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Early Life
Steven Paul Jobs was
born on February 24,
1955, in San
Francisco, California,
to Joanne Schieble
(later Joanne
Simpson) and
Abdulfattah "John"
Jandali, two
University of
Wisconsin graduate
students who gave
their unnamed son
up for adoption. His
father, Abdulfattah
Jandali, was a Syrian
political science
professor and his
mother, Joanne
Schieble, worked as a
speech therapist.
Shortlyafter Steve
was placed for
adoption, his
biological parents
married and had
another child, Mona
Simpson. It was not
until Jobs was 27
that he was able to
uncover information on his biological
parents.
As an infant, Steven was adopted by Clara
and Paul Jobs and named Steven Paul
Jobs. Clara worked as an accountant and
Paul was a Coast Guard veteran and
machinist. The family lived in Mountain
Viewwithin California's Silicon Valley. As
a boy, Jobs and his father would work on
electronics in the family garage. Paul
would show his son how to take apart and
reconstruct electronics, a hobby which
instilled confidence, tenacity and
mechanical prowess in young Jobs.
While Jobs has always been an intelligent
and innovative thinker, his youth was
riddled with frustrations over formal
schooling. Aprankster in elementary
school, Jobs's fourth-grade teacher needed
to bribe him to study. Jobs tested so well,
however, that administrators wanted to
skip him ahead to high school—a proposal
that his parents declined.
Not long after Jobs did enroll at
Homestead High School (1971), he was
introduced to his future partner, Steve
Wozniak, through a friend of Wozniak's.
Wozniak was attending theUniversity of
Michigan at the time. In a 2007 interview
with ABC News, Wozniak spoke about why
he and Jobs clicked so well: "We both
loved electronics and the way we used to
hook up digital chips," Wozniak said.
"Very few people, especially back then had
any idea what chips were, how they
worked and what they could do. I had
designed many computers so I was way
ahead of him in electronics and computerdesign, but we still had common interests.
We both had pretty much sort of an
independent attitude about things in the
world. ..."Incidencia de la indisciplina en el rendimiento académico de los/as estudiantes del 2do ciclo del Centro Educativo Hatillo-Jarabacoa, Rep. Dom., Distrito Educativo 06-03, durante el año escolar 2012-2013.
Planteamiento del problema:
La indisciplina escolar es la pérdidadel respeto por la norma al interior del aula de clase, incluyendo todas las acciones, palabras, actitudes, gestos y reacciones que contrarían las normas disciplinarias vigentes en un centro de enseñanza , o que representan atentados contra la moral, la autoridad, el orden, el espíritu y las tradiciones de la institución.
El objetivo de la disciplina escolar es la salvaguardia del orden, de laseguridad y del trabajo armónico dentro del aula de clase. Por lo tanto, en una clase donde el educador encuentre difícil mantener la disciplina y el orden, los estudiantes pueden desmotivarse y tensionarse el clima educativo disminuyendo así la calidad de la enseñanza.
No hay duda de que los actos indisciplinados, principalmente cuando son intencionales y frecuentes son perjudiciales a la moral deuna institución educativa y se oponen frontalmente a los propósitos educativos que son la razón de ser de estos establecimientos.
Un estudio realizado por Dennis Cardoze expresa que los problemas de disciplina escolar tienen sus raíces en situaciones ajenas a la escuela que pueden darse tanto en el entorno familiar o social de los niños y esta situación tiende a afectar a los jóvenes en todas lasaéreas en que se desenvuelven.
En el caso especifico de la indisciplina escolar el departamento de psicología y educación de la Universidad de Barcelona en un estudio realizado en el 2009 explica que: la disciplina es un asunto técnico y como tal exige un marco de acción pertinente. Pero las circunstancias bajo las cuales el profesor la gestiona, muchas veces no responde a un cuerpo teórico...