UCF Acceptance Rate, SAT/ACT Scores, GPA

The University of Central Florida is a public research university with an acceptance rate of 43%. UCF has the largest enrollment of any Florida college and is one of the nations largest public universities. University of Central Florida offers over 220 degree programs with top majors including engineering, computer science, psychology, and biology. The UCF Knights compete in the NCAA Division I American Athletic Conference. Considering applying to UCF? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, University of Central Florida had an acceptance rate of 43%. This means that for every 100 students who applied, 43 students were admitted, making UCFs admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 41,816 Percent Admitted 43% Percent Admitted Who Enrolled (Yield) 40% SAT Scores and Requirements UCF requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 69.5% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 590 670 Math 570 670 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of UCFs admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to University of Central Florida scored between 590 and 670, while 25% scored below 590 and 25% scored above 670. On the math section, 50% of admitted students scored between 570 and 670, while 25% scored below 570 and 25% scored above 670. Applicants with a composite SAT score of 1340 or higher will have particularly competitive chances at UCF. Requirements UCF does not require the SAT writing section. Note that the University of Central Florida participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. At UCF, SAT Subject tests are not required. ACT Scores and Requirements University of Central Florida requires all applicants to submit either SAT or ACT scores. During the 2017-18 admissions cycle, 30.5% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 24 30 Math 22 27 Composite 25 29 This admissions data tells us that most of UCFs admitted students fall within the top 22% nationally on the ACT. The middle 50% of students admitted to University of Central Florida received a composite ACT score between 25 and 29, while 25% scored above 29 and 25% scored below 25. Requirements UCF does not require the ACT writing section. Note that UCF does not superscore ACT results, your highest composite ACT score will be considered. GPA In 2018, the average high school GPA for incoming UCF freshman was 4.01. These results suggest that most successful applicants to the University of Central Florida have primarily A grades. Self-Reported GPA/SAT/ACT Graph University of Central Florida Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to University of Central Florida. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances The University of Central Florida, which accepts fewer than half of applicants, has become increasingly selective. Most accepted students have above average test scores and grades. In the graph above, the blue and green dots represent accepted students. You can see that most successful applicants had B or higher averages, SAT scores of 1100 or above, and ACT composite scores of 22 or higher. The difference between a rejection and an acceptance might be the result of your high school preparation or the specific requirements of your planned program of study. UCF gives extra weight to AP, IB, AICE, and Dual Enrollment courses as well as other advanced college preparatory classes. If your grades and test scores are borderline for UCF, it is worth submitting the optional application essay. Whether you use the  Common Application  or the University of Central Florida application, make sure you put time and care into your essay so that it strengthens your overall application. All admissions data had been sourced from the National Center for Education Statistics and University of Central Florida Undergraduate Admissions Office.

Mexico has experienced many reforms economically,...

Mexico has experienced many reforms economically, socially, and politically in recent history leading itself into becoming a more well developed country. Typically, when people think of Mexico they think of the corruption in the government, the violent drug cartels, the widespread poverty, and the long time one party dominance of the government. Although these are major problems, they are not problems that are impossible to fix, or are currently being fixed. They are not persistent all throughout Mexico either, there are places where poverty, violent drug cartels, and corruption is non existent. Mexico is often misunderstood and generalized for a few flaws and characteristics it possesses. By the previously accepted definition,†¦show more content†¦On September 19th, 1985 at 7:19 in the morning a 8.0 magnitude earthquake shook Mexico city lasting three to five minutes.2 During the few minutes it lasted it managed to topple hundreds of buildings and kill over 10,000 peo ple and injure plenty more. The next day at 7:38 in the afternoon a second earthquake hit the city with a magnitude of 7.3 causing even more damage and chaos. It was neither Mexicos liability or fault that it happened, but it was how the Mexican government reacted to the situation that was. The government reacted as poorly as they possibly could. Mexicos president at the time Miguel de la Madrid rejected offers of international aid to try and under evaluate the damage caused by the earthquake. People were forced to take matters into their own hands because the government was very slow to react, the government wasnt prepared whatsoever. The government took over 39 hours to merely recognize the situation. Citizens searched through rubble, rescued trapped people, provided aid, and gathered supplies with no support from the government. When Madrid finally accepted supplies corrupt government officials hoarded them for their own use when they had arrived. Many power generators, drinking water, clothing, housing tents, and necessities never actually saw earthquake victims. With such an unacceptable response from the government, middle and upper class families saw the city as crippled and migrated to surroundingShow MoreRelated Separation of Church and State in Latin America Essay7515 Words   |  31 PagesAmerican history, the Roman Catholic Church has played a tumultuous role, from passive soul saving to aggressive revolutionary actions. As the countries have turned toward democracy the Catholic Church has had to recognize that along with modernization comes the promotion of two democratic ideals: the separation of Church and State and the endorsement of secularization. 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Predicting Retail Brand Extension Strategy - Get Free Sample

Question: Discuss about the Predicting Retail Brand Extension Strategy. Answer: Introduction The customers have a greater choice over where they purchase their desired services as well as goods. An organization has to figure out what the customers need and then recognize the best approach with the help of which that company can satisfy these wants and needs in terms of meeting business objectives of the organization. The major focus of this report is for analyzing the marketing strategies those are pursued by ALDI discount supermarket chain since the time of its establishment. Therefore, this study also aims to evaluate the strategies related to marketing and the effectiveness of those strategies. Moreover, this report also relates to be the real-life experiences as well as the proper research for looking at the core marketing theory. On the other hand, the marketing options for ALDI are also aimed to be demonstrated in this study if this grocery retail organizations wishes for remaining a successful company throughout the next decade. Background to the Company Aldi is common brand of the two major as well as leading international discount supermarket chains in 18 countries with over 10000 stores around the globe. This retail organization has a combined and an estimated turnover of more than 50 billion (Aldi.co.uk 2017). This retail chain is based in Germany. It was established by brothers Theo and Karl Albrecht in the year 1946 while they took over the store of their mother in Essen which was started to operate since 1913. The headquarters of ALDI are located in Mulheim and Essen in Germany. Few ALDI business practices are common in the supermarkets in Germany but significantly authentic to ALDI in other nations. These practices incorporate the system of turnstiles and metal gates charging the customers for shopping bags and forcing customers to exist over the checkout (Aldi.co.uk 2017). This organization specializes in staple goods like food, beverages, sanitary articles, toilet papers and other household goods. The Nature of Aldis Marketing Strategy or Strategies since it began Since the beginning of this retail chain as well as the reformation of this huge retail organization, Aldi has established itself as a renowned and one of the most reputed retailers in the international business market in terms of providing quality as well as great value (Baker 2014). Aldi aims to provide the customers with the good quality that the customers purchase on a regular basis and ensure that the products are of the possible highest quality at guaranteed low prices. On the other hand, other major focus of the marketing strategy of this retail chain is on demonstrating that the Aldi brands are of equal quality to the well-known brands (Referred to Appendix 1). Aldi ran the blind taste tests among to do this among the shoppers cross section. These have confirmed that most of the customers who liked the popular brands also liked the brands of Aldi (Lund Marinova 2014, p.100). Therefore, these findings have created the basis towards the like brands marketing campaign conducted by Aldi. The grocery market in Australia is the most heavily concentrated market all over the globe. In the year 2001, the global grocery retailer ALDI has come into this competitive and concentrated environment. It was an interesting move given that entry into the grocery retail market of Australia is difficult and complex as well (Gummesson, Kuusela Nrvnen 2014, p.228). While entering the Australian grocery retail market, ALDI focused more on providing the high quality product in low prices. Moreover, this particular strategy has also helped this retail grocery organization to acquire the other neighbor countries such as New Zealand, Singapore and other countries. Furthermore, the marketing strategy of ALDI involves a strict aim on what it sees as the core business. Therefore, ALDI is not following the Coles as well as Woolworths practices of expanding their retail base for incorporating online shopping, liquor, pharmaceuticals and petrol. On the other hand, the major elements of the low p rice element of this particular strategy are the price change policy, limited range, focus and the exclusive brand products (Brown Dant 2014, p.467). The central strategy of ALDI is to focus on the exclusive brand products and thus this organization forms the partnerships with the leading manufacturers for producing the own-brand goods. Moreover, central to the capacity of ALDI for reducing costs is the provision of only a limiting range of products. ALDI significantly reduces costs by stocking only one size of each product. As per the focus in the market strategy adopted by ALDI in Australia, one area where ALDI would move away from a very strict policy to sell only the major products is that it has the practice of surprise buys within that several products like computers or televisions would be sold in the stores with the constant prices (Steenkamp 2017). In addition, the policies made by ALDI on the changes in price is to be the first in the grocery retail industry for passing on lower costs to the customers and last for increasing costs while costs increase. ALDI has pointed out the change to the customers by placing a note on cartons inside the stores. On the other hand, the long term-approach and value proposition are two significant marketing strategies with the help of which ALDI has been successful to capture a huge marketplace in Australia along with New Zealand, Singapore and PNG. Strategic Marketing Options for ALDI moving forward Organizations should always focus on improving their business as well as marketing strategies in terms of achieving more success by gaining huge competitive advantage (Yu, Ramanathan Nath 2014, p.26). Therefore, in case of ALDI, this large grocery retail organization should also concern on searching more marketing options to promote their product more to the people in Australia, along with Singapore, New Zealand as well as PNG (Referred to Appendix 2). Thus, ALDI is trying their new strategies in order to grow the market share of this organization in the Australian market. In this regard, ALDI should utilize the AIDA model in terms of demonstrating the aim of any kind of promotional activity. As per this model, ALDI should think for initiating the awareness amongst the customers of the grocery retail enterprise (Metzger 2014). On the other hand, ALDI should also generate interest for and desire to have the products. Moreover, ALDI should aim to convince effectively the consumers to take action for purchase their products. All of the AIDA activities are the significant marketing options for ALDI for remaining the most successful enterprise in future days. In this regard, ALDI has focused on trialing a new style of Australian retail store. Therefore, ALDI has opened new four shops that move away from the low-budget aspect over the past few months (Stone 2015, p.21). The new store concept of ALDI is aimed on the improvised displays of product, expansion of fresh produce as well as new layouts that attempt for improving the navigation. As per the marketing options in Australia, this grocery retail organization has also aimed for cutting the average check-out waiting times at shops as well as is attempting for winning over the ethical shoppers with the environmental concerns those must be resolved in numerous new locations for them (Hibbert 2015, p.268). Thus, the new ALDI stores also incorporate the features like LED lights with the organization being committed for reducing the consumption of energy. Furthermore, these changes usually follow the review got from the customers but this retail organization is adamant that these would not in fluence the capability of offering the low prices. The trial centers of ALDI are located in Highton (VIC), McGraths Hill (NSW), Chuisholm (ACT) as well as Kallangur (QLD) (Aldi.com.au. 2017). Now the question comes whether this marketing decision is a good marketing option for ALDI or not. Therefore, in this regard, it can be stated that ALDI has become successful in its business expansion in Australia as more local councils have permitted this enterprise for operating stand-alone sites that the organization prefer among the places in the shopping hubs. As a result of which, ALDI can successfully bring in house-branded products with better quality and colored packaging (Mitchell Chaudhury 2014, p.94). Therefore, the marketing option of setting the trend of house-branding has helped this organization to gain huge competitive advantage and would also help ALDA to remain in a good position within the Australian market by beating Woolworths, Coles and other such popular retail organizations. Conclusion After conducting the entire discussion, it can be stated that being a Germany grocery based retail organization; ALDI has successfully captured a good position in Australia along with New Zealand, Singapore and PNG with the help of its innovative marketing strategies. Most important fact is that ALDI has adopted all marketing strategies by concerning the customer benefit, which seeks more customer attention to buy their products. On the other hand, in order to remain a successful organization throughout the next decade in Australia along with its neighbor countries, ALDI has aimed in bringing in house-branded products with better quality and colored packaging. References Aldi.co.uk. (2017).ALDI UK | Homepage. [online] Available at: https://www.aldi.co.uk/ [Accessed 23 Jan. 2017]. Aldi.com.au. (2017).ALDI Australia - ALDI Australia. [online] Available at: https://www.aldi.com.au/ [Accessed 23 Jan. 2017]. Baker, M.J., 2014.Marketing strategy and management. Palgrave Macmillan. Brown, J.R. Dant, R.P., 2014. The role of e-commerce in multi-channel marketing strategy. InHandbook of Strategic e-Business Management. Springer Berlin Heidelberg. pp. 467-487 Gummesson, E., Kuusela, H. Nrvnen, E., 2014. Reinventing marketing strategy by recasting supplier/customer roles.Journal of Service Management,vol. 25, no. 2, pp.228-240. Hibbert, E.P., 2015. The Impact of Culture on Strategy and Organisation in International Retailing. InProceedings of the 1996 Multicultural Marketing Conference. Springer International Publishing, pp. 268-273 Lund, D.J. Marinova, D., 2014. Managing revenue across retail channels: The interplay of service performance and direct marketing.Journal of Marketing,vol. 78, no. 5, pp.99-118. Metzger, K., 2014. International Management Analysis of ALDI. Mitchell, V. Chaudhury, A., 2014. Predicting retail brand extension strategy success: A consumer based model.Journal of Customer Behaviour,vol. 13, no. 2, pp.93-111. Steenkamp, J.B., 2017.Global Brand Strategy: World-wise Marketing in the Age of Branding. Springer. Stone, M., 2015. Competitive marketing intelligence in a digital, data-based world.Journal of Direct, Data and Digital Marketing Practice,vol. 17, no. 1, pp.20-29. Yu, W., Ramanathan, R. Nath, P., 2014. The impacts of marketing and operations capabilities on financial performance in the UK retail sector: A resource-based perspective.Industrial Marketing Management,vol. 43, no. 1, pp.25-31.

smile Essays - Labeling Theory, Stereotype, Sociology, Prejudices

love the way you lie love story page presents you with several sample research paper written by our writers as examples of our services. You can download any of these research papers to review the quality of our writing. Thus, you make a decision whether or not to use ou Arab, Asians and Anglo Australians are examined across stereotypes and dimensions of competence and warmth. Stereotyping is an automatic response and is present even though the subject denies it consciously according to John Divido. The study across a population of 223 Anglo Australian individuals established a clear bias against Asians and Arabs on both the dimensions of competence and warmth. Surveys conducted along attributes of intelligence, education and likeability clustered around these two dimensions of warmth and competence for almost all representative social groups. It was also established that competence and warmth are inversely related and increase in one attribute leads to decrease in the other dimension. Further external or outgroups are generally perceived as lower in competence than ingroups. Also persons lower in social strata are perceived as higher in warmth while those higher in competence are perceived as lower in warmth.

an unexpected teacher free essay sample

In the summer of 2010 I had the opportunity to bring life back into a city of destruction, to bring love where there was none, and to bring hope when all was gone. After traveling sixteen hours in a fifteen passenger van I was determined to change lives, unaware it would be mine that would instead be changed forever. I was in New Orleans, a city that had looked death, destruction, and devastation in the eye and yet decided to pull together and help each other out in whatever means necessary when many of them had nothing left to give. Although it had been five years since Hurricane Katrina had tragically taken everything from the majority of the people in New Orleans, from the look of the city it could have just happened yesterday. The streets were dirty with paper, mud, weeds, and just about everything else imaginable- the yards overgrown, the houses deserted, the neighborhoods childless. We will write a custom essay sample on an unexpected teacher or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page New Orleans had lost its vibrancy, its color, its hope and its life, all of which we hoped to help restore. We devoted an entire week solely as servants of God. We picked up trash, demolished houses, fed the homeless, cleared lots, had a carnival, and gave away free clothes. However, it was on the sixth night of my mission trip, when we went to downtown New Orleans to serve the homeless, that I learned more in five minutes then I had my entire life. I had never seen so many famished, exhausted, dirty people in one place as I did that night. They came by bike, bus, and many by their own two feet desperate for anything we could give them. Men, women, children, teenagers, old men, and babies came in tens, hundreds and thousands. From among all the people I met and stories I heard, one man exceptionally stood out: A man by the name of David. He was A tall gray-haired man, who looked like it had been weeks since his last meal. We offered him everything from spaghetti and meatballs, Caesa r salad, cookies, punch, and bread, all of which he refused besides a tiny slice of garlic bread. â€Å"That is all I need† He said, â€Å"Save the rest for the children or for the people who really need it.† Never have I ever been so amazed, astounded, or flabbergasted than I was that moment when A man who had absolutely nothing decided to take the bare minimum when offered a full meal. He had nothing to give yet in that moment he gave everything to one more man, woman, or child who would eat that night because he refused it. When we asked him how he would make it, as it was apparent he had not eaten in weeks, he just looked up at the sky and responded, â€Å"I’ll make it through the night, I have him† and turned to leave with his single piece of garlic bread and a smile on his face. The rest of the night I continued to hear stories of hope, hard work, and faith but nothing came close to my encounter with David. I could not stop thinking about his genero sity and faith in God’s plan. Not only did I return home with a few souvenirs, a bracelet one of the children made me and a New Orleans shirt to commemorate my trip, but also a newfound sense of hope, peace, and love. Of all the things I learned that week about myself, New Orleans, and the world I learned the most from a tiny piece of garlic bread and a homeless man by the name of David: to always have hope even when no one would blame us for having none, to always have faith in God because everything that happens is part of his plan, and to always have love for ourselves and each other as in the grand scheme of the world we are all a family and all God’s children.

Polygamy essays

Polygamy essays Why do people cohabit and not marry? It is a decision that entails many motives. Mistrust of marriage is increasing, as a result of very high divorce levels, which causes many to be cautious about entering such a legally binding relationship. Support for the religious views of marriage and many traditional moral standards are declining. There is more acceptance of unwed motherhood, homosexuality, premarital sex and divorce(baker, 1996). One-sixth of never-married cohabiting couples have a child that was born since they began living together.This represents a significant component of unmarried births (about a quarter) that are not born into single-parent households (Bumpass and Sweet, 1989a). Advantages for living in a cohabitation and as a temporary or permanent solution to marriage include the following. Marriage is much easier to end than a cohabiting relationship than a marriage. About 40% of cohabiting unions in the United States break up without the couple getting married, and this tends to occur rather quickly (Bumpass and Sweet, 1989a).This happens quickly because they cohabiting couples have a much easier time deciding financial subjects etc. The ease at enduring a cohabitation. Almost three times as many cohabiters think that their freedom to do what they want would be worse in a marriage than at present (Sweet, Bumpass, Cohabiting will effect future relationships in the following ways. Those who cohabit less than one year are most likely to marry, 1 to 2.9 years is in between, 3+ years of cohabitation is least likely to marry (NSHF, 1987-88). we know that cohabi ...

What is the Daodejing (Tao Te Ching) What is or was its purpose REL WK Essay

What is the Daodejing (Tao Te Ching) What is or was its purpose REL WK 5DQ - Essay Example The person who asked the philosopher to write perhaps lived with him and has seen the wisdom of the author. Therefore the book was primarily written to serve as a guide to readers in how they should live a virtuous life. The circumstances presented relate not only to the intended audience during its writing but also to contemporary readers. This is probably the reason why it is very popular even to this day. It counsels people on how to live with dignity and integrity in a world full of struggles, lies and envy. It also presents arguments about wealth, wisdom and power. The work is full of paradoxes, such as showing the wisdom of rich merchants burying their wealth to show that they have none. The author shows in his book that it is not wealth then, that makes a person what he is but how he deals with what he has. For instance, a wise person who boasts in his wisdom is in fact a fool but a humble person will always find wealth in his life because he is able to live in peace with his neighbors, not endangering his life by letting others know what he

The Odyssey is an epic Essay Example | Topics and Well Written Essays - 1000 words

The Odyssey is an epic - Essay Example The advancement in pragmatic and sociolinguistic regulations, in language utilization, is imperative to language learners to assists in the development of the pragmatic concept in their communication at societal, academic and professional levels (Horn & Ward 2004). These developments are essential in the comprehension and creation of language that is apposite to the presented situations or contexts. Pragmatics aims at portraying the attributes of the speech context that assists, in the determination of the right propositions, to utilize within a certain sentence. Pragmatic feature of presented meaning entails the interactions between the contexts of a phrase and the elucidation of the elements within these terms. In social context, pragmatics can be utilized with or without vagueness depending on the existing situations. In performatives, certain speech acts have to be put in place, where certain words ought to be utilized by the appropriate persons and in the appropriate context. In certain circumstances, the choice of proposition utilized within a sentence ought to go along with ceremonial or ritual deeds. However, certain situations within the social context bear different pragmatic requirements where propositions used cannot be applied in any other context due to its vagueness or ambiguity (Horn & Ward 2004). Individuals have the capability of choosing the appropriate speech acts and applying them in the social context.

International Financial System Assignment Example | Topics and Well Written Essays - 2750 words

International Financial System - Assignment Example The international gold standard was declared dead in 1933 at the London Conference although all major nations including the UK, the US, Italy, and France wanted a return to the international gold standard. The proposal of drawing rights with the aim of stabilizing exchange rates also could not be initiated. The reason for the collapsing gold standard was attributed to the US and the UK forcing low peg to gold, as a result no consensus could e reached among major countries on returning back to gold standard. Increased tariff barriers were also one of the reasons hindering other nations to support a return to the gold standard; also other nations doubted Britain’s intentions of getting the benefit in the Commonwealth by not effectively forcing fiscal measures (Action Forex 2010). Some of the rescue options included reining in of foreign capital flow to safeguard emerging economies, strengthening the monetary power of the IMF and codification of debt rescheduling by permitting co untries to request IMF to file for a debt hold agreement (Mandel & Foust 1998). From 1939 to 1942 Britain exhausted all its stock of gold in purchasing ammunition, which made it clear that return to the gold standard was not possible. The predictions of John Maynard Keynes got proved to become a part of the â€Å"stability pact† finding Keynes voice heard in the Bretton Woods Agreement, signed on 1944 (Action Forex 2010). Bretton Woods Agreement was signed for the establishment of International Bank for Reconstruction (IBRD, the World Bank), etc.

Rameshwaram,Tamilnadu

Rameshwaram,Tamilnadu Rameswaram town in Ramanathapuram district in the Indian state of Tamil Nadu is famous as Rameshwaram throughout the world.The holy island of Rameswaram called as ?Benaras of the South? is the only place worshipped by both Saivites and Vaishnavites as it is India?s most venerated and most visited Shiva shrines and is also associated with the life of Lord Rama, the hero of the epic Ramayana. It is located on an island separated from mainland India by the Pamban channel. Kashi and Rameshwaram together are one of the holiest places in India to Hindus and part of the Char Dham pilgrimages.The Rameshwaram island is spread over 61.8 square kilometers and has shape of a conch. Rameswaram is one of the 12 Jyothirlingas of India and   considered one among four most sacred pilgrim centers of India namely Rameswaram in the South, Badrinath in the North, Puri in the East and Dwaraka in the West. Among these, Rameswaram is dedicated to Shiva, while the other three are dedicated to lord Vishnu.T he Ramanatha Swamy Temple is the main temple of Rameshwaram and is very beautifully constructed.It can be considered as the masterpiece of Dravidian architecture.The temple has twenty-two wells and surprisingly the taste of the water of each well is different and wells are believed to possess medicinal properties.Dr. Abdul Kalam,Ex-president of India,belongs to a small village,Dhanushkodi situated on the island.Legends says Lord Rama built a bridge Ram Setu across the sea at this place to reach Lanka to rescue godess Sita and   also worshipped Lord Shiva after   killing Ravana, who was the greatest worshipper of Lord Shiva and also blessed by lord shiva.According to the Puranas lord Rama along with Sita and Lakshmana installed and worshipped the Sivalinga here to avoid sins of killing Ravana,a brahmin.Sethu Karai is 22 km before the island of Rameswaram where lord Rama is believed   to have built a Floating Stone Bridge Ramasethu till Rameswaram that further continued from Dha nushkodi in Rameswaram till Talaimannar in Sri Lanka.Rameswaram is an acclaimed Parihara Sthala, where it is believed all sins get absolved. Devotees take holy dips at Sethu Theertha, Agni Theertha and other sacred waters, offer pujas to get progeny, perform Shraadha for their ancestors. Places to visit- Sri Ramanathaswamy Temple- This temple is directly related to lord Rama and believed to be the must visit place for hindus if one wants to attain nirvana from the cycle of birth and death.There are seven such places in India where one would like to offer prayers for achieving salvation in life and Rameshwaram temple is one of those.The temple has the longest corridor in whole of India. This place has great significance as it is believed that Whole Ramayan was conceived in this place. Gandhamadhana Parvatham- Gandhamadhana is most renowned and worshiped in the southern India having Lord ramas feet imprinted on the chakra placed in the temple.Gandhamadhana is the deity of several communities in southern India. It is a holy place thronged by devotees from all parts of India.It has Rama tirtham constructed on the Gandamadhana Parvata hence th it is called Gandamadana.It is near Dhanushkodi,where Rama met Vibhishana and has its own historical importance. Agnitheertham- It is one of the 12 jyotirlings of India and is one of the holiest place to visit.It has a large lake   whose water is considered holy and people believes that taking bath in the place washes away their sins and one attains salvation.It has 22 wells having waters of different taste. It is one visit place. Badrakaliamman Temple- It is the largest temple of Ma Kali in southern India who is the holy mother for devottes in southern India.The statue of Maa kali is of pure gold and   temple has different master pieces of different ages. Annai Indira Gandhi Road Bridge- It is the longest bridge in southern India connecting Rameswaram Island to the main land.It is also called the Pambam Bridge as it is located beside Pamban, the sacred place where Rama could quench the thirst of Sita by throwing an arrow in the place where they could actually retrieve cool water.It is 7kms long.   Other temples- There are numerous other temple having religious as well as historical significance. Villondi tirtham is one of those temples located on a place where lord Rama buried his bow as villondi means a buried bow.It is about 7 kms from main Rameshwar temple and is considered to be a sacred place by most of the followers.It has a   spot where drinking water is available in the midst of salty sea. Dhanushkodi Temple is other main temple on the southern tip of India located near the Bay of Bengal and Indian Ocean on the other side. The seas are in the shape of bow and arrow when viewed from the top.Lord Rama has his pious feet even in this temple and whole story of Ramayana revolves here as well. Five faceted Hanuman temple is other famous temple.The statues of lord Rama, Laxman, Sita and Hanuman are placed in the temple.The temple has a floating stone which was believed to be used to bulid the bridge on the sea.Nambu Nayagiamman Temple is other worth visiting temple How to reach- By Air- Nearest airport is   Madurai,163 km from Rameshwaram and has good road connection to it. By Train- The railway connects Rameshwaram to places like   Chennai, Madurai, Coimbatore, Trichy and Thanjavur   and 2 km long Indira Gandhi Bridge connects the island of Rameshwaram with the mainland of Mandapam. By Road- Rameshwaram is well connected by roads   to all the major cities nearby, Kanyakumari, Trichy, Pondicherry, Tanjore and Chennai.  

Democracy And Democratic Education Education Essay

IntroductionWhen I worked in the Affiliated High School of National Chengchi University and observed the Forest School and The Seeding Experimental School in Taiwan, I found that in their specific acquisition atmosphere, the pupils can believe and move more creatively and critically. We can ever see their originative merchandises in the campus, such as verse forms, postings, pictures and statues. Furthermore, the schools are full of freedom, regard, trust and grasp, it is common to see their pupils spontaneously singing and dancing in campus. Due to these interesting findings, I started to inquire myself a inquiry: ‘are there any connexions between the democratic ambiance and the student ‘s creativeness? ‘ Further, ‘to what extent can the democratic attack to education support more originative acquisition? ‘ I later searched for the literature about the two constructs ; as a consequence, I found some valuable information about the connexions between demo cratic instruction and creativeness. However, it is rare to see the surveies that are straight look intoing the connexions between the two educational attacks ( democratic instruction and originative instruction ) , the motive to carry on this survey has hence emerged. In order to turn to the issue, this essay is designed to foremost research the nature of democracy, democratic instruction, and so creativeness and originative instruction. After researching those constructs, this survey turns to look into the connexions between democratic instruction and originative instruction, besides replying the inquiry that ‘how can a democratic attack to education support more originative acquisition? ‘ This paper is organised into the undermentioned three subdivisions: the first subdivision discusses democracy and democratic instruction, whereas the 2nd high spots the constructs of creativeness and originative instruction. In the 3rd portion, I chiefly use Rhodes ( 1961 ) Four Ps Model ( Person, Place, Process and Products ) of creativeness to analyse/ compare the two sorts of attacks to instruction, complementing with a treatment of two democratic schools in Taiwan – the Forest School and the Seeding Experimental School.Democracy and Democ ratic Education‘Two innovations of adult male must certainly be viewed as the most hard: the art of authorities and the art of instruction ‘ – Immanuel Kant, Kant on Education ( Ueber Padagogik ) Translated by Annette Churton ( 1992, p.12 ) Democracy can be applied to many contexts, from narrowly political position to loosely personal life. In political degree, Danziger ( 1998 ) stated that democracy is the leader of a state who is elected by all eligible citizens, as echt options to do some political determinations for the populace. Vanhannen ( 1997 ) further argued that as a political signifier, democratic society should hold different groups or parties every bit viing for power, every bit good as to be responsible to the people, through the manner of elections. John Calhoun ( paraphrased by Roper 1989 ) besides mentioned that democracy itself is non a bulk regulation but stand foring the public involvements and at the same time recognizing the minorities. On the other manus, sing democracy as an facet of life, Dewey ( 1916 ) stated that ‘Democracy is more than a signifier of authorities: it is chiefly a manner of associated life, a conjoint communicated experience ‘ . It is just to state that democracy ca n be regarded as a regulating power for a state, and all the people can fall in for doing its corporate involvements. In the same manner, holding the rights to do determinations would perchance impact their lives every bit good. Sing democratic instruction ( hereafter DE ) , it is believed that to set up, keep and develop of a democratic society, citizens ‘ engagement is needed, and taking to make this end citizens should be equipped with the cognition and therefore understand the values of democracy, and instruction has ever been regarded as a good mode. John Dewey, the male parent of progressive instruction, placed DE the premiss of his work in the early 20th century, as he claimed that in order to advance a state that genuinely valued democratic rules, all of its citizens must be empowered to prosecute in a democratic discourse. Greene ( 1995 ) mentioned in the book ‘Releasing the Imagination ‘ , proposing that the impression of instruction is to link with others, enabling people to develop high quality of democratic behaviors and to be communicative in their societies. Nussbaum ( 1997 ) stated that people should be antiphonal to others in order to raise their democratic achievements as citizens. Therefore instruction and schooling, in order to further future citizens the sense of democracy, is taking an of import function ( Dewey 1916 ; Gutmann, 1987 ; 1999 ) . In the tendency of prioritizing DE, many have attempted to do clear definition and happen its embedded aspects. Since DE is full of pluralism and complexness, after a long argument throughout the past decennaries, a by and large agreed definition has non been reached. However, I found that DE inherits most of the characteristics of democracy[ 1 ]and have been mentioned invariably, including a. freedom of pick, b. equal entree, c. shared duty, d. regard and trust, and e. student-centred acquisition. Sing the understandings made by DE related administrations, the 13th International Democratic Education Conference ( IDEC ) in Berlin 2005, clearly stated their understanding on DE that ‘in any educational scene, immature people have the right: 1. to make up one's mind separately how, when, what, where and with whom they learn, and 2. to hold an equal portion in the decision-making as to how their administrations – in peculiar their schools – are run, and which regulations and countenances, if any, are necessary ( www.idec2005.org ) . ‘ On the other manus, the European Democratic Education Community ( EUDEC ) stated that DE is ‘self-determined larning ‘ and ‘a larning community based on equality and common regard ‘ ( www.eudec.org, 2012 ) . As the facet of equality, in other words, equal entree, the instruction for low category of the society did non have public attending and go something for the Commonwealth until the nineteenth century, when Leo Tolstoy founded a school: merely for the peasant kids, where students are allowed to make up one's mind whether to come to school or listen to the instructors ( trans. Leo Wiener, 1967 ) . Sing the concluding facet of student-centred acquisition, Moswela ( 2010 ) pointed out that it is a good manner of democratizing their school and schoolroom acquisition: ‘placing the pupils in the Centre of learning embodies the rule of democracy ‘ . Learning is meaningful when subjects are relevant to the pupils ‘ involvements, the thought that pupils can take what and how to analyze is that merely when they have motive, they can actively build their ain cognition. Some basic democratic experiences are important in back uping pupils to show their ideas and thoughts Democra tic attack enables pupils to find their manner of lives and demands, which should be regarded every bit granted as a intent of instruction. In order to implement these thoughts, the democratic schools have been established in over 30 states. The UK has long been regarded as the innovator of democratic schooling, it is undeniable that the earliest democratic school that we have known, and still be, is Summerhill School.[ 2 ]It was founded in Germany in 1921, and moved to England subsequently on. The laminitis is A. S. Neill, a Scots pedagogue, who has written several books about the subject of democracy and democratic instruction, such as That Dreadful School ( 1937 ) , and Hearts Not Heads in the School ( 1945 ) . In fact, most of his books have later influenced many of the democratic schools founded subsequently on. The school tally as a democratic community, which means that the running of the school is conducted in the school meetings that every individual individual in this school are available to go to every bit good as to vote for the issues they addressed in the meetings. Sudbury Valley School, on the other manus, is another sort of democratic school that founded in the United States in 1968, which has been the theoretical account for a figure of Sudbury schools loosely around the universe. The theoretical account has three basic dogmas: a. educational freedom b. democratic administration, and c. personal duty. Students are allowed freely to set up their acquisition agenda, they believe that larning should be a personal attempt that based on single involvements, but non necessary to be experienced through classs or standard course of study ( hypertext transfer protocol: //www.sudval.org/index.html ) . In drumhead, there are assorted sorts of definitions of democracy and DE, nevertheless, five subjects have been found to be indispensable to both constructs, including a. freedom of pick, b. equal entree, c. shared duty and d. regard and trust. And, it should be noted that all the elements can lend to a more student-centred acquisition.Creativity and Creative EducationAlbert Einstein one time said that ‘Creativity is intelligence holding merriment ‘ , it is believed that creativeness is something instead absorbing and graphic, something kids ain since the really first twenty-four hours they were born. ‘All kids are creative persons. The job is how to stay an creative person one time he grows up. ‘ , said Pablo Picasso. Although many creative persons, authors and bookmans advocated the importance of creativeness, it is still a instead elusive one to trap down for research workers. Creativity, similar to democracy, is full of pluralism and complexness ; hence, b ecause it is highly hard to do clear definitions, some even argue that it has been unsuitably overused ( Abinun, 2012 ) . Therefore, it is suggested that creativeness should be explained in a clearer mode, and sometimes it varies in different contexts. However, most scholarly works agree that creativeness has two characteristics, viz. originality/novelty and usefulness/valuable ( Boden, 1999 ; Feist, 1999 ; Gruber & A ; Wallace, 1999 ; Lumsden, 1999 ; Lubart, 1999 ; Martindale, 1999 ; Nickerson, 1999 ) . Csikszentmihalyi, in add-on to originality and utility, advanced the construct and asserted that there is another indispensable characteristic of creativeness – execution ( Csikszentmihalyi & A ; Wolfe, 1995 ) . He suggested that it is of import to convey the advanced and utile thoughts into being. Similarly, Edwards stated in her book Pulling on the Right Side of the Brain ( 1979 ; 1989 ; 1999 ; 2012 ) that creativeness is ‘ †¦ the ability to happen new solutions to a job or new manners of look ; therefore it brings into being something new to the person and to the civilization. ‘ Rollo May ( 1975 ) besides had a similar account on creativeness, claiming that creativeness is the procedure of conveying new things or thoughts into world. Creativity can be invetigated by using many attacks. For illustration, Mayer ( 1999 ) asserted that it can be investigated through psychometric, experimental, biographical, biological, computational, and contextual ; whereas Ivcevic ( 2009 ) summarised that the attacks of single traits and beliefs, biological temperaments, interactions with environment, societal groups, situational elements, and inexplicit state of affairs are normally used. However, more bookmans agreed that the major methodological attacks, which have been employed from 1950s, are the undermentioned: a. personality ; b. knowledge ; c. ways to excite creativeness, and d. creativeness and societal systems ( Craft, 2001 ; Ryhammar and Brolin, 1999 ) . Research refering personality in creativeness embracings assorted facets, such as personality appraisal, personal traits, and personal motive. Two major attacks lending to the field are biographical and biological methodological analysiss. While the biographical attack has particular involvement in analyzing personal traits, biological methodological analysiss chiefly focus on the biological features of originative or non-creative individuals. Another attack, knowledge on the other manus, pays more attending to an person ‘s cognitive procedures, such as intelligence, unconsciousness, and mental procedures. Psychological and psychometries are the two major attacks of creativeness probe under the knowledge umbrella. Mayer ( 1999 ) concludes that while psychological research workers efforts to depict cognitive procedure involved in originative and non-creative thought, psychometries attacks try to develop creativeness related measurings or appraisals. The most well-known psychomet ries work is arguably Guilford ‘s attempts in 1950 and 1967 in mensurating to prove divergent thought. This is regarded as the starting point for all psychometric steps of creativeness. The 3rd major attack to creativeness research is to research the ways to excite creativeness. For illustration, knowledge psychologists advocate assorted signifiers of programmes for exciting participants ‘ thought procedures, whereas behaviourism research workers believe that creativeness is something that can be learnt from environment, something which like all other behaviors can be explained in footings of support, and be trained for in the stimulating-responding procedure. In contrast with these earlier developments, research into creativeness in the 1980s and 1990s became rooted in a societal psychological model, which recognises the of import function of societal constructions in furthering single creativeness ( Rhyammar & A ; Brolin, 1999, Jeffrey & A ; Craft, 2000 ) . This has been described as being a 4th, consistent country of survey ( Jeffrey & A ; Craft, 2000 ) : creativeness and societal systems, which is a more consistent model to transport out a co-ordinated set of surveies therefore is needed for switching focal point from one â€Å" specific dimension † such as personal traits to a â€Å" system † . Some research workers such as Csikszentmihalyi ( 1988, 1996, 1998, 2000a ) , Amabile ( 1983, 1996 ) , and Sternberg & A ; Lubart ( 1991, 1995 ) , hence advocate the survey of creativeness in the societal context. To the bookmans above, irrespective of whether creativeness is considered as a personal trait, originative behavior, co gnitive procedure, or something that can be trained, creativeness should be finally linked to societal contexts, and be understood through interaction procedures. Amabile was the first bookman to develop a theoretical account within a societal context. Amabile foremost published the Componential Model of Creativity in 1983, discoursing the societal influences on originative behaviour. The theoretical account can be regarded as the first one to comprehensively take into history cognitive, personality, motive, and societal influences on the originative procedure, and is besides the first to look into how these factors influence the different stairss in originative procedure. In Amabile ‘s ( 1983, 1996 ) theoretical account, creativeness is the originative production that emerges in a five stairss procedure, viz. : ( 1 ) job or undertaking designation ; ( 2 ) readying ; ( 3 ) response coevals ; ( 4 ) response proof ; and ( 5 ) result rating. Further, the procedure interacts with undertaking motive, domain-relevant accomplishments and creativeness relevant accomplishments. Figure 1.3 Amabile ‘s ( 1983 ; 1996 ) Componential Model Beginning: Amabile, T. M. ( 1996 ) . Creativity in context: Update to â€Å" The Social Psychology of Creativity. † ( p. 113 ) . Boulder, CO, US: Westview Press. Another societal context creativeness research worker Csikszentmihalyi investigates the relationship between creativeness and cultural development. Inspired by the procedure of species development, Csikszentmihalyi developed the DIFI[ 3 ]model in 1988. The DIFI model has three subsystems: person ; sphere ; and field, each of the subsystem interacts with others. Csikszentmihalyi revised the DIFI model and named it Systems Model of Creativity in 1999, and harmonizing to the theoretical account, creativeness can be best understood as a â€Å" meeting † of three subsystems[ 4 ]. The sphere includes a set of regulations and practises. Any civilization is composed of 1000s of independent spheres, and most human behavior or activities are affected by regulations of some spheres. An person is the most of import one from a psychological position. An single makes a fresh fluctuation in the content of a sphere and the fluctuation will be evaluated by the 3rd portion of the system, which is the field. The Fieldss are held by assorted gatekeepers, such as experts and bookmans, who have the right to take which fluctuations can be reserved in the spheres. McIntyre ( 2007 ) refers to Csikszentmihalyi ‘s analysis of creativeness as an synergistic system. Merely as air, kindling and a flicker are all vitally necessary to make fire. Csikzentmihalyi ( 1999 ) takes the place that creativeness means â€Å" the ability to add something new to the â€Å" civilization † . The creative activity by an single must be â€Å" sanctioned by some group entitled to do determinations as to what should or should non be included in the sphere † ( Figure1.4 ) . Figure 1.4 Csikszentmihalyi ( 1999 ) System Model of Creativity Beginning: Csikszentmihalyi ( 1999 ) . Deductions of a systems position for the survey of creativeness. In R. J. SternbergiEd. ) , Handbook of Creativity. United kingdom: Cambridge University Press. Sternberg and Lubart besides investigate creativeness in societal contexts, and hence developed the Investment Theory of Creativity in 1991. Unlike research workers like Csikszentmihalyi or Amabile who focus on depicting the subsystems and its interactions, Sternberg and Lubart have investigated the different factors that might act upon creativeness. The factors include intelligence, believing manners, personality, cognition, motive, and environment. Nonetheless, compared with other theoretical accounts suggested by Amabile or Csikszentmihalyi, Sternberg ‘s and Lubart ‘s Investment Theory of Creativity is simply a heuristic theoretical account, and it falls short on many elements. The inside informations of the operation and how different factors interact with each other still need to be clarified. â€Å" Buy low and sell high † is the nucleus construct of the investing theory, and originative people are those willing and able to purchase low and sell high in the k ingdom of thoughts[ 5 ]. Due to the word bound of this essay, I merely articulate the two more related attacks for current survey, including the ways to excite creativeness, aboard with creativeness and societal systems.Ways to Stimulate CreativitySince the 1950s, there has been a strong concern that instruction should prioritize the development of creativeness. Implicit in this is the premise that creativeness can be so influenced. Since so, a scope of efforts to excite creativeness have been developed, although there is, as Ryhammer & A ; Brolin ( 1999 ) point out, a serious deficiency of systematic, controlled ratings of such programmes. It is besides the instance that the methods and standards for measuring these are underpinned by differing theories of creativeness. In add-on, whether looking at efforts by cognitive psychologists, psychodynamicists, humanists or behaviorists, there is no grounds of transportation into new contexts. See the subdivision on patterned advance and development for farther tre atment of transportation issues. There was besides work done in the 1980s which suggested that early household duties and chances for independent action promote originative accomplishment and that creativeness developing programmes in schools are more effectual when teacher engagement is high ( Benjamin, 1984 ) .Creativity and Social SystemsBy contrast with these earlier developments, research into creativeness in the 1980s and 1990s became rooted in a societal psychological model which recognises the of import function of societal constructions in furthering single creativeness ( Rhyammar & A ; Brolin, 1999, Jeffrey & A ; Craft, 2000 ) . This has been described as being a 4th, consistent country of survey ( Jeffrey & A ; Craft, 2000 ) : creativeness and societal systems. Some important theories have been put frontward in which creativeness is seen from a systems position ( Cziksentmihalyi, 1998, Sternberg, 1998, Sternberg & A ; Lubart, 1991a, 1991b, 1995 ) , where assorted elements of the overall societal and cognitive context are seen as extremely relevant to the activity of making. Three major surveies were undertaken – 1 in Europe ( Ekvall, 1991, 1996 ) and two in the USA ( Amabile, 1988, Isaksen, 1995 ) – which explored the organizational climes which serve to excite creativeness. The consequences from these three programmes have converged at several major points, proposing that, in a originative clime, the participants in the administration: feel challenged by their ends, operations and tasksfeel able to take enterprises and to happen relevant informationfeel able to interact with othersfeel that new thoughts are met with support and encouragementfeel able to set frontward new thoughts and viewsexperience much argument within a prestige-free and unfastened environmentfeel uncertainness is tolerated and therefore risk-taking is encouraged.In add-on, Amabile ‘s ( 1983, 1996 ) theoretical account suggests that single creativeness may be affected by even really minor facets of the immediate societal environment ( relevant theoretical account please refer to appendix ) . For illustration, creativeness may be impeded where wagess are determined in progress, where there is undue clip force per unit area, over-supervision, competition or where picks are restricted in footings of attack or working stuffs, or where rating is expected. The function of the context or capable sphere has been progressively emphasised since the early 1990s. In 1970s, arguments on creativeness within doctrine regarded creativeness as traveling off from merchandise results and being connected with imagination ( Elliott, 1971 ) . During the 1980s a new line was developed, born of societal psychological science and systems theory, where environmental conditions were taken into history. Within these four lines of development, ( personality, knowledge, exciting creativeness and societal theories ) there were specific focal points such as the individ ual who creates, the originative procedure, environmental factors, and the result ( a fourfold set of focal point, originally proposed by Mooney in 1963 as indicated above ) . Later on, during the 1990s, due to the development of the attack from societal psychological science, research into creativeness became more comprehensive, incorporating these specific focal point. Research began to concentrate more on the creativeness of ordinary people within facets of instruction. At the same clip the methodological analysis for look intoing creativeness in instruction besides shifted, within a general tendency, from rationalist, large-scale surveies taking to mensurate creativeness, toward ethnographic, qualitative research concentrating on the existent site of operations and pattern, every bit good as philosophical treatments around the nature of creativeness. In instruction in the United Kingdom, for illustration, Beetlestone ( 1999 ) focused on creativeness in the early old ages ‘ schoolroom, Woods ( 1995 ) and Woods & A ; Jeffrey ( 1996 ) explored teacher creativeness, and Craft ( 1996 ) looked at how to nurture the originative instructor. Beetlestone paperss practical schemes for furthering creativeness within the early old ages course of study, utilizing illustrations from a big assortment of early old ages contexts. Woods & A ; Jeffrey work through in-depth instance surveies to document ways in which a little group of instructors operate creatively in the face of a wider context which arguably suppresses the creativeness of the instruction profession. Craft explores in deepness the positions of 18 pedagogues involved in a holistic graduate student class specifically designed to foster their ain creativeness. There are, of class, some convergences in these periods. For illustration, from the applied instruction context, Fryer ( 1996 ) undertook a large-scale study of instructors ‘ attitudes towards creativeness in their day-to-day professional work. Creative Education There is a strong principle for researching creativeness and acquisition and instruction: they are cardinal, interdisciplinary issues. Within instruction, creativeness is normally associated with invention, synthesis and doing connexions in the procedure of acquisition and instruction, ( Reid & A ; Petocz, 2004 ) . Robinson ( 2001 ) positions creativeness and originative drama as a planetary educational precedence, indispensable to effectual acquisition and instruction, the modernisation of our educational systems, employability, and concern success and economic prosperity. Howard Gardner defines creativeness as the ability to ‘knit together information from disparate beginnings into a consistent whole ‘ and believes that ‘the head most at premium in the 21st century will be the head that can synthesise good ‘ ( Gardner, 2006, p.46 ) . The penetrations and deductions in developing creativeness through instruction can be scrutinized into three facets. The first facet is concerned with ‘teaching ‘ , including how to supply originative and advanced patterns which stimulate the development of multiple intelligence ( Armstrong, 2000 ; Chen, 1997 ; Torrance, 1963 ; Torrance & A ; Myers, 1970 ; Woods, 1995 ) , possibility thought ( Craft, 2000, 2005 ) , and higher-level thought ( Cropley, 1992 ; Fryer, 1996 ; Yeh, 2006 ) , or how to affect the chance of researching and work outing jobs ( Cropley, 1992 ; Fryer, 1996, 2003 ; Torrance, 1963 ) . The 2nd facet of the deductions suggests making an ‘environment ‘ , both external and societal, that is exciting and supportive to scholars ‘ motivation/enthusiasm ( Collins & A ; Amabile, 1999 ; Hennesay, 1995, 2007 ; Woods & A ; Jeffrey, 1996 ) and originative behavior ( Craft, 2001a ; Esquivel, 1995 ; Lucas, 2001 ; Torrance, 1995 ) . The 3rd concern of fostering creativeness is about ‘teacher ethos ‘ , which includes keeping an unfastened attitude towards originative thoughts or behaviors, demoing a humanistic student control political orientation ( as opposed to being autocratic ) , being flexible, and valuing independency thought ( Chen, 2008 ; Craft, 2001a, 2005, 2007 ; Cremin, Barnes, & A ; Scoffham, 2009 ; Esquivel, 1995 ; Hennessey, 1995 ; NACCCE, 1999 ) . Many states have hence launched several programmes advancing invention and creativeness, such as the European Union embarked on a undertaking called European Year of Creativity and Innovation 2009[ 6 ]. In the specific country of instruction, Burnard ( 2006 ) mentioned that in the United Kingdom there have been an extended figure of creativeness enterprises in instruction during the past decennary, and important public deliberation and promotion around the creativeness. Significant sum of attempt and support devoted to gestating and developing creativeness in both acquisition and teaching method. Some creativeness instruction programmes can besides be found in other states. It should be noted that many believe the developments of creativeness instruction programmes in the UK ( including England, Scotland, Wales, and Ireland ) have to a great extent based on the NACCCE ‘s ( National Advisory Committee on Culture, Creativity, and Education ) study to OFSTED in 1999, viz. â€Å" All our Futures, Creativity, Culture, and Education † . Similarly, in Taiwan, the Chinese Ministry of Education ( MOE ) published the ‘White Paper on Creative Education[ 7 ]‘ in 2002, aimed at steering the populace to endeavor toward a ‘Republic of Creativity ‘ ( MOE, 2002, p. 1 ) . Taiwan accordingly launched creativeness programmes in instruction at primary, secondary, and third degrees. The MOE proposed 10 rules so that creativeness instruction could be implemented more strictly and efficaciously. Harmonizing to the 10 rules, 20 schemes were developed, which can be categorised into four wide dimensions-School, Societal, Industrial, and Cultural. In order to implement these schemes more expeditiously, the MOE proposed that six action programs be initiated to actively advance creativeness instruction in our society. For illustration, the Creative High School Programme and Intelligent Ironman Creativity Contest are executed at secondary instruction degree, whilst the Local Creative Education Programme is performed in primary schools. Reviewing the ‘White Paper on Creative Education ‘ , it is found that Taiwan has complex aims refering schools and instructors. There are six action programs stated in the paper ( p.16~p.19 ) as follows: a. Nurturing trips for originative scholars ; B. Professional development for originative instructors ; c. Comprehensive direction for originative schools ; d. Creative life in action ; e. Online acquisition via a originative intelligence bank ; and f. Ongoing consolidation of creativeness cultivation. Ultimately, the MOE purposes to make a user-friendly environment and clime for the publicity of participants ‘ divergent thought and motive for invention, every bit good as to promote them to bask the making procedure. Alongside with the outlook on po sitive alterations in the attitudes or behaviors of all instructors, students, and originative practicians, the MOE besides wants to see some merchandises come out from its intercession. With respect to the effectivity of the creativeness enterprises, some publications in Taiwan revealed that the publicity of related programmes have brought important benefits to pedagogues, pupils, parents, schools, and even for our educational system and society.Dancing with Democracy and Creativity: How can a democratic attack to education support more originative acquisition?By using Rhodes ( 1961 ) Four Ps Model and the creativeness theories suggested by Csikszentmihalyi ( 1999 ) and Amabile ( 1983, 1996 ) , this subdivision critically analyses the connexions of democratic attacks and originative acquisition. The two instance schools of Taiwan- Forest School and Seeding School will besides used to back up the statement. The Four Ps Model was foremost claimed by Rhode ( 1961 ) that creativeness can be understood by Person, Place/ Press, Process and Product. I found that, based on the theoretical account, there are a broad scope of similarities between the two sorts of instruction. First, sing Person, people are ever the most of import portion in instruction, particularly in democratic and creativeness attacks. It is reported that many personality features are typically associated with creativeness, including brave in strong beliefs ; funny, seeking ; independent in opinion ; independent in believing ; intuitive ; going preoccupied with undertakings ; airy, idealistic ; willing to take hazards ( Torrance, 1965 ; Csikszentmihalyi, 1976 ; Simonton, 1984 ) . Interestingly, most of the features are someway, to some extent, related to the purposes of democratic instruction. For illustration, the intent of democratic instruction is to fit people with the ability to understand their nature involvements, and to hold the ability to separate right from incorrect, so that they can keep the democratic society every bit good as the system. It is about furthering kids with the ability to believe independently and critically. Last, ‘student-centred ‘ instruction is both pursued by the two attacks, which can be described as the displacement in power from the instructor to the scholar, driven by a demand for a alteration in the traditional environment ( Rogers, 1983 ) . Nonetheless, until now there are still many schoolrooms which are seen as teacher-directed ( Young, 1984 ) , and this seems to be harmful to pupils ‘ creativeness. Place/ Press refers to the relationship between you and your environment – those things pressing on you, including physical, psychological, societal and emotional safety and comfort in your environment, which besides help or impede your creativeness. In originative acquisition, it is suggested that a alimentary environment should be constructed for stimulating and back uping scholars ‘ motivation/enthusiasm ( Collins & A ; Amabile, 1999 ; Hennesay, 1995, 2007 ; Woods & A ; Jeffrey, 1996 ) and originative behavior ( Craft, 2001a ; Esquivel, 1995 ; Lucas, 2001 ; Torrance, 1995 ) . Furthermore, in Csikszentmihalyi or Amabile ‘s theories, motive is suggested to be indispensable for creativeness. Similarly, democratic instruction besides advocates the publicity of scholars ‘ motive, particularly the intrinsic 1, as they can follow their ain inner counsel in finding what and how they are traveling to larn. More than the physical scenes, the ethos – a common respected and trusted clime is indispensable to both originative and democratic attacks. Merely as pointed by Inter American Children ‘s Institute ( 2009 ) and Hanson & A ; Howe ( 2011 ) , it is needed for a civics instruction to demand of its pupils to be reciprocally respected, besides grownups and kids are more likely to develop common regard and learn to treat struggles. In originative acquisition, to keep an unfastened attitude towards originative thoughts or behaviors, demoing a humanistic student control political orientation ( as opposed to being autocratic ) , being flexible, and valuing independent thought ( Chen, 2008 ; Craft, 2001a, 2005, 2007 ; Cremin, Barnes, & A ; Scoffham, 2009 ; Esquivel, 1995 ; Hennessey, 1995 ; NACCCE, 1999 ) . The 3rd facet is Process ; it explains the method and pattern that is used to do people more originative. In school scene, procedure largely uses to mention instruction, includes how to supply originative and advanced patterns which stimulates the development of multiple intelligence ( Armstrong, 2000 ; Chen, 1997 ; Torrance, 1963 ; Torrance & A ; Myers, 1970 ; Woods, 1995 ) , and to affect the chance of researching and work outing job ( Cropley, 1992 ; Fryer, 1996, 2003 ; Torrance, 1963 ) . Fryer mentioned that some instruction ways are helpful in fostering creativeness in schoolroom, including ‘encouraging inquiries ‘ , ‘providing firsthand experiences ‘ , ‘giving some pick ‘ , ‘building assurance ‘ , ‘developing creativeness by non making, and ‘valuing students ‘ thoughts and parts ‘ . I found that four major subjects are every bit of import to both originative and democratic instructions, including freedom an d duty, regard and trust. Sing freedom, it is believed that students have the capacity to ‘developing creativeness by non making ‘ . Fryer ( 1996 ) stated that in the interviews with five instructors, the instructors noted that non-interference aids: â€Å" If you ‘re seeking to develop creativeness in immature kids, you set up tonss of things and you hope they will interact with them, you talk about what they ‘re making and demo involvement, but you do n't make everything for them, there ever has to be an gap left for them. † ( ibid, 1996, p.83 ) Duty, in the portion of giving some pick to kids, instructors believe that if students are given pick, their attitude to a piece of work will be more originative. Some of these instructors even see pick as a agency of giving kids a sense of ownership of their work, which they find additions their engagement in it. In some sense, this is about doing students take duty for their work. They have their ain determination of what to make and how to make it, . Refering Respect and Trust, it is widely believed that promoting pupils to inquire inquiries is one of the cardinal points in development of creativeness ( Torrance, 1965 ) . Young ( twelvemonth ) suggested that instructors should be really careful to every treatment from every pupil in the schoolroom, but non being selective to those, which did non back up their thoughts or statements. Which means, regard. It is, in fact, the same thought which democratic instruction is underscoring, to be respectful, and promote pupils to hold inqui ries is a manner to reflect that how grownups are giving infinites to allow kids show themselves. On the other manus, regard should non merely be between grownups and kids, but should besides be among students. It is believed in instructors who are seeking to advance creativeness in category that valuing students ‘ thoughts and parts is besides indispensable. Teachers should value all of their students thoughts and ideas, every bit good as to learn their pupils to be respectful to others in the category. Merchandise, no affair whether touchable or intangible, originative thoughts, results or merchandises are new to the Godhead, has some degree of usefulness, and has been produced and communicated in some manner. The merchandise could be seen as the least related portion between democratic and originative attacks. No affair how the environment is fostering a student ‘s creativeness, or how the attack in democratic instruction is exciting more originative thought, it is still in demand of specific accomplishments in order to make a merchandise that can be valued by others, for case, one has to cognize some basic music theories in order to compose a vocal, or to larn how to pull in oil pigments before really pigment in oils. Therefore, in order to make more originative acquisition, some other elements should be incorporate into democratic instruction, including originative accomplishments and specific sphere knowledgeaˆÂ ¦ etc.The two instances in Taiwan:The Forest School and The Seeding Experimental School‘Here, instructors, pupils and animate beings are equal. No 1 bullies the Canis familiariss here. ‘ ( Teresa Hong, pupil of FS ) . Because ‘Humans are animate beings excessively, so we ‘re all equal. ‘ ( Ellen Wei, another pupil of FS ) The Forest School ( FS ) in Taiwan offers a different manner of instruction concentrating on creativeness, harmoniousness with nature and independent thought ( Teh, 2006 ) . The school have around 60 pupils in entire, and their town hall meeting ( the meeting that is held to put up school ordinances ) is chaired by the pupils themselves. Bing the really first alternate school in Taiwan, FS has long been confronting a figure of troubles and critics from the society and parents who do non truly understand their rules of schooling. As a school based on humanitarianism, they believe it is merely when schools stop bodily penalty will the childs can bask their survey every bit good as their school lives. Located in a mountain country in Taipei, FS believe that pupils should populate with nature and develop independent thought. ‘We hope that kids in this school can finally go person with the ability to pass on and to populate independently, besides to develop their personality in a more positive and kind-hearted manner. ‘ ( Lin, manager of the FS, 2011 ) . They besides pointed out that it is truly of import for pupils to cognize more about their place state, so one of the one-year classs in FS is to go around Taiwan with instructors. For illustration, in some countryside topographic points pupils really involved in agriculture, this provides them the first manus experience and cognition alternatively of reading them in a text edition. It is besides believed that the existent life experience can broaden their skyline and assist them to be more originative. The Seeding Experimental School ( SES ) locates in a vale surrounded by mountains, which is a school founded by a group of parents who are seeking for a better instruction for their kids ( Currently SES has approximately 90 pupils with 9 instructors in school, which makes their teacher-student ratio of 1:10 ) . Whilst visiting SES, one bookman noticed a miss sitting on the grass entirely. He thought she might hold some issues so he went nearer, but when he stepped following to the miss, he heard she said, ‘Come. Let ‘s bask the sunlight. ‘ Then he saw a smiling with felicity on her face. SES believes that freedom, regard, response, support, openness, trust and democracy should be integrated both into course of study and ordinary life in campus. Merely the topics of linguistic communication and mathematics are mandatory, and pupils are free to take to analyze in an advanced degree if they believe they have the ability. At the last twelvemonth in this school, pupils have to make something before graduating, and they are allowed to make up one's mind their subject or topic ; besides, they will hold to complete a challenge, such as encampment and hike in a mountain, or travel on a trip by siting a motorcycle. Apart from this, there is nil that pupils in SES have to make or hold to larn. They write a composing because they were inspired by the creek in forepart of the campus, or they sing because they were touched by flowers on the trees ; and that is the purpose of the SES: to love, to populate, to larn, to make ( hypertext transfer protocol: //www.seedling.tw/ ) . FS and SES are both categorised as alternate school, and more exactly, democratic school in Taiwan. Hence, it is sensible for them to incorporate all the indispensable elements of democratic instruction, that I came up with on page XY, into their schooling, among them freedom of pick, regard and trust, shared administration and duty, equal entree and pupil centred acquisition ( can be seen on Table x.x ) . However, the thought of equal entree can non be wholly actualised, it is impossible for all the Chinese kids to analyze at that place, as the tuition fee is about 10,000 USD for an academic twelvemonth, in contrast, the tuition to go to a public school is less than 700 USD. In fact, ideally, the school should supply the high quality instruction for a bigger population of pupils ; nevertheless, their budgets do non let them to do it possible. Bing private self-funded schools, the entire tuition fees the two schools received are less than 2/3 of their outgo on schooling. Rather than trying to procure some support from the authorities, the two schools choose to be to the full self-funded to guarantee their independent place without any governmental influence. Sing the student ‘s originative public presentation, it has been reported repeatedly that their schooling can advance creativeness ( Yuan, 1994 ; Chang, 1999 ; Teh, 2006 ) . By utilizing the Four Ps Model to analyze their schooling, I found that the democratic instruction enables the pupil to come out with originative thoughts and merchandises. With respect to topographic point and procedure, the thoughts of freedom, regard and trust, shared administration and duty are employed throughout their schooling. Refering the facet of individual, it is all about freedom of pick, because the pupils can make up one's mind what and how to larn, they become more self-motivated, which is an indispensable component for making. These three Ps, individual, topographic point and procedure work with democratic instruction absolutely, and therefore build a good foundation for the students to do something both advanced and valuable. However, if we use the creativeness theories of Csikszentmihalyi and Amabile to analyze the two schools, some sphere cognition ( such as the cognition of linguistic communication, mathematics, scientific discipline ) and creativeness relevant accomplishments ( such as divergent thought and convergent thought ) are besides needed. Democracy Creativity Freedom Respect & A ; Trust Equal Access Duty Person Students are allowed to find their acquisition that are triggered by intrinsic motive, which has been proved as an of import factor to better creativeness Foresti?’ i?’iˆ Seedingi?’ i?’ Teachers and staffs have faith in kids and believe that they have the ability to do the right determinations. Foresti?’ i?’iˆ Seedingi?’ i?’i?’ Ideally, every kid should hold the equal entree to analyze at these schools Forest i?â€Å"iˆ Seeding i?â€Å" With more freedom in doing determination, pupils are besides holding more duty towards their plants. Foresti?’ i?’iˆ Seedingi?’ i?’i?’ Topographic point An environment without restrictions halting them from researching anything new. Students are allowed to believe and move freely and go more originative minds. Foresti?’ i?’iˆ Seedingi?’ i?’ i?’ Adults and kids are mutual-respected in the topographic point that full of regard and trust every bit good as grasp. Foresti?’ i?’iˆ Seedingi?’ i?’i?’ An environment that opens to everyone. Foresti?’ i?’iˆ Seedingi?’ i?’i?’ School governed by grownups and kids together, so that pupils can really find something that is act uponing their school lives. Foresti?’ i?’iˆ Seedingi?’ i?’ i?’ Procedure Teachers provide stimulation and alimentary ethos that facilitate the student ‘s thought. In order to allow the students think more creatively, critically and independently, instructors choose non to make everything for them. Foresti?’ i?’iˆ Seedingi?’ i?’i?’ Teachers encourage and value every inquiry that has been asked in category, every bit good as every pupil ‘s plants. Foresti?’ i?’iˆ Seedingi?’ i?’i?’ Children and instructors have equal power in the determination devising for learning and larning Foresti?’ i?’iˆ Seedingi?’ i?’ i?’ The manner of sharing the authorization every bit good as duty with kids is one sort of methods to do pupils experience more involved. Foresti?’ i?’iˆ Seedingi?’ i?’ i?’ Merchandise Students have the rights to make their ain merchandises such as verse forms, Hagiographas, pictures, statues, vocalizing, and dance. Foresti?’ i?’iˆ Seedingi?’ i?’i?’ Creative thoughts and merchandises are extremely valued and appreciated. Furthermore, the schools cherish and have willingness to show the merchandises Foresti?’ i?’iˆ Seedingi?’ i?’ i?’ Not applicable Not applicableDecisionIn this paper I wanted to look into aˆÂ ¦ By reexamining the scholarly plants, I found that, although the significances are somewhat different in the constructs of democracy and democratic instruction, some common characteristics have been clearly stated including freedom, regard and trust, equal entree and shared administration and duty. Some outstanding illustrations of democratic schools are the Summerhill School and Sands School in England, and those later established 1s including the Forest School and the Seeding Experimental School in Taiwan. Creativity is full of pluralism and complexness, although it is ‘notorious hard to specify and step ‘ ( Runco, 2004 ) , late many research workers indicate that the cardinal elements of it are novel/originality and valuable/usefulness ( Boden, 1999 ; Feist, 1999 ; Gruber & A ; Wallace, 1999 ; Lumsden, 1999 ; Lubart, 1999 ; Martindale, 1999 ; Nickerson, 1999 ) . For heightening creativeness, a broad sc ope of subjects have been introduced into instruction, demuring the often cited Four Ps Model ( 1961 ) , still others such as cognitive, psychodynamic, humanitarianism and behaviorism attacks. However, a more dynamic attack emerged late, viz. the perusal of creativeness though societal contexts, sing creativeness as the results appear in a status of dynamic interaction, for illustration, the Systems Model of Creativity, which was suggested by Csikszentmihalyi ( twelvemonth ) , claimed that creativeness appears when the three subsystems including single, sphere and field work together. Analyzing the literature of democratic instruction and originative instruction, non surprisingly, there are many overlapping facets. By the employment of the Four Ps Model ( Place/Press, Process, Person and Product ) to analyze their connexions, I found that the most similarities are in the facets of place/press and procedure, for illustration, they both pursue a more broad clime, preferring the more student-centred acquisition, prioritizing more weights on the pupil ‘s freedom, voice and creative activity, furthermore, they both seek for a mutual-respected environment. Broadly talking, when sing creativeness as ‘Mini-C ‘ – novel and personal meaningful reading of experiences, actions and events ( Beghetto and Kaufman, 2007 ) , or merely simple as what Piaget said ‘To understand is to contrive ‘ , or the celebrated citation from Dewey ‘Learning by making ‘ , so, creativeness can be a procedure or merchandise that happens as a consequen ce of a strictly democratic instruction. Similarly, humanist Maslow one time argued that what pedagogues need is supplying a alimentary environment assisting the students to ‘climb ‘ to the highest degree of its hierarchy of demands – self-actualisation, where creativeness, job resolution, morality and democracy appear. That is, democratic instruction can be regarded as a necessary status every bit good as a sufficient status for creativeness. However, when we see creativity as Big-C ( high creativeness ) or Little-C ( mundane creativeness ) , which means that creativeness demands to be evaluated or valued by others. The democratic instruction may non be regarded as sufficient status but a really supportive factor for creativeness. It can be seen as a basis for originative acquisition, for illustration, no affair Csikszentmihalyi, Amabile or Sternberg all suggest that environment is a important factor lending to the successful creativeness, and the democratic environment can work with creativity instruction absolutely. Nonetheless, for the research workers, creativeness is something more directional and functional. It relies on job designation and bring forthing thoughts to its terminal, that is, creativeness still needs to hold some back uping elements such as cognition, domain-relevant accomplishments and creativity-relevant accomplishments. In other words, democratic instruction can be supportive to more originative acq uisition by building a back uping environment and a more student- centred acquisition, but, in order to do more originative merchandises ( particularly those are extremely valued by others ) , the proviso of cognition and relevant accomplishments are every bit of import. Mention

Why I must Be Careful

As I sit and type, while I can think of a million reasons why I need to be more careful and not speed, there are two reasons that seem to stick out at the top of my head. The first reason is, I need to be more careful because I could cause harm to myself and second, and more importantly, to someone else. Causing harm to me can lead to a whole lot of heartache for my family. It would further prove that everything my Mom and Dad were telling me is no joke. They love me and want me to grow up to become a functional and successful young man in today’s society.Causing harm to someone else could also lead to a lot of heartache for my family as well as someone else’s family. It could also lead to death. Speeding is defined as â€Å"exceeding the posted speed limit, driving too fast for conditions, or racing† and is a dangerous driving behavior. Despite progress in other areas, such as increased seat belt usage and fewer drunken driving deaths, speeding continues to be a major factor in about one-third of traffic fatalities.Speeding is an offense that’s not only dangerous to the one committing the crime, but also to all those that are surrounding the offender. There are signs posted on the side of the road for a reason. They control the traffic flow and keep accidents to a minimum. Going over these regulated speed zones is dangerous because if there is an obstacle that suddenly appears and you’re going too fast to avoid it then that is an equation for disaster. You could damage your vehicle or worse, harm yourself or somebody else.To help enforce the speeding laws the police department assigns districts to the policemen and women to help catch and correct people who end up trying to break the law whether it be intentional or not. Speeding is a crime that when it is being broken is dangerous to more than one party. That may be the reason why it’s taken so seriously and is enforced at a higher degree. When driving an automobile t here are more problems than just going over the speed limit. There are wide varieties of situations that you must be aware of before you get behind the wheel of a vehicle.You must not only be cautious of yourself but also everyone who occupies the roadways. You never know what can happen. There are too many uncertainties when it comes to the mixing of different people and their vehicles. You never know what kind of obstacles you will be faced with when you enter a public roadway. To help compensate for these uncertainties one must take extreme caution. Always be aware of your surroundings at all times. You must learn to keep your head on a swivel and eyes always on the road. When driving through any type of speed zone you should be extremely precautious.Especially in a school zone, due to children going and leaving school as well as all cars that could possibly be lined up waiting to pick up and drop off their children. When it comes to yours and others safety you must take as many precautions as necessary to keep everyone safe. If you were to ask the average American to recite the speed limits that are placed on the various types of roads such as freeways, back roads, residential streets, you would be surprised to discover how many can’t answer this seemingly simple question.There are many factors that are often overlooked, but there are cases when drivers get caught speeding. The quickest route from point A to point B is a straight line but while driving a vehicle that is rarely an available path. So to make up for that some people, even I decide to speed. But with speeding come a lot of risks and dangers. Drivers usually speed because they are in a rush, they are not paying attention to their driving, and they do not think the laws applies to them, they do not think their driving is dangerous, or they just don’t think they will get caught speeding.This is ugly, but it is the truth. No matter the excuse speeding is still against the law, so if you’re caught speeding, like I was, then you will be punished accordingly. In my case I was caught doing a high rate of speed. I was so far over the speed limit that it’s no longer classified as a ticket. My ticket was pushed up as a Super Speeder. A Super Speeder as a driver convicted of speeding at seventy-five miles per hour or more on a two-lane road or at eighty-five mph and above on any road of highway in the State of Georgia.I was going eighty-three mph in a fifty mph zone. When I was summoned to court I was told that even if I paid the One Hundred ninety dollar ticket, my license would still be revoked so I need to go to court and take my punishment. When I went before the judge, I displayed my extreme remorse for what I had done as well as my Mother. She even told the judge she had taken the keys and probably won’t get them back until graduation. I cannot be more grateful for the judge giving me the task of completing an essay on â€Å"Why I should Be More Careful.†I expressed my gratitude and remorse for my dastardly deed by typing this essay instead of having my license revoked, paying an extremely large ticket, or possibly going to jail. I would like to believe the judge showed me lenience because it was my first and last traffic violation as well as the innate good in me. This was an ordeal that could have been easily avoided by simply going the posted speed limit. I can honestly say that I have learned my lesson and hopefully anyone reading this essay will think twice before going over the speed limit.I have seen the error of my ways. In my mind, I subconsciously down played the dangers of speeding. I was also shocked to see the amount of people who actually speed on a regular basis. People speed on a regular basis is out of impatience. Rarely does anyone have a valid reason as to why they speed, but then again not everyone gets caught, but if you are unlucky enough to get caught then you could face a plethora of conse quences, so it’s best to keep yourself and other people safe by obeying the traffic laws and following the posted speed signs along the side of the road.In conclusion, this is my essay on why I should be more careful and why speeding is irrational and why it is just better to do the posted speed limit and obey all traffic laws. Once again, I am grateful for this opportunity to show my remorse for breaking the law and I will not speed again and I will be more careful. Thank you for taking the time to read my essay.

How a Behavior Intervention Plan Improves Bad Behavior

How a Behavior Intervention Plan Improves Bad Behavior A BIP, or Behavior Intervention Plan, is an improvement plan that lays out how an Individual Education Plan (IEP) team will better difficult behavior that is inhibiting a childs academic success. If a child cant focus, doesnt complete work, disrupts the classroom or is constantly in trouble, not only does the teacher have a problem, the child has a problem. A Behavior Intervention Plan is a document that describes just how the IEP team will help the child improve his or her behavior. When a BIP Becomes a Requirement A BIP is a required part of an IEP if the behavior box is checked off in the Special Considerations section where it asks whether communication, vision, hearing, behavior and/or mobility affects academic achievement. If a childs behavior disrupts the classroom and significantly interrupts his or her education, then a BIP is very much in order. Furthermore, a BIP is generally preceded by an FBA or Functional Behavior Analysis. The Functional Behavior Analysis is based on the Behaviorist Anagram, ABC: Antecedent, Behavior, and Consequence. It requires the observer to first pay attention to the environment in which the behavior occurs, as well as the occurrences that happen just before the behavior. How Behavior Analysis Gets Involved Behavior Analysis includes the antecedent, a well defined, measurable definition of the behavior, as well as a standard for how it will be measured, such as duration, frequency, and latency. It also involves the consequence, or outcome, and how that consequence reinforces the student.   Usually, a special education teacher, a behavior analyst, or a school psychologist will perform an FBA. Using that information, the teacher will write a document that describes target behaviors, replacement behaviors, or behavioral goals. The document will also include the procedure for changing or extinguishing the target behaviors, measures for success, and the people who will be responsible for instituting and following through on the BIP. The BIP Content A BIP should include the following information: Proactive Manipulation of the Antecedent.Teachers should consider whether they can structure the students learning environment in a way that will eliminate the antecedent. Making changes in the environment that will eliminate or decrease the things that may trigger a behavior permits the teacher to spend lots of time reinforcing the replacement behavior.Targeted Behaviors.Also known as the Behavior of Interest, a BIP should narrow the behaviors of interest to a few that may be interrelated, typically three or four or at the most.Reinforcement Plan.This plan provides a description of the proactive means of supporting replacement or appropriate behavior. A replacement behavior for calling out would be to raise their hand and a means of reinforcing or rewarding that activity would be part of the BIP.  Protocol for Addressing Dangerous or Unacceptable Behavior.This protocol may be called different things in a teachers district or state form, but it should address how to respond to dang erous behavior. Unacceptable should be defined, as it isnt to promote punishment when the teacher, bus driver, or paraprofessional is angry at a student. The purpose of the BIP is to keep adults away from reactive and counterproductive behaviors of their own, like screaming at the child or punishment.