My Philosophy On Philosophy Of Education - 852 Words

My Philosophy of Education My philosophy of education is founded on a belief that all students have a desire to learn and to feel accepted. Learning takes place when students are able to have their specific needs meet inside the classroom, to feel accepted in the environment, and find the learning to be meaningful. I believe that before learning can take place a proper educational environment must be present inside the classroom. In order to make any classroom work I believe you need meet three criteria, have a positive mindset, be open to collaboration, and provide multiple ways students can learn through exploration. Having a positive mindset involves staying emphatic to student’s needs, using positive reinforcement, and teaching students how to move forward after difficult moments. In my classroom I work hard to create a positive rapport with my students by focusing on the positive moments and achievements in the classroom. By this action I have given my students a goal to work towards instead of a punishment to avoid. For example, instead of giving multiple reminders on behavior management, I focus on finding students who are on track and are motivated to complete the task at hand. By congratulating them for their choices I give other students a chance to refocus and start over without creating a negative space. This also allows me to take a quick moment to reflect on my explanations, and make adjustments if necessary. When I take those moments to think about myShow MoreRelatedMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything m ust be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustainedRead MoreMy Educational Philosophy : My Philosophy Of Education946 Words   |  4 PagesPhilosophy of Education My philosophy of education has changed over the years of teaching to what I belief today. My belief of education is to focus on construct knowledge and personal experiences. As an educator, I try and encourage students to discover principles themselves. Numerous scholars have described education as being the key to a prosperous life. The most successful people are believed to be once behind a desk in elementary schools as teachers instill knowledge in them. With a right learningRead MoreMy Personal Philosophy : My Philosophy Of Education1046 Words   |  5 Pagesmanipulate the information for their own use in the future. Choosing between the four, I would say my philosophical views line up more as an essentialist. My philosophy of education, is that every teacher and student has an environment where they are challenged, yet still encouraged, in their instructional matter and teaching and learning strategies to prepare them to meet the goals set upon them. A philosophy is a search for wisdom in a particular area; it builds a framework of thinking, and guides instructionalRead MoreMy Educational Philosophy : My Philosophy Of Education805 Words   |  4 Pagesthe philosophy they believe in. As a future educator, my goal is to educate the student in ways they have not been taught before. Over time students come across teachers who generally do not care and just do it for the money and time off in the summer. When a student has a teacher who makes a difference in their life, it is very rewarding for both the teacher and student. In class we received a philosophical self-inventory. After grading these statements I have come to the conclusion that my philosophyRead MoreMy Philosophy of Education824 Words   |  4 Pages13 February 2011 My Philosophy of Education I believe that progressivism educational philosophy most closely matches my educational ideals. In my opinion based on the progressivism educational philosophy, the purpose of education is to enable students to learn useful knowledge that has meaning to them in the future. Thus, the most useful education for students is the skill of â€Å"learning how to learn†. When students understand the methodsRead MoreMy Educational Philosophy : My Philosophy Of Education1006 Words   |  5 Pagesnation’s future citizens will require that I outline my own ideology about America’s education system. The following philosophy of education will be comprised of the analyzation of knowledge, teaching, and democratic equality in relation to purposes of the education. Knowledge, the comprehension of a subject or concept, is at the core of the educational experience. This attainment of this knowledge should be the desired result of compulsory education, where each individual has a strong understandingRead MoreMy Educational Philosophy : My Philosophy Of Education719 Words   |  3 Pagesshaped their philosophies of teaching. In a world filled with beautiful places to wander to, experiencing new cultures and languages has become a love and passion of mine. Combined with my devotion to the education field and my personal life experiences, a desire to teach in the TESOL career field was one that came quite easily. My mother was once a student who had her own language barriers with needs that were unable to be met in the 1970s. With parents who did not speak English, my mother struggledRead MoreMy Personal Philosophy : My Philosophy Of Education1844 Words   |  8 PagesMy philosophy of education is romanticism. According to Ryan, Cooper, and Bolick, romanticism can be defined as â€Å"a child-centered philosophy of education that condemns the influences of society and suggests that a child’s natural curiosity and the natural world should be used to teach.† I am a believer in â€Å"gaining knowledge through sensory experiences and interactions with your peers† (Ryan, Cooper, and Bolick, 2016). I agree with this philosophy because it says that the needs of the student areRead MoreMy Education Philosophy 1511 Words   |  6 PagesPersonal Mission Statement Education is the imparting and acquiring of knowledge and skills through teaching and learning. As an educator, my personal mission statement is to master my subject area in order to serve as a role model for my students thereby producing students who thoroughly understand the subject matter, and who develop holistically. In order to achieve this goal I must have a set education philosophy with a strong Christian worldview. I must also have a general understanding of theRead MoreMy Philosophy Of Education1056 Words   |  5 PagesPhilosophy of Student Engagement My philosophy of education is that every child should receive high quality education that is inclusive, relevant and meaningful to their life. I am a firm believer of making pedagogy relatable to my students. My vision is driven by my personal experiences with the American school system. I was what is thought of as â€Å"A child at risk†. I am an immigrant, black, Muslim student. My life is transactional as I am a part of multiple marginalized groups. Most of my teachers

Bio-Medical Discourse Free Essays

Discuss the strengths and limitations of social work practice within an organization, such as a hospital, that operates from a biomedical discourse (give an example)? The biomedical discourse is one of the most influential discourses in the health care profession today (Healy, p. 20). Biomedicine is a dominant and pervasive model in health care settings and there are strengths and limitations in working within the this discourse. We will write a custom essay sample on Bio-Medical Discourse or any similar topic only for you Order Now One of the strengths of working within this model, it allows you to work within a multidisciplinary team with psychiatrists, doctors, nurses, and other medical staff and this opens up a whole new perspective for social workers. We get to see the medical side of things and how that affects the person. When a medical professional see’s a patient they see the direct problem of that patient and there disease. Using this model and all of our social work skills and approaches will give us a total picture of what is happening in that person’s life by not only looking at the environment but putting other factors into place such as the biological aspect. We can help out clients navigate through the health care system and can clarify medical terms to help them feel at ease with there illness. The biomedical discourse has its limitations as well. This model works under the belief that disease’s are caused by a specific biological agents or processes and fails to take a deeper look at the individual environment and living factors. It is out job as social workers to look at all of the other factors such as environment, family, culture ect of that individual, not just the focusing on the person and modifying the person. I worked with a social worker on the cardiac rehab unit at the Glenrose Hospital and she worked with a patient that had a heart attack and had bypass surgery and is now in rehab. He was given medications to take after the surgery and most likely will be on for the rest of his life. The doctors tell the patient all about the medial procedure they just had, what current medications they are on and how to take them and what the side effects are, nut never talk about all the other factors that come into play. The social worker has to now prepare not only the patient to return home but has to prepare the family as to how there environment will be changing in order to have a safe recovery for the patient. As social workers it can be hard for us to ignore the environmental contributions in an individual’s life. The social worker only had two visits with the patient and the family, the nutritionist had another two visit’s and the physician has on going visits with the patient for as long is needed. The physician was only concerned with the disease and diagnosis of the patient and modifying the person. Another limitation is the focus on medicalization. Not everyone is in need of medical attention and to be put on medication. Our jobs as social workers are to recognize that people’s environments really do affect them. Person can come into see there GP and tell them that they are depressed, the first thing they do is put them on med’s for their depression. They don’t look at what has been going on in that person’s life, have they been through a major trauma, what changes have been happening. All they look at are the symptoms and the medications to go along side of them. This determines that the doctor is the expert and knows best. How to cite Bio-Medical Discourse, Essay examples

We Beat the Street Essay Example

We Beat the Street Essay By: Nnamdi Anige In the book We beat the street Dr. Hunt, Dr, Jenkins and, Dr, Davis show how you do not have to get caught up in everything your friends do. When you do make mistakes, learn from those mistakes. These 3 doctors beat the hood, stealing, and jail in their neighborhood by staying positive. One thing they show in the book is how they beat the hood. For example â€Å"Quit throwin bottles in the street, man† (21). This shows how they would not let their neighborhood be destroyed and say that do not have a good neighborhood but they were ones making it bad. Also they did things that were bad but, they did not do it again. They were scared so they decide not to do it anymore. For example â€Å"We gonna jack us some ICEE’s from Jack’s† (31). They did a bad thing by trying to steal the ICEE’s from Jack’s but they learned from it and did not do it again. The 3 men also blocked another stint in jail by not doing the same thing or hanging with the bad people who got them in the whole situation. For example â€Å"Never again; I will not going to waste my life this way† (121). He is showing his determination not to go back to jail. We will write a custom essay sample on We Beat the Street specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on We Beat the Street specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on We Beat the Street specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He knows what he did and he knows how to learn from what he did. We all know that you’re supposed to learn from your mistakes and not to get caught up in what everybody else does. We sometimes forget this advice but we still choose to do these things that we regret. It helps when you do not do those things we regret again like the 3 doctors in the book. You too can beat the hood, the game, anything as long as you stay positive. Work Citation Davis, Sampson, George Jenkins, and Rameck Hunt. We Beat the Street. New York: Puffin, 2005.

Atlantic Slave Trade Essays - African Slave Trade, Racism

Atlantic Slave Trade Essays - African Slave Trade, Racism Atlantic Slave Trade Atlantic Slave Trade When most people talk about or think about slavery, they look at how it effected the US. The Atlantic Slave Trade had a huge effect on the US but there are no words or expressions that can describe the effects it had on Africa and its familys. It is estimated that between 1450 and 1900, there were 11,698,000 slaves exported from Africa. (Atlantic Slave trade, pg.170) To understand the effects this had on Africa you must consider the families that lost relatives, the stores that lost business, and even the friends that lost friendships. None of the misfortunes can be brought back or replaced. The many lives that were taken can never be brought back to life. This not only effected the African culture when it happened but also it effects todays societies in Africa. The overall net effect of the Atlantic Slave Trade on Africa could never be estimated unless you are inside one of the relatives of a slave. These slaves died for no other apparent reason than the color of their skin. The effects that the slave trade had on Africa were not all negative. Depending on what point of view your looking from, there were also some positives of the Atlantic Slave Trade. In William Bossmans account, he states that as soon as the king arrives he will be satisfied with an amount of one-hundred pounds in Guinea value. (Atlantic Slave Trade, pg.181) So the kings and most of all the slave traders benefited from the slave trade. One benefit from the Slave Trade would definitely be spiritually. The great misfortunes had to strengthen the inner souls of the people and relatives that were left behind. A lot of these people had nothing left but themselves so they had no choice but to deal with it and get stronger mentally and spiritually. One other benefit from the Slave trade would be that the African Culture was spread to totally different continents. All of these slaves were taken to different places and they went on with their business while all these other people that either ow ned these slaves or watched over them got to see life from the Africans side of the fence. They got to see different rituals and habits that they have never gotten to see before. In my opinion the drawbacks of the Slave Trade greatly outweighed the benefits for the African people. The families of these slaves still feel the drawbacks even today. When these people look back at a family tree, all this does is bring back memories of the torture that their relative or relatives endured. The continent itself took a huge hit on its population. Many of these slaves could have played a big role in Africas future. Many could have gone on to be nation leaders or even business owners. In 1502, the first African slaves were reported in the New World. (Amistad.mysticseaport.com) This was the start of a great mistrocity to many families in Africa. The overall effect could never be estimated because we are not in the bodies of those people who lost loved ones. We can not feel the pain that they feel, therefore we cant say what the net effect is or was. Amistad.mysticseaport.com (timeline) Bosman, William, Slave trading at Whydah on the Bight of Benin, ca 1700 Lovejoy, Paul E, The volume of the Atlantic Slave Trade: A consensus, Journal of African History 22 1982 Bibliography (Atlantic Slave trade, pg.170) (Atlantic Slave Trade, pg.181) Amistad.mysticseaport.com (timeline) Bosman, William, Slave trading at Whydah on the Bight of Benin, ca 1700 Lovejoy, Paul E, The volume of the Atlantic Slave Trade: A consensus, Journal of African History 22 1982

Battle of Wilsons Creek - Civil War - Missouri

Battle of Wilsons Creek - Civil War - Missouri Battle of Wilsons Creek - Conflict Date: The Battle of Wilsons Creek was fought August 10, 1861, during the American Civil War (1861-1865). Armies Commanders Union Brigadier General Nathaniel LyonColonel Franz Sigelapprox. 5,400 men Confederate Brigadier General Benjamin McCullochMajor General Sterling Priceapprox. 12,000 men Battle of Wilsons Creek - Background: As the secession crisis gripped the United States in the winter and spring of 1861, Missouri increasingly found itself caught between the two sides. With the attack on Fort Sumter in April, the state attempted to maintain a neutral stance. Despite this, each side began organizing a military presence in the state. That same month, Southern-leaning Governor Claiborne F. Jackson covertly sent a request to Confederate President Jefferson Davis for heavy artillery with which to attack the Union-held St. Louis Arsenal. This was granted and four guns and 500 rifles secretly arrived on May 9. Met at St. Louis by officials of the Missouri Volunteer Militia, these munitions were transported to the militias base at Camp Jackson outside the city. Learning of the artillerys arrival, Captain Nathaniel Lyon moved against Camp Jackson the next day with 6,000 Union soldiers. Compelling the militias surrender, Lyon marched those militiamen who would not take an oath of allegiance through the streets of St. Louis before paroling them. This action inflamed the local population and several days of rioting ensued. On May 11, the Missouri General Assembly formed the Missouri State Guard to defend the state and appointed Mexican-American War veteran Sterling Price as its major general. Though initially against secession, Price turned to the Southern cause after Lyons actions at Camp Jackson. Increasingly concerned that the state would join the Confederacy, Brigadier General William Harney, commander of the US Armys Department of the West, concluded the Price-Harney Truce on May 21. This stated that Federal forces would hold St. Louis while state troops would be responsible for maintaining peace elsewhere in Missouri. Battle of Wilsons Creek - Change of Command: Harneys actions quickly drew the ire of Missouris leading Unionists, including Representative Francis P. Blair, who saw it as a surrender to the Southern cause. Reports soon began reaching the city that Union supporters in countryside were being harassed by pro-Southern forces. Learning of the situation, an angry President Abraham Lincoln directed that Harney be removed and replaced with Lyon who was to be promoted to brigadier general. Following the change of command on May 30, the truce effectively ended. Though Lyon met with Jackson and Price on June 11, the latter two were unwilling to submit to Federal authority. In the wake of the meeting, Jackson and Price withdrew to Jefferson City to concentrate Missouri State Guard forces. Pursued by Lyon, they were compelled to cede the state capital and retreated into the southwestern part of the state. Battle of Wilsons Creek - Fighting Begins: On July 13, Lyons 6,000-man Army of the West encamped near Springfield. Consisting of four brigades, it was comprised of troops from Missouri, Kansas, and Iowa as well as contained contingents of US Regular infantry, cavalry, and artillery. Seventy-five miles to the southwest, Prices State Guard soon grew as it was reinforced by Confederate forces led by Brigadier General Benjamin McCulloch and Brigadier General N. Bart Pearces Arkansas militia. This combined force numbered around 12,000 and overall command fell to McCulloch. Moving north, the Confederates sought to attack Lyons position at Springfield. This plan soon unraveled as the Union army departed the town on August 1. Advancing, Lyon, took the offensive with the goal of surprising the enemy. An initial skirmish at Dug Springs the next day saw Union forces victorious, but Lyon learned that he was badly outnumbered. Battle of Wilsons Creek - The Union Plan: Assessing the situation, Lyon made plans to fall back to Rolla, but first decided to mount a spoiling attack on McCulloch, who was encamped at Wilsons Creek, to delay the Confederate pursuit. In planning the strike, one of Lyons brigade commanders, Colonel Franz Sigel, proposed an audacious pincer movement which called for splitting the already smaller Union force. Agreeing, Lyon directed Sigel to take 1,200 men and swing to the east to strike McCullochs rear while Lyon attacked from the north. Departing Springfield on the night of August 9, he sought to commence the assault at first light. Battle of Wilsons Creek - Early Success: Reaching Wilsons Creek on schedule, Lyons men deployed before dawn. Advancing with the sun, his troops took McCullochs cavalry by surprise and drove them from their camps along a ridge which became known as Bloody Hill. Pushing on, the Union advance was soon checked by Pulaskis Arkansas Battery. Intense fire from these guns gave Prices Missourians time to rally and form lines to the south of the hill. Consolidating his position on Bloody Hill, Lyon attempted to restart the advance but with little success. As fighting intensified, each side mounted attacks but failed to gain ground. Like Lyon, Sigels initial efforts achieved their goal. Scattering Confederate cavalry at Sharps Farm with artillery, his brigade pushed forward to Skeggs Branch before halting at the stream (Map). Battle of Wilsons Creek - The Tide Turns: Having halted, Sigel failed to post skirmishers on his left flank. Recovering from the shock of the Union attack, McCulloch began directing forces against Sigels position. Striking the Union left, he drove the enemy back. Losing four guns, Sigels line soon collapsed and his men began retreating from the field. To the north, a bloody stalemate continued between Lyon and Price. As the fighting raged, Lyon was wounded twice and had his horse killed. Around 9:30 AM, Lyon fell dead when he was shot in the heart while leading a charge forward. With his death and the wounding of Brigadier General Thomas Sweeny, command fell to Major Samuel D. Sturgis. At 11:00 AM, having repulsed a third major enemy assault and with ammunition dwindling, Sturgis ordered Union forces to withdraw towards Springfield. Battle of Wilsons Creek - Aftermath: In the fighting at Wilsons Creek, Union forces suffered 258 killed, 873 wounded, and 186 missing while the Confederates incurred 277 killed, 945 wounded, and around 10 missing. In the wake of the battle, McCulloch elected not to pursue the retreating enemy as he was concerned about the length of his supply lines and the quality of Prices troops. Instead, he withdrew back into Arkansas while Price embarked on a campaign in northern Missouri. The first major battle in the West, Wilsons Creek was likened to Brigadier General Irvin McDowells defeat the previous month at the First Battle of Bull Run. During the fall, Union troops effectively drove Price from Missouri. Pursuing him into northern Arkansas, Union forces won a key victory at the Battle of Pea Ridge in March 1862 which effectively secured Missouri for the North. Selected Sources Civil War Trust: Battle of Wilsons CreekNPS: Wilsons Creek National Battlefield CWSAC Battle Summaries: Wilsons Creek

Article evaluation Essay Example | Topics and Well Written Essays - 500 words

Article evaluation - Essay Example The article concludes that the three theories; the routine activity theory, environmental criminology and rational perspectives all contend that the organizational environment plays a significant role in the commission of such crimes and that the management of organizations must develop appropriate relationships with the environments to safeguard both their resources and the privacy of the employees. The routine activity theory, for example, develops the concept of targets. By routine activities with computers at the place of work, helps reveal the weaknesses that perpetrators often exploit before they commit crimes.The case study shows the importance of enhancing the safety of information systems in an organization. Using the case, the article applies the three theories thus showing the nature of the relationship that exists between the staff and the organization environment. Despite the strengths, the article has several other weaknesses key among which is the application of the th ree theories since they sound repetitive. The routine theory, for example, explains the behavior of employees at an organization thereby showing the features of both the victims and perpetrators. Environmental criminology does the same a feature that makes either redundant.The author of the article draws a systematic conclusion by proving the application of each theory in the Barings Bank case. He concludes that criminals often use the knowledge of the environment coupled with their understanding of the operations of the organization to commit a crime.

Language & Cross-cultural Communication Essay Example | Topics and Well Written Essays - 3000 words

Language & Cross-cultural Communication - Essay Example As defined by Schà ¼tz (1972), this essay proceeds from an understanding of intercultural communication as embedded in all forms of cultural discourse, and advances a hybrid structural and sociolinguistic analytic framework, incorporating both qualitative and quantitative methodology in analyzing intercultural communication within social networking sites, with particular emphasis on Facebook, Chinese, and French versions. The quantitative analysis contained herein requires comment. Over a course of a week participants were monitored and the newsfeed and wall-postings from a sample Facebook account were recorded. A series of five participants were also interviewed regarding their forms of communication on Facebook. Further elements of intercultural communication were analyzed on an individual basis and qualitative analyses were conducted and compared with contemporary research on the issues of language, identity and social capital. While such an approach allows for a level of sample bias, it does allow for a micro-level sociolinguistic analysis where past studies have opted for macro discussions. The nature of Facebook also allows a uniquely convenient means for sociological analyses that in non-electronic subcultures requires extensive means and human organization. Further research was conducted in the realm of morphology to determine the extent to which linguistic shifts have occurred as a result of the recent emergence of Facebook as a major means of social communication. With the fast technological development of web 2.0, social networking sites have gained worldwide popularity at a fast speed. Most SNSs allow individuals to present themselves through profiles, articulate their social networks by participating in group activities, and establish or maintain connections with strangers based on common interests, shared views, or interactive activities (Scale,