Successful Marriages Essays - Philosophy Of Love, Family, Marriage

Successful Marriages Successful Marriages For any marriage to be successful there are certain changes a man and woman have to make. They have to be flexible and open and ready for new experiences and ways of living. Marriages can be successful or unsuccessful based on many different aspects of it. Four important concepts that are definitely part of the whole marriage life are: children, conflict resolution, outside influences, and communication. Children may be the biggest change to a married couple. From going from just the two people, doing whatever they want, whenever they want, to staying home and taking on the responsibilities of taking care of children is a big step. Gone is the freedom of leaving at the spur of the moment to catch that new movie that just came out, eating what they want, when they want, buying whatever they want, and sleeping in until noon. The average number of children for parents completing my survey was two. Everyone knows that raising children is very stressful, but because of the different ages of the parents, and the children, I could not get facts on which years were the toughest. Most parents whose kids are well into their 20's or so, say that the most stressful years for them were the teenage years. Children that are toddlers are said to be less stressful then when they were infants. It varies for everyone, and from my surveys I got no facts, just opinions. Children are a big responsibility and cause a lot of stress for parents. Out of 30 people, 96% say that their children have been a cause for an argument at least one time throughout their marriage. This could occur for many reasons; one being that it is very expensive to raise children and parents would have to agree on what is necessary for their children to have or things that are just nice to have. They must agree to what their priorities are and each pa rtner would have to adjust. Also parents might feel differently about ways of disciplining their children, which usually causes them to argue. Every couple has their own ways of resolving their problems throughout their marriage. Constant conflict can destroy a marriage. Learning how to deal with the conflict to achieve a win/win situation for both partners is very important. When couples disagree, the 30 people that I surveyed said that the woman gives in 65% of the time. A reason for this could be that women were taught to be passive and let things go a lot easier than men. They do not want provoke their partner and then start another argument. They think it is easiest to just give in even if they know they are right. Sometimes the only reason the women gives in is that she is just too tired from working, taking care of the children and the house and feels it would be easier to give in and let it go. This is only a short-term solution. Men on the other hand have to keep their stand and be the king. They cannot give in; it would ruin their status. They have to prove they can not be stood up to. When a married couple are in an argument, 78% say they talk it out after calming down. It usually does not solve anything when couples fight because each person does not listen to the other person's perspective. They are yelling at each other so they each think they are right and become stubborn. By talking it out, you can hear both sides of the story and come up with a compromise. Couples fight for many different reasons, but from my surveys I found the main reason for fighting was children. 60% say they argue about their children. 46% say they argue about chores. 43% say they argue about money. And lastly, 23% say they argue about work. These problems may interconnect with each other. For example, most people are very stressed at work, especially during these times when most companies are decreasing their staff and those th at remain are taking on additional responsibilities. After a hard day at work they come home and half to start all over by picking the kid up

Roles in Curriculum Development

Roles in Curriculum Development Free Online Research Papers Throughout the 20th Century curriculum development went through several phases as the nation embraced different philosophical views. Starting with Cremin at the turn of the Century, then into the progressive movement with John Dewey, early curriculum planning required that developers understand two things. First they needed to â€Å"understand all three focal points for curricula and, second, to bring them into some appropriate balance in making practical decisions† (Marsh Willis, 2003, p. 41). When J. Franklin Bobbitt published his book on curriculum in 1918 curriculum development entered a new era as, for the first time, much of educational leaders’ work focused exclusively on curriculum issues. This sentence is grammatically awkward. This focus would continue until after World War II as progressive educational philosophies dominated national thinking until the beginning of the Cold War. The launch of Sputnik changed the nation’s collective psyche and resulted in a dramatic shift in thinking about curriculum. The result would eventually be the release of A Nation at Risk, and with its release came a serious disconnect from how curriculum development had matured th roughout the 20th Century. â€Å"Its recommendations and example ignored the bottom-up, grassroots approaches to curriculum planning based on traditional American values of individual initiative† (Marsh Willis, 2003, p. 61). The report set a tone which has greatly influence the early years of the 21st Century as individuality and uniformity collide. How do educational leaders strike a balance between the two ideals? Perhaps the best way to accommodate these conflicting views is through the use of committees that accept the views and needs of all stakeholders in the curriculum development process. Good point Gone are the days of an expert developing and delivering newly developed curriculum. The developer will need a team to ensure the new curriculum meets all the requirements of the institution and the community it serves. Is this always the case? â€Å"Ideally, the design team will be composed of faculty who are responsible for the content of the program or course, a process person, and as needed, experts in assessment and technology† (Diamond, 1998, p. 23). The team, to be successful will require a combination of faculty, facilitators, evaluators, and support staff. Finally, political sensitivities must be considered. Parents, students, and administrators should all have a voice in this process to ensure acceptance and support from the local community, otherwise the proposals may well d ie, no matter how good the ideas may be. Roles in Curriculum Development Content. At the content level, curriculum development roles are primarily those of state officials and local administrators. Community members also have a stake in content, since graduates will make up the bulk of the local workforce. Effective leadership, motivation, and data analysis are vital in the content development stage (Stark, Briggs, Rowland-Poplawski, 2002). State officials charged with curriculum and instruction must use their positions wisely. Leading educational change takes committed, innovative leaders who are motivated by their own ideals as well as political mandates. Additionally, practical application of data and research are necessary to develop timely curricula objectives aligned with modern goals and agendas. How would you define modern goals and agendas? Would they relate to meeting criteria for federal funding? Would they relate to popular theories in pedagogy? Would they relate to agendas of special interests within the community? How would administrators deal with conflicting input from these groups? Administrators’ roles in content development involve substantive data collection in addition to ongoing training and resource support. School boards approve textbook expenditures and it often falls to administrators to make their case for purchase of required curriculum. The role of the administrator requires him to be knowledgeable about the content and goals of state and national standards and have the ability to communicate those needs to local stakeholders. Community members also have a role in the content of any given curriculum. Business leaders require a certain level of expertise in fields appropriate to the local community. New development in an area often depends largely on the quality of graduates found in local systems, providing impetus to real estate and development partners to ensure an adequate curriculum. State-level education officials, local administrators, and community members share the duties in their roles in curriculum development content. Process. At the process level, curriculum development roles are primarily those of facilitators, instructors, and support staff. Parents and students, however, play key roles. Facilitators include assistant principals, curriculum coordinators, and trainers. Teachers make up the bulk of instructors, but instruction is also a responsibility of media specialists and counselors. Support staff includes all facility-level personnel, such as food and maintenance service employees and office staff. Stark, Briggs, and Rowland-Poplawski posit three important questions in role consideration: 1) who takes responsibility, 2) specific activities of the role, and 3) curriculum expertise of the involved parties (2002). Although some system hierarchies specifically delineate a curriculum coordinator responsible for processing of objectives, many times staff find themselves as de facto processors of state goals. Teachers retain the majority of the curriculum processing role, since their daily duties center largely on their ability to convey and implement the state curricula. Marsh and Willis define teachers as the â€Å"filter through which the mandated curriculum passes† (2003, p. 195). No matter who ultimately develops the content of state curricular standards, teachers make daily lesson plans and choose activities and methods to implement those benchmarks to their students. Facilitators and support staff roles generally evolve to complement teacher directives. Parents and students play a key role in the process stage of curriculum development because they must learn and apply the objectives through their own methods and styles. Experts. Experts in the fields of development, technology, and evaluation make up the final component of curriculum development. Ideally, states use curriculum and instruction experts to develop a feasible curriculum that meets state and national guidelines. Technology has become increasingly important in not only making curricular goals assessable to all stakeholders but in allowing state agendas to serve as dynamic entities, providing flexibility as online, accessible documents. The role of evaluators is one of measuring progress and goal attainment within the curriculum, and also to convey those results to the professional and public communities. Good point The role of assessment has changed in recent years from one that measured content knowledge acquisition to the current focus on self-directed learning aptitude and understanding (McCormick Murphy, 2000). Despite what is being measured, however, the role of ongoing evaluation is vital to any curriculum development and implemen tation schedule. Regular assessment of student outcomes and staff support for directives allows state and local officials to address concerns early, before they become costly and time-consuming restraints. Responsibilities The responsibility of the educational leaders and stakeholders in curriculum vary depending on their role in the design process. Curriculum emerges from the attempt to match individual learning styles and interests with the type and amount of structure the individual needs to gain the knowledge, skills, and competencies associated with each goal of the specialization (Bruner, 2002). It is essential that each member of the team concentrates on the experience its members bring and on the skills they seek and need. Each person needs to be sensitive to the individual needs and the academic rigor that characterizes the curriculum and learning environment that encourages excellence by releasing the potential of its members instead of locking it in. The designs for curriculum decision-making that are put forward have only limited predictability. In this academic dimension, a student concentrates on analyzing and extending existing designs, and on internalizing a personal approach to curriculum decision-making. Priority is given to the advancement of existing knowledge and to the creation of new ways to view curriculum problems. Responsibilities include: Analyzing theoretical frameworks that underlie the methods used for curriculum development. Evaluating ideas of major theorists and their designs for developing curriculum. Developing skill in theory building. Identifying assumptions that guide various approaches to curriculum decision-making. Defining a specific meaning of curriculum in terms of its expressed, hidden, and emerging aspects. Interpreting associations between the historical development of the curriculum field and future priorities for curriculum improvement. Analyzing the impact of learning theories on curriculum development (Wiggins, McTighe, 1998) The educational leader has a responsibility of making the curriculum visible; academic skills and calculated risk are mixed with intuition and sensitivity and then applied to the task of writing an expressed curriculum (Buner, 2002). The development process demands the ability to translate ideas into actual decisions. The priority here becomes the integration of theory and practice. The site team must develop and apply their design(s) to specific school settings. Also, the curriculum developer perfects sensitivity to the values, contributions, and history of cultural groups typically neglected by conventional curricula (Billig, 2000). This dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that affect the hidden and ever emerging aspects of curriculum. The true leader knows that when they leave the curriculum design process and all other systems are still in tact. The organization should not fall ap art when they leave. That is the true test of leadership. That is when the leader knows they transformed the organization and left a legacy behind. To master skills for developing curriculum. The leader’s jobs include assessing individual, instructional, institutional, and societal needs. They must also develop and articulate specific departmental objectives for specific curricula (Wiggins, McTighe, 1998). They should monitor and screen selected objectives through examining various philosophies of education and learning theories. The leaders should also design instructional strategies and learning opportunities to implement formulated objectives. They have the responsibility of designing quantifiable evaluation procedures to measure student performance. Leaders should analyze the connections among curriculum, educational environment, and learning and design research based, effective curriculum materials (Wiggins, McTighe, 1998). They should then apply designs for curriculum development to actual writing of curriculum and consider leading others through the processes of curriculum development so to increase the effectiveness of school curriculum for meeting individual pupil needs. The ability to move theoretical ideas into curriculum practice demands knowledge about educational change, leadership behavior, and human relations (Billig, 2000). The responsibility of the leader is based on the emphasis that an evolution of a personal leadership style best suited to the individual and to the educational environment he or she works to improve. The leader should constantly evolve, grow, and learn ways to foster school reform, and to aid school personnel in finding desirable directions for change. Yes! To intervene appropriately in a classroom, school, or school system, curriculum leadership team needs to understand the process of planned educational change. Changes in the learning environment, unless carefully implemented and followed-up, seldom pass through the classroom door (Wiggins, McTighe, 1998). Because of the commitment to the process of planned change, students of curriculum studies develop a perspective of continual evaluation and improvement as a way of life for institutions and human beings. Over a period of time, a school, much like an individual, becomes characterized by certain modes of behavior which are like a personality. An organizational personality is infused with a system of values that reflects its history and the impact that various administrators, parents, teachers, and pupils have had on its development (Bruner, 2002). Effective analysis by educational leaders interested in improvement must include an understanding of past influences as well as current conditions of the school and compare various theories of educational change (Wiggins, McTighe, 1998). Professional Learning Community Leaders should form learning communities that identify their team’s leadership style collectively, analyze the influence of internal and external conditions on human behavior; identify the advantages and disadvantages of planned change, and develop procedures for diagnosing the constraining and facilitating forces existing in organizations (Diamond, 1998). They should constantly be proactive in identifying conditions in organizations that are hindering the learning process; and implementing strategies for involving teachers, parents, and pupils in curriculum decision-making. This is a great ideal, but how can the other stakeholders see that this can happen? Authority and Hierarchy In the realm of K-12 education, curriculum development usually becomes the responsibility of the school principal/director, leadership team, and community stakeholders. The leadership team could consist of various instructors across several disciplines within the school, leading teachers within the school, or even a combination of both. What must remain important is that all facets involved in curriculum development remain on one accord when developing curricula for the school. According to Marsh (2003), â€Å"If most schoolwide attempts at curriculum planning are to be successful, they require some form of involvement and commitment by the school principal. Numerous research studies point to the leadership of the principal as critical to constructive curriculum change in individual schools† (p. 207). The principal should provide the foundation for curriculum development and present the charge to the â€Å"curriculum team† or the educational faculty charged with develop ing the curriculum. Quoting studies by studies by Leithwood and Montgomery (1982), Leithwood and Stager (1989), Fullan (1988), and Heller and Firestone (1994), Marsh states that the goals that elementary school principals should pursue include the following: Principals should have a vision of what they want for their school in the years ahead. Principals should make their goals public to all concerned parties. They should ensure that their expectations are made known, particularly to teachers and to students. Principals should take action, directly or indirectly, to see that their goals are acted on and accomplished. Principals should develop and maintain good working relationships and a keen understanding of the work and progress of each teacher on their staff. (2003, p. 207) The principal, clearly, is responsible for the strength and continued welfare of the â€Å"curriculum team† and the team should rely on the principal for effective guidance and leadership. Teachers serving on the leadership team, charged with curriculum development, must strive to maintain the focus on the student. Diamond (1998), mentioned that a shift in the faculty role in the learning process has begun; the process should move from teacher-centered to learning-centered (p. 151). Teachers may tend to want the curriculum to suit their own needs. In shifting from teacher-centered education to learning-centered education, teachers must relinquish their â€Å"comfort zones† Is this a direct quote? Quotation marks should only be used for direct quotes with in-text citations. and perform in a manner that is more conducive to student learning. This can seem a daunting task for some teachers who have taught one way for an extended period. Truly progressive instructors, concerned about the educational welfare of their students will effect the changes, especially in the curriculum planning stage, in order to produce a more student-centered learning environment. Community stakeholders exhibit a vital role in curriculum development because the community stakeholders find themselves in a position to aid the school from an outside perspective. According to Marsh, Schools and districts are subject to curricular pressures from special interest groups both within the community and from further afield, especially over controversial issues that arise. Such issues might concern the inclusion of a particular book in a course or in the school library; the adoption of a new teaching method; or the introduction of curricular units dealing with sexuality, race, politics, or religion (2003, p. 206) Single space black quotes With this influence, community stakeholders wield tremendous influence over the ultimate decision on the direction of the curriculum (Billig, 2000). Parents as stakeholders possess ideas about what they deem appropriate for inclusion in the curriculum. The community wants to see the curriculum designed so that ultimately the students in the schools become interested in the industries within the general population. As a whole all entities exert influence in the development of the curriculum, but the ultimate goal must remain the effective education of all children within the school. Responsibility The responsibility of the educational leaders and stakeholders in curriculum vary depending on their role in the design process. Curriculum emerges from the attempt to match individual learning styles and interests with the type and amount of structure the individual needs to gain the knowledge, skills, and competencies associated with each goal of the specialization (Bruner, 2002). It is essential that each member of the team concentrates on the experience its members bring and on the skills they seek and need. Each person needs to be sensitive to the individual needs and to academic rigor that characterizes the curriculum and learning environment that encourages excellence by releasing the potential of its members instead of locking it in. The designs for curriculum decision-making that are put forward have only limited predictability. In this academic dimension, a student concentrates on analyzing and extending existing designs, and on internalizing a personal approach to curriculum decision-making. Priority is given to the advancement of existing knowledge and to the creation of new ways to view curriculum problems. Responsibilities include: Analyzing theoretical frameworks that underlie the methods used for curriculum development. Evaluating ideas of major theorists and their designs for developing curriculum. Developing skill in theory building. Identifying assumptions that guide various approaches to curriculum decision-making. Defining a specific meaning of curriculum in terms of its expressed, hidden, and emerging aspects. Interpreting associations between the historical development of the curriculum field and future priorities for curriculum improvement. Analyzing the impact of learning theories on curriculum development (Wiggins, McTighe, 1998). The educational leader has a responsibility of making the curriculum visible, academic skills and calculated risk are mixed with intuition and sensitivity and then applied to the task of writing an expressed curriculum (Bruner, 2002). The development process demands the ability to translate ideas into actual decisions. The priority here becomes the integration of theory and practice. The site team must develop and apply their design(s) to specific school settings. Also, the curriculum developer perfects sensitivity to the values, contributions, and history of cultural groups typically neglected by conventional curricula (Billig, 2000). This dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that affect the hidden and ever-emerging aspects of curriculum. The true leader knows that when they leave the curriculum design process, all other systems are still intact. The organization should not fall apart when they leave. That is the true test of leadership. That is when the leader knows they transformed the organization and left a legacy behind. The leader’s jobs include assessing individual, instructional, institutional, and societal needs. They must also develop and articulate specific departmental objectives for specific curricula (Wiggins, McTighe, 1998). They should monitor and screen selected objectives through examining various philosophies of education and learning theories. The leaders should also design instructional strategies and learning opportunities to implement formulated objectives. They have the responsibility of designing quantifiable evaluation procedures to measure student performance. Leaders should analyze the connections among curriculum, educational environment, and learning, then design research-based, effective curriculum materials (Wiggins, McTighe, 1998). They should then apply designs from curriculum development to the actual writing of curric ulum and consider leading others through the processe to increase the effectiveness of school curriculum for meeting individual pupil needs. These are excellent points, but can this be done in environments such as public education? The ability to move theoretical ideas into curriculum practice demands knowledge about educational change, leadership behavior, and human relations (Billig, 2000). The responsibility of the leader is based on the emphasis that an evolution of a personal leadership style best suited to the individual and to the educational environment he or she works to improve. The leader should constantly evolve, grow, and learn ways to foster school reform, and to aid school personnel in finding desirable directions for change. To intervene appropriately in a classroom, school, or school system, the curriculum leadership team needs to understand the process of planned educational change. Changes in the learning environment, unless carefully implemented and followed-up, seldom pass through the classroom door (Wiggins, McTighe, 1998). Because of the commitment to the process of planned change, students of curriculum studies develop a perspective of continual evaluation and improvement as a way of life for institutions and human beings. Over a period of time, a school, much like an individual, becomes characterized by certain modes of behavior which are like a personality. An organizational personality is infused with a system of values that reflects its history and the impact that various administrators, parents, teachers, and pupils have had on its development (Bruner, 2002). Effective analysis by educational leaders interested in improvement must include an understanding of past influences as well as current conditions of the school and compare various theories of educational change (Wiggins, McTighe, 1998). Professional Learning Community Leaders should form learning communities that identify their team’s leadership style collectively, analyze the influence of internal and external conditions on human behavior; identify the advantages and disadvantages of planned change, and develop procedures for diagnosing the constraining and facilitating forces existing in organizations (Diamond, 1998). They should constantly be proactive in identifying conditions in organizations that are hindering the learning process; and implementing strategies for involving teachers, parents, and pupils in curriculum decision-making. Conclusion Although many consider curriculum development to be somewhat akin to a black art, what has become clear throughout this paper is that it is anything but mysterious. What is a black art? It has been seen here that although proper curriculum cannot be developed without the careful input of experts, it also cannot be fully completed without the assistance of amateurs. Curriculum development is truly a team effort that functions best when all stakeholders in the process are fully included. Proper acceptance by the community in general is not possible if parents and students do not have a voice in the process. Experts may craft the technical aspects of the curriculum, but the community will test its feasibility. If the plan fails at any level of the process then the entire team must revisit the plan to determine why it failed. A strong team can move a curriculum development project with great speed and accuracy; a weak team effort will doom the overall process to failure. References Billig, S. (2000). The effects of service learning. The School Administrator, 5(7), 9-14. Bruner, J. (2002). The process of education. Cambridge, MA: Harvard University Press Diamond, R. M. (1998). Designing and assessing courses and curricula: A practical guide. San Francisco: Jossey-Bass. Marsh, C. J., Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues (3rd ed.). Upper Saddle River, NJ: Pearson. McCormick, R. Murphy, P. (2000). Curriculum: The case for a focus on learning. Routledge International Companion to Education, 204-234. Stark, J. S., Briggs, C. L., Rowland-Poplawski, J. (2002). Curriculum leadership roles of chairpersons in continuously planning departments. Research in Higher Education, 43(3), 329-356. Wiggins, G., McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision Research Papers on Roles in Curriculum DevelopmentStandardized TestingThe Project Managment Office SystemOpen Architechture a white paperRiordan Manufacturing Production PlanInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andAssess the importance of Nationalism 1815-1850 EuropeResearch Process Part OnePETSTEL analysis of India19 Century Society: A Deeply Divided Era

Effects of The Electoral College Essay Example | Topics and Well Written Essays - 1000 words

Effects of The Electoral College - Essay Example This research will begin with the statement that some elements undeniably expose the undemocratic nature of the constitution such as the election of the president which is Article II section I that empowers the application of Electoral College process. This part of the constitution gives every state a figure of electors relative to its representation in Congress to determine who the president is without using the popular vote. In the 2000 general elections, the Judiciary helped in making one of the difficult decisions by declaring George Bush the winner of the closely contested election. After carefully considering the interpretation of the law on representation, the justices decided that Bush would be president of the USA. According to the constitution, the candidate who wins the 270 of the Electoral College votes becomes the president. The rule of law protects the peace and freedom of the USA citizens. Americans and the world at large were desperately waiting to know the next man w ho would occupy the white house. After Americans voted wisely and peacefully, they still waited for more days to know who their president would be. The delay of the results was not voters’ problem but the systems put in place. Most Americans went to sleep knowing that Al Gore had won the presidency on the night of November 7, 2000. Although Americans vote, the popularity of their vote may not be reflected in the outcome of who becomes the president and the vice president of the USA.... This case was later taken to the Florida court, which ordered a recount, but there was a problem on the method to be used in recounting. However, the case was later taken to the US Supreme Court, which nullified the recount process and later made unsatisfactory decision the ultimate winner was George W. Bush. Considering that even the US Supreme Court justices were divided on this matter, it is unclear whether the decision made was political or was strictly based on judicial grounds. Thanks to Al Gore who conceded defeat having realized that based on the Supreme Court decision, he only managed 266 electoral votes against Bush’s 271. The Electoral College system is believed to be catering for the minority and special group interests. A candidate must consider these groups since their votes may be a determinant in winning a particular state’s popular votes hence college electoral votes. In addition, the college electoral votes promotes political stability by allowing only two major parties to exist and suppressing the emergence of other small parties that may hinder quick decision making by the voters. Moreover, the college electoral vote system ensures that the president enjoys sufficient and well-distributed support in governance. The college electoral vote system reduces the chances of election conflict between the two major parties hence ease decision-making process (Keyssar Web). However, the college electoral vote system is undemocratic since the majority decision is not taken into consideration. Most states have their clear favorites such as the blue states and the red states hence less attention paid to such states. A candidate only concentrates their campaigns on undecided

Think like a biologist Case Study Example | Topics and Well Written Essays - 250 words

Think like a biologist - Case Study Example Primarily, we repose on failure of the statement that the human eye is a result of evolution coming from the analysis of eye components and their cooperation while working. In particular, â€Å"If you look at these [evolutionary] schemes, they often very abruptly add a lens or a cornea† (Than, 2010), while there is no such a process in the world when a part of an organism appears from nowhere and instantly connects with other parts in functioning. Probably, there must be a stronger argument than that one according to which there has been a simple sightless organism at the beginning that has transformed into the highest creature (a human being) with the eye almost universally adoptable for numerous needs of its owner. As for the claim of intelligent design of the human eye it sounds more argumentative. Although, there is no written proofs representing peculiarities of eye functioning or visual perception of people in different times since creation of Adam and Eve, today’s researches evidence that the human eye is unique in its general mechanisms, which parts are inseparable, for they all actively participate in sense of sight and removal of any of them leads to the critical reduction in

Political science Essay Example | Topics and Well Written Essays - 2000 words

Political science - Essay Example A conservative would probably agree with all the Alabama measures against illegal immigrants. A conservative would think that since illegal aliens defied immigration laws they deserved to be treated like criminals and flushed out of their hiding places using all means. He will also consider as justifiable the use of stop and search measures on the basis of a vague rationale as reasonable suspicion, usually employed in anti-terrorism related drives, to ensure the apprehension of law breakers. On the other hand, a liberal, while realizing that illegal immigrants have violated immigration laws, will consider some of these measures as extreme, inhuman and unnecessary. A liberal will know how to balance between crime and punishment, and will not forget that illegal immigration is driven by the desire to find greener pastures and not to terrorize Americans. The punishment must fit the crime, but in any case no human being deserves to be treated like a rat. ... ?lack of codified law and coercive authority, a penchant for processes that are participatory and spontaneous, and an inherent impetus among community members to associate voluntarily and cooperatively† (Amster 291). Despite the system’s ideal underpinnings, anarchy is evidently unpopular. Successful rebellions against governments in various times of the world’s history did not result into the establishment of anarchic societies, but of new governments that were instantly installed to replace the toppled ones. The utopian nature of anarchy imports impracticability, presupposing a society where individuals stand together on equal footing, a notion that is illusory. There will always be individuals who will assert themselves above others and establish themselves as leaders, a position that can only be sustained if the community is organized and restrictions are imposed. Governments or systems of hierarchy are, therefore, inevitable (Kenneth & Goldman ). Moreover, an archy basically aspires for perfection, a condition impossible to achieve and more so to sustain. Nonetheless, anarchic societies do exist in the history of the world and even into the 20th century. This is exemplified by the Eskimo tribes of the North American Arctic, Pygmies in Zaire, the Yurok of North America, the Ifugao of the Philippines, the Land Dyaks of Sarawak, to name a few (Stringham 371-372). As can be seen, these societies are characterized by their small size, backward civilization and remoteness from the rest of the world, conditions that are impossible under a highly globalized world. Question 3: War on Terror The National Supremacy clause under Article VI of the US Constitution and the Reserve Clause of the Tenth Amendment have established the boundary between federal and state powers.

Perceptions of ESL Teachers in Taiwan

Perceptions of ESL Teachers in Taiwan SYNOPSIS This study investigates ESL program teachers experiences, perceptions, attitudes and use of classroom assessment in Taiwan. It is aimed to explore teachers understanding of classroom assessment and their assessment strategies; moreover, to examine whether there are any relationships between teachers experiences, perceptions and use of classroom assessment in private ESL schools in Taiwan. Thirty teachers across three private ESL schools were surveyed using a questionnaire. Among 30 teachers, 4 teachers volunteered to participate in the semi-structured interviews. Data collected from questionnaire and interview provides the researcher with an insight into teachers perceptions, attitudes and use of assessment methods in their classroom. The results show that ESL program teachers were positive about the effectiveness of classroom assessment and formative assessment strategies and had a tendency to use positive feedback to encourage learners to improve their language ability. Most teachers had more than 3 years of teaching experience in teaching English and placed focus on formative assessment in order to meet schools policy, learners needs, and parents demands. There is a need to do further research in such unique educational context, so-called ESL schools in Taiwan, to explore teachers difficulties and needs; moreover, to provide support, such as teachers in-service training, which may lead to benefiting learners. Aim This mixed methods research is designed to investigate ESL private school teachers perceptions, attitude and use of classroom assessment in Taiwan. Two instruments are used in this research, including a questionnaire and semi-structured interviews, to explore teachers experiences, attitudes, and perceptions of classroom assessment and their own assessment strategies. Rationale and context This study has been motivated by two factors: first, in 2010, Dr. Rea-Dickins introduced the central characteristics of classroom assessment in Language Testing and Assessment (LTA) course, such as providing learning opportunities for learning or language awareness and nurturing language, which helped me to gain new knowledge about the concept of assessment for learning, in terms of formative assessment. After reading several research studies in relation to classroom-based assessment, I recognize the benefits of assessment, particular with formative assessment, and how teachers can monitor learner progress, inform teaching and support learning through using multiple assessment methods in the classroom. I have the desire to understand whether English teachers use various formative assessment methods, such as teacher and peer feedback, scaffolding and assessment to help learners enhance learning or they mainly focus on grading and recording learning progress. The second factor is related to the fact that we have relatively little knowledge at ESL private school teachers classroom assessment practice and their understanding and attitude toward assessment in Taiwan; moreover, this is an area in which it appears that may have an impact on young learners in learning English. Assessment plays a central and important role both in teaching and learning. Teachers use their own assessment practices, which may have the potential influence on their learners learning, to assess and improve learners language ability. In addition, assessment is synonymous to exams and tests for most teachers, pupils, and parents In Taiwan where traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil assessment remained as the main source informing learners learning (Yip, 2005). Edelenbos and Kubanek-German (2004) also point out the assumption that formal testing is generally referred to the only assessment methods a teacher uses. McNamara (2000) noted that traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil language assessment and performance assessment are two major forms of assessment. In other words, English teachers tend to use the latter to know how their learners use their existing language knowledge related in a given context and to measure learners language ability at the end of a certain period of teaching and learning through the former. As can be seen, the notion of assessment is generally associated with testing and it seems to be under-developed in fields of applied linguistics and general education. Therefore, the aim of this study is to investigate how English teachers perceive the concept of classroom assessment and what assessment methods they use in their classroom in Taiwan. 1.2.1 English learning environment in Taiwan In 1997, the Ministry of Education (MOE) implemented educational reform and introduced the Nine-Year Integrated Curriculum (NYIC) which has greatly influenced the syllabus and materials design of elementary and high schools in Taiwan. One of the major changes is that pupils, who used to begin learning English in junior high schools (age 11), start to learn English as a Foreign Language in grade 3 (age 9) in elementary schools. English instructions were officially incorporated into elementary school education which brought more business opportunities on English learning and teaching due to the increasing demand for English learning. Such changing situation has also impact the age of learning English in Taiwan, where children now start to learn English at an early age. In addition, according to The Guidelines of English Learning Area in Grade 1-9 Curriculum, the new English syllabus reflects a more communicative orientation and places focus on teacher-learners interactions. It also aims to create an enjoyable learning environment to motivate learners to speak English in English classroom. This appears to suggest that teachers should use more formative assessment methods, in terms of encouraging learners to improve learning and providing more language learning opportunities to them. Furthermore, learners are expected to achieve three goals in Grade 1-9 Curriculum: To equip with basic communicative competence and apply it into real-life situations. To develop learning strategies and be able to learn language effectively and autonomously. To gain knowledge about foreign cultures and be able to respect different cultures. The adjustment in English curriculum is consistent with the current trend in research studies of English as an Additional Language (EAL). Teachers are acting as supporters to scaffold and motivate learners to enhance learning during the whole learning process. In addition, Taiwanese government empowers local schools and teachers to choose teaching materials, such as textbooks, to meet learners needs; moreover, it begins to value pupils individual differences. By doing so, teachers may be able to choose appropriate tasks and activities for their learners and focus on individual learning. As can be seen, teachers are now generally increasing the use of formative assessment strategies to assist learners learning in the classroom in Taiwan 1.2.2 Formative Assessment in language classrooms in Taiwan Generally, English teachers in Taiwan are required to correct all the errors in all students work, including worksheets, textbooks and practice books, due to the pressure from the schools and parents. Such demand from schools and parents is one of major sources of pressure for teachers in Taiwan. As can be seen, teacher feedback, particularly with written feedback, appears to be seen as one major part of teachers routine work. Huang (2006) reports that in Taiwan most English teachers use teacher feedback, as a formative assessment method, on learners grammatical errors in writing. In addition, portfolio assessment is a common assessment tool used by English teachers in Taiwan. Tsai (2004) and Wang (2002) both indicate that teachers use portfolio assessment as an instrument to assess learners achievement rather than improving learning; moreover, Wu (2007) points out that instead of using portfolios assessment in a formative way most teachers use it for summative purposes, in terms of recording each learners achievement. Furthermore, Yip (2005) reports that traditional standardized tests remain the main source of informing and measuring learners learning for most English teachers in Taiwan. As can be seen, the potential of classroom assessment may not have been identified in the language assessment literature and assessment has not reached its full potential in English classrooms in Taiwan. Organization of this research In the next chapter, literature on relevant issues involves definition and functions of classroom assessment and assessment of young learners are reviewed. Methodology of data collection and analysis and a discussion of ethical, validity and reliability issues are introduced in Chapter 3, followed by the presentation of the findings and discussion derived from the results of both questionnaire and interview data. Chapter 5 summaries the research findings and provides limitations and future research. CHAPTER 5: CONCLUSION 5.1 Introduction This research has explored teachers attitudes, perceptions, and use of assessment in classrooms. In this chapter, limitations of the study will first be discussed, followed by Implications for pedagogy and this study. 5.2 Limitations of the study There are several limitations and problematic aspects in the methodology. First, one limitation in this research is the small size sample (N=30) which may influence the reliability of the result in relation to the correlationship between teachers years of teaching experience and their assessment methods. Size of the sample is vital  for an accurate estimate of the relationship between variables. In addition, without classroom observation, it is difficult to examine teachers day-to-day assessment practice and the whole process of assessment. Observation plays a significant role in confirming teachers interview responses with their actual assessment practice in the classroom. Follow-up interviews are also important in gaining some insight into the behavioural patterns and assessment practice of teachers during the assessment process by providing explanations of their instructional and diagnostic behavior and assessment strategies. The involvement of a larger questionnaire sample size, classroom observation and follow-up interviews may lead to increase reliability of the data and a better and completed understanding of teachers assessment practice in classrooms. 5.3 Implications for pedagogy and teacher training All 5 interviewed teachers indicate that they gain new information about assessment through meeting with teachers from the same grade, for instance, all grade 1 teachers have a meeting to discuss teaching ideas and lesson plans once a week. However, there seems to be an insufficiency level of in-service training activities for meeting the needs of ESL program teachers. Teachers recognize the importance of developing knowledge, competence, capacities and classroom assessment strategies in order to improve teaching and learners learning. This may suggest that there is a need to provide continuing professional development (CPD) and training courses to update new knowledge and information, in relation to planning for teaching, practical approaches and assessment, and more importantly to reflect on their own teaching. 5.3 Implications for further research There is a critical need for more studies to investigate ESL program teachers difficulty in implementing classroom assessment strategies in schools and their diagnostic competence, in terms of their observational and interpretative ability, during classroom teaching. Due to teachers decision-making, assessment cognition network (Yin 2005) and teacher diagnostic competence (Edelenbos and Kubanek-German 2004) are key elements in supporting and assessing learners in classrooms. Moreover, their capacities, knowledge and beliefs may have an impact on how they assess learner performance during the teaching and their diagnostic competence, including the skills they use to guess what learners want to say and the abilities to provide language samples of learners language growth, may influence the amount of language learning opportunities they provide for individual learner during the teaching and learning. Furthermore, further research is needed in exploring teachers representation and implementation of classroom assessment to reveal factors which influence teachers perceptions and interpretation of assessment. In addition, ESL program teachers use of the materials, which involve standardized and teacher made tests and a set of assessment instruments, should also be examined, in terms of the reliability and validity of teacher assessment. Finally, the scope of so-called ESL school teachers classroom assessment perceptions and strategies research should be expanded to include other Asia countries, such as Korea and China. 5.4 Conclusion The focus of this research is to investigate so-called ESL school teachers perceptions, attitudes and use of classroom assessment in Taiwan, an EFL context. A mixed methods approach is used to collect and analyze both quantitative and qualitative data, including questionnaire and interview data. This study provides a window to reveal how teachers , who aim to enhance Taiwanese learners English ability through adopting ESL curriculum and teaching materials to teach learners in an EFL context, perceive the construct of classroom assessment, their attitudes toward assessment and use of assessment methods. The results show a strong emphasis on formative, as opposed to summative, assessment practice among 30 teachers across 3 private ESL schools; moreover, the data suggests a need for CPD courses to improve teaching and learning and to prevent teachers from suffering burnout and emotional exhaustion.

I Intend to Pursue the Study of Medicine :: Medicine College Admissions Essays

Admissions Essay - I Intend to Pursue the Study of Medicine I walked off the school bus; it was a beautiful summer day. The sun was shining and the birds were singing, but inside my house it was dark, a cloud had moved over us. I slowly made my way to the door, expecting my mother to greet me but instead my sister opened the door, something was wrong, I knew instantly. When I walked in and there sat my three year-old little brother playing with his toys in the family room and my parents were sitting on the couch. I looked up at my mom, she had been crying. What is wrong I asked? He is sick my mom said, "Your baby brother is very sick". I just shrugged my shoulders and walked away, I had been sick before and I got better, so would he. I went upstairs to my room and made a get well card for him. It was made out of blue construction paper and had black writing on it, I finished it off with a panda bear sticker. Inside I had written how much I loved him and to get better real soon. I proudly presented it to my mother; she took one look at it and began to cry again. I climbed on to her lap and she said, "He won't get better, we have to take care of him the best that we can". He has diabetes she explained but my naïve eight year-old mind just did not know what diabetes was. I did not understand. Whenever I was sick I went to the doctor and he always made be better, but this time even the best doctor's hands were tied. It was this very day I knew what I wanted to do when I grew up...I wanted to make my little brother better, I wanted to be a doctor. Although this was this first time that being a physician crossed my mind. I was sure I was destined to become one. I have always felt a deep desire to help people whenever they needed it, and would stop and no end to help them. Through the many volunteering experiences and through various jobs, my decision was solidified. My first trials with medicine and dealing with the ill began when I was twelve years old.

Argument Essay : Fast Food Essay

Directions: Turn off the Track Changes feature. Copy your edited draft (from above). Paste it below and highlight it. Then in the Review tab, find the Changes group and select Accept All Changes from the Accept drop-down menu (if you are using Microsoft 2003, on the Reviewing toolbar click Accept Change). Sign the honor statement below. Then, open your Argument Essay Rubric and copy and paste it after the honor statement . Save the changes to this document. Use the link provided in Blackboard to submit this document to your instructor. The instructor should then be able to see the entire process you took to create your final draft. â€Å"Over the last three decades, fast food has infiltrated every nook and cranny of American society,† writes Eric Schlosser in Fast Food Nation. In the beginning, the fast food restaurant started with a cafeteria-style restaurant known as the â€Å"Automat† in New York on July 7, 1912. Then, in 1921, White Castle restaurants were started in Wichita, Kansas, selling hamburgers for five cents. By 1948, McDonalds was opened by two brothers from Nashua, New Hampshire, who developed the concept of selling hamburgers, French fries, shakes, coffee, and coca cola in disposable wrappings. So from its humble beginnings, the fast food industry has become an undeniable factor in our society. Certainly, with our ever increasing and busy society, eating at fast food restaurants has become the norm. Families that have busy schedules, such as taking their kids to various activities, attending church functions, and late meetings rely heavily on fast food as a meal choice. For example, about one-quarter of adults and a third of children eat at fast food restaurants on any given day. According to the American Journal of Public Health, consumers have spent $16. 1 billion in 1975 to $153. 1 billion in 2004 on fast food. Consequently, the nutritional value of fast food has been limited due to the usage of pre-processed foods. Commonly, pre-processed foods are delivered to restaurants frozen, canned, dehydrated, or freeze-dried. Unfortunately, the higher calorie, fat, and sugar content these pre-processed foods contain, could potentially lead to a high levels of obesity in adults and children. However, in comparing one fast food meal with 1,680 calories to one home cooked meal with 546 calories, which choice would be better? Most of all, each individual must understand that making the appropriate nutritional choice, is his or her responsibility. Particularly, parents need to monitor portion sizes that are given to their children, and in the same manner, adults also need to monitor their portion sizes. Monitoring portion sizes can help eliminate the onset of obesity in children and adults. Eric Schlosser, Fast Food Nation states, â€Å"the typical American now consumes approximately three hamburgers and four orders of French fries every week. † Clearly, it is evident that the fast food industry has been an undeniable factor in our society since its humble beginnings. Principally, it is up to us, individually, to eliminate unhealthy habits that will affect us and our families in an adverse manner. Most important, the Bible gives us a foundational key to follow to be healthy. That foundational key is â€Å"My son, do not forget my law, but let your heart keep my commands; for length of days and long life; it will be health to your flesh, and strength to your bones†. (Proverbs 3:1-2, 8 (NKJV)) Works Cited Austin, Bryn. â€Å"Clustering of Fast-Food Restaurants Around Schools: A Novel Application of Spatial Statistics to the Study of Food Environments† American Journal of Public Health Volume 95, number 9. September (2005): 1575 – 1581 â€Å"Fast Food Restaurant†. Wikipedia. 11 March 2011, 19 March 2011http://en. wikipedia. org/wiki/Fast_food_restaurant Schlosser, Eric. Fast Food Nation. Massachusetts. Houghton Mifflin, 2001.

Ecology and Technology essays

Ecology and Technology essays Indeed, in my opinion, technology does owe ecology an apology. This is because ecological imbalances were as a result of the Industrial revolution, which could be said to be the beginning of the non-ending technological advancement cycle. During Industrial revolution, we began altering or climate and environment through changing agricultural and industrial practices. Before the industrial revolution, human activity released very few gases into the atmosphere, but now through population growth fossil fuel burning and deforestation, we are affecting the mixture of gases in the air, which in turn affects all other species in the world. The water bodies have been major victims to, and have experienced the whims of technology. They have been used as dumping grounds for all toxic waste waste that is as a result of technological advancement. This has brought about the extinction of some species and has killed many types of marine species. In addition to this, the once beautiful beaches of the world have been scarred with waste. The natural water rivers no longer hold rich ecosystems as before as many of them cannot be able to survive in the harsh conditions. What do anthropogenic greenhouse gases mean? Discuss the anthropogenic greenhouse gases in terms of their potential to cause global warming. Anthropogenic greenhouse gases are those gases that are emitted into the atmosphere and have an adverse effect on the climate. These are gases that are as a result of human activities. Greenhouse gases are the gases trapped inside our atmosphere, which tend to keep the planet earth warm. These gases are carbon dioxide (CO2), water vapor (H2O), nitrous oxide (N2O), methane (CH4), and many chlorofluorocarbons (which will be explained in better detail later). These gases are what warm our planet to livable conditions, and are responsible for life, as we know it on earth. Then one might ask, "What is the problem with these e...

Index Number Essay Example

Index Number Essay Example Index Number Essay Index Number Essay CPI (Consumer price index) A consumer price index (CPI) measures changes in the price level of consumer goods and services purchased by households. The CPI is a statistical estimate constructed using the prices of a sample of representative items whose prices are collected periodically. GDP deflator In economics, the GDP deflator (implicit price deflator for GDP) is a measure of the level of prices of all new, domestically produced, final goods and services in an economy. GDP stands for gross domestic product, the total value of all final goods and services produced within that economy during a specified period. WPI (whole sale price index) The abbreviation for Wholesale Price Index, which is an index of the prices paid by retail stores for the products they would ultimately resell to consumers. The Wholesale Price Index, abbreviated WPI, was the forerunner of the modern Producer Price Index (PPI). The WPI was first published in 1902, and was one of the more important economic indicators available to policy makers until it was replaced by the PPI in 1978. The change to Producer Price Index in 1978 reflected, as much as a name change, a change in focus of this index away from the limited wholesaler-to-retailer transaction to encompass all stages of production. While the WPI is no longer available, the family of producer price indexes provides a close counterpart in the Finished Goods Price Index. PPI – Producers price index Producers price index focuses on prices of goods and services that are received by the producer. This is different from the retail prices, which include shipping costs, taxes and other levies Sensitive Price Indicator (SPI) Sensitive Price Indicator (SPI) is designed to assess price movement of essential consumer items at short intervals (on weekly basis) so as to take corrective measures. Laspeyres . This compares the price of the old basket of goods for the old and new prices. Paasche . This compares the price of the new basket of goods for the old and new prices. variables| price| quantity| CPI| Fixed (Laspyere price index)| | GDP deflator| | Fixed| PPI| Fixed (Laspyere price index)| | SPI | Fixed (Laspyere price index)| | WPI| Fixed (Laspyere price index)| |

Personal Philosophy of Life Essay Example | Topics and Well Written Essays - 2000 words

Personal Philosophy of Life - Essay Example Talking about true wisdom as the final destination to reach, what is actually true wisdom? For me, I believe that true wisdom is the ultimate knowledge which stays in perfect balance with the basic moral principle. Knowledge without morality is not wisdom, just cold ignorance. Is a man who knows how to destroy the world wise? He is, only if he chooses not to use that knowledge. Morality without knowledge is not wisdom either but blind foolishness. In a war or in wilderness, is a man who doesn’t want to kill wise? Unless he knows how to survive without killing, he is a dead man not a wise one. My ideal true wisdom might seem to be distant destination which can never be attainable. However, in a lesser degree, true wisdom is achievable in daily life. The first main point of the wisdom is balance. Thus, as long as the knowledge that we acquire and apply lies in harmony with the moral principle we value, we attain the lesser true wisdom†¦ for the time being. The next main point is progress. Once we stop trying to reach the ultimate true wisdom, the lesser wisdom we have will quickly fade away. To keep in direct contact with true wisdom, we need to gain more and more knowledge while basic moral values take the role as the safety measurement. Putting it in more systematical order, here are some steps we need to do to keep the wisdom within our grasp. First, we need to honestly realize what we don’t know. After that, we should allow our mind open to new ideas. Then, filtering these ideas using logic and moral principle should be our immediate task. Any idea which is not in harmony with the moral values we believe in should be stored away or even discarded from our mind. Finally, we need to put the acceptable knowledge into practice. If this new knowledge works well without significant ethical conflict, we should apply it either for personal gain or society’s benefit. Well, the path of wisdom does not end here though. We need to keep repeating the

Human Cloning and Its Consequences Essay Example | Topics and Well Written Essays - 750 words

Human Cloning and Its Consequences - Essay Example Human cloning is also wrong for other reasons, one of them being that human clones might have their bodies harvested for body parts and/or human organs. Then they would be left for dead. We must remember that every person has a soul and a spirit. People should not be grown like oranges on a tree. There has been talk about, indeed, cloning people in order to harvest their organs for one’s clone. This is not only morally reprehensible, but also ethically wrong. How one could even consider raising a human, only to use the human’s body parts for another human—is almost inconceivable. It is possible, but why would any forward-thinking individual want to do something like that? Not only is it a moral lapse, but it would also be a societal lapse as well. The value of human life would be reduced to what a human could provide in terms of body parts and/or organs for another human being. That is absolutely disgusting, not to mention wrong. Human cloning has no place in our society. Perhaps someday, people might have more of a vested interest in seeing their clone produce body parts or even organs which they might be able to harvest for themselves. This is not only ethically dangerous but morally backwards. Cloning has no place in our society because we do not want people who look just like us, talk just like us, and, in short—make a mockery of the human race. Everyone is an individual, and even clones would have their own personalities, even if their bodies were to be identical to the people being cloned. It has come to the attention of a one Dr. Gregory Pence that such research is necessary in order to foment the research field in ethical medical bioengineering. As a medical doctor, he can see many reasons for why people should indeed embrace cloning in all its forms. However, when Dr. Ruth Macklin presents her ideas as to why she feels that cloning would not be a good idea, her rationale seems to make much more logical sense as to why we sho uldn’t clone humans. In his book Medical Ethics, Dr. Pence—a seemingly ethical biomedical doctor— argues in favor of cloning, noting that it is not something of which one should be afraid.2 Of course, the idea of cloning people is not an entirely new one, but we must take into account the risks and the problematization of human existence. We already know that stem cell experiments are taking place, so the question remains, â€Å"What next?† How far will we have to fall as a society for us to realize that cloning is immoral and wrong? It may not be easy to convince those who are persuaded by scientific research that cloning is the way to go—the wave of the future, if one will. It will not be easy to convince those who are insistent upon the fact that there is nothing wrong with cloning—when the ethical scruples are staring us in the face. How is it going to be possible to clone people ethically? It just doesn’