Are Energy Drinks Bad for You or Good Essay Example for Free

Are Energy Drinks Bad for You or Good Essay When people ask you, â€Å"What are energy drinks?† Everybody say drinks that give you energy. They are wrong. Energy drinks are beverages that claim to give an extra boost of energy from caffeine. Energy drinks such as Red Bull or Rock star are good and bad for your bodies. Red Bull (Energy Drink) Good qualities that energy drinks have are that there non-alcoholic. This means that the more teens that buy this, the less chance of accidents and situations to do with the law the teens have to go through. Sometimes Energy Drinks keep you awake from times you can’t/don’t want to be asleep. There are many bad qualities when it comes to Energy drinks. If a person of some kind consumed to many energy drinks, it can lead to heart problems or possibly death, as the caffeine rates in these drinks are jaw-droopingly gigantic. Caffeine can also cause Tremor / shaking, chest pains, and lots of headaches. Some teenagers mix alcohol with energy drinks at parties, which is a deathly and dangerous mixture. Questions you can ask yourself is: 1. Do I want to have a body with a lot of caffeine? 2. Do I want to ruin my life? 3. Alcohol or Non-alcoholic? 4. Do I need to suffer? Overall energy drinks are bad and not good for athletes. There are times to use energy drinks and times not too. But before you make your decision, think of the questions I asked you. And see if you want a good body or bad body. Make your mind up ? Energy drinks Water.

Sociodemographic Health Risks in Australia

Sociodemographic Health Risks in Australia Australians regard the country environment a better and safer option in terms of lifestyle and health then populated areas, such as cities and their surrounding neighborhoods (Humphreys Rolley 1991). Moving to rural areas for a much cleaner atmosphere and away from the congestion of traffic. Nevertheless families or individuals who built life for themselves in rural and remote Australia have many health disadvantages in their path, then civilization in city areas and its regions. This is proven statistically with evidence and research that mobility and mortality rates are much higher than those who live in urban areas due to some extensive diseases that can’t be further examined in rural areas to give a full diagnosis and asses their condition due to shortage of resources and medical equipment (Humphreys et al. 1997) . There are many factors that contribute to rural health disadvantages in different specifications in relation to his/her health. This essay will be looking into the four major factors that include, sociodemographics, health status, health risk factors, costs and use of health services. Sociodemographics refers to the variables within a society and its population in terms of race, gender, socio economic statuses and mainly the population’s social wellbeing in both rural and remote Australia. Socioeconomic disadvantages and demographics of the area and its population are major and important determinants of health (AIHW, 2012). It is important to realise the main indicators such as age, health statuses, rates of hospitalisation and mortality rates for rural populations of Australia are determined by certain demographics such as sex and population size, this process is essential to clarify different health statistics (AIHW, 1998a). These points are indications in relation to poorer health, adequate nutrition, better housing and having an education with transport (AIHW,1998), to support your travel needs wither health related or not. Privation of either of these necessities will result in dramatically poorer health. Keeping in mind that if sufficient nutrition is not reachable or used it will have an immediate effect on health status. Needs like education have more of an indirect effect on health (AIHW, 1998). For instance having no educational background can result in the lack of knowledge about certain health conditions like cancer, in rural Australia there are insufficient resources to determine and treat breast cancer, cervical cancer and lung cancer which results from individuals smoking and affecting their health not being health conscious which greatly results in higher death rates (Mathers, 1994). The factors that contribute to the health of a population include social, economic, environmental and an array of lifestyle choices (AIHW, 2012). A number of factors are linked with livelihoods in rural Australia that subsequently affect health status. Factors that affect health status of given population in rural Australia include: employment, ethnicity, business grounds in rural areas other factors are from a demographic point of view looking at climate, geography, aging populations and retrieval of information in relation to health and disability (Frager et al, 1997), (AIHW,2012). These factors take different effects within rural and metropolitan Australia and may result in dissimilarities in the prevalence of an array of diseases and mortality rates (AIHW, 1998a). Australia’s indigenous population are facing poorer health then the overall Australian population. The effect is recognised by numerical categorisation of indigenous people in RRMA sub sections and by use of mort ality data collected and put in Australia’s institute of health and welfare database of mortality (AIHW, 2013). Mortality rates in capital cities was lower than those in rural and remote zones of Australia (AIHW, 1998a). There are different of health outcomes regularly used as indicators for given health populations (AIHW, 2012). Death rates, hospitalisation and cancer incidence rates are all a set of indicators for health status (AIHW, 1998a).   Health risks are the probable factors that decline the health of people from certain medical conditions or diseases. These comprise of certain factors such as their physical environment, pollutants, and communicable diseases, additionally the social environment plays an important part, family matters and disturbances (AIHW, 2003). These all result in the amplification of different diseases affecting people’s health (AIHW, 2013). Behavioral determinants such as inadequate exercise, smoking and reduction of daily activities are linked with increase in disease rates and other medical conditions. Living in rural Australia would be a negative outcome for most when asked simply by being away from health facilities, such as gyms occupying for exercise, doctor surgeries for quick treatment and having less produce stores to buy your five daily fruits and veg’s from for your daily intake. Risk factors are the probable outcomes of disease in people if there’s a link with th e medical condition and factor. Other risk factors for chronic conditions such as cardiovascular disease are very complicated to determine. Generally speaking there is not one specific cause to a diseases occurrence rate, there are several factors that need to be assessed before making any thorough diagnosis. Understanding certain aspects in risk factors both rural, regional and remote Australia is the key fundamental in going forward as a nation helping individuals in need. Costs and the utilization of health services across remote and rural Australia is a topic often brought up in the parliamentary senate of Australian states. The idea behind these parliamentary debates are to enhance and better the performance of Australia as a whole country by mending all those gaps that have been left such as expenditure and utilization of health services across rural and remote Australia. The government of Australia has said a lot and personally haven’t done anything to assist with introducing new health resources and supporting the coasts for medical equipment and building safer roads for rural and remote areas so individuals are less likely prone to an accident, therefore it builds better health measures and reduces mortality rates due to degrading the risk factors associated with it. Expenditure levels, amid regions are certainly related with changes in population’s growth size and composition (AIHW), (2011). A district or region with a greater pop ulation are highly likely to have immense total health expenditures then places with lower populations. The age structure of a given population in a specific location is a vital factor in health expenditure, (AIHW), (2011). Reason is due to older individuals and youngsters such as infants and toddlers require greater health diagnosis and care. In remote and rural Australia regions usually consist of younger group sectors in populations then older pupils, (AIHW), (2011). Health care facilities such as hospitals which are the main source of receiving health assessments from ED doctors or getting an x-ray for a broken leg. Procedures in hospitals are surgical and non-surgical whilst they require chemotherapy for cancer patients or even specialist checkups on your health condition to prevent it from actually getting worse. The remoteness of hospitals from rural and regional populations in Australia may impact their access to procedures, (AIHW), (2008). Levels of health expenditure are w idely affected by certain sub factors such as the degree of illnesses and diseases, population and government set out policies and grants alongside the price for these goods and services, (AIHW 2004). Inconclusion for the population of remote and rural Australia there are many positive attributes. In comparison to the National Health Survey they have gathered data that indicates Australians, regardless of their geographical region, have knowledge of certain preventative measures for a better health, and understand the requirement for exercise to keep fit physically and mentally, pap smear tests and protection from the sun by using certain moisturisers to help prevent melanoma or other skin cancers conditions (AIHW, 2011). In addition the health of populations in rural and remote zones of Australia is much poorer then individuals who live in metropolitan regions of Australia. In relation to their health conditions such as mortality as a result of injury obtained, certain heart conditions and diseases, homicide and suicide rates. Overall there are substantial health risks associated with living in remote and rural regions of Australia among them are pollution, road safety, available health facilities, and medical equipment with treatments. However there are positives for the populations of rural and remote zones such as having peace, costs are much lesser then urban areas, less crime and a safer environment with distance from noise. Reference list: Humphreys J/ Rolley F (1991). Health and health care in rural Australia. (Original work published 1991). Retrieved from http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=6442459022. Humphreys JS/Matthews-Cowey S/ Weinand (1997).Factors in accessibility of general practice in rural Australia. Australia: Author. (Original work published 1997). Australian Institute of Health and Welfare. (1998). the sixth biennial health report of the Australian Institute of Health and Welfare.Australia’s health. Retrieved from http://www.aihw.gov.au/WorkArea/DownloadAsset.aspx?id=6442459022. Abduljawad Raeiq Student Number Health Health Behaviour 130 Essay 17688257

Values And Ethics In Educational Leadership

Values And Ethics In Educational Leadership One of the major adversities of applying values and ethics in educational leadership from a innovative perspective lies in convincing academic institutions and administrators to think differently about leadership through Aristotelian principles. Educational executives themselves, are challenged to rethink traditional pedagogical curriculum regarding leadership principles and techniques and are encouraged to utilize Aristotles philosophy, specifically, the nature of practicing right actions, integrity, and espousing these principles through living a virtuous life (Lapsley Narvaez, 2006). In turn, virtues of an academic administrator can be encapsulated in the concepts of values and ethics espoused by school officials. Applying values and ethics in educational leadership includes understanding that supervisors should be men and women of principled character. Applying Aristotles virtue constructs in educational leadership training course work defines such character traits and what it m eans to be a moral agent. As a moral obligation, educational leaders have an responsibility to demonstrate care in the schools that they supervise. Learning to differentiate between Aristotelian virtues and how these values and ethics are to be integrated in educational leadership curriculum programs are the major composition of this paper and will become the fundamental examination of effective educational leadership. Applying Values And Ethics in Educational Leadership Through Aristotelian Principles Literature Review Overview As an introduction to academic administration and ethical behavior, many have proposed the following questions: Does academic leadership training curricula teach ethical accountability? Secondly, is what they teach sufficient? And lastly, is there a direct correlation in the merging of academic leadership with Aristotelian virtues that result in a more authentic type of leader? To be a moral and ethical educational leader, one would need to uphold the ideals of justice, compassion, and empathy for the betterment of each member in the school in which he or she governs. Also, the need to identify and measure the educational leaders commitment to moral character in part to protect the interests of mutual stakeholders is an essential component under consideration when evaluating the effectiveness of academic administrators. Peer-reviewed journals and articles approach varying definitions pertaining to virtue, moral values, or ethical practice in the realm of academic leadership. It is apparent that many have opinions regarding the subject and how each should be addressed. However diverse the definitions are, all authors acknowledge the call to return to more ethical accountability in educational leadership. The challenge presented is one of defining academic leadership through moral ethical dilemmas. Such dilemmas are confronted by diverse course content material that is lacking and considered insufficient to produce appropriate outcomes to solve difficult situations. The paper is outlined to include the following sub-headings for the purpose of direction and mapping subject matter, these include: Applying values and ethics in educational leadership, the principled academic administrator, applying Aristotles virtue constructs in educational leadership, a moral obligation to care in educational leadership, differentiating between values and ethics, integrating values and ethics in educational leadership curriculum programs, and finally pulling it all together in the conclusion. The Principled Academic Administrator Academic administrators are entrusted with the duty to act in accordance to ethical behaviors, with so many ethical misappropriations in the media spotlight, and recent scandals had in academic institutions, many have question if current leadership training curriculum found in administrative educational leadership programs fail to teach sufficient ethical accountability (Propheter Jez, 2012). Curriculum that addresses characteristics traits associated with moral virtues in the context of school administration must question if moral virtue such as those espoused by Aristotelian principles will developed a more authentic leader? Bowen, et al. (2006), notes that doctoral programs should place more emphasizes on ethics than on management. Educational leaders must be able to command leadership skills that are committed to moral character and ethical behavior, have the interest of and mutual respect for all stakeholders at heart, support and promote teacher and student alike, are engaged in justice, care, compassion and empathy and are highly motivated by the individual success of each of the members of the larger community of the school of which he is to govern (Pijanowski, 2007). Academic leaders make decisions that impact the lives of teachers, students and parents, making the act of leadership a moral issue. An educational leaders core set of values, or set of beliefs, is the ethical framework from which a leader develops a vision for the school in which he administers. Associated with administrative leadership, is the constant call for change, thus the academic leader becomes the change agent and will direct, define, and shape the change sequence that leads the schools progression and improvement for all stakeholders. Understanding this concept of leadership helps further define what educational leadership is, Starratt (1991) elaborates by noting educational leadership includes virtual ethics such as critique, justice and caring. That is to say that school administrators will be faced with decisions that will required them to critique hierarchy and bureaucratic boards who may tend to bow to public pressures or sway with public opinions. Starratt argues that justice is formed in some standard but that this standard must be held above one individuals passion and serve the greater good of the many. This Starratt (2004) called the community of moral goodness, wherein many individuals would join together for the greater good of the whole forming a relationship of effective leadership. This would then lead from one state of moral responsibility to a higher state of moral responsibility. In turn, individuals in a community form a relationship in caring not out of obligation but out of a sense of positive regard for one another. Academic administrators embedded with these qualities will constitute the principled leader. Therefore, there is a need for the call of Aristotelian constructs in educational leadership curriculum graduate programs. Applying Aristotles Virtue Constructs In Educational Leadership Applying an Aristotelian philosophy to educational leadership is perhaps the most logical approach to value and ethical driven curriculum specifying virtues in school supervision. Kodish (2006) incorporates the suggestion that Aristotelian philosophy bridges both theory and the practice of moral and right action. Drawing on insights of authentic leadership and virtue, Aristotles (1987) defines virtual states of character as having to do with feeling, choosing, and engaging in actions that do well toward others and doing so until these characteristics form in us habitually. This hypothesis leads us to conclude that a good academic administrator will embrace and exemplify a number of these traits or virtues, in ethical manners especially in regards to his role as the academic head. It is the purpose of this paper in part, to identify a few of these Aristotelian virtues as they are related to educational leaders. A short composition on morals, judgment, respect, genuine, empathy, care, and courage will be explored as basic components of the makeup of the moral fiber regarding the academic leader. Morals. Aristotle classifies moral virtue as the excellent state of an individual and good judgment. He sees this character as an intellectual virtue embracing moral rational and the ability to have moral perception along with sufficient insight to make ethical decision not only for ones self, but for the larger community. Judgment. As moral character is an essential element of choice to act right, so is judgment equal to wisdom and practical judgment in Aristotelian philosophy. Good judgment often requires the academic leader to use wisdom in decision making processes. Ethical administrative judgment is a virtue of academic administration. Aristotle would simply state that curriculum driven programs need to teach students that moral virtues are the characters of acting in good judgment. Empathy Respect. Aristotle would promote the idea that empathy and respect are interconnected and go hand-in-hand. That these two components are essential elements in a school leaders character and as such they exist mutually together and serve the best interests of all stakeholders at heart. He would suggest that these interests are cradled in the simplest proponents of the Golden Rule and promote a climate of mutual worth for all persons. Genuine Authenticity. Starratt (2004, p.3) identifies authenticity as one of the foundational virtues of ethical leadership. To be genuine or authentic as an academic supervisor requires leaders to live ethical, transparent lifes that demonstrate leadership, stewardship, and commitment to a sense of spirituality. Educational leadership is authentic to the degree that it is ethical, sincere, genuine, and trustworthy in action and interaction and that such interactions are consistent with the promotion of others wellbeing. In the context of school leadership, this includes the success of staff and student alike. Justice, Care Courage. Shapiro and Stefkovich (2005) argued that moral virtues associated with leadership have a particular importance to safeguard and promote the best interests of others. When the ethics of justice, care, and courage are joined with an ethic of inclusive Aristotelian discourse, educational administrators have a model to ethical decision-making founded on principle. Moral Obligation To Care in Educational Leadership As moral agents, educational leaders should act in accordance with personal values and convictions that incorporate the respect, trust and integrity for being authentic and true to their values. The ethic of care implores educators to nurture the emotional and moral development of students. This moral value requires educational administrators to focuses on affirmation values such as trust, loyalty, belonging, self-worth, and self-efficacy in the process of education, making academics about individuals in the educational profession. As care agents in education, caring ethics would refer to the relationship created between student and teacher. As administrators over educational institutes, caring incorporates the obligation to respond to the needs of not only students, but staff, teachers and other stakeholders. This may include addressing curriculum designs to meet the needs of a diverse student body, staff needs based on census loads, and responses to classroom environments. Care must not be based on a one time efforts at virtuous decision but ongoing developing ontological relationships. Creating An Ontological Relationship In Educational Leadership Cunliffe and Eriksen (2011 p.1432) would argue that we exist in mutual relationships with others and our surroundings and that we both shape, and are shaped by, our social experience in everyday interactions and conversations. It appears that such theories in relational ontology lay the foundation for mutual members of an organization to extend mutual respect and regard toward one another when such relationships are formed. The basic contention of a relational ontology is simply that the relations between entities are ontologically, as Cunliffe (2009) explains, the Relational leader is more concerned with creating interpersonal relationships and institutions, where the focus is on ethical issues of care, concern, and respect. Ontological relationships in academic leadership should include relationships as more fundamental than the individual leader. This is accomplished by working through various difficulties or differences together with other members of the academic community and assuming ownership and mutual responsibility, where moral relational-responsiveness is demonstrated. In return, mutual respect is enhanced, a sense of safety and nurturance is experienced and mutual regard are honored allowing for positive interaction to be had among all stakeholders who in turn are more apt to further their personal investment into the program. Identifying what are considered values and separating ethical bou ndaries are sometimes difficult in relationships, especially is this so in the guise of administrative roles. Having a better understanding of the essential role of each in educational leadership is important. Differentiating Between Values and Ethics Ethical decision making among educational leaders is an essential element of administration, teaching ethics is only one component of a construct necessary for making ethical decisions, staging values as important in and of itself will not suffice. Instructing academic leaders on this principle is vital in changing the direction of educational supervisors in becoming cognizant driven regarding ethic and value mindsets. Beckner (2004) has indicated research literature on educational administration has placed a greater emphasis on the moral values and ethical practices associated with school administration then has been promoted in the past. Shapiro and Stefkovich (2005) have supported that school officials have a duty and obligation to all stakeholders for whom they are accountable to be moral agents that are informed, ethical, and capable to lead. Darling-Hammond (2005) makes a case regarding educational leadership graduate preparation programs to include real-life dilemmas in curriculum training materials so as to better prepare administrators with the process of ethical decision-making. As Kline (2006) indicates, failure of strong ethical training is at the center of most corruptible educational leadership and administrative dilemma, noting that most dilemmas faced by educators lack sufficient policies to direct how to solve issues before and when they do come to light. As a profession, supervisors who oversee curriculum development, have a moral obligation to ensure that educational administration programs found at the graduate level, train prospective leaders in the principles of virtues associated with the development of ethical operating schools (Shapiro Stefkovich, 2005). As literature review recommends, it is imperative that both moral values and ethical principles become an integrated ingredient of curriculum develop ment in educational leadership programs. The following section of this work will address this critical issue. Integrating Values And Ethics In Educational Leadership Curriculum Programs Avolio, et al. (2009) suggested that authentic leadership includes both a sense of greater self-awareness and self-regulated behaviors that lead to positive community development. Avolio and colleagues feel that authentic leadership is essential and one of the first steps needed in ethical leadership preparation. Curren (2008, p. 338) includes ethical instructions as a vital aspect of leadership training course work for future administrative leaders noting that these cardinal virtues are essential and would be a good start toward articulating what it means to be an ethical academic administrator. Cameron and Caza (2002) incorporate ethics instruction in leadership preparation studies curriculum to include the academic institutions role and its obligation to the student and larger community. Given the obligation that professor have to students in preparing them for the future administrative duties, and that this obligation goes beyond just a professional one, Kline (2006) suggest that instructors of ethical courses must make a deliberate decision to think of the student beyond academic settings. In other words, how does ones behavior reflect on other aspects of the individuals complete life, not just in the administrative role? Ethics must be an essential part of course content. Returning to Bowen et al. (2006), which assert that ethic curricula should include codes of conduct, framework on ethical decision making practicums, and adequate case studies with frequent examinations to ensure future administrators are prepared to deal appropriately with dilemmas that they will be confronted with. Without the commitment to strong ethical integration in curriculum program, ethics courses are seriously compromised. Implementation is as crucial as is the content. The question then becomes how is this best achieved? The State of West Virginias Department of Education operates under a code of ethics. Codes of ethics are design to guide the professional conduct of the members who practice in their fields. As with most ethical course preparation, research of code conduct directive is a must. Students are led to investigate and research content that require review of state and national code of ethics. Graduates should become familiar with these codes and reference them frequently. Opportunity to discuss, debate and examine case studies in ethical dilemma will better prepare future administrators to handle real-life experiences that may confront them as school supervisors. Additional internships with real-time school directors can enhance administrative skill-sets in ethical problem solving outside of classroom content, with hands-on practicum learning. Educational leaders need to develop a working knowledge of Aristotelian virtues from which effective school administrator rise. Additionally, institutions of higher learning need to incorporate these values into graduate curricula programs, emphasis to strengthen academic administrative training program with stronger ethics and value latent material centered on Aristotelian virtues has been the theme of this paper. Review of literature certainly has supported the need and indeed has extended the call for academic leaders who are better prepared to lead educational institutions. Academic supervisors however, must distinguishes themselves and be refined in aptitude through curriculum that include moral values and ethical content rich in ethics, archetype, and critical evaluations that aspire leaders and encourage them to develop critical thinking skills and make decisions that are based on the common benefit of all person in a larger educational community. Academic leaders that adhere and reflect a higher level of insight in discharging their duties as administrators, understand that such considerations have an impact on their lives and the lives of their students also understand that they will influence not only an immediate generation, but will effect generation yet to be born. Conclusion Expanded research is needed to increase our understanding of the ethical dilemmas confronted by academic leaders. Challenges faced in educational institutions require ethical responses and require insights based on values that are saturated in virtue. Values include appropriate morals, judgment, genuineness, empathy, care, respect for others, and the courage to stand for what is right, not what is always popular. Principled men and women who are espoused and trained in Aristotelian philosophy should inform policy and strategies in academic administration to ensure that every stakeholders voice is heard, recognized and needs are being addressed. That too, the best interest of the educational institution is being forwarded. Academic leaders have a moral obligation to care about their staff, students and all constituents who have a vested interest in their academic establishment and to the larger community in which they serve. These relationships are formed from an ontological concept, meaning they are logical. When united in a common act of ethical consideration for one another, we logically uplift one another. Additional consideration should be given to graduate programs training educational professional in academic supervision. Course content should include in curricula development, content rich in Aristotelian concepts leading to the learning and development of school leaders in their activities to attain authentic leadership observance which are embedded in ethical constructs. Content must take care to ensure differences between values and ethics are made clear and how these should be integrated into the curriculum and espoused in the classroom and among all staff members. Applying Aristotelian values and ethics in graduate educational leadership programs may prove beneficial in restoring ethical prudence to academic administrative roles.

Introducting the Characters and Themes in Educating Rita Essay

Introducting the Characters and Themes in Educating Rita GCSE Coursework: In what ways is Act 1 Scene 1 of â€Å"Educating Rita† a good introduction to the play’s main characters and themes? Do you think Willy Russell has made his opening dramatic and entertaining? â€Å"I’m coming in aren’t I? It’s that stupid bleedin’ handle on the door!† is not the way in which we would expect a new university student to talk to a lecture she had never meet before, but as we later find out, Rita, is not a stereotypical student and her lecture, Frank, is not a stereotypical lecture. The play â€Å"Educating Rita† is based on an out going character, who has decided her working class lifestyle, does not fit who she is anymore. She believes she can change her life by achieving a higher education, to â€Å"fit in† with everyone else around her. Changing her name from Susan to Rita is her first step, she had now begun the great leap from the 26year old hairdresser, to a well spoken and well educated higher classed human being. This 1970’s play displays the struggle and frustration of a woman, caught in the working class. Willy Russell uses wit, humour and his knowledge of that time period to create and develop his two characters as they travel through substantial changes in their lives. Willy Russell uses two very different styles of writing for each of his characters, the introduction to his play begins with a conversation between lecture Frank and his wife. â€Å"Look if you’re trying to induce some feeling of guilt in me over the prospect of a burnt dinner you should have prepared something other than lamb and ratatouille†¦Ã¢â‚¬  Russell was determined to show Frank’s striking upper class exterior, with the usage of such formal and polite languag... ...appy with life until Rita was able to show him his true colours. Using the snappy, chatty atmosphere so early on in the play, Willy Russell was able to keep his fairly long opening; dramatic, entertaining and enjoyable to watch. Willy Russell’s choice to uses such different characters to base his piece around, made one hundred percent sure that his audiences anxiety levels would have been raised as they became more and more intrigued, to find out if the characters would clash or get on like a house on fire. But I believe it was Willy Russell’s pure talent that enabled him to places to different characters in the same scene and make it work. Using the two different styles of writing and such different character personalities creating an opening, which was not only dramatic and entertaining but will be remembered in history as the starting point for woman.

Behaviorism, Constructivism, and Cognitivism: Multiple Approaches To Le

A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word â€Å"construct,† focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning. A1. Support Personal examples of a behaviorist style of instruction are based on the widely renowned theory by B.F. Skinner, which in the classroom can be summarized by reinf... ...speaker and the listener. The student can store often used responses, and prepare anticipated answers prior to situations where he will be meeting with those less familiar with his speech capabilities. By implementing this type of device, the student has become more confident and can communicate appropriately for a student his age. In this instance, the integration of technology into the learning environment may make a difference as to whether the student is employable or overlooked due to the inability to communicate well on the job. Works Cited Brewer, E.W., Campbell, A.C., Petty, G.C. (2000). Foundations of Workforce Education. Dubuque, Iowa: Kendall/Hunt Publishing Company. Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 9, 2012 from http://projects.coe.uga.edu/epltt/

William Blakes The Tyger Essay -- William Blake Tyger Essays

William Blake's The Tyger In â€Å"The Tyger,† William Blake uses meter and rhyme to enhance both the meaning and the rhythm of his piece. The chanting nature is reinforced by frequent end-stop and catalectic endings for the lines. By melding these devices, Blake has managed to create a powerful poem – hidden in the casual style of a nursery rhyme. The meter of â€Å"The Tyger† is mostly trochaic tetrameter (four feet per line; stressed-unstressed). Or trochaic three-and-a-half meter, really – Blake uses a catalectic ending (the dropping of the last unstressed syllable) on every trochaic line. This, along with the insertion of several iambic tetrameter lines, allows every end syllable to be stressed – thus forming a forceful beat to the poem, reminiscent of the tiger’s power. The set beat goes along with the words of the first stanza to create an image of a tiger prowling steadily through the dark forest. Blake uses this chanting, plodding rhythm as an almost musical backdrop for the reading of his poem – where he varies, it simply adds to the harmony. The first instance of iambic tetrameter occurs in the first stanza’s last line. Personally, I think Blake switched meters for that line in order to draw attention to that particular line, and place more emphasis on the first (and pervading) question of the poem. That line is the first to be non-catalectic, and, as a result, seems more complete – which is supported by the meaning of the line. The speaker is wondering what higher power could possibly have created the tiger; in speaking of a higher power, it seems only natural that that line should somehow bigger than the others, and have more weight or emphasis. Blake uses the same idea in the fifth stanza, where both ... ...to folded steel, he personifies the stars, who â€Å"water’d heaven with their tears† – presumably at the beauty and power of the tiger. This lends majesty to both that which brought them to tears – God – and that which received the tears – the tiger. The stars give the reader almost an ‘outside’ perspective on the tiger; Blake uses them in order to show what others feel for its majesty, which reflects into what conclusions the reader will draw about the subject. Through his meter and techniques, Blake well manages to enforce a chanting rhythm and powerful voice. Demanding questions and vivid images belie the simple nature of his end rhyme – which turns out to be not simple at all, but to explore a deep, driving question. (All while alluding to his previous work.) â€Å"The Tyger,† upon close inspection, is shown to both sophisticated and complicated in its methods.

Cultural Identity in Education Essay

Nowadays, the problem of cultural identity should not be underestimated. In fact, in the modern globalized world there is a strong trend to losing national identity in the result of the amalgamation of culture, or, to put it more precisely, in the result of the growing impact of western culture on other culture of the world. At the same time, individuals naturally cannot live without identity. This is why willingly or not they develop certain cultural identity under the impact of a variety of internal and external factors that actually shape their personality. In fact, individuals’ identity is inseparable from their personality. Consequently, human relations are, to a significant extent, predetermined by their cultural identity that effects dramatically their communication. As a result, it is always necessary to take into consideration the peculiarities of cultural identity of each individual, especially in education because modern education, being an extremely complicated process, is based on the idea that each individual is unique and his/her needs should be met in the process of education. Cultural identity in the modern world Before discussing cultural identity in the context of education, it is primarily necessary to briefly dwell upon the concept of cultural identity in the modern world. In fact, the modern concept of cultural identity is based on two key elements, notably modern identity implies being alike other people within a group and common categorizing of outward phenomena, such as race or clothes people wear . However, in recent year such an attitude to identity is considered to be simplistic and specialists insist that it should be expanded. Obviously, such a definition of identity implies that cultural identity is basically formed in the process of the development of individual, i. e. it is acquired in the result of social relationships of an individual with other people. In stark contrast, to this position, there is an ultimately opposite view on cultural identity as the product of human nature. To put it more precisely, A. J. Ayer insists that â€Å"the general criteria of personal identity may be solely physical in nature that means that the idnividual’s identity is based on his/her physical identity† . Nowadays, such a view is widely criticized, and Baum for instance, underlines that in the postmodern world identity is becoming reconstructed and redefined and, what is more, â€Å"the problem of identity is one of avoiding a fixed identity and keeping our options open† . Nevertheless, regardless the concept of ‘flexible’ cultural identity it is necessary to underline that that it is still an integral part of the individual’s personality. In actuality, â€Å"we are neither only what we inherit nor only what we acquire but, instead, stem from dynamic relationship between what we inherit and what we acquire† . In this respect, the ‘flexibility’ of cultural identity also implies individual’s freedom which is actually based on what an individual inherits and what he/she acquires . Cultural identity in educational system Obviously, cultural identity is of a paramount importance and its role in education is particularly significant because the individual’s identity is constantly developing and, being submitted to changes, it can affect his/her personality dramatically. At the same time, as cultural identity is shaped in the result of relationships between people, than the education process involves the interaction between people who have different cultural identity, different social and economic background, and whose views may vary significantly. At the same time, it is important to underline that the cultural identity of all agents of the education system, i. e. both educators and learners, is equally important because they constantly mutually influence each other. Also, it is worthy of mention that cultural identity is affected by different factors, including inherit and acquired ones. This is why the cultural identity in the modern education system implies the necessity of the development of such a relationship that would provide the possibility to possibly fuller realize the potential of each individual on the basis of his/her unique cultural identity. Unquestionably, cultural identity is partially inherited since it is quite natural that an individual acquires certain stereotypes, norms and models of behavior from his/her parents and in the course of times such similarity of a child and parents are growing stronger as the child learns more from his/her parents and develops his/her cultural identity. In fact, in such a situation, a child inherits not just traditions and experience of his/her parents but also traditions and experience of the whole people, or culture, and naturally acquires the experience of this culture that has been accumulating for decades and centuries. Furthermore, cultural identity is, to a significant extent, predetermined by social position of the individual and his/her social background. As a result, it is possible to estimate that cultural inheritances of an individual which he/she receives from his/her family, interact with social reality and position of the individual in the community. Consequently, â€Å"it is in these cultural inheritances that much of our identity is constituted and is thus marked by the social class to which we belong† . Also, it should be said that the development of cultural identity occurs in the process of education. It is important to realize that human beings are conscious of the fact that they are affected by their cultural identity and the effects of their social environment that creates opportunities to â€Å"overcome the strength of cultural inheritance† that can occur in the process of education. As a result, it is possible to say that cultural identity can be changed and this change can occur in the process of education. Moreover, to a significant extent, cultural identity is shaped in the process of learning that is a natural process for human beings who are simply programmed to learn. As a result, in the process of learning individuals create their own historical and cultural worlds, which â€Å"are our products, and †¦ we become animals who are permanent inscribed in a process of learning and seeking† . The role of cultural identity in educational process Obviously, as the cultural identity is extremely important in the educational process, it is quite natural that it is necessary to provide individuals with the opportunity to have freedom in the development of their identity. What is more, their own cultural identity should not be by no means discriminated or simply ignored. In stark contrast, in the modern really democratic school, it is necessary to provide all students from different socio-cultural background with equal opportunities. However, in the current situation, it is quite difficult to do because the problem of equal opportunities is extremely serious and not often the cultural aspect is taken into consideration when educators attempt to solve this problem. To put it more precisely, it should be said that different students have different cultural identity. At the same time, there exist the dominant class in the society which plays the primary role in the socio-economic life of society and tend to dominate in the cultural sphere. Naturally, such relations are extrapolated on schools as well. As a result, nowadays, there exist private schools where basically student from upper classes study and there are public schools where students from lower classes prevail . Naturally, in such a situation the teacher-student relationship may be affected dramatically. For instance, teachers representing the middle class could feel inferior to the upper class students in private schools and, in contrast, feel superior in public schools in relation to lower class students. Obviously, such attitudes are totally unacceptable for progressive educators. This is why it is extremely important to develop normal relationship with students with different cultural identity and treat them objectively avoiding revengeful attitude to upper class students or scornful attitude to lower class students. In fact, it is necessary to take into consideration the cultural identity of students and stimulate the development of the conscious and objective position of students in relation to their self-esteem and, thus, change their cultural identity making it more objective. Practically, it means that working with lower class students it is necessary to stimulate their self esteem and make them feel respectful to their own cultural identity. It is not a secret that often the overwhelming majority of students in public schools represent lower class families. Consequently, as the experience shows, their self esteem is quite low and they do not really believe that they can play any important role in the society. In fact, often they feel as if they are outcasts and, as some students believe, if they disappeared, no one would have even noticed their disappearance. In this respect, it is particularly dangerous when teachers ignore their social background and cultural identity since often such students have very peculiar semantics, accents and syntax which do not correspond to the norms of standard language used in the modern education. As a result, the students from lower classes risk of being academically less successful than students from the middle and upper classes and, as a rule, they actually are. On searching possible solutions of such a situation, it is possible to recommend referring to the cultural identity of students that will help better understand their personality and reveal their real skills and abilities. To put it more precisely, they should have a chance to realize their skills and abilities regardless the linguistic specificity. It means that they may use different terms and language to explain different phenomena but they may be correct. Furthermore, in order to improve the position of lower class students with cultural identity which may be characterized as that of outcasts, it is possible to recommend the improvement of the current education policy which actually leads to segregation of public schools for in some scools the percentage of non-white students is reaching 100%, while white students from upper classes often turn to be in a privileged position studying at private schools, for instance. Conclusion Thus, taking into account all above mentioned, it is possible to conclude that nowadays the cultural identity is extremely important and affects the educational process dramatically. It is necessary to underline that in the current situation cultural identity cannot remain fixed, especially in the sphere of education but, instead, should be constantly modified in order to make students conscious of their own cultural identity and that it is not always an objective concept. Moreover, one of the major tasks of progressive educators is to treat students equally and objectively, taking into consideration their cultural identity. What is more, teachers possess certain authority in education process, consequently, they should use it properly in order to avoid revengeful or scornful attitude to students. At the same time, in relation to lower class students, teachers could change the cultural identity of such students for better and improve their self-esteem.