Teachers Inspiration free essay sample

My desk rattles. My chest heaves. I struggle to catch a breath. Concerned glazes from my fellow classmates dance around me, inquiring why I am splitting my sides at Dr. Persins corny, hackneyed joke. I regain my sanity, re-sync my breathing and smile as we begin todays AP Physics class. No, its not just his notorious catch phrases, eclectic attire, his manuerisms, corny jokes, or savvy intelligence. Its the blending of his eccentricity and his brilliance that allows students to excel in an enjoyble atmosphere. Dr. Persin informed me about the natural world, taught me valuable life lessons, and golly, someone that shares my qwerky humor? We bonded like the positive and negative poles of magnets. Magnets, circuits, trajectory motion. Indeed: a difficult class. However, Dr. Persin broke it down into simpler matter. He presented tangible models and explained concepts thoroughly. I struggled with mirrors and lenses until he pulled out the giant mirror and my cloud of confusion drifted away. We will write a custom essay sample on Teachers Inspiration or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He provided us with weekly, hands-on lab activities where we recieved insight towards the subject matter, gained useful experience of working with scientific equipment, and collaborated in a groups. AP Physics taught me time management and organizational skills with weekly note checks. Finally, this class granted me insight to how a college class will be. Homework was due weekly and tests were heavily weighted. Though a challenging cirriculum of advanced physics topics, I was blessed to have a teacher that creatively presented such knowledge. He has positively influenced me academically and enstilled in me irreplaceable wordly skills. I proudly imPERSINate his qualities.

Have a Vinegar and Baking Soda Foam Fight

Have a Vinegar and Baking Soda Foam Fight This is a twist on the classic baking soda volcano, where you use the ingredients to make squirt-able fountains of foam. Difficulty: Easy Time Required: Mere Minutes Heres How First, you need bottles for everyone. The classic 2-liter bottle is nice because its compressible and holds a large volume. Gatorade bottles are also good because they have wide mouths, so its easier to recharge the bottle.Fill each bottle most of the way full of warm water and add a squirt of dishwashing detergent.Gather the rest of the materials you will need: lots of vinegar and baking soda and food coloring if you want colored bubbles. Be advised: adding food coloring could result in staining of clothing and other surfaces.Add some baking soda to the bottle (​a couple of tablespoons or so). Put your hand over the bottle opening and shake it up to get the detergent water all sudsy. Drip a bit of food coloring onto the suds.Note: if you add the food coloring before shaking the detergent water, then the dye will go into the water and the bubbles will be clear. If you add the coloring just prior to adding the vinegar then the bubbles will be deeply colored (which also increase s the staining potential). Pour in some vinegar. This starts the reaction. Feel free to give the bottle a little squeeze to help things along. Do NOT seal the bottle with a cap or lid. That basically makes a baking soda bomb, which is dangerous.You can recharge the reaction with more baking soda and then more vinegar. If at any time you feel like shaking up the bottle only do this with your hand over the opening and never cap or seal the bottle.The foam fight part most people figure out on their own. Have fun! Tips Avoid getting the mixture into your eyes or mouth. If eye contact occurs, rinse the solution out. Dont drink the contents of the foam fight bottle.Avoid contact with unreacted vinegar or undiluted dishwashing detergent. Both can irritate skin and mucous membranes. What You Need empty compressible plastic bottle - no lidswaterdiswashing detergentbaking sodavinegarfood coloring (optional)

Burberry Case Study Essay Example | Topics and Well Written Essays - 1750 words

Burberry Case Study - Essay Example Long business experience- Burberry’s was incorporated in 1856 and had been in operation for more than one century before Bravo took over in 1997. This had given the company vast experience in the consumer market for apparels and luxuries. The company was more experienced in business compared to its competitors such as Gucci and Armani which were founded in 1921 and 1975 respectively. Weaknesses Limited products- Burberry’s had very few products in the market. Its main products were umbrellas and outerwear. The company was left struggling to capture a significant market share while its competitors such Gucci and Polo dominated the market. Low levels of innovation- Burberry’s had kept its traditional products for a very long time without getting new ideas to improvements and make them were relevant to the market. The firm lost its market share to competing businesses such as Gucci and Polo because it was unable to introduce new products and stay relevant in the market. On the other hand, Polo and Gucci became household names because of their ability to introduce new products that were relevant in the market. Burberry’s position is sustainable because the company has vast business experience compared to its competitors. ... The company also has been producing quality products and strong brands that have for a long time been associated with safety, luxury and durability. Bravo needs to utilize these competitive advantages and improve on innovation so as to introduce a wide range of products that will enable the company stay relevant and remain competitive. 2. Prepare a positioning map to map Burberry's position vis a vis its competition prior to Bravo's hiring. Next, map Burberry's position vis a vis these same competitors after the marketing mix changes by Bravo took effect. Note: you may want to consider the fashion vs. accessory sides separately. Prior to Bravo’s hiring Quality Quality Gucci Coach Coach Gucci Burberry’s Burberry’s Fashion Accessories After changes on marketing mix Quality Quality Burberry’s Burberry’s Coach Gucci Gucci Coach Fashion Accessories 3. Bravo's team managed to elevate the overall status of Burberry by implementing changes in 3 high-priorit y areas: a. revitalization of the product line b. evolving brand associations c. overall brand stature. Describe in detail how Bravo's team managed to do this. Revitalization of the product line The first step in the revitalization of the product line was a reduction in the number of stock. This was aimed at eliminating products with outdated designs so as to create space for products with a consistent look. The company was able to redesign its traditional products to include a new range of products. The new product line was classified into two categories of continuity and fashion-oriented. Each of the categories consisted of three primary collections of products that included accessories, menswear and womenswear. Evolving brand associations Bravo’s team managed to

Legal and Ethical Issues Research Paper Example | Topics and Well Written Essays - 500 words

Legal and Ethical Issues - Research Paper Example The rules permit covered entities such as hospitals, clinics and health care providers in general to release de-identified data without obtaining an authorization. There are no further restrictions upon use or disclosure because de-identified data is not personal health information and, therefore, not subject to the HIPAA rules. Therefore during a research study, a researcher can obtain the data required under this provision. The right to anonymity and confidentiality is an important part of the rule. This rule can be applied during the study through involving the subject directly.  Here, the researcher can apply the confidentiality clause during the study by letting the test subject decide on what to avail to the public. The rules contain criteria for the alteration of the authorization requirement by an IRB or another review body called a Privacy Board. This works well for a study in which one does not wish to follow all the tiresome steps. The use of war victims in the recent past as test subjects without their consent or that of their families has led to a public outcry. Consequently, the rule on right to fair treatment and protection from harm was created. In the medical study one considers that the subjects are human and therefore avoids causing harm to them. Macklin (2004) notes that there are a number of marginalized populations where the rules of ethical treatment and legal actions are not followed. Such include case studies of Ebola in Central Africa and other areas close by. The application of the HIPAA rules can be achieved through incorporation of the basic rules in the recent studies by creating a compiled set of ground rules to follow in the study

Causes of Low Productivity and Policies to Raise Output in Essay

Causes of Low Productivity and Policies to Raise Output in Underdeveloped Countries - Essay Example According to Schultz (1998, p.329), economists find it difficult to understand the preferences and scarcity constraints that determine the choices that poor people make because they fail to understand is that poor people are no less than concerned about improving their lot and that of their children than rich people are. As poor people reside predominantly in low-income countries, they earn a pittance for their labor, half and more of their meager income is spent on food, and that most of them earn their livelihood in agriculture. Schultz also points out that economic history has also been neglected. Classical economics was developed during the time when most people in Western Europe were barely scratching out subsistence from the poor soils they tilled and were condemned to a short life span. As a result, early economists dealt with conditions similar to those prevailing in low-income countries today. Knowledge of the experience and achievements of the poor people over the ages can contribute much to an understanding of the problems and possibilities of underdeveloped countries today (1998, p.332). Accordin According to Emmerij (1987, p.9), the disappointing performance of agriculture in many low-income countries cannot be ascribed wholly to technical factors or agricultural conditions in that unsuitable economic policies can have the effect of reducing incentives to increase output and impending production. In connection to this, Schultz (1998, p.333) argues that differences in the soil productivity1 do not explain why people are poor in long-settled parts of the world, conversely, the state of agriculture in underdeveloped countries. Schultz narrates: "People in India have been poor for ages, both on the Deccan Plateau, where the productivity of the rainfed soils is low, and on the highly productive soils of South India. In Africa, people on the unproductive soils of the Southern fringes of the Sahara, on the somewhat more productive soils on the steep slopes of the Rift landform, and on the highly productive alluvial lands along and at the mouth of the Nile all have one thing in common: they are very poor" (Schultz 1998, p.331). Rather, Schultz cites that though land per se is not a critical factor in being poor, the human agent is. The expectations of human agents in agriculture - farm laborers who both work and allocate resources - are shaped by new opportunities by the incentives [in agriculture] to which they respond. These incentives, explicit in the prices farmers receive for their products and in the prices they pay for producer and consumer goods and services, are greatly distorted in many low income countries (1998, p.332). Governments tend to introduce distortions that discriminate against agriculture because internal politics generally favor urban at the expense of rural people, despite the much greater size of the rural population (Schultz, 1998). The effect of these government-induced distortions is to reduce the economic contribution that agriculture is capable of making (1998, p.332), despite the fact that

The Buddhist No Self Doctrine Philosophy Essay

The Buddhist No Self Doctrine Philosophy Essay The Buddha taught that there were no persisting identity and there are no permanent stable identities. We are just a complex experience streamed through time. We are just short lived, temporal, historical beings in the process of becoming. There is no difference between you and your life: you are your life history. thoughts were the thinker and experiences were the experiencer The Buddha taught Ksanika-vada which is an anti-substantial doctrine that the world is in a continuous flux and is impermanent. There is nothing more than movement and change in the world (Anitya). There are no fixed or permanent, absolute or independent substances. The Buddhist universe is the same as Heraclitus simile of a river as you cant step twice into the same river due to the constant changing of water. The phenomenology of reality, objects, events and self are not what we think they are. They are in fact a temporary interconnected stream of some fundamental elements. This is the Buddhist ontology that everything occurs through causes and effects. All these things we believe to be persisting entities, including self, are just a stream of events. The effect doesnt exist when the cause existed and the cause stops existing when the effect comes to exist. This results in everything in the world having a cause and nothing existing unconditioned. The idea of Atman is the metaphysical self or soul which is everlasting. The Hindu religion uses this idea of the soul thus they adopt the Eternalists view. This is that the soul is immaterial, infinite and immortal so it will continue to exist for ever. Atman has various meaning such as soul, self, being, ego or personality. This is what Buddhism rejects, a persisting and enduring entity in humans. The doctrine of Nairatmya-Vada teaches us that to recognize ourselves as a persisting entity is an illusion. We are actually a phenomenon of human experiences (dharma) so we are temporal being (Ksanika). What we call the self is actually a temporary interconnected stream of thoughts and desires. So why do we believe we have a self and why do we cling onto the idea of a self? The early Buddhist believed individuals were an arrangement is a composition of five aggregates (skandha). None of these phenomena contain an actually sense of self: The body (rupa) Feelings of pleasure and pain (vedana) Sense-based perceptions of objects (vijnana) Conceptual thoughts (samjna) Volitions, inherited dispositions and habits (samskara) To clarify, conceptual thoughts are not the mind but just the thoughts themselves. They are not a substance or an enduring self. Also consciousness is not found in these five aggregates as the Buddha rejected the idea. Rather consciousness is named by the cause. It is dependent on all five and it cant exist without them. For example the eye gives visibility which gives rise to visible consciousness. This is a mental consciousness. Consciousness is always an effect of the aggregates and always in flux. . The self is not actually real as none of these five aggregates show that there is a persisting and enduring identity in humans. What gives rise to individuals feeling of self is just the aggregate of these factors replacing each other. For example, a body touch a red hot poker, this will give rise to a feeling of pain, this will give rise to a thought of pain and the memory of what it felt like. It is a conventional designation for a becoming compound of the five aggregates that gives rise to the feeling that we are selves. Descartes believed that I think therefore I am, whereas the Buddha taught that I am because I think. Therefore Buddhism is an impersonalist teaching showing us that the self doesnt actually exist so we are not what we think we are, we dont matter. Nagasena explains this concept in Question of King Milanda through a conversation between Menader (a king) and Nagasena (a monk). Nagasena asks the king if the axle, wheels, chariot body, flagstaff, yoke, reins or goad-stick is the chariot. Also he asks if all of these are the chariot. All of these were answered negatively. Thus the chariot is not the same as the parts and is not the parts conjointly. He concludes that the word chariot is only a name for the parts in a certain way formation. He applies this to self and postulates that his name is just a construction of his five aggregates but not actually a self: As the various parts, the different adjuncts of a vehicle, form, when united, that which is called a chariot; so, when the five khandas are united in one aggregate, or body, they constitute that which is called a being, a living existence. The Buddhism doctrine of Pratiya- Samutpada, often translated as dependent arising taught that thirst or desires, attachments and commitments are causally related to suffering (duhkha). This is where the Buddha explains the process where enduring world phenomenon arises. Even though cause and events (dharmas) are separate in Buddhism they are still interconnected and this is the same for the continuous cycle of rebirth (samsara). It is just life a flowing river or an ever turning wheel. There is no need for the self, all phenomena, our experiences, substances and events, can be explained by caused and effect. Life is one causal sequence made of Twelve Links of Dependent Origination (nidanas). This shows that no beings exist independent of any other beings. Therefore it describes one enduring identity from birth to death and also reincarnated lives: 1. Ignorance 2. Volitional Actions 3. States of Mind 4. Name and Form 5. Sense Sources 6. Contact 7. Feelings 8. Attachment 9. Grasping 10. Becoming 11. Birth 12. Aging and Death Yet again this process shows us that nothing can exist by itself. This is because the Buddha taught that if something has a dependent origination then it cant be independent: If something is fundamentally dependent then it must be devoid of having a nature that is independent of other phenomena, of existing independently. Anything that is dependently originated must in fact be empty. Everything that we experience is a result of a cause and the nature of them is being dependent. This means that all of our phenomena are empty of having an independent self. To be enlightened is to take away the first link of ignorance and be aware that all our phenomena are empty and once we are aware of this we will become enlightened. This is becoming aware that we arent actually what we think are. Our self or personality is a constitution of feelings and attachments to objects which is what causes our process of becoming. This is the aim of Atman, to escape from this unsatisfaction that the phenomena of the persisting self causes. When we grasp an object we want we may feel happiness but this never last and even if we get an object we want we always crave for more or are scared of losing it. We need to become enlightened that these are not actually real and are only a product of our phenomena. The four noble truths teach us that you can realise your true self and aspire to a higher living. When you understand that ignorance, volitional action, attachment and feeling and grasping are empty then you will let escape the circle of birth, suffering, death and rebirth (samsara) and find peace in nirvana. As we have seen, early Buddhism analysed experience into five aggregates but later schools developed the process of reduction analysis. The Abhidharma, a later reduction analysis text, develops some of the fundamental teaching of the Buddhism. The Abhidharma analyses phenomenon and experiences, reducing them into minute essentials (dharma) by complex lists. This rejects the sustainable self as an independent entity because it is actually a changing construction dependent on complex connection of mental and material components. The Sarvastivada Abhidharma doctrine teaches that only impartite entities truly exist. If atoms make up an object then the object doesnt exist as it is just an aggregate. The impartite entities in phenomenon (dharma) have a permanent identity of their own (svabhava) and exist in the past, present and future. Each dharma has its own essences or intrinsic nature (svalaksana). This idea is Atomism, where the basic constituent ingredients for all mental thoughts an d physical materials are all reducible to this. Yet again this breaks down our habits of attachment as we are just a mass of material elements and just as the Lotus flower will fade and die so will us. As the dharmas which have no cause and effect dont include the self, this must mean that all aspects of our experiences are impermanent and dependent on many causes and effects which arise and pass. This ontology of dharmas shows us that the world we live in is not what we think it is. Hence our attachments, commitments and desires for objects of this world are false: Try to grasp the world and it runs through ones fingers. The Abhidharma lists conditioned realities (samskrta) which are made from temporary fluxes. These phenomena are conditioned: 1. Material phenomena 2. Mind 3. Mental phenomena 4. Elements which are neither material nor mental The mind is conceived as a complex cognitive process consisting of a succession or related momentary mental states. Mental states arise dependent on its cause therefore forming a mental flux. The mind is always rapidly changing, streams of consciousness is made up of streams of awareness. Every moment of cognition relates to a particular object therefore intentionality and consciousness are inseparable. Our phenomenon of consciousness is therefore a stream of immaterial and impersonal events; it is associated with the body in life but will come to exist dependent on another body after the death of the body. This is not a persisting self but an impersonal series of mental events. Our reality is made up of a connection of momentary events. So mind and matter are not substance but events, and mental and material events interact in a flux. The Sautrantika teaching are different from the Abhidharma teachings as it rejections dharma as actual reality. The Abhidharma introduced the idea of permanence in the world through dharmas and the Sautrantika rejects this unconditional reality. This is because the Abhidharma dharmas go against the Buddhist principle of impermanence (anitya). They retain the notion of dharma but eliminate the notion of svabhava. They believe that our basic reality is just flashes of momentary energy (svalakshana). Therefore all things momentary exist only in the minute when they are produced. This is a radicalisation of impermanence as everything is instantaneous and has no duration. All materials are also impermanent as all things decay. Decay needs no external causes as it is a self destruction of the material. So there is only ever a present, there is no past or future as everything is instantaneous. An enduring and persisting self can certainly not exist as there is only momentary existence. Thus consciousness actually is just a flux of momentary flash of energy hence there is no need for a conscious self with a past, present and future. The doctrine of sakaravada teaches us that we are never in contact with the material world but only perceive an aspect based upon the sense organs and sense consciousness: It asserts the mediated character of cognition, the recognition that perception apprehends its object through the mediation of a mark left by the object on consciousness. Therefore reality is not what we think it is as there is a gap between our minds and what is actually occuringf. It is not a self being confronted by a world of objects. It is actually our sense consciousness taking on the form of the sakaravada. Before there was a need for a self for something to be consciously perceived by the senses but in this theory there is no need for this as we are not in direct contact with the world (bahyartha-pratyaks). The Nyaya- Vaisheshika taught that the world had an objective structure, that we are permanent, that there were persisting entities and they were substances. Dignaga, a Buddhist scholar believed that these categories that have been discovered in reality are just imposed by the workings of the mind and dont actually exist in reality. Through the process of our imagination (kalpana) is what we are giving words to. It is our language that imposes structure of reality. The mind groups svalakshana together. So words for generalities, for classes, for types, for qualities and words for individual substances all would seem to have repeatable properties are just our interpretation of the world and not actually real. Our minds are linking together different particulars and imagine them as an enduring and persisting entity. We forget that we are part of a process and talk in terms of us being stable observers not matter or quantum self, however we are not except from processes. Thus the belief of the self is just a word invented by the mind for the different processes in flux. Yogcara, another School of Buddhism, rejects the Sautrantika and Abhidharma idea of there being a reality independent of the mind. These ideas are interconnected and give rise to other ideas whilst being self illuminating. The unenlightened believe they have a self or they are conscious but this actually arises from a stream of conscious self illuminating ideas. This is because these self-conscious ideas may wrongly believe they have a self when actually they are part of a flux. It is the mind-set that makes us have this belief as this establishes how we perceive the world. Even though the world is mind only, the ideas cast themselves as external resulting in the misconstrued belief that we have a self. People dont feel individual because of the external world but because of the certain habitual mind-set they have, their feelings and moods.

Creating Other Worlds in Fly Away Peter Essay -- Peter

Creating Other Worlds in Fly Away Peter  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the novel Fly Away Peter, David Malouf explores the individual’s ability to transcend the immediate, and create ‘other worlds’ of his or her own: "Meanwhile the Mind, from pleasure less, Withdraws into happiness: ...it creates,... Far other worlds..." Malouf uses the continuity of life to highlight the importance of the individual’s mind set against the meaning of human existence. Malouf’s three main characters, Jim Saddler, Ashley Crowther and Imogen Harcourt, are used to present Malouf’s themes in a unique and sensitive manner. Malouf also implies that fate is predetermined and beyond the control of the individual. The only escape route offered is through man’s imagination. "It is the human mind, the imagination which makes us special..." Malouf suggests life has a continuity, that there is a ceaselessness surrounding time and as a result, individual life is to be savoured. Malouf uses symbolism to represent life’s perpetuity. A prominent example of this is the migrational patterns of the birds in the novel. Birds continue regardless of time: "The timespan for them was more or less infinite.". When Jim marvels at the sandpiper’s ability to find its way across the world and back: "...because the [memory] was ... there... in the long memory of its kind." The constant reference to bird migration becomes a clear symbol of the idea of continuity. The concept of the continuity of life is also expressed by the association of humans and earth. The notion "...that the earth was man’s sphere...", occurs throughout the novel and represents re-growth and the idea that life goes on regardless of circumstance. Jim felt himself ‘dissolving’ into the earth when he ... ...he suggestion that fate is predetermined. Another example of this is the young officer who was hit leading his men onto the battle ground. He died with the look, "I wasn’t ready. Unfair!" Malouf shows that fate is predetermined. The only way the individual can escape it is by creating his own ‘imagined’ world. Fly Away Peter is unique in its presentation of universal and prominent themes. The significance of the individual, as opposed to the meaning of life, man’s ability to transcend the immediate, the continuity of life and predetermined fate are all examined in a sensitive and perceptive manner. Malouf crafts his three main characters to portray and develop the essence of his main themes. The most prominent of these themes is summarised by Malouf when he said: "We can and must transcend the conditions we find ourselves in, however terrible they may be."   

CPPD

To enable trainees to recognize the variety of roles and contexts in the lifelong learning sector and the Impact that these have Objectives: By the end of this activity, trainees should be able to: List at least five different teaching contexts in the lifelong learning sector Discuss the effect of these contexts, different specialist subject areas, different organizational structures etc on the way they work In comparison with others Part 1: Wordsmith Wordsmith on the different teaching contexts in the lifelong learning sector.Discussion on which of these contexts are represented in the group or have been experienced In the past either as teachers or learners. How do they differ? What Impact do these differences have? Make use of any trainees in the group who teach in contexts other than FEE colleges. Part 2: Small group discussion Note: groups could be delved by subject area or randomly, but most effective If different teaching contexts are represented in each group where possible.D iscuss the way that their subject is delivered in their organization – how does this compare to how it is delivered in different contexts and how does it compare to other objects within deferent organizations. What is the main purpose of their organization and what impact does this have on the provision of their specialist subject? Are the student groups likely to be similar or different – in terms of ages, gender balance, motivation etc – in different contexts? What levels of their specialist subject are offered in their organization? What impact does the type of organization have on this decision?How is the organization structured – in terms of the size of the organization, departmental organization, line management, course co-ordination, teams of staff or individual teaching – and how goes this affect their teaching of their subject? What â€Å"roles† are involved in teaching their subject – egg teacher, lecturer, tutor, personal t utor, instructor, learning support etc – and does this affect the way their teaching is perceived in their organization? Plenary feedback with tutor to provide input and lead discussion on contexts not covered within the group.The context of teaching includes anything in the surrounding environment: physical, social, institutional and personal, that influences teaching and learning. The physical environment includes the classroom where teaching/learning occurs. For instance, he arrangement of the desks encourages some kinds of interactions and discourages others. Other factors such as lighting (enough to read by but not so much as to glare or be uncomfortable), heat (too warm makes people tired, too cold makes them uncomfortable and focusing on their physical feelings), time of day, and even the day of the week can make a difference.The social environment including the relationship between teacher and students and the cultural norms play a significant role in what can and doe s occur in the classroom. How friendly/ approachable an instructor seems to be determines how outgoing students will be ND the kind of communication that will characterize classroom interaction. The cultural norms: what is expected of a teacher and a student also have to be considered. This includes norms and attitudes regarding gender, age, class and ethnic roles.For instance, research shows (check with Elaine Blackmore on this) that it is more difficult for students to address a female professor as â€Å"Dry. Whoever† than to address a male professor similarly. The institutional norms play a similar role as cultural norms but perhaps more strongly affect what behaviors the teacher and students see as acceptable. Is the teaching method â€Å"du Sour† being promulgated as the only acceptable teaching practice? Is teaching â€Å"outside the lines† an acceptable custom? Are teachers encouraged to take risks?Are students encouraged to take an active role in their o wn education? The culture of the institution determines what is valued/ rewarded/recognized in the context. Is teaching rewarded or does research have higher esteem and, thus, more currency. How is teaching evaluated? All of these are affected by the larger culture, but specifically designated by the institution's culture and the norms of the department within which the course is offered. Last, but certainly not least, is the personal context which each instructor (and every student, for that matter) brings to the classroom.Personal context includes stresses context contains teachers' attitudes about learning, teaching, students, their own abilities, and their subject matter. For instance, teachers who believe their students can learn the content and communicate that belief to students can create a self- fulfilling prophecy in much the same way as teachers who do not believe in their students' abilities can create failure, regardless of actual student abilities. More importantly, is teachers' ability to teach from who they are.Teachers, to succeed, must believe in themselves, their students and the importance and awesomeness of their subject. Today's classroom is dynamic and complex. More students are coming to school neglected, abused, hungry, and ill-prepared to learn and work productively. To combat increasing student alienation, and meet the scope and intensity of the academic, social and emotional needs of today's students, those entering the teaching profession will need to find ways to create authentic learning communities y adjusting the power dynamics to turn power over into power with learners.These changing demands call for teaching styles that better align with emerging metaphors of teacher as social mediator, learning facilitator, and reflective practitioner. Being able to function in these roles begins with teacher self-awareness, self-inquiry, and self-reflection, not with the students. Becoming an effective teacher involves considerably more th an accumulating skills and strategies. Without tying teaching and management decisions to personal beliefs about teaching, learning, and development, a teacher will have only the bricks.The real stuff of teaching is the mortar that holds the bricks in place and provides a foundation. Being successful in today's classroom environment goes beyond taking on fragmented techniques for managing instruction, keeping students on-task, and handling student behavior. It requires that the teacher remain did and able to move in many directions, rather than stuck only being able to move in one direction as situations occur. Effective teaching is much more than a compilation of skills and strategies. It is a deliberate philosophical and ethical code of conduct.When teachers become reflective restrictions, they move beyond a knowledge base of discrete skills to a stage where they integrate and modify skills to a specific context and eventually, to a point where the skills are internalized enabling them to invent new strategies. They develop the necessary sense of self-menace to create personal solutions to problems. If teachers latch onto techniques without examination of what kinds of teaching practices would be congruent with their beliefs, aligned with their discountenancing structures, and harmonious with their personal styles, they will have Just a bag of tricks.Without yin teaching decisions to beliefs about the teaching/learning process and assumptions about, and expectations for students, teachers will have only isolated techniques. Unless teachers engage in critical re-section and on-going discovery they stay trapped in unexamined Judgments, interpretations, assumptions, and expectations. On Becoming the Critically Reflective Teacher Developing as a critically reflective teacher encompasses both the capacity for critical inquiry and self-reflection. Critical inquiry involves the conscious consideration of the moral and ethical implications and consequences of classr oom practices on students.Few teachers get through a day without facing ethical dilemmas. Even routine evaluative Judgments of students' work is partly an ethical decision, in that lack of considerations. Self-reflection goes beyond critical inquiry by adding to conscious consideration the dimension of deep examination of personal values and beliefs, embodied in the assumptions teachers make and the expectations they have for students. For discussion purposes, the term critical reflection will be used to merge the two concepts of critical inquiry and self-reflection, and [email  protected] the distinguishing attribute of re-active practitioners.

A Brief History of the Tower of London

A Brief History of the Tower of London If you watch a British entertainer on their home soil make a joke about the Royal Family, youll probably see them follow it up with a quip like oh, they’ll take me to the Tower! They dont need to say which tower. Everyone growing up in the mainstreams of British culture hears about The Tower, a building as famous and central to the national myths of England as the White House is to the myths of the United States. Built on the north bank of the River Thames in London and once a home of royalty, a jail for prisoners, a site for executions and a storehouse for an army, the Tower of London now contains the Crown Jewels, guardians nicknamed Beefeaters (they arent keen on the name) and legend securing ravens. Dont be confused by the name: the Tower of London is actually a huge castle-complex formed by centuries of addition and alteration. Described simply, the nine hundred-year-old White Tower forms a core surrounded, in concentric squares, by two sets of powerful walls. Studded with towers and bastions, these walls enclose two inner areas called wards that are full of smaller buildings. This is the story of its origins, creation and the near continual development which has kept it at the center of an, albeit changing, national focus for nearly a millenia, a rich and bloody history that easily attracts over two million visitors every year. Origins of the Tower of London While the Tower of London as we know it was built in the eleventh century, the history of fortification on the site stretches back into Roman times, when stone and wooden structures were built and marshland reclaimed from the Thames. A massive wall was created for defence, and this anchored the later Tower. However, the Roman fortifications declined after the Romans left England. Many Roman structures had their stones robbed away for use in later buildings (finding these Roman remains in other structures is a good source of evidence and very rewarding), and what remained in London was likely foundations. Williams Stronghold When William I successfully conquered England in 1066 he ordered the construction of a castle in London, using the site of the old Roman fortifications as a base. In 1077 he added to this stronghold by ordering the construction of a huge tower, the Tower of London itself. William died before it was completed in 1100. William needed a large tower partly for protection: he was an invader attempting to take over a whole kingdom, one which needed pacification before it would accept him and his children. While London seems to have been made safe quite quickly, William had to engage in a campaign of destruction in the north, the Harrying, to secure that. However, the Tower was useful in a second way: the projection of royal power wasnt just about walls to hide in, it was about showing status, wealth and strength, and a large stone structure that dominated its surroundings did just that. The Tower of London as Royal Castle Over the next few centuries monarchs added ever more fortifications, including walls, halls and other towers, to an increasingly complex structure which became referred to as The Tower of London. The central tower became known as the ‘White Tower’ after it was whitewashed. On the one hand, every successive monarch needed to build here to demonstrate their own wealth and ambition. On the other hand, several monarchs had need to shelter behind these imposing walls due to conflicts with their rivals (sometimes their own siblings), so the castle remained nationally important and a military keystone in controlling England. From Royalty to Artillery During the Tudor period the use of the Tower began to change, with visits from the monarch declining, but with many important prisoners held there and an increase in the use of the complex as a storehouse for the nation’s artillery. The number of major modifications began to decline, although some were spurred on by fire and naval threats, until changes in warfare meant the Tower became less important as an artillery base. It wasnt that the Tower was any less formidable to the type of people it had been built to defend, but that gunpowder and artillery meant its walls were now vulnerable to new technology, and defences had to take markedly different forms. Most castles suffered a decline in military importance, and instead transformed into new uses. But monarchs were looking for different sorts of accommodation now, palaces, not cold, draughty castles, so visits fell. Prisoners, however, did not require luxury. The Tower of London as National Treasure As the military and government use of the Tower declined, parts were opened up to the general public, until the Tower evolved into the landmark it is today, welcoming over two million visitors annually. Ive been myself, and its a striking place to spend time and muse on the history its seen. It can get crowded though! More on the Tower of London The Tower of London Ravens: Ravens are kept at the Tower of London, in part to fulfill the demands of an old superstition†¦ this article explains why.The Beefeaters / Yeoman Warders: The Tower of London is guarded by people called Yeoman Warders, but they’re better known by a nickname: the Beefeaters. Visitors to the Tower should keep an eye out for, what by modern standards, are their unusual uniforms.

Hijacked train Essays

Hijacked train Essays Hijacked train Essay Hijacked train Essay Australian men pulled the emergency brake on an E-Z Express freight train in Toronto, and planted a bomb in the front engine. The hijackers held 50 male employees hostage onboard the train for 10 days. The reason for this unforeseen hijacking is due to the five million dollars of gold bars onboard. The train that was on route to Hamilton, Ontario was headed for Hamilton Harbor. The harbor is known for its easy access to the seaway where the gold was destined for Europe. This operation was supposed to be confidential through ISIS, but there was a breach of confidentiality in the system and now the RECAP is doing a thorough investigation on how it was leaked. After several lengthy negotiation tactics with the men, they were able to work out a deal to let a painfully sick crew member out of the train. They were not able to work out any other deals as the demands were too high. The RECAP then took it to the next level. They sent out 3 Z- 500 Jet planes to fly over the train to hopefully get hostages o duck down, where they would be safer. Then the Marines Special Force Unit started to shoot the train, in the first class areas and in between compartments, killing 10 hijackers. Through this hijacking process 12 hostages were killed, on the scene and several others died in hospitals due to hypothermia, land lack of food and water. The police were not able to recover to the dead bodies until several days later. Salina Amnesia, the wife of Bernie Amnesia one of the crew members said, I just cant believe it, how could someone do something so bad to someone who they never even known? Ten days after the hijacking first started, the hijackers surrendered due to the harsh weather conditions, below zero and shortage of food. Six hijackers survived and were later convicted and sentenced from six to nine years. The Australian government hasnt offered any apologies as of now. Rick Hansen one of the twenty hijackers told reporters, This isnt the last of me, I will be back Hijacked train By Antidisestablishmentarianism

Chicago tribune tower competition Essay Example | Topics and Well Written Essays - 3000 words

Chicago tribune tower competition - Essay Example (see fig. 1) Yet as with any design project, opinions were subjective, many professionals believing the winner should have been the simplified modernistic design by the Finnish architect, Eliel Saarinen.(see fig. 2). Winner or not, future designs would soon replicate Saarinen’s simplicity and the competition itself become the focal point of discussion and ideas that would forever effect the purpose and design of these giant, impressive structures. (jitterbuzz.com, no date) Howell’s and Hood’s design, with its classic buttresses popular in the early twentieth century, seemed a logical choice to blend with other more traditional buildings in the city. The thirty-six story building featured a spectacular topside treatment with structural piers shooting upward to flying buttresses that form an ornate ornamental crown. Elaborate Gothic carvings adorn the top and bottom of the building along with contributing decorations from more than one-hundred and twenty structures of significance, including the Great Wall of China. As was the case with most of Hoods projects, the sculptures and decorations were executed by the American artist Rene Paul Chamberllan. The tower also features carved images of Robin Hood (Hood) and a howling dog (Howells) near the main entrance to commemorate the architects. Its famous lobby incorporates patriotic passages defending freedom of the press. Its Gothic style, hardly unique, was somewhat based on a precedent set by Hood’s Woolworth Building, built 1913†(see fig 3) ( jitterbuzz.com, no date, para. 3). Critics such as Louis Sullivan, who coined the phrase â€Å"form ever follows function,† disagreed on principle with the committee’s choice. Though Sullivan’s quote has often been over-and misused over time, â€Å"his [Sullivan’s] point, that the style of architecture should reflect its purpose, made sense at the time, and continued to do so for much of the last century...† (Rawsthorn, 2009, para. 3). In preferring

The Relationship Between Self-Efficacy and Employee Commitment Among Essay

The Relationship Between Self-Efficacy and Employee Commitment Among Perfusionists - Essay Example IV. This study shall establish the relationship between self-efficacy and employee commitment among CCPs. It shall also investigate the role of age, gender, workload, experience, education and self-efficacy on CCP commitment. V. The research design is that of a quantitative correlational study. Two survey instruments would be used. One would measure organizational commitment through the organizational commitment questionnaire and the other would be the work self-efficacy inventory. Data would be analyzed using t-tests and multiple regression analyses as well as non-parametric tests. VII. With positive social change, better societal outcomes can be gained, in this case, better outcomes for patients and better working scenarios for CCPs. This study would benefit CCPs primarily, improving their work conditions and commitment. It would also benefit the patients with improved quality of care. This is an optional page for a dedication. If you include a dedication, use regular paragraph spacing as shown here (not centered, italicized, or otherwise formatted). If you do not wish to include this page, delete the heading, the body text, and the page break below the end of the text. No page number appears on any of the pages up to this point. If you do not wish to include this page, delete the heading and the body text; if a blank page remains, delete the page break above but leave the section break that you see below this text. Perceived self-efficacy refers to an is an individual’s beliefs in about accomplishing a specific task successfully (Bandura (1977). The theory of self-efficacy is a component of the social cognitive theory, which emphasizesd that cognitive, behavioral, personal, and environmental factors interact impact on to determine motivation and behavior. Beliefs in personal efficacy affect individual personal choices, including the quality of their performance, their resilience, and their level of motivationimpact the choices