Notwithstanding the comprehensiveness of the moral education, in recent years both within and outside the classroom, Chinese youth are misbehaving as well as committing more heinous crimes. In fact, the number of murders, rapes and batteries committed by juveniles in China is growing faster than 10% a year according to criminologist Pi Yijun of the China Politics and Law University (Forney)
Additionally, the teaching profession has not remedied the attrition rate for new teachers nor has the problem of fear on behalf of ethnic students been adequately addressed as it has not diminished. Education in Japan Background re: Respect in Japan On behalf of Asian societies in general, not necessarily Japanese per se, Quynh Nguyen, noted in the Minnosota Daily newspaper, "In Asian society, students revere teachers for the simple fact that knowledge is power and that it is generous of teachers to share it" (Hoenig, 2008)
The values that are taught in Japan do not have theological derivations; instead, they are social values regarding the behavioral consequences of personal attitudes. In other words, they teach the values of: (1) teaching the respect for life, (2) teaching the relationship between the individual and a group, and (3) teaching a sense of "vertical order" (Ikemoto, 1996)
Despite the fact that teachers and students and experts alike recognize a lack of respect as being a driving force behind lost opportunity for teachers to actually teach, the United States has become pre-occupied with content coursework over moral character education. Indeed, some districts are implementing programs which infuse morals into the educational day; however, unlike many other industrialized nations such as Japan, we do not have a national uniform policy for implementing moral education into our schools (Kilpatrick, 1992)
In fact, from 1983 to 1993, an epidemic of violent and often lethal behavior broke out in this country. As a result of this violent outbreak, millions of young people and their families had to cope with injury, disability, and death and, as a nation, we had to start looking at the loss of morality, tolerance, and respect amongst our young people (Laub and Cook)
Instead, Japanese schools reinforce the "social" values learned at home (Id). Given a profound difference in the approaches to moral education taken by the United States and Japan, does Japan boast of respect by its students in the classroom? Indeed, Japanese teachers have much less disruptions as a result of disrespectful behavior and, therefore, a greater amount of their school day is spent on instructional as opposed to disciplinary tasks (Lewis)
Indeed, Federal education statistics reveal that between 1996 and 2000, 599,000 violent crimes against teachers at school were reported. On average, in each year between1996 and 2000, approximately 28 out of every 1,000 teachers became a victim of a violent crime while teaching at school, and three out of every 1,000 were victims of serious violent crime such as rape, sexual assault, robbery or aggravated assault by a student where he/she taught (Stix)
As a direct result of disrespect in the classroom, a report by Public Agenda entitled "Teaching Interrupted," reports that behavior problems in the classroom translates into students having less time to learn, partly because the teacher uses class time to discipline a few troublemakers but also because the troublemakers create an atmosphere that is not focused on learning. When asked what the reason was for the students' misbehavior, the number one reason was indeed confirmed to be disrespect by 73% of teachers and 68% of parents (The Washington Times)
Moreover, ritualized speechmaking begins early in Japanese education wherein students are taught in elementary school that responses should read like mini-speeches and when they are asked to respond, students must stand up straight and provide answers in formulaic expressions and loud voices. The predictability that is built in to this process eliminates the child's inclination to provide his/her own comments (White)
For the purpose of this paper, it will be assumed that the man is going to begin therapy on his own, without the presence of his wife, and that he is sincerely committed to saving his marriage. The therapist can use Cognitive Behavioral Therapy (CBT) which is often used to identify and address unproductive thoughts that underlie decisions that consistently produce negative results (Hodge, 2011)
One of the first things the therapist will want to do is to increase the incidence of positive behaviors. The man can be taught the importance of caring behaviors or caring gestures -- behaviors that show interest, respect, concern or affection -- which can be offered several times a week and demonstrate to the man that his wife is valued and the relationship is important (Wiseman & Beach, 2011, p
Solar power is not new, yet it has been relatively slow to gain speed within American favor and its development has continued to reinforce positive benefits within the environment and domestic economy. In fact, it was first demonstrated in real practice in 1839 by scientist Edmond Becquerel (Johansson & Burnham 1993)
In many cases, individual residences and public institutions have to work on a severely limited budget, thus harnessing them from turning to solar power as an alternative. Yet, "Corporations, however, are better endowed, more influential, more sure of their goals, more flexible, more effective, and better organized than any institution could be," (Scheer 2005:19)
With very little fragmentation within the crystal design, the panel puts out maximum efficiency in terms of power wattage. Studies have shown that "Conversion efficiencies range from 12 to 18%, the theoretical limit being about 23%" when using monocrystalline panels (Starr & Palz 1983:16)
The phenomenon of author bias affecting the composition and construction of social studies textbooks has been routinely documented throughout the duration of America's modern education system, with anti-Japanese sentiment infiltrating the textbooks read by schoolchildren studying during World War II, and liberal opposition to racial segregation openly expressed in textbooks authored during the 1970's civil rights movement. A comprehensive research study conducted in 1988 produced a report entitled Bias in Social Studies Textbooks: New Research Findings, which revealed that the vast majority of instructional materials used in social studies classes were marred by overt displays of cultural insensitivity, distortions of fact designed to deemphasize America's past repression, and the subtle inclusion of ideological agendas (Dhand)
. (and) the importance of the content coupled with the esteem of the author leaves students at the mercy of bias, prejudice, and a one-dimensional perspective of history" (Hickman & Porfilio, 2012)
Awareness of potential author bias in textbooks has also grown in conjunction with the segmentation of the instructional material market, where a recently uproar in Florida over alleged pro-Islamic and anti-Christian bias in the state's social studies textbooks. The Tampa Bay Times recently reported on the standoff between school administrators, who claim the offending passages have been taken out of context, and protestors who have cried foul over what they perceive to be ideological indoctrination, stating that "the concerns raise the specter of textbook wars in other states, especially Texas, where ideological camps have long locked horns over everything from the validity of evolution to how much the Founding Fathers were guided by Christianity" (Matus & Solochek, 2011)
. The extent to which author bias affects textbook content must be explored in future research, and such study is warranted" (Stambaugh & Trank, 2010)
" And God's strategy was very clear: "to redeem humanity through Jesus Christ," according to theologian Leonardo Boff. One point-of-view is that Christ's death is an "…indictment of the wickedness of the persons who causes his death," but another perspective is that Jesus' death is the "…symbol of a love stronger than death" (Boff, 2011)
This is because, "the institutional environment -- and in particular, corporate governance stakeholders -- will shape firms' globalization patterns." (Aguilera et al