Discuss the usefulness of at least

Mill was raised in the tradition of Philosophical Radicalism, made famous by Jeremy Bentham —John Austin —and his father James Mill —which applied utilitarian principles in a self-conscious and systematic way to issues of institutional design and social reform. Utilitarianism assesses actions and institutions in terms of their effects on human happiness and enjoins us to perform actions and design institutions so that they promote—in one formulation, maximize—human happiness. As documented in his AutobiographyMill was groomed from birth by his father to become the ultimate Victorian intellectual and utilitarian reformer.

Discuss the usefulness of at least

So the question I posed earlier, Why are some people motivated by school and others are not?

Discuss the usefulness of at least

If being a student or being a teacher provides a person with regular doses of feelings of competence, belonging, usefulness, and potency CBUPsthen the person's quality world will fill up with images of those needs being satisfied at school.

As a result, these students and teachers will look to school with optimism. They intuitively know that if they have always received CBUPs at school, then, in all likelihood, they will again. Once we add optimism O to the equation, we can summarize the phenomenon as follows: Motivated students or teachers are those who have received and anticipate receiving regular doses of CBUPOs from their experience at school.

It also provides a straightforward explanation of what needs to be done to motivate everyone else. When the school experience becomes CBUPO rich for those who now appear chronically unmotivated, their orientation to school will change.

Unfortunately, just because a solution is simple to articulate i. The Basic Need to Feel Competent Our need to feel competent is satisfied when we have credible reason to believe that we are good at something.

Furthermore, if the thing that we are proficient at is something Discuss the usefulness of at least by others, it becomes even more satisfying.

Finally, if we believe that the things we are competent at are difficult and that our skills were developed through dedication and diligence, our sense of competence gets a greater boost.

The Student's Need for Feelings of Competence The most motivated students are those whose participation at school has been accompanied by credible feedback on their skillfulness.

Consequently, these students have internalized the direct relationship among perseverance, hard work, and success.

The returns they receive on their investment of energy inevitably produce high self-esteem. Needless to say, incompetence is an emotional state most people choose to avoid.

For this reason, the challenge of motivating alienated students begins with a focus on finding authentic ways to increase opportunities for them to feel competent in the classroom. By giving students ways to feel competent, it becomes much more likely that they will learn what is necessary to be successful.

ICT in Education/The Uses of ICTs in Education - Wikibooks, open books for an open world

In this way, students are able to experience the satisfaction of feeling competent. Several practices have potential for making the experience of competency likely for all students. Teachers who use these practices systemically and deliberately are able to see once-alienated students develop enhanced feelings of personal competence.

Strategies that produce competence include Student management of a portfolio of personal bests, Student monitoring of personal progress, Student involvement in the assessment of work, and Student demonstrations of proficiency on mandated standards.

Specific ways to implement these strategies will be discussed in depth in Chapter 2. The Teacher's Need for Feelings of Competence The circumstances that influence a student's feelings of competence are no different for the classroom teacher.

Anyone who receives positive feedback on her work tends to see that work as a satisfying experience. It's not surprising that most coaches exhibit a high level of motivation.

Why is it that they are so motivated to teach athletics to their students? A big part of their motivation comes from the performance of the athletes in competition and at practice.

An athlete's performance provides the coach with concrete and irrefutable evidence of her teaching success. The coach knows that the athlete can now do something that he could not have done before. The only explanation for this growth in student skill is what the coach taught him and facilitated during practice, which is the coach's classroom.

Teachers of other subjects, those where students regularly produce products or present concrete performances demonstrating the value added by their teachers, often experience the type of motivation felt by a coach. For this reason, many teachers in the areas of music, art, drama, journalism, and vocational education are among the most motivated members of a school's faculty.

These fortunate teachers receive daily feedback on their success in the practice of their chosen profession. Unfortunately, daily feedback is not a universal experience. Fewer believe that the written evaluations prepared by supervisors after two brief classroom observations provide a complete or credible report of their work.

Consequently, many teachers work in a feedback vacuum. Not only do they receive little credible data on their success, but they hear on the news that they, collectively, have failed their students. The teachers who work in high-poverty schools have it even worse. For them, most often the school year ends with a report from the state or district telling them that their students—and by extension, they themselves—are low performing.

This is hardly the stuff that builds feelings of competence. To be truly motivated, all teachers must be given regular opportunities to validate the positive effects that their work is having on their students' lives. Having such opportunities ends the chronic need to ask whether teachers are truly making a difference, because the answer becomes evident and irrefutable for all who care to look.

Teachers may receive validation by Altering the paradigm used for assessing student work, and Transforming the role of teacher from overseer to academic coach.The census is a special, wide-range activity, which takes place once a decade in the entire country.

Its purpose is to gather information about the general population, in order to present a full and reliable picture of the population in the country - its housing conditions and demographic, social and economic characteristics. The case study is the most flexible of all research designs, allowing the researcher to retain the holistic characteristics of real-life events while investigating empirical events.

In general, a case study is an empirical inquiry which. The problem is there is almost no peer reviewed research in the area.

There ARE plenty of anecdotal stories about the efficacy of communities of practice to solve problems, but the extent to which this translates into ‘learning’ is unclear.

Aug 15,  · First, we will discuss the results of the application of least-cost modelling on both the virtual landscape and the Belgian landscape, followed by some more general discussion on the ecological consequences of different aspect of the method (algorithm, maps, land cover classes and their resistance values, least-cost paths).

Oct 12,  · Want to discuss? (Reader’s Guide) One reader’s thoughtful response; Blooming furiously before the frost: the usefulness of deadlines. As I contemplate 16 weeks fully devoted to writing, I can reassure myself that writing is, at least, its own reward.

Nov 24,  · Discuss the usefulness of telehealth. Provide two examples of monitoring a patient and the reasons that telehealth reduces the cost of care and increases patient access to care.

Provide substantive responses to two of your classmates.

Syria: What can Western military intervention achieve? - BBC News