How Teachers Can Achieve Happiness

How Teachers Can Achieve Happiness The stereotype around elementary school teachers is that they are always peppy and happy and full of life. While this may hold true for some elementary school teachers, it sure does not for all teachers. As you know, having a job in the teaching profession can be quite challenging. Teachers have a lot of pressure on them. Not only do they have to learn and teach the common core standards to students, but they also have the challenging job of making sure that their students are ready to be productive citizens once they get out of school. With all of this pressure, along with the responsibilities of  lesson planning, grading, and discipline, the job can sometimes take a toll on any teacher, no matter how peppy their nature. To help relieve some of these pressures, use these tips on a daily basis to help you deal and, hopefully, bring some joy to your life.   1. Take Time for Yourself One of the best ways that you can achieve happiness is to take time for yourself. Teaching is a very selfless profession and sometimes you just need to take a moment and do something for yourself. Teachers spend so much of their free time scouring the internet looking for effective lesson plans or grading papers, that they sometimes end up neglecting their personal needs. Set aside one day of the week for lesson planning or grading, and set aside another day for yourself. Take an art class, go shopping with a friend, or try that yoga class that your friends are always trying to get you to go to.   2. Make Your Choices Wisely According to Harry K. Wong in the book â€Å"How to Be an Effective Teacher† the way a person chooses to behave (as well as their reactions) will dictate what their life will be like. He says that their are three categories of behavior that people can exhibit, they are protective behaviors, maintenance behaviors, and enhancement behaviors. Here are examples of each behavior. Protective Behavior –These are people who are full of excuses, who complain a lot, and are good at justifying their behavior. You probably always see them in the teachers’ lounge complaining about everything and anything that is happening in their classroom as well as at the school. Maintenance Behavior – These are the people who are very hardworking and who spend a lot of time wishing (I wish I won the lottery, I wish I had a bigger classroom). They tend to get along well with others, and don’t complain or put people down in the teachers’ lounge. They are concerned with their own individual survival, health, and safety. Enhancement Behavior –These individuals enjoy active learning and participating in groups. They go to every teacher conference and meeting, and are known around the school as a leader. Now that you know the three types of behavior, which category do you fall into? Which type of teacher do you want to be? The way that you decide to act can greatly increase or decrease your overall happiness and well-being. 3. Lower Your Expectations Let go of the expectation that every lesson has to go exactly as planned. As a teacher, you will always have misses along with the hits. If your lesson was a flop, try to think of it as a learning experience.  Just as you teach your students that they can learn from their mistakes, so can you. Lower your expectations and you will find that you will be much happier. 4. Do Not Compare Yourself to Anyone One of the many problems with social media is the ease with which people can present their lives in any way they wish. As a result, people tend to only portray the version of themselves and their life that they want others  to see. If you are scrolling down your Facebook news feed you may see many teachers that look like they have it all together, which can be quite intimidating and result in feelings of inadequacy. Compare yourself to no one. It’s hard not to compare yourself to others when we have Facebook, Twitter and Pinterest in our lives. But just remember that it probably takes some of these teachers hours to create the perfect-looking lesson. Do your best and try to be satisfied with the results.   5. Dress for Success Never underestimate the power of a nice outfit.   While dressing up to teach a bunch of elementary students may seem like a bad idea, research shows that it can actually make you feel happier. So the next morning that you want an instant pick-me-up, try wearing your favorite outfit to school. 6. Fake it Weve all heard the expression, Fake it til you make it. Turns out, it might actually work. Some studies that show if you smile when you are unhappy, you can trick your brain into feeling like you are happy. The next time your students are driving you crazy, try smiling- it might just turn your mood around. 7. Socialize with Friends and Colleagues Do you find that you tend to be alone a lot when you are feeling unhappy? Studies found that the more time unhappy people spent socializing with others, the better that they felt. If you’re spending a lot of time by yourself, try getting out and socializing with your friends or colleagues. Go eat lunch in the faculty lounge instead of your classroom, or go for that drink after school with your friends.   8. Pay it Forward There have been so many studies conducted that show that the more that you do for others, the better you feel about yourself. The sheer act of doing a good deed can make a huge impact on your self-esteem, as well as your happiness. The next time that you are feeling down, try doing something nice for someone else. Even if its just holding the door open for a stranger or making extra photocopies for your colleague, paying it forward can really improve your mood. 9. Listen to Music   Studies find that focused listening to music that is upbeat, or even just reading lyrics that are positive, can improve your mood.   Classical music is also said to have a mood-boosting effect on people. So the next time you’re sitting in your classroom and are in need of a pick-me-up, turn on some upbeat or classical music. Not only will it help to boost your mood, it will help your students moods as well.   Ã‚   10. Express Gratitude A lot of us spend a lot of our time focusing on what we dont have, rather than focusing our time on what we do have. When we do this, it can make you feel sad and unhappy. Try expressing gratitude and focusing all of your attention on the positive things that you have in your life. Think about what is going right in your life, and all of things that you are grateful for. Each morning before your toes even hit the ground, say three things that you are grateful for. Here are a few examples of what you can do each morning to express gratitude. Today I am grateful for: My health and the health of my familyThat I have food, clothes and a roof over my headThat I have a wonderful job that helps me provide for my family You have the ability to control how you feel. If you wake up feeling unhappy then you have the ability to change that. Use these ten tips and practice them daily. With practice, you can form lifelong habits that can increase your overall happiness.

The Holy Spirit Moves Us To Repent †Theology Essay

The Holy Spirit Moves Us To Repent – Theology Essay Free Online Research Papers The Holy Spirit Moves Us To Repent Theology Essay â€Å"That is what Pentecost is all about – freedom – from the burdens of life and the burdens of self. And if you don’t have that freedom, then you have not yet had your personal Pentecost. You have not met the risen Christ and received his power. This quote is found on page 54 of Half-Wits. Father Peter is giving a speech essentially about life and how each and every one of us can choose how to live it. There are two different states of living – the way Father Peter is living his life and the way Fitzsimmons, up until this point, has been living his life. Father Peter is living, as he says, â€Å"free from the burdens of life and the burdens of self† (54). He also says that his life has meaning and that he is a happy, joyful man (54). He has been rid of fear, despair, and anxiety all because of the â€Å"personal Pentecost† he refers to. Fitzsimmons, however, has not yet experienced that freedom or that personal Pentecost so he still experiences fear and despair, because of which he has allowed himself to become numb and had decided to close off from the world. Father Peter is different from Fitzsimmons because he has allowed himself to be open to the power of God. Father Peter realizes he is just a man. He has come to terms with the existence of evil and has turned himself over to God for help overcoming that evil. When he realized that God was the only one who could overcome the evils of the world and asked for his help, he became free from those evils and became a happier man. It isn’t until page 272 in the novel that Fitzsimmons truly experiences this: â€Å"†¦Fitzsimmons began to be aware of a tremendous sense of release. It was as if a great catharsis had taken place and all the weight of his past life had been lifted from him. He was, he knew, free of the burden of the deaths of Eileen and Sarah, and he was free of the foreboding that Sarz had caused him. He was also free, to some extent, he realized, of self.† This is where Fitzsimmons finally begins to experience his own personal Pentecost where he can be freed of all the burdens of his past, present, and future. The personal Pentecost can be achieved only once we realize God’s power and our need for his help. We learned that the divine trinity – the Father, the Son, and the Holy Spirit – creates, redeems, and sanctifies. Through this, we can experience trinification and be made members of the Body of Christ. In addition, the Holy Spirit moves us to repent, which is related to the personal Pentecost. When we taste the Father’s pain and submit to it, we are repenting and this is essentially what Fitzsimmons finally does. He has had a lot of pain and suffering in his life and it is only once he finally gives in and submits to it that he can experience true happiness. This kind of happiness is different from what he had before with Eileen, which he says himself was shallow. Prior to this transformation in him, Fitzsimmons was guilty of sloth, one of the deadly sins. As we also learned, sins are the expression of our desire to kill Christ. Once Fitzsimmons goes through his personal Pentecost and repents, he is forgiven for his sins and can now be free from his previous bur dens. That is the true meaning of this quote. â€Å"Hey, Jay,† he said excitedly, â€Å"Blessed are the half-wits, for theirs is the kingdom of heaven.† The next quote relates to what we have learned about the Beatitudes. In this quote, Tommy is relating the half-wits to what the Beatitudes say about the meek, the poor, etc. They are similar because one would probably consider a meek or a poor person to be on the same level of happiness as a half-wit. It may often be the assumption that they could never experience what we consider to be happiness. However, the Beatitudes present us with a paradox, a challenge, and a timeliness that prove this fact to be wrong. The first thing we are confronted with is the paradox of the Beatitudes. A paradox is a seeming contradiction – the statements in the Beatitudes seem crazy, but they are true. Pinckaers discusses this on page 33 of The Pursuit of Happiness: â€Å"As for ourselves, don’t we honestly think that riches, joy, health, and a good reputation will make us happy? Don’t we spontaneously seek these things and reject their opposites?† The Beatitudes are actually the opposite of what society tells us we need to be happy. Ultimately, they force us to look inside ourselves and this is when we can find the bottom rock and realize our need for God. There is also a challenge in the Beatitudes. The challenge is this: many people are living their lives on cruise control, thinking they have it all. What both the Beatitudes and the events they discuss (poverty, tragedy, etc.) force us to do is stop and think and essentially reevaluate the way we are making sense. The Beatitudes confront us with the â€Å"realities of existence and show us what lies in our own depths† (Pinckaers, 35). In this confrontation, we are sent inward and challenged to find joy and find God even in the worst situations. It dares you to believe Jesus’ seeming paradox. The Beatitudes also have a timeliness about them. Poverty, meekness, and sadness – these are all things that speak to all people of all times. They are not problems of the present or the past; they are problems all people must face. Pinckaers refers to them as â€Å"questions which have constantly recurred throughout history† (37) and this is something that will always be true, so the Beatitudes will in turn always be true. In the reading of Half-wits, Fitzsimmons is someone who seems to epitomize the Beatitudes and Tommy may have been pointing him to this in his statement. Fitzsimmons was broken and forced to look within himself in order to find meaning in his life again. When he was with his first wife, the relationship was shallow – it was not true happiness. It was only once he lost it all and experienced many of the things mentioned in the Beatitudes the he was able to start to come to terms with the bottom rock and ultimately find true happiness. On page 147 in Half-wits, we see Fitzsimmons at his ultimate low when he seems to have lost everything: â€Å"I cannot put the events in sequence. The moment I saw the blood something happened to my mental process. Perhaps I went a little mad, or maybe it was shock†. For a long period after his trauma, Fitzsimmons was walking around numb. It is only once he lets down his guard and allows himself to experience the pain and deal with it that h e can truly start to live again and find the happiness the Beatitudes are talking about. In addition, he is now in a place where he can realize his need for God and the fact that thing most worth crying over would be losing our relationship with Him. â€Å"I had second thoughts,† she said. â€Å"I was wrong.† Fitzsimmons extended his arm; she came to him and clung to him. â€Å"Thank God for second thoughts,† he said. This quote relates to what we talked about the very first day of class. The bottom rock and making sense of our lives are foundations to moral theology and Christian thought. When we go about our daily lives, we are continuously making sense. We do things such as brush our teeth or our hair and all the while we are making sense. We learned that doing this presupposes the fact that it makes sense to begin with, so this points to something beyond us, independent of our mind and will, that our making sense must lean upon. This thing is the bottom rock. The â€Å"second thoughts† mentioned in this quote come in when something in our lives interrupts our making sense. Sometimes things in our lives happen that cause us to reevaluate the way we are â€Å"making sense† – this is the activity of ethics. For Fitzsimmons, his experiences with Sarz and Amy caused him to reevaluate the way he was making sense, or have a â€Å"second thought†. Amy also stopped to reevaluate the way she was making sense. The novel itself shows us four different people, two of which know the foundation of their lives (Father Peter and Sarz), and the other two who are unsure (Amy and Fitzsimmons). The second thoughts are necessary parts of life to further connect us with the bottom rock. Without this questioning, many of us would continue making sense of our lives in ways that didn’t make sense. Research Papers on The Holy Spirit Moves Us To Repent - Theology EssayPersonal Experience with Teen PregnancyLifes What IfsThe Effects of Illegal ImmigrationBook Review on The Autobiography of Malcolm XArguments for Physician-Assisted Suicide (PAS)Effects of Television Violence on Children19 Century Society: A Deeply Divided EraCapital PunishmentAnalysis Of A Cosmetics AdvertisementCanaanite Influence on the Early Israelite Religion

How to Identify a Shakespeare Comedy

How to Identify a Shakespeare Comedy Shakespeares  comedy plays have stood the test of time. Works such as The Merchant of  Venice. As You Like It and Much Ado About Nothing are among the Bards most popular and most often performed plays. However, even though we refer to about a dozen or so of Shakespeares plays as comedies, theyre not comedies in the modern sense of the word. Characters and plots are rarely laugh-out-loud funny, and not everything that occurs in a Shakespearean comedy is happy or light-hearted. Indeed, the comedy of Shakespeare’s time was very different from our modern comedy. The style and key characteristics of a Shakespeare comedy are not as distinct as the other Shakespearean genres and sometimes determining whether one of his plays is a comedy can be a challenge.   Common Features of a Shakespearean Comedy What makes a Shakespeare comedy identifiable if the genre is not distinct from the Shakespeare tragedies and histories? This is an ongoing area of debate, but many believe that the comedies share certain characteristics, as described below: Comedy through language: Shakespeares comedies  are peppered with clever wordplay, metaphors, and insults.Love: The theme of love is prevalent in every Shakespeare comedy. Often, we are presented with sets of lovers who, through the course of the play, overcome the obstacles in their relationship and unite. Of course,​ that measure isnt always foolproof; love is the central theme of Romeo and Juliet but few people would regard that play as a comedy.Complex plots: The plots of Shakespeare comedies have more twists and turns than his tragedies and histories. Although the plots are convoluted, they do follow similar patterns. For example, the climax of the play always occurs in the third act and the final scene has a celebratory feel when the lovers finally declare their feelings for each other.Mistaken identities: The plot of a Shakespearean comedy is often driven by mistaken identity. Sometimes this is an intentional part of a villain’s plot, as in Much Ado About Nothi ng when Don John tricks Claudio into believing that his fiance has been unfaithful through mistaken identity. Characters also play scenes in disguise and it is not uncommon for female characters to disguise themselves as male characters. Shakespeare’s comedies are the most difficult to classify because they overlap in style with other genres. Critics often describe some plays as tragic-comedies because they mix equal measures of tragedy and comedy. For example, Much Ado About Nothing starts as a comedy, but takes on some of the characteristics of a tragedy when Hero is disgraced and fakes her own death. At this point, the play has more in common with Romeo and Juliet, one of Shakespeare’s key tragedies. Shakespearean Plays Generally Classified as Comedy Alls Well That Ends WellAs You Like ItThe Comedy of ErrorsCymbelineLoves Labour’s LostMeasure for MeasureThe Merry Wives of WindsorThe Merchant of VeniceA Midsummer Nights DreamMuch Ado About NothingPericles, Prince of TyreThe Taming of the ShrewTroilus and CressidaTwelfth NightTwo Gentlemen of VeronaThe Two Noble KinsmenThe Winters Tale

Legal Perspectives of International Football Essay

Legal Perspectives of International Football - Essay Example The first role as can be deduced from the above definition is the fact that the player's agent is charged with the responsibility of introducing a player with a club so as to negotiate an employment contract of the player with the club(of course at a fee). He is often paid by the club for bringing the player to accept a contract with the club. This is the only channel of payment recommended meaning that the agent is working for the club to sign up competent players with the club. However, at the same time, the player's agent is also working for the player negotiating for his terms and conditions for the contract with the club in which case the player can also pay the agent. These double payments are common but they have happened as shall be seen from the example to be illustrated in a little while. FIFA forbids player's agents from working for two parties when negotiating a transfer or an initial sign up of a player but the FIFA laws are not very clear hence reason why we have witnes sed some double payments especially in Wayne Rooney's transfer in 2004. It can be recalled that Wayn... Paul Stretford was paid by Manchester united football club for delivering the 18 year old able striker from Everton to the Club (Manchester United) and the amount was promised to hit 1.5 million if Rooney stayed at the United's Old Trafford for 5 years. Rooney on his part also paid Paul Stretford, his agent, for his role of negotiating his contract terms of 50,000/week (Conn, 2004). In defence of Rooney's act of receiving payments from both parties in a single transfer the, Andrin Cooper, the FA spokesperson, said that he did not consider the act a breech to the FIFA regulations because the regulations did not in any way outlaw payments made by both the club and the player. This therefore represents and at the same time amplifies the fact that the law form FIFA about agents may seem to be clear but it is not clear at all. FIFA regards the role of the player's agent to be mainly that of persuading his player to join a club, the work for which he gets paid by the club. It should me noted that the federation, FIFA, therefore in this accord regards the above role as very much separate from negotiating the players terms with the club in the same transfer. The two roles, though separated by FIFA, are inseparable because they are dependent in that the player will not accept to join a club (for the agent to be paid the player must accept to join the club) if his persona l conditions are not taken care by the club in the contract, an issue that the player's agent ensures through an active and engaging negotiation with the club owners. Therefore, at all times, the player's agents have been carrying out the role of getting the player to sign up for a given club but this role depends on another implied role of getting the club to accept to the terms of the player

Transvestic fethishism Research Proposal Example | Topics and Well Written Essays - 1250 words

Transvestic fethishism - Research Proposal Example osis, the nosology for sexual disorders is essentially identical to that of the third edition (DSM–III;American Psychiatric Association, 1980) and the revised third edition (DSM–III–R;American Psychiatric Association, 1989) and is based on Kaplans (1977) triphasic model of the sexual response cycle (desire, excitement, orgasm). Kaplan (1979) has speculated that each phase of sexual response is mediated by separate neuroanatomical pathways, although empirical support for this hypothesis is lacking. Clinically, it has been established that individuals frequently present with comorbidity or multiple sexual dysfunction diagnoses. For example, one recent study of 588 male and female patients with a primary diagnosis of HSDD found that 41% of the female patients and 47% of the male patients had at least one other sexual dysfunction diagnosis (K.B. Segraves & R.T. Segraves, 1991). Additionally, 18% of the female patients in that study had diagnoses in all three categori es of sexual desire, arousal, and orgasmic dysfunction. DSM–IV includes subtyping of the sexual disorders as lifelong or acquired, generalized or situational, and caused by psychological or medical factors. Unfortunately, little information is available regarding the prevalence or incidence of diagnostic subtypes or the relationship to treatment outcome. Emphasis has been added in the current system on the role of psychological distress and interpersonal difficulty in the definition of sexual dysfunction, although the criteria remain subjective and relatively arbitrary in most instances. As noted by Wincze and Carey (1991), there are no available studies of the reliability or validity of the DSM–III–R (American Psychiatric Association, 1989) or DSM–IV diagnostic system for sexual disorders. Wincze and Carey also pointed out that the current system is based on a dichotomous view of sexual health as either functional or dysfunctional, whereas sexual functioning might better be represented on a

Humanities Essay Example | Topics and Well Written Essays - 500 words - 9

Humanities - Essay Example Roman glass makers used The Hellenic technique of sagging glass for open form cups and bowls over a convex mould in casting in the 1st century BC The glass blowing technique allowed the development of myriad shapes and designs which revolutionalized glass industry all over Europe. It also increased the uses of glass in many aspects of life all over the Roman Empire because it was easier to make it. The war victories by Romans led to more conquests which were possible because the Appian Way was there. This led to contact with other cultures hence the Roman culture had a lot of influence from many parts of Europe. Slaves of war brought their cultural influence. The Roman Empire was able to spread its culture throughout Europe including Latin and this was only possible because the army was well supplied and could move in speed to any â€Å"theatre of war† as Claudius had intended. Mostly, such works were made when the aristocrat was alive and as such, it paints a connection of the present to the past. The Roman art was predisposed to realism unlike that of the Greeks. An aristocrat would like such a depictive sculpture made to indicate to his lineage that life is a continuous journey and in addition, to make a connection to great personalities who existed before them. The care with which the aristocrat holds the busts shows reverence and not disdain as scalp hunter would hold their trophies in contempt. 2. The aqueducts; these shows the brilliance in utilizing natural resources to serve the needs of the people. To date, not many cities can boast such magnificent displays of genius in serving their populace. 3. The use of concrete; the Roman Empire is still remembered because there is proof of how great they were through existing buildings like the Parthenon. To date, concrete is still the material of choice centuries after the brilliant Roman engineers invented it. The colloseum

The Methods of Anthropological Demography Assignment

The Methods of Anthropological Demography - Assignment Example On that note, the morning hours were most convenient. This implied that the study was to be performed during the morning session, from around eight o’clock to around one o’clock. The identification of this study period was based on the study patterns exhibited by the population. The students preferred to perform their study during the morning session and take a break by midday as they head for their midday meals. The senior populations also exhibited a preference of performing their study either in the morning or by the course of the day, especially from ten o’clock to twelve o’clock. The flow of traffic into the library facility offered a convenient opportunity to observe elements such as dress codes of the visiting members while a visit in the facility assisted in the identification of the rest of the behaviour. The evening session also provided an opportunity to study the behavioural patterns of the same population in the non-formal hours. WhoThe observ ation was based on the behaviours of the learning population who spend a significant proportion of their time in the facility. The observation focused on their mode of dressing of all the attendants of the facility. A comparison on the anticipated contrasts can be fetched from the variation of the population that will be visiting the facility. This ranges from the staff to the library attendants. Subsequently, the staff will vary from the staff assigned to ensure efficient flow of information across the facility and the staff assigned to ensure.... exhibited a preference of performing their study either in the morning or by the course of the day, especially from ten o’clock to twelve o’clock. The flow of traffic into the library facility offered a convenient opportunity to observe elements such as dress codes of the visiting members while a visit in the facility assisted in the identification of the rest of the behaviour. The evening session also provided an opportunity to study the behavioural patterns of the same population in the non-formal hours. Who The observation was based on the behaviours of the learning population who spend a significant proportion of their time in the facility. The observation focused on their mode of dressing of all the attendants of the facility. A comparison on the anticipated contrasts can be fetched from the variation of the population that will be visiting the facility. This ranges from the staff to the library attendants. Subsequently, the staff will vary from the staff assigned to ensure efficient flow of information across the facility and the staff assigned to ensure there exists a convenient platform for studies. Others will include, the staff who are assigned with the maintenance of the resources in the facility, as well as supplementary services. In a simplified model, these differences can be categorized as being exhibited between the employees and visitors of the facilities. With respect to the dressing code for the visitors, aspects such as a mode of logistic would be utilized to ensure their presence or access to the facility will contribute to their dressing. Those who walked would rarely compare to those who drove to the facility. Subsequently, the nature of the task that they intend to perform at the facility will determine the load that they will carry. This