Teaching as an art and science Essay Example | Topics and Well Written Essays - 1500 words

Teaching as an art and science - Essay Example Most schools and colleges run for only nine months in the year altogether, and there is seldom any necessity for a teacher to be on call every hour of the working day. Of course there is a great deal to be done outside teaching hours. Some of it is routine -- preparing examinations, reading papers, interviewing pupils. Some of it is research and preparation. But much of this kind of work can be done in one's own time, at one's own home, or in the quiet of a book-room. The great advantage of this is that comparatively few teachers are tied to the desk, chained to the telephone which begins to ring at nine on Monday morning and is still chattering at noon on Saturday, or limited for vacations to a fortnight in July among the millions of exhausted factory-workers (Highet, 1950). Teaching is an art form. The educator is an artist and, as artist, aims at creating an experience of enduring meaning. Varieties of techniques are developed to generate this extraordinary experience. Success is measured in the degree that students and educator have this experience. Sharing in or participating in the development and enhancement of knowledge is one of the richest of aesthetic moments. The rare teacher who understands and creates the conditions for such moments becomes a seminal image in student memories. Students who participate in a magic moment of learning become and remain a source of delight and pride for the artist - they become, with reverence, his or her students. But, if education does have an aesthetic dimension, what is it and what is its connection with the ethical constituents of teaching and learning The answer is found when learning is conceived of as a shared experience given form by a most special aim or end. The point at which the tensions of struggling individual selves, the distinctions of rank and function flower into a unity of shared meanings that enhance the experience of teacher and student constitutes the end, the target, the bull's eye of the academic process. An understanding of what shared meanings enhance our lives indicates how they are to be shared, that is, what the ethics of teaching are (Hook, Kurtz, & Todorovich, 1977). Teacher and learner strive to know how the social, biological, and physical processes that constitute existence can be unified in ways that render our lives more wondrous, more humane, more gratifying - that is, more wise. This communal process, the communal development of wisdom itself, becomes the criterion, the aesthetic measure of the quality of teaching and learning. To repeat, the aesthetic objective - the sharing of meanings in ways that promote mutual growth - serves as the criterion to evaluate the worth of the means employed to teach. Are the means employed conducive to developing habits that constitute intelligence and confidence in judgment Do the means render one more sensitive to the beauty of learning from and teaching others Do we gain a growing appreciation of what actions establish connections with the social, biological, and physical world that sustain becoming The "ethics of teaching" is quite clearly, then, the effort to understand and implement those actions that stimulate

DP CH 2 Essay Example | Topics and Well Written Essays - 3000 words

DP CH 2 - Essay Example The chapter also deals with the theoretical framework in order to deal with the diabetes issue among South Asian women. For this purpose, Precede Proceed Model will be discussed in length in order to form a systematic approach that will further help in identifying ways of mitigating the impact of diabetes among South Asian women in a rationale manner. There is no doubt that social, cultural, economic, and political factors affect the well being of individuals and the chapter will analyse the impact and influence of all these factors in a critical manner. This will further help in ascertaining the impact and influence of internal and external factors in a systematic manner. Data for this purpose will be collected mainly from, Nutrition journals, American Journal of Epidemiology, Diabetes Care journals, and Pub Med. The main concept for data search is based on ascertaining the rise of diabetes among South Asian women, internal and external factors affecting diabetes, socio-economic fac tors, cultural factors, and genetic and biological factors. The researcher believes that analyzing and assessing the above mentioned literatures will help in dealing with the research topic in a systematic and critical manner. Moreover, this will help in accomplishing the purposed major goals and objectives of the research in a significant manner. Overall, it can be believed that assessing social, demographic, cultural, and political factors through relevant literature will help in dealing with the research topic in a rationale and succinct manner. The next part of the discussion presents the theoretical framework that will further define the use of Precede Proceed Model in dealing with diabetes issue. Theoretical Framework The theory that has been used for analyzing the rise of diabetes among South Asian women is Precede Proceed Model. Precede Proceed Model is a health framework that helps policy makers, health planners, and healthcare professionals to analyze and design health car e programs in an effective and efficient manner. This model helps in analyzing the quality of life and assessing healthcare needs in a rationale manner. The most important and fundamental assumption of this model is the active participation of audience in terms of defining their issues along with ascertaining short and long term solutions in a significant manner. This model states that health behaviour is determined by individual and environmental factors and thus educational and ecological diagnosis is conducted in a systematic manner. Educational diagnosis in the form of Precede includes, predisposing, reinforcing, enabling constructs, educational diagnosis, and evaluation while ecological diagnosis in the form of Proceed includes policy, regulatory, organizational constructs in educational and environmental development. The Precede framework was firstly introduced in early 70s with a view that treatment plan is dependent on the educational diagnosis of the health problem to devel op intervention programs. The model is based on the notion that predisposing factors like knowledge, attitude, beliefs, self efficacy, and personal preferences in order to achieve personal desired healthcare goals and objectives. Precede Proceed Model gained immense popularity in the healthcare industry helping in developing intervention programs to deal with wide arrays of healthcare issues and problems. In the context of diabetes, it can be believed that the Precede Proceed Model has been proved as of great utility and importance in taking

Why can't we outlaw war Essay Example | Topics and Well Written Essays - 1250 words

Why can't we outlaw war - Essay Example War has existed from the dawn of humankind. Six thousand years ago, wars existed between tribes. A classic example is cemeteries found in the Nubian valley, people who died because of conflicts. Zulu kingdom is another example; in 1820s, Shaka fought the tribe of Ndwandwe and killed more than 40,000 people. War as gone through evolution, from using of stones and slings to the present nuclear bombs. A case in hand was the Second World War, where nuclear bomb was used, and over 70 million people died. However, what triggers war? It occurs because of several reasons. It could be a territorial dispute, minerals, and oil, example Iraq invading Kuwait in 1990s. Making wars involves the use of weapons. There has been an evolution of weapons from the use of crude ones like spears to the deadliest ones like the nuclear bombs. Bombs are now more deadly and accurate than before. This is evidenced by the case of precision guided bombs that only kills and destroys where it was intended. Atomic bomb, which kills many people, destroys property, and has prolonged side effects, has ushered in the era of the nuclear age (Eichensehr and Reisman54). The effects of war are adverse, diseases, hunger, pandemics and famines are just but a few. Given the above facts, we keep asking is war justified. Actually, we should not fight rather look for other options to our difference. Critics argue that war is necessary for a prosperous society. The results of any war are killings, destruction and loss of property. Wars dominated the past century. In the First World War, nearly eleven million people lost their lives, around fifty in the Second World War. The new century has ushered in the shed of blood such as the attack of Afghanistan and Iraq by the US forces. The causes of war in most cases are not natural but rather the divisions amongst us in form classes. People in a certain class find ways and means of protecting their

M- Assignment for Action Research Example | Topics and Well Written Essays - 1000 words

M- for Action Research - Assignment Example This is the same reasoning that can be applied in this case, It makes sense that data summaries can act as prompts for people to better retrieve in their minds and from the data what is valuable and useful about the data set. The text gives us a few guiding questions to be able to perform this exercise of data summaries creation properly, and to good and useful effect. One set of questions has to do with the context of the data collection. What is the reason and context for collecting the data? What is the rationale for the place and for the method of collecting data? Another set of questions relate to the data's importance. Why is the data important and what are the surprising aspects of the data? The third question set relates to the issues that the data impacts most. What new viewpoints, ideas and questions does the data spawn? What does the data say or not say about future courses of action, next steps, and future analyses to be made regarding the data? The idea is that in answer ing these questions, a person or group accessing the data in the future will be able to make sense of the data, which would not otherwise be possible if the data is just left hanging without these qualifying summaries. The summaries are useful in the current sense too, for me and my data collection exercise (Data Analysis, n.d., p. 168). II. Why I Chose M32 I chose this technique precisely for the way the summaries provide me with the context for my data collection, especially when I have to retrieve the data at some future time. It is human nature to forget sometimes the context and the reasons for collecting things in everyday life and even in the academic life. The artifacts of my teaching, for instance, can readily be buried by my daily cares, and just by the sheer volume of new inputs that I have to attend to in my daily life and in my daily experiences as a teacher. The summaries are a way for me to very easily catalog and to make sense of the data that I collect. This is simi lar to creating folders and folder labels for things like pictures, before they are stowed away in the filing cabinets, or in the picture galleries on Facebook for instance. The summaries provide me with likewise my understanding of the data in some way, and by creating the summaries just after I am able to finish the data collection, I am able to offer my fresh take and a fresh snapshot of the understanding of the data, the reason for the data collection exercise, the outstanding and surprising data points and analyses, and any other special circumstances that can guide me when recollecting about the process and the nature of the data later on. Hopefully, when the summaries are done right, with care to answer all of the guide questions that have been discussed in the text, the future analyses and uses of the data will likewise be done very well, lending themselves to distilling new insights, and lending themselves and the data to be used in the proper way. The context of the data c ollection, for instance, can inform future analyses and research about the right way to analyze and to make use of the data, and the limitations of the data collected by way of the limits of the data's applicability and the limits of the analyses that can be undertaken with the data as well (Data Analysis, n.d.. p. 168). III. How I Used M32 My primary mode of data collection is my daily interactions with my class

The Voice of Marvin Puryear Essay Example | Topics and Well Written Essays - 500 words

The Voice of Marvin Puryear - Essay Example Puryear draws on his direct experiences. He has a fascination with music and archery. His way of expressing those interests was not to try to sport, but to create the object of the sport itself. For example, he notes â€Å"If I became interested in archery, I made the bows and arrows; if I became interested in music, I made the guitar" (Benezra 140). Again, this statement by Puryear reinforces the premise that his sculptures are not the result of hard line education. If they were, then he would have mastered playing the instrument or the sport of archery rather than creating his own original vessel. The deception that can only be called Puryear is his ability to take the simple concept (Such as the Old Mole) and craft a vision without all of the trendy accoutrements that we see so often in modern art today. This too is the result of his emotional reaction to that which he experienced, rather than the formal education he received. Another example of what I view as a reactive piece is â€Å"Untitled†. The body of the object is open, free and seemingly transparent. However the face of the object appears to have the expression of recovering from a horrid event, yet knowing that there is still more. Simply stated, the face is heavy, as if carrying some sort of burden, while the body is completely unaffected. This too demonstrates pure emotion. As the saying goes â€Å"I can tell by your face something is wrong.† In conclusion, a review of Marvin Puryear’s pieces, demonstrate that interpretation can be found in emotion.

No need Essay Example | Topics and Well Written Essays - 1750 words

No need - Essay Example Power and trust play a vital role in decreasing as well as increasing the conflict. This leads to the purpose of this research paper, which is to understand the reason why do countries conflict with each other. This will occur by relating the importance of trust (defined as the number of treaties a countries sign with each other) in increasing or decreasing the conflict (violence attacks) between any two parties. To find an explanation to the reason why do countries conflict with each other? Four theories provide a clear answer to the question. The first theory indicates that the reason of conflict is that human motivation is by their self-interest and will harm each other to gain more resources. The second theory defines economical status and power as the main factors for conflict to exist. In addition, the third theory, illustrate that conflict is a fight over morals where they harm each other to reach a higher position. The last theory specifies the answer that countries should no t trust each other and act to preserve their own interest, not others interest. Indeed, the last theory provides the convenient answer to question the more mistrust the fear and security there are, leading to more conflict. To answer the question why do countries conflict? There is a creation of a connection between the number of treaties and the number of armed conflict between two countries or a country and its government. Then focus on 32 countries from a different region in the world that has armed conflict between the years 1975 to 2011. Furthermore, the focus is on the number of peace treaties that country has to sign at this time when there is a conflict. In addition, to know the relationship between the number of peace treaties and the number of armed conflict, there is use of large-n method. Linear regressions between the two variables are the point of attention and expect that the less trust (more peace treaties) between any two party the more conflict. Because if two part ies do not trust each other then they will fear each other and increase their security leading armed conflict to exist. The analysis results show that after measuring the variables, there is no relationship between the number of peace treaties and the number of armed conflict in all level of significance. Thus, the decision is to check if there exist factors that lead the hypothesis to fail by using the multi regression method, where the independent variables are the number of peace treaties, and the number of parties a country involve in conflict. Indeed, the result shows that there is a strong positive relationship between the number of parties and the number of armed conflict. In other words, the more parties that takes place the more conflict. The Process of the Research Paper To understand how is trust related to conflict there is a creation of a model to explain the connection between the Independent variable (trust) and dependent variable (conflict) in Micaville’s hypo thesis, which is the less the trust the more conflicts. If there is less trust between any two parties, then both parties fear each other. For example, if party A do not trust party B then party A fails to predict party B actions and this make party A fear party B. Indeed, with the appearance of fear, party A increases its security and advances its military power in order to protect its resources from party B. This example is similar to the model where both party A and party B do not trust each

Oral Language and Reading Comprehension Essay Example for Free

Oral Language and Reading Comprehension Essay This paper is intentionally made to show the comparison between oral language and reading comprehension. Oral language and reading comprehension are both essential to every individual. All of us had undergone oral language when we are still young and as it develops and as we grow and mature, it enables us to be more knowledgeable and prepares us to a more needed comprehension in reading. This two are significant and are interrelated to each other. As a parent, talking to the child helps expands vocabulary, develop background knowledge, and inspire a curiosity about the world. The more a child engages into certain experiences and more learning that starts from parents and then to teachers, it will widen their minds and permits them into a more broad understanding of different things. Oral language is the very learning that each of us has gone through and we still have it up to now. This paper will broaden your knowledge with regards to the comparison between oral language and reading comprehension. Background of the Study: Oral language means communicating with other people. On the other hand, reading comprehension is the act of understanding what you are reading. The definition can be simply stated the act is not simple to teach, learn or practice. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Oral language and reading comprehension are both essential because in oral language we are trained on how to communicate well with other people. Reading comprehension, on the other hand, is also a way of understanding the book that we read; it could be just a simple magazine, newspaper, or even the books we used in school. A person must be able to understand what he or she is reading. It is necessary that we know how to talk or communicate but one thing that is very useful as well in our everyday lives is the ability to read and understand what we read. There is a complete difference between â€Å"reading† and â€Å"reading with comprehension†. Now, as you go and read this paper, you will be fed with more ideas with the comparison between spoken language and reading comprehension and how these two work together for a more fluent practice of communication. It will develop your communication and reading skills; that it is not enough to know how to speak and read but being able to speak and at the same time realize what you are reading and even apply these in real life situations. Related Study: Oral language A great deal of research has been done in the field of oral language acquisition. As a means of attempting to negotiate their environment children actively construct language (Dyson, 1983; Halliday, 1994; Sulzby,1985). From a childs earliest experience with personal narrative development, oral language acquisition must be continually fostered. (IRA and NAEYC, 1998). This becomes the building block for establishing success in all areas of literacy. Oral language begins to develop at a very young age as children and parents interact with one another in the natural surroundings of the home environment (Teale, 1978; Yaden, 1988). A childs home environment greatly impacts the rate, quality and ability to communicate with others (MacLean, Bryant and Bradley, 1987; Martinez, 1983; National Research Council 1999). Factors related to language growth in the home environment include parent interaction, books, being read to, modeling; home language and literacy routines all closely parallel those of the classroom and school. The development of oral language is an ongoing natural learning process. Children observe oral communication in many contexts – home, preschool, prekindergarten, and begin to develop concepts about its purposes (Dyson, 1983; Halliday,1994;Martinez, 1983). Target skill areas such as sequencing, classification, and letter sounds oral language skills are all components of early childhood educational programs (Kelley and Zamar, 1994). Meaning is a social and cultural phenomenon and all construction of meaning is a social process. Developmental stages of child language development: Phase I – Protolinguistic or â€Å"Protolanguage†, Phase II – Transition, Phase III – Language. The Protolanguage Stage (which is associated with the crawling stage) includes noises and intonation, physical movement, adult/infant interaction – this exchange of attention is the beginning of language. During the Transition Stage (which is associated with the developmental stage of walking) there is a transition from child tongue to mother tongue. During this stage the â€Å"pragmatic† mode develops; a demand for goods and services that seeks a response in the form of an action. In Phase III – Language Stage, the child moves from talking about shared experience to sharing information with a third person. The child realizes that reality is beyond their own experience; they invite confirmation, enjoy shared experience. From the ontogenesis of conversation we are able to gain insight into human learning and human understanding. Meaning is created at the intersection of two contradictions – the experiential one, between the material and the conscious modes of experience, and the interpersonal one, between different personal histories of the interacting taking part (Halliday,1994). Properly developed oral language enables a child to effectively communicate their thoughts and viewpoints with others. It is also important for young children to have developed listening skills as they begin to experience the power of communication. The environment influences ones desire to communicate as well as the frequency of communication. Oral language develops through authentic experiences (Harste, Burke and Woodward, 1994). Kindergarten classroom environments that are alive with social interaction are ideal environments for nourishing speaking and listening skills. As children participate in communicative events, they slowly acquire an understanding of the relevance of these forms. Students need to be provided and encouraged to participate in environmental literacy activities, as those experiences are indispensable to language development (Brown and Briggs, 1987). Development of oral language skills must be addressed in Kindergarten as an integral part of the daily curriculum in order for students to be able to succeed throughout schooling and in todays society (Goodman, 1992; IRI and NAEYC,1998). Kindergarten programs need to be structured but not formal. Classrooms that are carefully structured allow for maximum oral language acquisition through authentic literacy activities that take place in natural ways during a school day (Ellermeyer, 1988). Education is inquiry based, and as such the focus with education becomes learning, and the task of teaching becomes the inquiry process. The learner is central, in the process of the learning-inquiry cycle (Harste, Burke and Woodward,1994). Students need to be provided and encouraged to participate in environmental literacy activities, as these experiences are indispensable to language development. Dyson (1983) conducted a study of the role early language plays in early writing. Through observations of children at a Kindergarten writing center she concluded that oral language is an integral part of the early writing process. Talk provided both meaning and for some children the systematic means for getting that meaning on paper. The child as a language learner progresses along a developmental continuum. Language acquisition is fundamentally a social process in which language is used to make and share meaning of experience (Corter and Park, 1993). Children require opportunities to interact with both peers and adults in a wide variety of settings as they learning and practice language and literacy knowledge, skills, and strategies (Brown and Briggs 1987; Coohn, 1981; Dyson, 1983; Ellermeyer, 1988). Children like to talk about themselves, their friends, their families, their pets, their hobbies, etc. Engaging young children in conversation about things with which they are familiar affords them a comfort level to experiment with ways to express themselves. Opportunities to increase oral language abilities and applications are embedded within the literacy program. Conversation, collaboration, and learning through others are integral to learning. A childs oral language ability is the basis for beginning literacy instruction, and as such initial informal assessments as well as ongoing assessment during the school year would provide key information regarding a childs oral language abilities.