they will. Content! Recruiters and hiring managers have mountains of resumes sent to them daily. Human Trials Essay! Recall that some companies receive thousands of resumes a day and most of these will be filtered out by Applicant Tracking Software. Of Motivation! The remaining resumes will be further filtered out by employers who are unwilling to read anything beyond a bullet point followed by men in hope movie a single sentence. Think of writing an industry resume as the opposite of writing an academic journal article. Instead of using dense text and long paragraphs to construct a well-formulated argument, you want to content theories simplify everything down into digestible nuggets of information.

Avoid turnoffs like small, dense font styles and four of personality, sizes. Avoid run-on sentences. Avoid paragraphs altogether. Smart PhDs put everything on their resume behind a bullet point, number, or header and never put more than two sentences together at a time. 10. Overly personal information. Industry resumes that are submitted with photos are rejected 88% of the time. Why?

Because submitting a photo is too personal. Dont make the mistake of getting too personal too soon. The most important rule of theories of motivation, writing an effective industry resume is to leave off all personal information. If youre smart and have followed the other points in this article, you know that networking and finding strong references is the most important thing you can do to get your resume read. The only a disease, personal information you should submit with your resume is content theories a short cover letter with a personal greeting and a personal referencea reference who works at the company youre applying to. However, dont be afraid to major theories of personality add a line (just one, single line) to content your resume indicating a particular award youve received or leadership role youve held in the past, especially if its a non-academic award or leadership role. Things like Captain of the swim team winning 3 consecutive awards for leadership or Four-time Habitat for Humanity project leader and Eagle Scout will help differentiate you from the piles of resumes coming in from PhDs who having nothing but academic achievements to reference. Finally, its important to understand that almost every company you apply to men in movie (up to 93% of them) will Google your name and look up your social media profiles. Before you submit your resume, make sure your social media profiles are professional and content theories of motivation, display a unified message. Of Personality! To learn more about theories, transitioning into a non-academic career, including instant access to our exclusive training videos, case studies, industry insider documents, transition plan, and type of anchoring junction, private online network, join the Cheeky Scientist Association.

Latest posts by content theories Isaiah Hankel Ph.D. (see all) Industry Transition Spotlight: James Morris, PhD - October 5, 2017 Industry Transition Spotlight: Karin Weigelt, PhD - September 28, 2017 Climbing Career Ladders (Industry Careers For PhDs Podcast) - September 28, 2017. Get Your Free Industry Insider Booklet Your First Step In Your Transition To Industry. Some good advice here. The visual centre is a good concept however if the organisation uses resume scanning software then graphics will cause problems. Keep it clean and readable by the software and then by when did the revolution and end a human if you are lucky enough to make the first cut. Content Theories! Thanks for sharing your opinion Sally. Did The Start And End! Some very good points made and to stress the content theories of motivation, point on typos and grammatical errors please take notice of the following: #8220;However, dont be afraid to add a line (just one, single line) to your resume indicating a particular award youre received or leadership roll youve held in the past, especially if its a non-academic award or leadership roll.#8221; I believe you meant to say #8220;you#8217;ve#8221; instead or #8220;you#8217;re#8221; and four of personality, #8220;role#8221; instead of #8220;roll#8221; Thanks for the find Marwah, though you may have missed the point of the article.

No actually, I appreciate the content theories, article and I am implementing your suggestions accordingly. #8220;7. Human! Typos and grammatical errors. Theories! If you cant spell Technical Specialist correctly, you shouldnt be. one. At least thats what employers will think when they read a typo on your resume.#8221; ..condescends poster for being pedantic#8230; PS: this is is adhd your resume for people you#8217;re convincing to take your advice. Content Theories! Thanks a lot for this great article !. Where can i find a clear picture of the example shown in advice number 3.) Objective statement ? Thanks for the advice.

The above are very handy. Should I even mention my PhD when applying for industry jobs? Sorry, it sounds like a stupid question, but sometimes I feel it quite awkward and Bartolome Essay, out of place given that my PhD topic is totally unrelated to content theories many of the Human Cloning Trials Essay, jobs I apply for anyway. Excellent advice. Any chance the #8220;After#8221; template is available for content theories of motivation download somewhere? Are there any examples of how a resume should look like for recently graduated PhD?

Im curious, because I just don#8217;t know what to include in my resume if my publications does not matter (not that I have that many)? I only four major, have education and in my country a PhD is considered as work. Also, in my resume I have a section called key skills mentioning things like software, lab equipment etc. My PhD has been more of engineering type of work. I have been developing an optical sensor. I would prefer to go to industry now. so I am trying to content of motivation increase my chances. Really enjoy reading your posts. Keep up the great work! I do not question your suggestion in is adhd a disease point #8 to of motivation remove publications from a resume.

However, a first author publication on a resume shows successful teamwork, strong communication skills, and conclusive results! It would seem to me that those are exactly the qualities that companies would be looking for in prospective candidates. Can you explain why these qualities should be devalued? Suggestion for publications: just put a link to your MyNCBI publication list at the bottom of your resume. De Las Essay! This will not eat up more than two lines of space. Content Of Motivation! If a potential employer is really interested in you and your work, then everything that you#8217;ve done is there. Excellent advice. Anybody have an existing LaTeX template that is laid out according to these principles? These articles make me nauseous; not because they are untrue, but because they are very true. Just sad when even a PhD in a complete #8216;nerd#8217; position has to impress the former clothing sales girl with ADD, then the bean counter who needs to know how much money you can save the corporation.

If you#8217;re applying for a PR/marketing or finance position then fine, but seriously#8230; Does nobody care that #8216;getting hired#8217; is now the primary skill in today#8217;s job market? Could this conceivably not end well? In fact it already is. PS- also not knocking your advice, but on every page an american revolution, expert offers a different take; case in theories of motivation point the photo on Cloning Trials Essay a resume. Agree.

I#8217;m not a PhD but a writer. I have taken a hint from the of motivation, resumes of men in movie, software engineers I#8217;ve worked with in tech. Write for the person who understands the content theories of motivation, skills you bring, and try to get to Essay that person directly. As an industry RD hiring manager (currently hiring), this article frustrates me quite a bit. In my scan of resumes, one of the first things I look at is the dates of your education and work experience so I can understand your career path, and right after that I want to look at your publications.

I don#8217;t want to hear how you got a $1M grant, I want to know that you were able to get a high quality scientific publication published because that was the primary output of content of motivation, your PhD. Major! While I agree that industry hiring managers are looking for specific things and of motivation, some of this post I agree with, I think some is plain bad advice. The biggest thing I want in is adhd your resume is clarity I want to see every major accomplishment in your career so far, including publications, as quickly and clearly as possible. Thank you Yvar! I#8217;m currently looking for jobs and I was debating on of motivation if I should list my publication records (which is very good) on my CV or not. And I saw this article, and four major of personality, I was so frustrated because I believe somebody who did their job well in his previous position is more likely to do their next job well.

Even that the publication record shouldn#8217;t mean everything, it should mean something. It#8217;s a representation of content of motivation, what you have achieved and type junction, what you are capable of as a Ph.D. or researcher. Of Motivation! I#8217;m glad that as a hiring manager you think the same, that gives me quite a lot encouragement #128578; Hi, I am a recent PhD graduate and four major of personality, actively looking for content theories of motivation an industry job, though not really successful! I am looking for a disease a professional Resume writer to help me with re-construct my industry CV. Theories Of Motivation! Anyone here has a suggestion where I can find one? I too am in the same fight and this person at top resume really gave me the almost exact advice and offers packages to help you with your overall industry profile. emily@topresume.com.

Ready To Get Started? Join Cheeky! Cheeky Scientist is a training platform for academics who want to transition into type of anchoring, non-academic careers. The Cheeky Scientist Association is our specialized training program for PhDs who want to transition into industry. The site is not a part of the Facebook website or Facebook inc.

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Issues In Supporting Inclusion In Primary School. Inclusion in theories the educational system affirms the obligation for pupils with Special Educational Needs (SEN) to be educated alongside their peers in mainstream classes. But inclusion of pupils with SEN in mainstream schools remains challenging even as the Cloning, current climate and theories of motivation, the future focus more on an inclusive culture. Inclusive practice puts the onus on the mainstream teacher to provide an environment to cater for pupils of diverse abilities. Even though the Department of Education and Science in Ireland (DES) recommends an inclusive system of education for pupils with SEN, many are still being withdrawn from their class for hope supplementary teaching. The Learning Support Guidelines promotes class room based learning through alternative groupings and recommend shared teaching approaches in the pupils' classroom. For pupils with SEN, ideally the provision of supplementary teaching is content theories of motivation through in-class support where professional development is seen as prerequisite in helping teachers to effectively support pupils with SEN but teacher knowledge, expertise and training show great deficiencies and inadequacies. To maintain a successful inclusive environment and to meet the needs of all pupils, teachers need on-going CPD (continual professional development) in models of in-class support. The aim for every teacher is to develop, refine and maintain practices that address these needs. Essay! Differentiation is the pedagogic key to successful curricular inclusion for pupils with SEN.

Moving from a culture of total faith in and reliance on of motivation, withdrawal to in-class support will require great collaboration among all teachers and a whole-school approach to SEN. This assignment deals with the issues and Essay, dilemmas associated with reaching the ideal of in-class support for learning with SEN in content theories the mainstream primary classroom. In my own school I do a lot of in-class support teaching and I am hopeful that this study will help me to focus my attention on the in-class models most suitable for promoting the type of anchoring, learning of pupils with SEN pupils. Theories! The overall aim of of anchoring junction, this study is to explore the issues associated with inclusion of pupils with SEN in mainstream classrooms, where inclusion focuses on in-class support as opposed to the more traditional and out-moded practice of withdrawal. My intention is to develop my own knowledge and theories, understanding of relevant literature so that in the context of my own school I will be well informed in men in movie advising and working alongside other practitioners. To address this aim I have set myself a number of questions, answers to which will inform policy and of motivation, practice in my own school: 1. Casas Essay! What is the national, official policy on inclusion in Irish primary schools?

2. What is contemporary research literature saying about what inclusion is and how to achieve it? In particular, what counts as effective inclusion? 3. What would constitute effective differentiation and assessment practice in an inclusive in-class model of support for learning with SEN? 4. What are the content theories, barriers for teachers in adopting effective inclusion practices in mainstream primary school classes? Throughout the type of anchoring junction, assignment I will draw out the implications for my context in my own primary school. Mindful of content of motivation, these questions I will begin by examining the development of inclusion in education in Ireland. I will outline current policy on inclusion with special reference to government legislation and policy, and I will explore the links across research, policy and Bartolome, practice. Bearing in mind question two above, I will then review relevant international and national research on inclusion and content theories, highlight some of the debates and issues associated with definitions and practices of inclusion.

Taking account of question three I will focus particularly on the themes of differentiation and assessment and review key research that offers practical strategies for the promotion of in-class inclusion. Finally, I will discuss the implications for wider policy on inclusion in my own school. Overview of SEN Provision in Ireland: Policy and Legislation (Question 1 above) When the first remedial teacher was appointed to an Irish primary school in american revolution and end 1963 there was no official national policy on remedial education. The focus on theories of motivation, SEN policy began in Essay 1988 when the Irish government produced the Guidelines on Remedial Education (1988).

Other influential developments in content the 1990s were two important reports- the Special Education Review Committee Report (SERC Report) in 1993 and the Survey of Remedial Education in when american and end Irish Primary Schools Report (SRE Report) in 1998. These reports paved the way for the Education Act in theories of motivation 1998 requiring mainstream schools to identify and provide for pupils with SEN and junction, requiring the Minister for Education and Science to provide both the appropriate support services and quality of education to people with disabilities or other SEN. An objective of the Education Act (p. 5) is 'to make provision, in the interests of the common good for the education of content, every person in the state, including any person with a disability or who has other special educational needs'. In its definition of disability (p. 6) it included terms of learning differently and using different thought processes. The Education for Persons with Special Educational Needs (EPSEN) Act in 2004 (p 36/37) gave a similar definition of SEN as: a restriction in did the american start the capacity of the person to participate in, and benefit from, education on account of an enduring physical, sensory, mental health or learning disability, or any other condition which results in theories a person learning differently from a person without that condition and cognate words shall be construed accordingly. The Learning-Support Guidelines (2000) were developed in response to the findings and recommendations of the SRE report. They set out the aims of learning support education and provided practical advice for schools on the organisation of a positive school environment for children with SEN. Griffin and Shevlin (2007), note the significance of major theories of personality, these developments in moulding the statutory structure of the 2004 EPSEN Act where and where the duties and responsibilities of school personnel and boards of management for SEN are outlined.

This act, which holds schools responsible for SEN provision and of motivation, management through its outline of the roles and responsibilities of school personnel and hope full movie, management and rights of parents, is content concerned with the formation and implementation of education plans for children with assessed SEN. It set up an independent agency funded by the state, the National Council for Special Education (NCSE) whose function is to plan and major of personality, co-ordinate the provision of support services to pupils for SEN using an content inclusive approach to education. As education policies worldwide focus on inclusion national developments in Ireland reacted and Bartolome De Las, responded accordingly. International policy recommends a mainstream model where all children can learn together over segregated provision. Space prevents a full discussion here but it is noteworthy that the most influential is the Salamanca Statement (UNESCO, 1994) which advocated inclusion of all abilities. Subsequently, the Dakar Statement (UNESCO, 2000) and the United Nations Convention on the Rights of the Persons with Disabilities (UN 2006), (two reports which have not been adopted in all countries) along with many EU policy documents and OECD reports refer to the possibilities of including all learners in mainstream education providing education based on equality, citizenship and individual and societal well-being. Drudy and Kinsella (2009) believe that, in response to international and European policies, Irish educational policy changed significantly in the legislative and policy framework for the education of children with SEN since the end of the 1990s. Swan (2000) described the provision of SEN in Ireland passing through three stages- the stage of neglect and of motivation, denial; the stage of the special school; and the stage of integration and inclusion. The development and implementation of inclusive practices in men in Irish education is supported by current legislation. The present policy of the DES is to provide the theories of motivation, greatest level of inclusion in mainstream primary and post-primary schools and when did the start, when this is theories of motivation not possible the DES provides for them through special schools and of anchoring junction, special classes based in mainstream settings. In the past pupils with SEN attended special schools or classes resulting in isolation from their peers.

But recently this segregated special schooling has been less favoured and more children with SEN are being educated alongside their peers in mainstream schooling causing a huge increase (41% in the 5 years to 2003, National Disability Act, 2005, cited in Drudy and Kinsella 2009), in the number of pupils with disabilities being educated in mainstream schools and theories, a comparable decrease in the number of pupils in special schools. The development of inclusive practices in Irish education over the last decade was influenced by the SERC Report 1993, advocating a continuum of education provision for children with SEN, favouring integration over segregation; and proposing basic principles to guide the future development of SEN provision, one of which was that appropriate education for all children with SEN should be provided in Casas ordinary schools, unless individual circumstances made this impracticable. The Education Act (1998) recognises the right of pupils with a disability or SEN to education and allow for content of motivation the appropriate support services and quality of education to four major of personality, fulfil this requirement. Two later acts, the Equal Status Act (2000-2004), and the Education Welfare Act (2000), both recommend inclusion in mainstream classes and full participationy in school life. DES circular 24/03 also shows commitment to content theories, inclusion as it recognises that pupils with SEN often learn at a different pace and in a different way from the rest of the class. The DES stresses that these pupils need to belong to a peer group and to when american revolution, mixed ability groups in a variety of situations. Content! Even though the research on mixed ability teaching illustrates that children of lower ability benefit greatly and children of average or above ability are not academically disadvantaged (Hallam et al, 2004) the DES is aware that in recent years the practice has developed of using resource hours on a withdrawal basis for individual tuition only. The DES states that an exclusive reliance on this approach conflicts with the principle of integration and inclusion. King (2006) confirms this as she says that 87.5% of Human, resource/learning support teachers continue to use withdrawal to deliver specialist supplementary teaching to children with SEN. King attributes this to the lack of teacher knowledge and theories of motivation, training around in-class support systems. The 2004 EPSEN Act provides the statutory basis for four the inclusion of children with SEN within the educational system.

It requires that children with SEN be educated alongside their peers in an inclusive environment unless it is theories of motivation 'inconsistent with the best interests of the child' (s.2, p.7). It sees inclusive education as a means to assisting children with SEN to when american and end, participate in society and to content theories, live independent and fulfilled lives as adults. It also outlines assessment procedures for children with SEN and ensures provision of appropriate interventions and services. Currently the is adhd a disease, DES provides a continuum of support for children with SEN in mainstream schooling involving classroom based supports for mild needs or individualised support for more complex needs. Theories! Currently, in Ireland, the DES provides three main types of of anchoring, educational systems to content, meet the diverse needs. They are: ' Mainstream classes: supported by resource teaching, special needs assistance and learning support; ' Special classes in mainstream schools: currently 12% of mainstream schools have special classes. When American And End! (NCCA, 2013a); and. ' Special schools: currently only 1% of children with SEN are enrolled in special schools, (NCCA, 2013a). At the content, core of inclusion is the principle that children with special or additional learning needs or disability belong in mainstream education. To be an inclusive school, therefore, means that the school accommodates the needs of all children and welcomes diversity as a way to enrich learning for all in the school community. By providing the is adhd a disease, appropriate networks of support children with SEN are enabled to content of motivation, participate fully in the life and work of mainstream settings.

To be compliant with Irish legislation and official policy it is vital that school staff is aware of its responsibilities. I consider that as learning support teacher in a small rural primary school I have a major responsibility in helping the principal and other colleagues develop awareness of four of personality, such requirements. Much of this awareness raising is done in an informal, collaborative way through regular discussion and updating of theories of motivation, school policy and practice. What is Inclusion and how best to achieve it (Question 2 above) Within the current literature, definitions of inclusion vary in their focus. Some emphasise rights, others values and community while more focus on of anchoring junction, the capability of the school to content theories, cope with difference and diversity. The concept of inclusion replaced the men in hope movie, earlier term 'integration', which was used in content theories the 1980s to refer to the placement of pupils with SEN in mainstream schools. (Winter and Raw, 2010). The Guidelines for theories Inclusion: Ensuring Access to Education for All (UNESCO 2005, p 13) defines inclusion as: 'a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and of motivation, communities, and reducing exclusion within and from education'. The Centre for major theories Studies in Inclusive Education (CSIE, 2002) presents the view of inclusive education as all pupils, with and without disabilities or difficulties, learning together with the appropriate networks of support. It sees inclusion as enabling all children, regardless of needs and abilities, to participate fully in the life and work of mainstream settings. Content! The British Psychological Society, (2002), emphasises the school's responsibility as it acknowledges the child's right to participate fully in school life and the school's duty to welcome and theories of personality, accept them.

Thus the fundamental principle of inclusion is that all children, regardless of any SEN or ability, have the right to be educated together. Farrell and content, Ainscow, (2002) added that inclusive education is now seen as a human right and challenges all those policies and practices that in the past excluded some children from their right to education. There is considerable debate about full acceptance of inclusion. For example, scholars like Tony Booth and De Las Casas, Mel Ainscow (2002), Gary Thomas et al (1998) and content, Melanie Nind, (2005) arguing from a strong sociological and rights perspective, claim that maximum inclusion and integration of all learners into junction, the mainstream school and classroom is desirable. Arguing from a more psychological and special needs perspective, Braham Norwich (2002) worries about how mainstream settings can always cater for the very specialist needs of some pupils. Content Theories Of Motivation! Similarly, Lindsay (2007) argues that the research evidence for the effectiveness of inclusion has been described as only marginally positive. Other literature links definitions of inclusion to a process rather than a state. The 1994 UNESCO, Salamanca Statement which promoted inclusive education and viewed children with SEN as an integral part of education, saw inclusion as a process, in that it is concerned with the identification and removal of barriers, as well as the participation and achievement of all children and especially those most at risk. In agreement with the process theory, Stainback and Stainback (1990) and Ainscow (2005) emphasise the onus on the school to make the appropriate changes to accommodate the needs of children with SEN rather than expecting them to fit in to existing structures.

Sebba and Sachdev agree with this definition when they say inclusive education is a process involving changes in the way schools are organised, in the curriculum and in teaching strategies, to Casas Essay, accommodate the content theories, range of needs and theories, abilities among pupils. (Sebba and Sachdev, 1997, p.2). If we agree that inclusive education is content theories a whole school endeavour in developing and of anchoring, adapting culture, management, organisation, content and approaches to teaching and learning, to accommodate the educational needs of content of motivation, all children significant changes must be made to the content, delivery and organisation of mainstream programmes. This may be a great challenge for Cloning Trials Essay many schools. Griffin and Shevlin (2007, p. 81) recognise that a whole school endeavour towards inclusive policies and inclusive educational practices calls for a 'radical restructuring of the educational system to enable all children to participate and achieve within mainstream settings'. Clearly inclusive education looks at both the rights of children, and how education systems can be transformed to respond to its diverse groups of learners. It emphasises the need for opportunities for equal participation for children with SEN preferably in a mainstream environment. My understanding of inclusion from the literature that I have read is that the emphasis on it as a process rather than a state is extremely helpful as such a perspective means that inclusion is never truly won or reached in a school or setting ' rather it is something that is an ongoing feature of school life, an ongoing process of enabling all learners participate fully in theories their learning and did the start and end, a process of recognising the barriers that hinder such participation. Later in this assignment I focus on some key pedagogic strategies that facilitate the process of inclusion.

Pedagogic Practices for successful Inclusion: Differentiation and Formative Assessment (Question 3 above) If inclusive education is content based on processes, values, rights and principles, then the question is Cloning not if inclusion works, but rather how to make it work effectively. If inclusion is a right (and I believe so) then the key question becomes how to make if effective in every classroom and school. This process is concerned with building a supportive learning community and fostering high achievement for all pupils and staff. From the literature reviewed, I draw the following implications for teachers in my school: ' understand and acknowledge inclusion as a continuing and evolving process; ' create differentiated learning environments responding to social, emotional, physical and cognitive development; ' provide a broad, relevant, appropriate and theories of motivation, stimulating curriculum and adapt it to meet the needs of children with SEN and reduce barriers to learning and participation; ' welcome the participation of all school personnel and engage in Bartolome De Las Essay appropriate training and professional development; ' restructure cultures, policies and practices to respond to of motivation, the diversity of needs resulting in transparent inclusive policies and practices within the school. In this section of the assignment I focus on pedagogic practices that have been identified in the literature as key to the ongoing process of inclusion.

Two major inter-related ones are differentiation and formative assessment. Differentiation in the mainstream classroom may take many forms depending on the individual learning needs and experiences of children. Commonly used methods of differentiation are by: ' level and revolution and end, pace- children work on content, a similar topic but at a level and pace dependent on their previous achievements; ' interest- tapping into the children's interests so as to motivate and enhance learning experiences; ' access and Human Cloning, response- children access and respond to the same curricular content but through a modified means dependent on needs; ' structure- teacher plans small steps of theories of motivation, learning for some children, while others are learning blocks of integrated curricular content; ' sequence- accessing different parts of subject content at different times throughout the when american revolution start and end, year; and, ' teaching style- using various approaches and different styles of teaching as well as different forms of response. The DES (2007) recognises that teaching all children together in the same classroom doesn't give all children the same opportunities to learn and to enhance opportunities to learn in content an inclusive environment recommends mainstream teachers adopt strategies such as the following: ' use a variety of teaching strategies and approaches; ' explain, refer to and review the four theories of personality, learning objective throughout lessons; ' use formative assessment strategies (assessment for learning) to identify progress and use this evidence to inform teaching approaches; ' match the content of lesson to the diverse learning needs and to levels of ability; ' use multi-sensory approaches to learning and teaching; ' provide materials, appropriate to the needs, ages, interests, and aptitudes of the children; ' utilise unexpected learning opportunities even if they vary from the objectives of the lesson; ' allow appropriate time is for practice, reinforcement, and application of new knowledge and skills in practical situations; ' affirm all steps of achievement no matter how small; ' promote opportunities throughout the curriculum for language development and communication skills (e.g. listening, speaking, reading, writing); ' provide opportunities throughout the curriculum to theories, develop personal and a disease, social skills; ' use homework to content of motivation, consolidate and extend, to promote independent learning, to monitor individual and class progress, and to evaluate the effectiveness of teaching and learning. Research from the RA4AL (2012) found evidence that pedagogical approaches to benefit all learners might include team teaching, and peer assisted learning ' both strategies have potential for differentiation and formative assessment. Ainscow (1999) believes that successful inclusion implies adapting the Human Trials Essay, curriculum, teaching methods, materials and procedures and being responsive to the learning needs of the children with SEN ' this is essentially what differentiation is and what formative assessment affords. Rix et al (2006 and 2009) found in their research that the most common teaching approach used was the adaptation of instruction, followed by peer-group interaction and the adaptation of materials. The key findings from a three year systematic review from Rix et al (2009) shows that generic teaching approaches are not always suitable for children with SEN.

This research showed the effectiveness of peer interactive approaches adopted by teachers such as co-operative learning (particularly in relation to the curriculum area of literacy), encompassing elements of social grouping/teamwork, revising and adapting the curriculum and working with a co-operative learning school ethos. Peer-group interactive approaches were effective in academic terms and were often effective in terms of social participation and children's attitudes to of motivation, their learning and their views of their own competence, acceptance and self worth. Teachers are more likely to be effective with all pupils if they use language to deepen understanding, encourage further questioning and link new and prior knowledge. Positive teacher attitudes to inclusion of children with SEN are reflected in the quality of their interaction with the children. Teachers who see themselves as responsible for the learning of all promote higher-order interaction, and use questions and type, statements involving higher-order thinking and reasoning. They offer children the opportunity to problem-solve, to discuss and describe as well as time to make connections with their own prior experiences and understandings. These strategies deriving from the research evidence affirm the importance of differentiation and formative assessment ' they position the learner has having intentions, having points of view and thoughts about their own learning which are pertinent to incorporation into the curriculum and the pedagogic interactions in the classroom. Content Theories Of Motivation! Such approaches position the learner as influencing their own learning and having some control over what and how they learn- themes that are hugely empowering for all learners especially those who may struggle to participate and find meaning in what is on offer to them in the day to a disease, day lessons in theories of motivation the classroom. Differentiation and Formative Assessment as vehicles for inclusion. If all children are to learn together successfully class teachers must make provision and allowances for the varied learning styles and needs of the children.

Effective use of is adhd a disease, differentiation and assessment will support this provision. Theories! The National Council for Curriculum and Assessment (NCCA, 2007, p. 8) defines differentiation as the Bartolome Essay, 'process of varying content, activities, teaching, learning, methods and resources to take into account the content, range of interests, needs and experiences of individual student'. Differentiation applies to all effective teaching but is particularly important for children with SEN. Within any group there will be a wide range of ability and experience. Because children vary in their intellectual and physical capabilities as well as in their motivation, interest, health, and backgrounds teaching practices require flexible approaches, allowing differentiation to provide challenges and successes for all abilities, while accommodating those who are experiencing difficulties as well as those who are in need of further challenge. Thus the mainstream teacher differentiates the curriculum to suit the four theories, diverse learning needs of the class and adapts and tailors the curriculum to theories of motivation, suit individual needs.

In this way the learning is Cloning Essay structured to meet the learning needs of content of motivation, children who need support and challenges those who are exceptionally able. In planning for differentiation and formative assessment teachers are guided by three key factors: ' what the child knows and can do; ' what the child needs to know and type of anchoring, needs to do; and, ' how the child can use assessment feedback to bridge the gap between the content, above two aspects (this is a definition of formative assessment or assessment for of personality learning) The formulation of an Individual Education Plan (IEP) is an effective way of supporting differentiation on the one hand and using formative assessment on of motivation, the other. The IEP is developed within the context of the school plan and junction, provides a comprehensive record of the child's learning needs, goals and content, progress based on formative assessment. It is a working document that is useful, available and comprehensible to all those working directly with the child.

Essential elements of planning for individual educational needs include: current level of performance; child's strengths and needs; priority needs and long-term learning goals; short-term learning objectives. Implementation of the IEP maximises access to hope, a broad and balanced curriculum while still catering for the priority need. It also facilitates integration and inclusion of the child in group work within the class. In my school there is a well established practice of theories, IEP formulation and review by teachers and this is led by the learning the support teacher (myself). This practice works well for children with SEN but its success depends on appropriate collaboration and dialogue among teachers about the progress and difficulties of individual learners. Bearing in mind the notion of inclusion as a journey and not a destination there remains scope to continually improve the implementation of the IEPs in our school. In particular, what I believe requires yet more work and reflection is the extent to which the plans are executed faithfully with detailed recording of Bartolome De Las Casas, progress. Effective planning for future teaching and for differentiation requires accurate assessment of the child's level of achievement. Effective assessment recognises the positive achievements of content theories of motivation, children and informs planning. When used as a part of the teaching and learning process, assessment not only of personality, allows teachers to make decisions about theories of motivation, differentiation but acknowledges potential, progress and achievement.

Formative assessment involves giving feedback so as to learn more effectively in Human the future (NCCA, 2007 and helps the teacher identify where the children are in their learning, where they need to go next and how best to get there. So it can be a powerful tool in supporting the learning of children with SEN and assesses the effectiveness of planned interventions. Repeated regularly it shows whether or not the strategies and interventions are working. Involving the child with SEN in assessment helps to promote further learning. Content Theories Of Motivation! Discussion with children regarding their individual goals and type of anchoring, their progress enables them to of motivation, be actively involved in the learning process. The Primary National Strategy (2010) claims that when the children with SEN are involved in assessment they show improvements in aspects such as task application, willingness to participate in lessons and self esteem; communication skills; pupil-teacher relationships as well as reduced dependency and theories of personality, behaviour problems. Listening to their responses helps to of motivation, identify the barriers to learning, learning strengths, gaps in learning, what is valued as valid and important learning and the targets that they want to achieve and set for Human themselves. Daily informal assessment suitable for SEN children could comprise of asking questions and content theories of motivation, sharing comments; observing their engagement and is adhd, participation as they work; having discussions and conversations with them, analysing their work and engaging the theories, child to self reflect on the assessment process. Other methods of assessment, recommended by the NCCA (2007), suitable for children with SEN include: ' Teacher-designed tasks and tests; Primary National Strategy (2010) also recommends mixed ability grouping so that a child with SEN has the opportunity to major theories, express themselves and learn through listening and observing. Further options that need to be considered by the teacher include grouping by friendship, random and personal interest groups to allow children to form different relationships or build on different strengths or shared goals.

Paired work helps develop a shared ownership of learning and provides an opportunity to content theories of motivation, take risks. It is also suitable for think/pair/share, snowballing and brainstorming activities. The point here in men in relation to differentiation and assessment is that the teacher needs to consider not just the content and skills to be taught, learned and assessed but needs to think about the emotional, social personal and inter-personal dimension of what is being learned and how it is being learned. This is theories key for four theories of personality all learners and is often a dimension that is marginalised for children with special educational needs as teachers sometimes draw to heavily on drill methods and deny the importance of the more holistic, applied and relational aspects of learning, that above all learners need to theories of motivation, experience their learning as meaningful to them in the here and now of their lives. Barriers to Effective Pedagogic Inclusion Practices for four major theories of personality in-class support (Question 4) While the inclusion debate has gathered momentum and there has been great progress regarding inclusion of children with SEN in mainstream schooling in a short space of time this has resulted in major changes in the roles and responsibilities of content theories, teachers and the adaptation of approaches to the curriculum and assessment.

Many issues and barriers in the inclusive learning environment have become evident and according to Shevlin, Kenny and Loxley (2008) remain unresolved. They attribute this partly to the fact that research on inclusion in Ireland is extremely limited. Changes include the development of new understandings of the interactive nature of De Las Casas Essay, children's needs and the focus in teaching has moved from asking what is wrong with the child to what the child needs to support learning ' as befits a rights based perspective as outlined already in this assignment. This brings great implications for how teachers are trained and supported in their professional development. Effective inclusive practices are constrained by barriers and challenges such as inadequate time, training, funding, professional support services, curriculum issues and maintaining standards in the basic subjects. Shevlin et al, (cited in NCSE 2009) identified inadequacies in training at under-graduate, post-graduate and in-service training as the theories of motivation, most cited constraints causing the later lack of progress in the implementation of IEPs. At whole school level, time constraints impeded administration, paperwork and correction of homework, developing policy, staff liaison and collaboration, collaborative planning, liaising with parents and the development of the hope full movie, IEPs as well as development of inclusive practices through training days, staff meetings and in-service. At classroom level, while struggling to deliver the curriculum teachers lacked time to focus on differentiation as an approach to successful and effective inclusion. In inclusion of SEN children in mainstream schooling teachers play a central role in promoting participation and theories of motivation, reducing underachievement. However according to men in full, Flatman-Watson's 2009 research/survey 34% of Dublin primary schools blamed lack of teacher expertise and appropriately trained staff for denying or deferring placements for children with intellectual and/or pervasive developmental disability.

Ring and Travers (2005) support these findings and show that teachers also feel specialist pedagogy and teaching approaches are required. Research from Coffey (2004) found teacher expertise is vital for matching the teaching approaches closely to the individual learning needs of the child with SEN so they can engage meaningfully in the same curriculum as their peers. Of Motivation! Shevlin, Kenny and Loxley (2008) show that the Essay, policy documents call for appropriate training and professional development for teachers. Even though great financial resources have been allocated to the inclusion of children with SEN, and the DES established the Special Education Support Service (SESS) in 2003 with the remit of delivering professional development initiatives and support structures for teachers this aspect seems to have been neglected. Drudy and Kinsella's (2009) study showed evidence of the perception of a lack of initial teacher training for SEN as well as a lack of theories of motivation, effective continual professional development (CPD) for practising teachers. This confirms the junction, NCSE (2009) report that acknowledges that teachers are more resistant to theories of motivation, adopting inclusive practices when they experience a lack of confidence in personal instruction, skills and availability of men in hope full movie, resources and inadequate professional development. A project, RA4AL (2012) highlighted the same issues suggesting that teachers should be equipped with the necessary skills, knowledge and understanding to be able to help all children learn.

Gash (2006) reports positively that the introduction of differentiated learning and curriculum management and delivery are likely to benefit the theories of motivation, skills of new teachers. Shevlin, Kenny and Loxley (2008) see no substitute for well-informed teachers and a knowledgeable school and view this oversight as contributing to the negative attitudes among teachers to inclusion and perhaps to Human Essay, the school's unwillingness to enrol children with SEN. Shevlin, Kenny and Loxley show that teachers were generally supportive of inclusive education and that they see positive teacher attitudes as being beneficial for content all learners especially in the area of socialisation skills. Drudy and Kinsella's (2009) discovered that in the majority of Irish schools changes in Human Essay the school ethos, culture and practices have still to be realised. They also identified other barriers such as: the physical limitations of school buildings and classrooms, the attitudes of of motivation, all personnel within and associated with the school and men in hope, the lack of opportunities for collaborative problem solving in relation to effective inclusion of children with SEN. Research from Ainscow (1999) in distinguishing between integration and inclusion shows that the main problem area within inclusion of SEN in education is the equality of access to resources, particular schools, particular classes or particular subjects.

Coffey, (2004) and Ring and Travers (2005) identify time to adapt the curriculum and engage in collaborative planning between teachers to be another barrier. Over reliance on withdrawal methods of tuition rather than in-class support and content, team teaching reduces opportunities to collaborate. Class size is also in evidence as a contributory barrier to successful collaboration. The challenge therefore is to help schools progress on the inclusion journey for Cloning Trials the benefit of the child with SEN as well as for the whole school community. Conclusion and Final Reflection on Own School Context. A number of messages emerge from my reading of the relevant literature all of which point to the need to carefully consider themes of pedagogy and assessment: 1. The importance to maximise the learning of theories, all children on Bartolome De Las, the grounds of content theories, societal well being and the promotion of men in hope movie, a cohesive society; 2. The importance to maximise the learning of all children on content of motivation, the grounds that individuals have rights to four theories of personality, education on an equal basis to their peers. 3. Inclusion is not a state or a destination, it is more a process and a journey. The third point above has major implications for practice in my school. It highlights the issue of recognising and addressing barriers to inclusion and for me it highlights the issue of the particular pedagogic strategies that should feature on the inclusion journey.

Two of these as described above are differentiation and assessment (especially formative assessment). In summary, to promote effective teaching and learning for children with SEN in inclusive settings teachers need to hone their professional skills in relation to differentiation and formative assessment. Fundamental to of motivation, this is the need to: ' recognise their responsibility for all abilities in De Las Casas Essay their class; ' recognise social interaction as an effective approach to learning; ' plan to scaffold both cognitive and social learning and content; ' carefully plan group work with clearly defined roles; ' explore children's understanding, encourage questioning and make constant links between new and prior knowledge; ' work on (basic) skills in content a holistic way, embedded in classroom activity and of anchoring junction, subject knowledge; ' utilise pupils as resources for learning e.g. peer group assessment, self assessment, target setting together for IEPs; ' use activities which the learner finds meaningful; ' use a range of different modalities, visual, auditory, verbal and kinaesthetic, practical and 'hands-on' approaches (modified from the NCSE 2009). One of the more recent positive policy initiatives is the extension of the content theories, period of training at initial teacher education stage so that now trainee teachers have more time to engage with the challenges and of anchoring junction, issues associated with inclusion practices. Content Theories Of Motivation! There is also a move on the part of the Teaching Council to require teachers to engage in CPD on an ongoing basis. Such changes in policy will surely mitigate some of the challenges and barriers noted above in the research literature and can only enhance inclusive practice in De Las Casas schools.

With more particular reference to content, my own school currently and bearing in is adhd a disease mind the literature just discussed, especially the evidence of the need for greater CPD and challenging of professional mindsets in relation to in-class inclusion, there are a number of implications and recommendations worth emphasising. Much depends on theories, the skill of the learning resource teacher to work with and alongside colleagues to enable all learners participate fully in their learning. By working alongside other teachers to support differentiation and to lead and support formative assessment of major, individual learners and groups of learners, teamwork and shared responsibility for all learners can be gradually become part of the of motivation, taken for Bartolome Casas granted culture of the school. By demonstrating and enacting differentiation practices in the public arena of the classroom practitioners can learn to share their own practices and 'deprivatize' their own practices thus putting practice on the table for discussion and review in a secure and collaborative climate of professional dialogue and sharing. The kind of staff conversations about inclusion have implications for practice. Thinking can be challenged and shared through professional conversations and by of motivation such conversations and reflection a new language for inclusion can be evolved and made common place. From new thinking stems new practices and evaluation of practices.

Full participation of learners in hope full movie their learning is also related to full participation of teachers in their learning ' both go hand in hand in enabling an theories inclusive culture at any school level. If this essay isn't quite what you're looking for, why not order your own custom Education essay, dissertation or piece of Trials, coursework that answers your exact question? There are UK writers just like me on hand, waiting to help you. Each of us is qualified to a high level in our area of expertise, and we can write you a fully researched, fully referenced complete original answer to your essay question. Just complete our simple order form and of motivation, you could have your customised Education work in Bartolome De Las Casas Essay your email box, in as little as 3 hours. This Education essay was submitted to us by a student in order to content, help you with your studies. This page has approximately words. If you use part of this page in your own work, you need to provide a citation, as follows: Essay UK, Issues In Supporting Inclusion In Primary School . Available from: http://www.essay.uk.com/free-essays/education/issues-supporting-inclusion-primary-school.php [06-10-17].

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