Free Essays on Fall Of Singapore

â€Å"Singapore: Too Little, Too Late†(Brigadier Ivan Simson). Was the fall of the British ‘fortress’ really inevitable? Discuss. 15th February 1942 marked the fall of Singapore to the hands of the Japanese. All along, Singapore had been the base of British power in South East Asia and had been viewed as a British fortress. Thus the collapse of a fortress in merely 70 days was a humiliating defeat for the British. However, judging from the circumstances prior to the war, the fall was inevitable. British attitude towards Singapore defence ever since the 1820s directly caused the rapid defeat. Various defence schemes for Singapore had been proposed, from Captain Edward Lake’s plan in 1827 to Collyer’s scheme in 1850 , but none had been fully implemented. In short, a lot had been said about defending Singapore, but very little had been done. Thus resulting in the lack of proper defence in Singapore. In addition, Britain over reliance on America to protect her interest in times of conflict is naivety on her part as America had a policy of non-intervention and disarmament then. The indecisiven ess and hesitation of the British, especially on the issue of using Thailand as a defence base, let the Japanese had a chance to beat them to it first. In comparison the Japanese army were well trained, experienced, efficient and had well-planned strategies. I shall thus show that the defeat is inevitable by further assessing Singapore’s defence and the attack put up by the Japanese in later paragraphs. To property evaluate the defence Singapore had prior to the war we must start from the 1820s. The British had never viewed the defence of Singapore as an urgent and important matter even though many defence plans had been proposed. The first major study of Singapore’s defence plans was conducted in 1827 by Captain Edward Lake of the Bengal Engineers. After his research he came up with a defence scheme for Singapore. It incl... Free Essays on Fall Of Singapore Free Essays on Fall Of Singapore â€Å"Singapore: Too Little, Too Late†(Brigadier Ivan Simson). Was the fall of the British ‘fortress’ really inevitable? Discuss. 15th February 1942 marked the fall of Singapore to the hands of the Japanese. All along, Singapore had been the base of British power in South East Asia and had been viewed as a British fortress. Thus the collapse of a fortress in merely 70 days was a humiliating defeat for the British. However, judging from the circumstances prior to the war, the fall was inevitable. British attitude towards Singapore defence ever since the 1820s directly caused the rapid defeat. Various defence schemes for Singapore had been proposed, from Captain Edward Lake’s plan in 1827 to Collyer’s scheme in 1850 , but none had been fully implemented. In short, a lot had been said about defending Singapore, but very little had been done. Thus resulting in the lack of proper defence in Singapore. In addition, Britain over reliance on America to protect her interest in times of conflict is naivety on her part as America had a policy of non-intervention and disarmament then. The indecisiven ess and hesitation of the British, especially on the issue of using Thailand as a defence base, let the Japanese had a chance to beat them to it first. In comparison the Japanese army were well trained, experienced, efficient and had well-planned strategies. I shall thus show that the defeat is inevitable by further assessing Singapore’s defence and the attack put up by the Japanese in later paragraphs. To property evaluate the defence Singapore had prior to the war we must start from the 1820s. The British had never viewed the defence of Singapore as an urgent and important matter even though many defence plans had been proposed. The first major study of Singapore’s defence plans was conducted in 1827 by Captain Edward Lake of the Bengal Engineers. After his research he came up with a defence scheme for Singapore. It incl...

10 Myths About Online High Schools

10 Myths About Online High Schools Don’t believe everything you hear about online high schools. Dispel your misconceptions by finding out the truth behind the ten most common myths. Myth #1 - Colleges Won’t Accept Diplomas From Online High Schools. Colleges around the country have accepted and will continue to accept high school diplomas from students who have done their work online. There is a catch, however: in order to be widely accepted a diploma must come from an online school that has accreditation from the proper regional board. As long as this is covered, colleges should accept diplomas from distance learning schools in the same manner they accept diplomas from traditional schools. Myth #2 - Online High Schools Are for â€Å"Troubled Kids.† Some online programs cater to students who haven’t been successful in traditional schools. But, there’s a host of other schools targeted towards different groups: gifted students, adult learners, students interested in a specific topic, and people from particular religious backgrounds. See also: Is Online High School Right for My Teen? Myth #3 - Online Classes Aren’t as Challenging as Traditional Classes. It’s true that some online classes aren’t as challenging as traditional high school classes. But, some traditional high school classes aren’t as challenging as other traditional high school classes. When looking for an online school, you’ll find a wide range of difficulty. The nice thing is that you can pick the school and class type that fits your knowledge and ability best. Myth #4 - Online High Schools Are as Expensive as Private Schools. Some online high schools are pricey, but there are also many quality schools with low tuition rates. Even better, state-sponsored charter schools give online students the opportunity to learn for free. Some charter schools will even provide a home computer, internet access, specialized materials, and personal tutoring at no cost. Myth #5 - Distance Learning Students Don’t Get Enough Socialization. Just because a student isn’t socializing at school, it doesn’t mean he or she doesn’t have the opportunity to socialize outside of the classroom. Many distance learning students connect with friends in their neighborhoods, meet others through community organizations, and participate in outings with other online students. Online schools may also provide the opportunity to interact with students and teachers through message boards, email addresses, and live chat. Is the half hour lunch break at traditional high schools really enough time to socialize anyway? Myth #6 - Online High School Students Do Less Work Than Traditional Students. Online students may finish their work faster than traditional students, but that doesn’t mean they’re doing less. Consider the interruptions in a traditional school day: breaks, transition periods, busy work, waiting for other students to catch up, teachers trying to quiet down the class. If there were some way to take out those interruptions and just let students focus on their work, they’d probably finish in about the same time it takes  online learners  to complete their assignments. Of course, this isn’t an absolute and the amount of work can vary between online schools. Some may offer a lighter load and others may challenge students with even more work than traditional schools. Myth #7 - Students Who Earn Credits Online Won’t Be Able to Transfer Them to Traditional High Schools. As long as the online high school is accredited, the credits should be able to transfer to a traditional high school. Sometimes credits don’t transfer because the traditional high school has different graduation requirements than the online school. In this case, the credits  don’t transfer because the traditional school has nowhere  to record them, not because the online school isn’t being recognized. The same issue can be a problem when students try to transfer credits between two traditional high schools. Myth #8 - Distance Learning Students Don’t Get Enough Physical Activity When They Take Classes Online. Most online schools require that students complete a physical education requirement in order to graduate. Many distance learning students also participate in community sports teams and other athletic activities. Some  traditional schools  even make exceptions allowing local distance learning students to participate in school sports programs. Myth #9 - Distance Learning Students Can’t Participatein Extracurricular Activities. It’s true that most online students will miss out on prom. However, that doesn’t mean they don’t have access to exciting, worthwhile activities. Some online schools organize social outings for students. With special permission, many traditional high schools will allow local students to participate in specific activities while continuing their studies elsewhere. Online students can also become involved in community clubs, classes, and volunteerism. Myth #10 - Online High Schools Are Just for Teenagers. Adults looking to get their high school diplomas are welcome to participate  in many online high school programs. Distance learning schools are often convenient for adults who hold jobs and can only complete assignments during certain hours. Some schools even have programs created specifically for mature students.

Management & Health Information Systems Assignment

Management & Health Information Systems - Assignment Example This study would therefore, like to use a system that utilizes reporting programs to view trends of patients under patient care. This is to be adopted as a Clinical Data Repository (CDR) project with clear objectives and deliverables. 1. Project scope: This report will study clinical components that will constitute an integrated Clinical Data Repository (CDR) which will allow the elements to be fed into it ultimately allowing family physicians and doctors to view holistically the attributes of a patient while enhancing the quality of healthcare given to patients. Family members will be able to qualify for incentives like bonuses and patient oriented medical home rewarding programs. There is a principle engine that comprises a mix of elements to guarantee a clinical decision. This project will involve creating a secure Clinical Data Repository that is able to provide data of patients under authorized access. The objectives of this project will be: i) Assess how family physicians will maximize their professional quality care given to patients ii) Examine how family members will benefit from the bonuses and reward systems facilitated by CDR project. iii) Explore the strategies of bringing on board a more secure clinical data repository. Outputs of the project will prioritize the needs of both physicians and patients, creating a patient-doctor relationship. This project will cost $ 23,000 to meet personnel and technical costs with International Health Research Institute (IHRI) being the key sponsor. It is expected to be done 14 months to cover 9 tasks. Tasks will include data collection, system design, implementation, tests and project go live. Time implications and focus will be on how the outcomes of the feasibility studies have on planning and implementation of the project. The progress of the project will be communicated by the project manager at regular basis. This project is expected to commence on 30 June 2012 The report will also be issued at completion of the project August 2013. Project duration: 14 months 2. Project outlines business case - purpose & rationale: Health institutions continue to experience delays in receiving payer contracts because of the indecisiveness brought by irregular procedures and managerial bureaucracies. The CDR project will allow for maximization of health informatics expertise through quick report generation, easy collection of benchmark data and data ownership. Electronic health records are crucial in hospital administration but owing to insufficiency of tools to perform such tasks, family physicians have been at the receiving end. Analysis from feasibility studies has shown that existing patients’ data reporting programs are weak and bureaucratic. Aligning this function will bring more benefits to both physician and patients during treatment and claims from health insurers. Process claims will be done quickly and pay-for-performance incentives will be due on time. The benefits can be tabulated as below. 3. Options for project delivery: During the phase of project implementation, information system designers can use different ways to execute their work. Conventional methods used in the IT industry today are being challenged by clients and consultants in an attempt to reduce time wastage, limit

The Impact of Apple Devices on Society Research Paper

The Impact of Apple Devices on Society - Research Paper Example From the discussion it is clear that Apple Inc is a renowned America-based multinational conglomerate operating in software as well as hardware industry. The head office of Apple is situated in Cupertino in the region of California. It was established in the year 1976 by Steve Jobs, Steve Wozniak, and Ronald Wayne. It possesses in its assortment variety of products such as iPod, iTunes, iPhone, Apple TV, Mac accessories, and software to gratify customers’ desires. There are about 364 retail stores of Apple operating to present excellent products and /or services to its customers. In addition, the company employs approximately 60,400 employees across the globe to maintain its operations in an efficient way. As the paper highlights Apple has offered more attention to the facet of constant research and development to present various types of innovative products to the people. It facilitated Apple to expand its market share and profitability by a considerable extent. Moreover, it also improved the total sales of its products, thereby amplifying its supremacy in the market as portrayed in the figure below. The sales growth of the products of Apple is also shown in the below diagram, which reveals that the citizens across the globe highly prefer the products of Apple. In fact, the demand and the supremacy of the products of Apple amplified in recent years. Apple is recognized as one of the most successful brands in software market across the globe.

Human Resources Management Essay Example for Free

Human Resources Management Essay Proper management of human resources is vital to being a successful business. Human resources are one of the critical departments within any organization. The purpose of this essay is to emphasize the basic principles of Human Resources Management. EEO and Affirmative Action, Human Resources Planning, Recruitment, and Selection, HRD, Compensation and Benefits, Safety and Health, and Employee and Labor Relations are the six areas of Human Resources Management that will be the focus. All of these Human Resources Management areas should be working together and should correspond with the overall business strategy. According to our text, â€Å"Human Resource Management is specifically charged with programs concerned with people the employees† (Ivancevich, 2007). It was observed by Edward L. Gubman, in the Journal of Business Strategy, that â€Å"the basic mission of human resources will always be to acquire, develop, and retain talent; align the workforce with the business; and be an excellent contributor to the business. Those three challenges will never change† (Gubman, 2006). In today’s world the terms human resource management and human resources is called personnel management or a personnel manager. â€Å"In simple words HRM means employing people, developing their capacities, utilizing, maintaining and compensating their services in tune with the job and organizational requirement† (Storey, 2007). The recognition of the importance of Human Resource Management extends to small businesses also. There for some time they did not generally have the same volume of human resources requirements as the larger organizations, but they too face personnel management issues that can have a decisive impact on the business’ health. In The Small Business Handbook Irving Burstiner stated â€Å"hiring the right people and training them well can often mean the difference between scratching out the barest of livelihoods and steady business growth personnel problems do not discriminate between small and big business, you will find them in all businesses, regardless of size† (Burstiner, 2008). The proper management of a company’s human resources is vital to the success of that company. People within an organization are the most precious and vital resource. They should be treated as such. It is important that the managing of human resources should be done correctly as it affects the overall business plan of any organization. As a person that plans to own an accounting business, this course has made realize that human resources are a very important and vital part of a company. This course has given me the tools to ensure that I have proper Human Resource Management and my employees are taken care of. There are many employers that consider themselves to be equal employment opportunity (EEO) employers. There may even be an employee within the organization that is an EEO officer or they could simply make sure they have a personnel manager, and/or other managers who understand and follow EEO. Our text stated â€Å"the human resource manager plays an important role in showing by example that each employee is important and will be treated ethically and equally† (Ivancevich, 2007). This usually means: †¢ That the employer is following the anti-discrimination laws and is ensuring that everyone within the organization understands these laws and abides by them. †¢ That the employer is preparing and implementing equal employment opportunity management plans or programs designed to ensure that everyone really does get equal opportunity within the organization. Most people know affirmative action as having to do with the development of equal opportunity plans and providing special help for minority groups with a disadvantaged past. Affirmative action programs also help give previously disadvantaged groups the skills they need to compete on equal terms with all other employees. This is a way of ensuring that there is truly equal opportunity between all potential and existing employees. There is a full-time EEO officer within my organization. It is my understanding that our EEO officer has never had anyone come to her about any discrimination that has taken place within the organization. An analysis of the job to be done, written into a job description should be written so that selectors know what physical and mental characteristics applicants must possess, what qualities and attitudes are desirable and what characteristics would be a decided disadvantage. Human resources planning usually refer to classic human resource administrative functions. The evaluation and identification of human resource requirements should meet organizational goals. Effectively, selection is essentially ‘buying’ and employee, the wage or salary multiplied by probable years of service being the price. Bad employee buys can become very expensive for any organization. For this reason, for particular jobs, some organizations may use external expert consultants for recruitment and selection. The ‘cost’ of a poor selection is a reason why those who recruit and employ should be well trained to judge the suitability of all potential applicants. The main sources of recruitment are as follows: †¢ Internal company promotions †¢ Appointment boards †¢ Agencies for the unemployed †¢ Advertising or the use of other local media. The businesses vacancy numbers should determine what line of recruitment should take place. It is important that an organization have a background check done to verify experience and statements about qualifications thoroughly before hiring a potential employee. To ensure a good recruitment process it is important to have training in interviewing and appraising candidates. This type of training usually teaches interviewers how to draw out the interviewee and how to rate the candidates. This is probably one of the most important parts of human resource management. Human Resource Development (HRD) helps employees develop their personal and organizational abilities. Opportunities for employee training, employee career development, performance management, mentoring and organizational development are included in Human Resource Development. Human Resource Development mainly focus is the development of the best employees possible. The reason for this is so that the organization and its employees can accomplish the organizational goals. Human Resource Development can be formal, such as a classroom setting or informal, such as an employee mentoring session by a manager. Organizations that are healthy believe in Human Resource Development. They also believe that the development of their employees is what makes the organization prosper. Unfortunately this is not something that takes place within my organization. It would be nice to be able to receive training that would improve my knowledge and skills and allow me to help in other areas of the organization if possible.

University Food Service Menu Needs Revision Essay -- Argumentative Per

University Food Service Menu Needs Revision THE PURPOSE OF THIS REPORT The purpose of this report is to show the need to examine the current meal program services offered by University and to prove a need for a substantial revision of the menus and meals to accommodate the nutritional needs of all the students. The students, in particular, on which this report will focus is those students who are vegetarian (or those who do not eat any animal flesh), or vegan (those who do not eat any products that come from animals, such as milk, eggs, meat, and fat). THE CURRENT MEALS AND MENUES The current food service offers three meals per day, and these include some, but relatively few, vegetarian options for students with special dietary needs. In the average daily menu there is usually a choice that either doesn’t contain red meat or has a vegetable base in the ingredients. On the menus these meal choices are marked by a symbol of a carrot (see menus at http://www.iastate.edu/~residence_info/dining/dining.htm). Meals The morning meal consists of several hot dishes and toast, cereal, canned fruit, sometimes one fresh fruit option, and milk or juice. Students also have the option of having a waffle they make themselves. (Waffles are available for any of the meals). For the noon-time meal, students have the option of having a cold sandwich, or one of usually three hot meal items. There is always a salad bar and two choices of cereal. The evening meal is much like the noon-time meal. It also includes a salad bar and usually three hot main-courses and side dishes, but does not include the cold sandwich option. Menus Copies of food service menus have been included in the Appendix of this paper and give random examp... ...inning halls. I feel my nutritional needs are met by the food provided by the food service. I feel I am given an adequate number of meal choices when I eat in the dinning halls. I believe that there need to be no changes made to the dinning hall food service. I see room for improvement in the dinning hall food service. I am happy with the meal services provided by ISU. Please rate the your overall satisfaction with the dinning hall food service on a scale of one to ten (1-10), ten being very satisfied, and one being very dissatisfied, in the space below. Information and data gathered from: ISU department of residence dining services The ISU vegetarian club (Interviews of some members) Dorothy Franke (a member of the ISU vegetarian club) Survey created by Mariah Kimball, Oct. 29th 1999 (information gathered form 50 ISU students only)

English- Standard

What does this cartoon suggest about belonging? The Image shown suggests that the talking cartoon character feels he needs to Isolate himself from the world until It Is a happy place gall that he wishes to live In. It is as if he only wishes to belong to places in which he believes are positive. II. What features of this cartoon suggest this message? The main reasons that suggest this is the text shown from the cartoon character and his body language.The cartoons speech is very negative toward belonging not Just to place but also to self. The characters body language suggests to the readers that the image is of an unhappy and negative tone. Another feature that suggests this is the shading of the building this shows us a feeling of isolation which is created by the character In the way he Is locking himself away from society and the world. Question Two: Poem l. What reflections does the poem offer on returning to the place where on grew up? Support your answer with detail from the po em.Wealth the poem there are feelings of different tones. These being negative and positive to returning to Darwin. It seems hat the author does not want to return when he say such quotes as â€Å"dragging my body behind†, this give a sense of disappointment as he uses an unwilling tone to describe what he is feeling when he arrives back in Darwin after twenty five years of leaving. The metaphor â€Å"landfill† is also used in describing his negative view, it has been said that throughout the poem that he cannot escape Darwin, it is as if he needs to belong to Darwin to survive. It fills the nose like a childhood dunked in scented tea†, Is another form of tone but in this cause takes on a positive perspective, his gives us a technique of emotive language. This technique gives the readers a better sense of what the character Is experiencing at the present time. It also shows experience past times. Question Three: Prose Extract l. How does the narrator evoke the ex perience of being at home in the landscape? In David Ireland's extract â€Å"The Chosen†, Ireland shows the way the beauty of natural sceneries can fill a girl with impressions of belonging through a keen eye of discoveries of the natural world.The extract begins by using a metaphor of â€Å"She began to love the silence†, this helps to indicate her somewhat as it seem previous fife with â€Å"silence†. The girl further begins to explore the sceneries, which leads her to finally understand nature where she experiences tranquility of the sceneries and begins to â€Å"love the silence† once again, It Is as If every step she takes excites her more and more about future discoveries. â€Å"She listened to see If she could hear the crops growing† is used to suggest her unfamiliarity of being in mother natures arms, she an discoveries.Question Four: Visual Text, Poem and Prose Extract l. In each of these texts, perceptions of belonging involve connections between people and places. Select and TWO of these texts and compare their portrayal of the connections between people and places. In the text â€Å"Darwin 1967-1992† and â€Å"The Chosen† perceptions of belonging are very much the same, both texts reveal a sense of wanting to belong to place but they also show a sense of not wanting to belong for particular reasons.In â€Å"Darwin 1967-1992†³ the main idea is to show that past experiences can connect you to a place you may not particularly want to be, in this case Darwin. It is as if the author cannot escape, as it is truly where his sense of belonging is. It is like Darwin is the only place he can be his true self. The Chosen† can be taken by an audience as wanting to belong or not wanting to belong much like â€Å"Darwin 1967-1992†. In â€Å"The Chosen† we can see she did not want to belong at first but soon grew to love the sceneries much like the author of â€Å"Darwin 1967-1992† loved Darwin as a place when he was younger.The girls opening sentence soon tells us that she wishes to connect and belong to place by the way she somewhat lets herself fall into mother natures arms. The girl seem to disconnect from the people as she says â€Å"She began to love the silence† showing that she doesn't want to hear anything form the world outside of the sceneries she is connecting herself to, Just like the author of â€Å"Darwin 1967-1993† is aiming to disconnect himself form all the experiences and people of Darwin.Essay: â€Å"Heat and Dust†- Ruth Brawler Cabala â€Å"Time and Tide†- Tim Winston Belonging is not Just defined by on specific definition but by many, this can be influenced from events people have endured in life or from views and perceptions told from others. Belonging means the feeling of acceptance, security and fulfillment, or the connection felt to people, places, communities and the world itself. These feeling can be iden tified through Ruth Brawler Cabala's novel â€Å"Heat and Dust† and Tim Window's 1997 feature article â€Å"Time and Tide†.Belonging to place is a very significant aspect to a persons feeling of being accepted and connected. In Cabala's â€Å"Heat and Dust† the narrator travels to India to reconstruct the story of Olivia and to find herself and where she belongs in Indian culture. Her first expectations of India are not what she envisioned at all she imagined India to be Just like or identical to the memoirs, prints and letters of Olive's she had received. The first view that is shown to backup the narrator's negative view of India is the loss of her watch.She uses empathic tone in the line â€Å"Not already' to suggest the expectation of things being taken. The narrator somewhat starts to forget about her first views of India and become diverted into the India culture, she does this by opening up her windows and door to let the heat and dust which brings her i nto the realization of what Indian culture is and what she wishes to do to make a connection to India and belong to India and its people.The narrator's sense of belonging to the people of India truly starts when she Joins and feels connected to the Ender La's family this is shown through the metaphor â€Å"Joined the Ender Ala line†. This use of this metaphor is to show the narrators deep and true feeling for the Ender Ala family and their culture. The narrator soon become intensely involved in Indian culture after she is introduced to how they live, eat, sleep and dress. She begins to live like the Indians by only sleeping in a small room with minimal furniture and resources. She also begins to eat traditional Indian food and wear the traditional Indian clothing.The narrator become so involved and in love with India as the days go on this can be seen in the line â€Å"l lie awake for hours: with happiness†, the use of the colon helps to add and emphasis positive tone of the narrator and show us that she is keeping with a positive state of mind. The narrator soon become pregnant to Ender Ala in a secret affair of which only they know of. The narrator makes the decision and tries an abortion to help keep her love affair secret to the Indian culture. The narrator allows Magi to proceed with the abortion until he is suddenly stopped by the narrator's rods of â€Å"l suddenly cried out, No please stop†.The narrator makes the individual choice of not to abort the baby this is seen in the line â€Å"It was absolutely clear to me now that I wanted my pregnancy'. When the narrator leaves Cabala uses evocative language such as † brilliant light† and â€Å"light steamed in† to describe the landscape that the narrator is entering after her procedure. The landscape somewhat seems to match the narrators feeling and thoughts, it is as if India is happy with her decision and accept. Notion of belonging can be questionable. The British in Cabala novel see India as Mathew of a remote outpost.They brought their own British culture with them. They lived in gated and isolated settlement which where within the Indian towns. With their culture they also brought their own fashion, foods, furnishing and religion. The British more or less didn't open themselves up to India because they where unsure and uncomfortable about the many unfamiliar sights of many things such as the weather, disease, colors, foods and insects. They did not come to see this as tourists they mention, but they come as rulers. Throughout the novel there are many ententes that give the readers a sense of the British not wanting to belong.For example they are completely opposite to the narrator who is willing to let herself open to India. They keep their windows and doors shut to make the heat and dust stay ways from them unlike the narrator who keep hers open because it helps her to connect to the Indian culture. They are also very different in the wa y that they don't try to live in the Indian culture like the narrator, they never try any of the Indian food, clothing or furnishings. People desire relationships to provide or create a sense of connection or belonging to place. Belonging to place is very important in Tim Window's article â€Å"Time and Tide†.Winston affiliate himself with the sea, the connection is so strong that he sees the sea as another home. The feeling of the sea being a home leads Winston to having a large feeling of idealization with the sea, this is very much seen when he refers to the sea as â€Å"The Big Blue†. Window's strong affiliation is also shown in the metaphor of â€Å"l grew up† this show a technique of symbolism as the sea somewhat shows a view of his growth as he grew up. Vivid imagery is also used to advocate how connecting the sea is to IM and how connected he is to the sea.Within the article we learn that Winston does not Just have a strong relationship to the sea but hi s family as well. Winston mentions many memories which he shares with his father but most important his mother. The relationship with his mother is most important through the piece as his mother soon realizes his connection to the sea and sees how it is somewhat of another nurturing mother to her son. His mother realizes him from Just her mothering and allows the sea to mother as well. The sea does not Just allow Winston to feel as if he belongs to lace but also allows him to show his sense of acceptance, and also his own sense of identity.In Ruth Brawler Cabala's â€Å"Heat and Dust† and Tim Window's â€Å"Time and Tide†, all character find themselves wanting to be involved in belonging to place or not belonging to place. Both sides are seen in â€Å"Heat and dust† where as only one is seen in â€Å"Time and Tide†. There choices much belong to their attitude and willingness to the culture or society. It is as if to truly feel a sense of belonging they ne ed to have a sense of a relationship with somebody or something from the place they are at the time.

Education and Philosophy Essay

Introduction Critical to an advancing society is the need for teachers to recognize and utilize best teaching practices. Teaching requires knowledge of the subject matter and the skills to effectively engage learners. The best educators conceptualize teaching as anything that might promote student learning. Therefore, the teacher is the engineer of the learning environment (Bain, 2004). Many educators believe that learning is the purpose of all education, however educators differ substantially in how they engineer the learning environment through their classroom teaching styles and educational philosophies. Some educators consider the role of the teacher that of transmitting knowledge through a teacher-centered approach, while others consider the role of the teacher that of leading the student to construct knowledge through a learner-centered approach (McCarthy & Anderson, 2000). The teacher’s role in the learning process is often defined by educational philosophy. The manner in which they view their role in the classroom, how they view the student-teacher relationship and the method of instruction, all reflect their philosophy and beliefs about education (Petress, 2003; Youngs, 1979). Educational Philosophy At the most basic level, philosophy is a quest for wisdom and understanding (Ozmon & Carver, 2007). It â€Å"†¦raises questions about what we do and why we do it† (Elias & Merrium, 1995, p. 5). A philosophy of education is â€Å"†¦a set of ideas and beliefs that guides teachers’ 1 actions and provides a framework for thinking about educational issues† (Kauchak & Eggen, 2011, p. 197). Educational philosophy is the basis that shapes the structure and goals of the relationship between the faculty and the student. â€Å"When considering the inter-relationship of philosophy and activity it is clear that philosophy inspires one’s activities and gives direction to practice† (Elias & Merrium, 1995, p. 5). Faculty beliefs about the purpose of education, expectations in the student-teacher relationship, the teaching-learning process and what methods of instruction to use, are all guided by their educational philosophy (Kauchak & Eggen, 2005; Petress, 2003). A clear understanding of philosophy provides a solid foundation for effective analysis of educational practices and professional growth (Conti, 2007; Elias & Merrium, 1995). The five traditional western philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. These western philosophies serve as a foundation and perspective for analysis of educational practices (Ozmon & Craver, 2007). There are five educational philosophies which were identified as having roots in traditional schools of western philosophy which form the structure of most educational practices. The five educational philosophies are: liberal, behaviorist, progressive, humanistic, and radical (Zinn, 2004). Professional educators are likely to be influenced in their actions by one or more of these five philosophies. Regardless of teachers’ awareness of their educational philosophy, their beliefs are reflected in their behavior (Youngs, 1979). â€Å"True professionals know not only what they are to do, but are also aware of the principles and reasons for so acting† (Elias & Merriam, 1995, p. 9). What teachers believe and practice in the classroom is related to educational philosophy and to teaching style. 2 Teaching Style The five educational philosophies have each been categorized as influencing either teacher-centered or learner-centered teaching styles (Conti, 2007; Johnson, Musial, Hall & Gollnick, 2011; Zinn, 2001). Conti (1998) describes teaching style as the qualities and behaviors displayed by a teacher which are consistent from situation to situation regardless of curriculum content. Teacher-centered teaching styles are consistent with traditional philosophies of idealism and realism, and the educational philosophies of liberal and behavioralism (Conti, 2007; Zinn, 2004). Learner-centered styles are consistent with traditional philosophies of pragmatism, existentialism and reconstructionism, and the educational philosophies of progressivism, humanism and realism (Conti, 2007; Zinn, 2004). Teacher-centered style is defined as a formal, controlled, and autocratic instructional style which assumes the learners are passive (Conti, 2004). Learner-centered style is defined as a pattern of instruction that is responsive, problemcentered, democratic and employs a collaborative learning environment (Dupin-Bryant, 2004). Regardless of an educators’ teaching styles, their beliefs should be evident in their teaching (Heimlich & Norland, 1994). Teaching style is the application of an educator’s philosophy demonstrated in classroom practices. Teaching style includes the â€Å"implementation of philosophy; it contains evidence of beliefs about, values related to, and attitudes toward all the elements of the teaching-learner exchange† (Heimlich & Norland, 1994, p.40). College of Education Teacher Education Program Teacher education programs are expected to refer to the mission and goals of their colleges in defining excellence in teaching for their own program, course development and teaching styles (National Council for Accreditation of Teacher Education, 2008). This study investigated a comprehensive university in the Midwestern part of the United States of America. 3 For the purposes of this study the university was given the fictitious name of Newton State Univeristy (NSU). The long history of the teacher education programs at NSU was reflected in the growth of the size and scope of its educational programs and the number of its graduates. The influence of professional national and state accrediting bodies, such as the National Council for Accreditation of Teacher Education (NCATE) and Oklahoma Commission for Teacher Preparation (OCTP), was evidenced by the university’s College of Education (COE) having a well-defined conceptual framework and educational philosophy. The Philosophy of the Unit statement, the COE Conceptual Framework, and other documents, informed the field of educational ideology for the college. Through an inspection of the language and expressed expectations contained in these documents, it was apparent to the researcher that the COE advocated an educational philosophy and a teaching style preference consistent with learner-centered teaching style and humanistic and progressive educational philosophy. Problem Statement Although the College of Education advocated a learner-centered approach, the teacher education faculty may be like many other higher education faculty and may not believe in such classroom practices and philosophies (Labaree, 2005). This potential dichotomy of beliefs between the teacher education faculty and the COE could be a possible source of conflict. What was not known was whether this was typical of the teacher education faculty at this Midwestern state university. For those colleges with clearly defined mission statement, like that of the COE, it is necessary that any fissure between the faculty and college be made apparent. Based on the COE mission statement, Philosophy of the Unit statement, the Conceptual Framework and the rubric criteria, it was implied that the teacher education faculty use 4  compatible teaching approaches to instruct their teacher candidates. However, it was unknown whether the teacher education faculty themselves preferred to conduct their classrooms utilizing learner-centered approaches. Through an assessment of the faculty beliefs, their teaching style preferences may be made apparent. Such a discovery would ascertain whether the philosophy and teaching style preferences of the teacher education faculty were congruent with the ideology of the COE. The mission statement of a university provides the vision and foundation for its employees and stake holders (Velcoff & Ferrari, 2006). If there is tension or conflict between the beliefs and values of COE and the teacher education faculty the foundation of the university could become ambiguous and unstable (Andreescu, L. 2009). There was no information about the educational philosophy and teaching style preferences of the teacher education faculty at this Midwestern state university. A survey of the teacher education faculty would ascertain the degree of alignment between the philosophy and teaching style preferences held by the teacher education faculty and those professed by the College of Education. Purpose The purpose of the study was to describe the educational philosophies and teaching style preferences the teacher education faculty members at this Midwestern state university and to determine the extent to which these matched with the university’s College of Education educational philosophy and preferred teaching style. Research Questions 1. What are the education philosophies and teaching styles of the teacher education faculty? 2. What are the relationships of the education philosophies and the demographic variables of the teacher education faculty? 5 3. What are the relationships of teaching styles and the demographic variables of teacher education faculty? 4. What are the relationships between the education philosophies and teaching styles of the teacher education faculty? 5. To what degree are the education philosophy and teaching styles of the teacher education faculty similar to the stated education philosophy and preferred teaching style of the College of Education? Theoretical Framework The theoretical framework constructed for this study was underpinned by two theoretical constructs: philosophy and teaching styles. There were five educational philosophies; liberal, behavioral, progressivism, humanism and radical. These five educational philosophies were adapted by Zinn (2004) from the writings of Ellias and Merriam (1995). The educational philosophies each have a basis in five traditional western philosophies (Ellias and Merriam ,1995). The concepts of teaching styles include teacher-centered and learner-centered teaching (Conti, 1989; Kauchak & Eggen, 2008). The theoretical constructs of andragogy is influential in this study due to the nature of the relationship of the teacher education faculty and their adult learners who are pre-service teacher candidates (Muirhead, 2007). One of the central objectives of the teacher educators and the COE in this study is to teach pedagogical concepts to the preservice teacher candidates. For these reasons, andragogy and pedagogy are conceptually relevant to this study and are a part of the theoretical framework; however they are beyond the scope of the study’s research questions. The theoretical constructs and the theoretical framework will be addressed further in chapter two. 6 Methodology The participants responded to an e-mail which provided a link to an on-line survey. All full-time and part-time graduate and undergraduate teacher education faculty were asked to participate in the study; however all did not choose to participate. The on-line survey contained the Philosophy of Adult Education Inventory (PAEI), the Principles of Adult Learning Scale (PALS) and a demographic questionnaire. The concept of educational philosophy was measured with PAEI. The concept of teaching style was measured with PALS. Descriptive statistical methods were used to establish the profiles for each instrument and demographic variables. Frequency distributions were used to construct the educational philosophy and teaching style profiles for the participants. Analysis of variance was used to examine the relationship among the demographic variables and the educational philosophies and among the demographics and the teaching styles. Chi Square analysis was used to examine the relationship between educational philosophies and teaching styles. Frequency distributions were used to describe the degree to which the teacher education faculty and the COE were congruent in educational philosophy and teaching style preferences. Table 1 lists the data analysis techniques related to the research questions of this study. Table 1 Summary of Research Questions, Data Sources and Procedures Question Data Source Procedure 1. Education PAEI Frequency distributions philosophies profile Teaching styles profile PALS Frequency distributions 2. Education philosophies and demographic variables 3. Teaching styles and demographic variables 4. Relationship between PAEI & demographics PALS & Demographics PAEI & PALS 7 ANOVA ANOVA Chi-Square Education Philosophy & Teaching Styles 5. Teacher education faculty Philosophy & teaching Style and COE PAEI & PALS Frequency distributions Significance of the Study This research has the potential to benefit both teacher educator faculty and teacher education programs by helping them understand the importance of relationship of educational philosophy and teaching style. This study focuses on previously unknown information about the NSU teacher education faculty and the previously unidentified level of congruence between the educational philosophy and teaching styles of the COE and the NSU teacher education faculty. Therefore, this study’s significance lies in the findings, conclusion and recommendations of the research that will help improve professional development and practice of the teacher education faculty and the COE at this university. A strengthening of awareness of how congruence of beliefs and behaviors relate to teaching and learning is central to the study’s significance. Resolution of the dissonance between the teaching style preferences of COE and teacher education faculty has potential to enhance the NSU teacher education program and provide professional growth. Key Terms Philosophy: Belief about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning. The five western philosophies (a. k. a. traditional philosophies) are idealism, realism, pragmatism, existentialism, and reconstructionism. Educational Philosophy: Ideas and beliefs that guide teachers’ actions and provides a framework for thinking about educational issues (Kauchak & Eggen, 2005). The educational 8 philosophies are based on five western philosophies. The five educational philosophies: liberal, behaviorist, progressive, humanistic, and radical. Teaching Style: Distinct overt application of teacher beliefs that is persistent from situation to situation regardless of the content (Conti, 1998). Learner-Centered: An interactive learning process in which the learners are actively engaged in experiences and role of the teacher is to serve as a facilitator who is focused on the students’ abilities and needs. Learner-centered style is consistent with the western philosophies of pragmatism, existentialism, reconstructionism, and the educational philosophies of progressivism, humanism and realism (Elias & Merriam, 1995; Conti, 2007). Teacher-Centered: A formal, controlled, and autocratic instructional style which assumes the learners are passive. Teacher-centered teaching styles are consistent with the western philosophies of idealism, realism, and the educational philosophies of liberal and behavioralism (Elias & Merriam, 1995; Conti, 2007). Newton State University (NSU): A fictitious name given to the Midwestern state university where the study was conducted. Andragogy: The art and science of teaching adult learners (Knowles, Holton, Swanson, 1998). Pedagogy: The art and science of teaching children (Ozuah, 2005). 9 CHAPTER II REVIEW OF THE LITERATURE Philosophy Rene Descartes’ famous declaration, â€Å"Cogito ergo sum,† â€Å"I think therefore I am,† (Yaldir, 2009, Tweyman, S. 2005) could be the way that some teachers describe their unmindful connection between their teaching and their philosophy of education. A philosophy provides a foundation for understanding and guiding professional practice (Kauchak & Eggen, 2002). All professions have philosophies which help guide actions and beliefs within their vocation. A common organizational practice is to have a philosophy statement that reflects the beliefs and philosophical priorities which guides the institutional leadership (Graham & Havlick, 2005). Philosophy can exert a powerful influence on professions, such as architecture, medicine and in education (Kauchak & Eggen, 2002). It is a professional practice for educators to develop and profess their philosophy statement (Kauchak & Eggen, 2002). Whether or not they are aware of their philosophy, a teacher’s beliefs and behavior are guided by their educational philosophy (Kauchak & Eggen, 2002; Petress, 2003). The teaching-learning process, expectations of the role of the student and what method of instruction to use, are examples of actions guided by a teacher’s educational philosophy (Conti, 1982; Elias & Merium, 1995; Kauchak & Eggen, 2002; Zinn, 1983, 2004). A philosophical orientation to education allows for comparison with beliefs versus practices. A clear understanding of philosophy provides a solid foundation for effective analysis of teaching and  10 institutional educational practices (Conti, 2007; Elias & Merrium, 1995; Graham & Havlick, 2005). Traditional Schools of Philosophy Philosophers have developed answers to questions about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning (Kauchak & Eggen, 2005). These efforts have manifested in five philosophies, considered by many to be the traditional western philosophies which are the pillars for most educators (Conti, 2007; Kauchak & Eggen, 2005; Ozmon & Craver, 2007). The five traditional philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. Idealism. Idealism is one of the oldest Western philosophical views. It was established in ancient Greece by Plato (Harwood, 2010). Idealists hold the view that the world does not exist independent of the human mind and that the true nature of reality is based upon ideas. The constant change that occurs in the physical world strengthens the idealists’ conviction that ideas are the only reliable form of reality (p. 34). Teachers using curriculum based on idealism focus on content which emphasizes teacher-led instruction on time-honored ideas and works of literature, history, art, and music (p. 211). It was established in ancient Greece by Plato, and was brought into modern history by idealists such as Kant and Hegel (Harwood, 2010). Mortimer Adler’s book (1988), Reforming Education: The Opening of the American Mind, advocated a curriculum based on these timehonored subjects. Adler placed more emphasis on the ultimate goal of developing intellectual skills which leads to higher order thinking and awareness, and less on promoting students’ understanding  of content. Teachers serve an essential role for idealists. â€Å"To idealists, ultimate 11 reality exists in the world of ideas, so they believe that teaching and learning should focus on ideas† (Kauchak & Eggen, 2005, p. 211). With this ultimate reality, which exists in the world of ideas, teachers lead their students to become rational, logical thinkers and to develop values through classic, enduring ideas (Ozmon & Craver, 2007). Realism. Realism is also a historic philosophy, having roots to Aristotle, Francis Bacon and John Locke (Ozmon & Carver, 2007). Realists center their beliefs on the constancy of the physical universe and argue that the â€Å"features of the universe exist whether or not a human being is there to perceive them† (Kauchak & Eggen, 2002, p. 211). Realists claim important ideas and facts can only be taught and learned through studying the material world. The universe and the essence of all things exist objectively and thus they are not an extension of the mind (Harwood, 2010). The learning environment includes emphasis on order, lecture, practice and high levels of time on task (Kauchak & Eggen, 2005). â€Å"Curriculum consistent with realism emphasizes essentials, such as math, science, reading and writing, because they are tools to help us understand our world† (Kauchak & Eggen, 2005, p. 211). Teachers who use educational practices based in realism set goals for their students to use observation, experimentation, and critical reasoning in order to learn and understand logical and natural laws. Realism is noted for the scientific method as the central idea of instruction (p. 211). Pragmatism. Pragmatism is considered a more modern philosophy. American educator, John Dewey, was one of its central proponents (Kauchak & Eggen, 2005). Pragmatism rejects the â€Å"†¦idea of absolute, unchanging truth, instead asserting that truth is what works† (p. 212). Pragmatists contend truth is relative to the experience of the individual. Because experiences change, the perception of truth changes and the methods for dealing with these also change. 12 Pragmatists accept the methods of science for understanding the human person and solving problems (Elias & Merriam, 1995). Pragmatism philosophy places an emphasis on collaborative learning and problemsolving skills in a self-regulated learning environment (Elias & Merriam, 1995; Kauchak & Eggen, 2005). The process involved in learning is as important as the content in a pragmatist’s classroom (Kauchak & Eggen, 2005). Teacher practices based upon pragmatist philosophy â€Å"doesn’t de-emphasize the importance of knowledge, but instead attempts to connect it to children’s interests† (p. 212). As a result, emphasis is placed on the tools of problem-based learning, subject integration, and direct hands-on experiences, which focus on individual accountability and development (p. 212). Existentialism. Existentialism holds a strong view concerning freedom of choice. Existentialists assert all people possess total freedom of choice and thus are personally responsible for all aspects of their lives and society (Elias & Merriam, 1995). â€Å"Existentialists stress awareness, consciousness, perception and the total meaning-structure of the individual, his vision and death, his word choices and other aspects of his relating life† (p. 111). Influential existential writers such as Jean-Paul Sartre, Carl Rogers, and Abraham Maslow believed humans become a construct of ourselves, which requires total commitment to a self-determined destiny (Harwood, 2010; Kauchak & Eggen, 2005). Empathy and unconditional caring are more important to learning than student attainment of content objectives (Harwood, 2010; Kauchak & Eggen, 2005). The existential teacher views education as â€Å"an individual’s search for understanding† (Kauchak & Eggen, 2005, p. 214). Reconstructionists. In the philosophy of reconstructionism, the societal function of education is a central premise (Ozmon & Craver, 2007). There are two major principles of this 13 philosophy. The first is society is in constant need of reconstruction or change. The second principle is that social change involves both reconstruction of education as well as the use of education in reconstructing society (Ozmon & Craver, 2007). Reconstructionists declare that schools and teachers should serve as agents to both address social inequities and to enact the ideals of democracy (Kauchak & Eggen, 2005). An American educator, Theodore Brameld and Brazilian educator, Paulo Freire, were both influential social reconstructionists who strongly promoted that teachers and schools should serve as agents for marginalized people and advocates for a more just and equitable society. Teachers encourage students to become an actively involved force for social change. Teachers influenced by reconstructionist philosophy place emphasis on teaching students to expose hidden bias and on inspiring students to influence the world today as well as in the future (Kauchak & Eggen, 2011, 2005). Philosophies of Education From Aristotle and Plato to Dewey, Rogers and Freire, the traditional schools of philosophy have served as a foundation to educational schools of thought. Although they have useful implications for the field of education, the traditional philosophies were not developed as philosophies of education. â€Å"A philosophy of education is a conceptual framework embodying certain values and principles that renders the educational process meaningful (Merriam & Brockett, 2007, p. 28). † An educational philosophy typically includes, â€Å"terms, aims and objectives, and curricula, methods and the teaching-learning transaction, the role of society, and the roles of student and teacher (p. 28). † Zinn (2004) adapted Elias and Merriam six educational philosophies liberal, behavioral, progressive, humanistic, and radical, which were identified as having roots in traditional schools of philosophy (Elias and Merriam, 1995; Zinn, 2004). The 14 differences in these philosophies centers upon the concept of knowledge, the role of the learner and the role of the teacher and the purpose of the curriculum (Conti, 2007). Liberal Education. Like Aristotle, Socrates and Plato, the liberal education philosophy emphasizes the development of intellectual power (Zinn, 2004). This philosophy is not associated with liberal political views; liberal education philosophy stresses traditional, classical humanism based on the liberal. It is supported by more contemporary educators such as Houle, Adler, and Piaget (Zinn, 2004) and has its roots in idealism and realism traditional schools of philosophy (Kauchak & Eggen, 2005). Emphasis is placed on general, liberal humanities education to shape a rational mind. The task of education is to impart knowledge of eternal truth and preparation for life through great works of literature, philosophy, history and science (Kauchak & Eggen, 2005). Teachers with the liberal education philosophy might be referred to as the expert ‘sage on the stage’ transmitting knowledge with an authoritative approach to a rigorous intellectual curriculum (Zinn, 2004; Kauchak & Eggen, 2005). Teaching methods based in this philosophy often include lecture, critical reading and discussion, which direct the student in the broadest sense â€Å"intellectually, morally, spiritually and aesthetically† (Zinn, 2004, 72). From a practice standpoint, liberal education is oriented toward conceptual and theoretical understanding and not just absorbing and using facts (Elias and Merriam, 1995). Behavioral Education. Behavioral education is a contemporary philosophy with its foundation in the early 1900’s from psychologists Watson, Pavlov, Thorndike and Skinner. Behaviorists believed psychology should be about the science of behavior and not about science of the subjective mind (Slavin, 2000). Behaviorism is consistent with the traditional philosophy of realism which utilizes absolute law and scientific method to stress knowledge and skills useful 15 in today’s world (Conti, 2007). It professes the purpose of education is to promote skill development and behavioral change (Zinn, 2004). Emphasis is placed on compliance with standards and societal expectations. The teacher’s role is of manager and controller of the learning environment through prediction and direction of learning outcomes. Some teaching methods used by behaviorists include programmed instruction, skill training, competency-based and criterion-referenced assessments, mastery learning, and feedback and reinforcement. The learner is expected to take an active role in learning and expected to practice new behavior and respond to feedback and reinforcement (Zinn, 2004). Behaviorism is associated with a learnercentered teaching style(Conti, 2007). Generally the process of learning involves the educator diagnosing specific learning needs and evaluating progress towards meeting those needs. Accountability for learning is placed on the shoulders of the learner using competency-based behavioral objectives for evaluation (OBrian, 2001). Several models of behaviorist adult education exist. Special education programs, computer based training, adult basic education programs, vocational training and military training are often based on behavioral educational philosophy (OBrian, 2001; Zinn, 2004). Progressive Education. The educational focus of progressivism is the notion that the child is an experiencing organism capable of learning by doing; education should be life itself, not preparation for living. Progressive education is aligned with the traditional philosophy of pragmatism (Kauchak & Eggen, 2005). Prominent educators include Spencer, Dewey, Bergevin and Lindeman (Zinn, 2004). John Dewey’s ideas about education reform in the early part of the 20th’century created both excitement and criticism (Kauchak & Eggen, 2005). His emphasis on â€Å"seeing learners actively involved in real-world problems† was considered a stimulating concept in the traditional  16 educational system (p. 200). Critics of Dewey’s reform principles believed â€Å"progressive education seemed to de-emphasize content and cater to student whims† (p. 200). Progressive schools encourage cooperation rather than competition; the free interplay of ideas enhance individual effectiveness in society through practical knowledge and problem solving skills (Kauchak & Eggen, 2005; Zinn, 2004). School is viewed as a microcosm of society with emphasis on learning through application of experience and problem solving (Kauchak & Eggen, 2005). Classrooms are designed for experiential learning and spaces to learn from each other through active learning and cooperative group learning experiences. The teacher is a guide and organizer for experiential learning through use of scientific method, integrated curriculum, project method and problem based learning (Zinn, 2004). Constructivist teaching, a progressive based teaching method in which knowledge is actively constructed by the pupils, is consistent with the traditional pragmatism philosophy (Kauchak & Eggen, 2005; Ozman & Craver, 2007). All three, pragmatism, progressivism, and constructivism, â€Å"emphasize concrete experiences, real-world tasks, and the central role of the individual in determining reality and promoting learning† (Kauchak &Eggen, 2005, p. 220). Humanistic Education. In the classroom, humanistic philosophy, also known as humanism, places emphasis on a nondirective approach to education which focuses on individual choice rather than on academic subjects or timeless ideas (Conti, 2007). Humanism, which is closely associated with the philosophy of existentialism, is influenced by Abraham Maslow and Carl Rogers, who were primary contributors from the field of psychology (Elias & Merriam, 1995). Carl Rogers stressed person centered and unconditional regard. Maslow is most well known for his hierarchy of motivation which evaluates needs based on growth and being needs, 17 culminating in self-actualization (Slavin, 2000). Several adult educators have contributed to this theory, however Malcolm Knowles may be the most well known in the field of adult education. He spawned the concept of adragogy as a specific teaching strategy for adults (Elias & Merriam, 1995). The function of school from the humanistic educational philosophy is to enhance personal growth and development and to facilitate self-actualization (Zinn, 2004). Teachers are facilitators and partners in students’ growth; however they do not direct the learning. Through the use of self-directed learning, discovery, and experiential learning, the learners assume the responsibility for their education. Cooperation, group tasks and communication are valued as a part of the process of growth (Zinn, 2004). Specific education programs which are based on humanistic educational philosophy are limited. Examples include self-actualization workshops, self-esteem building programs, and the Esalen Institute in Big Sur, California (OBrian, 2001). Some educators consider progressivism to be controversial because too much emphasis is placed on â€Å"children’s interests and self-esteem and that knowledge and understanding has been sacrificed † (Kauchak & Eggen , 2005, p. 218). Radical Education. In the radical education, the political power of the individual is viewed as a responsibility to create and change history and culture through reflective action (Zinn, 2004). Education’s purpose is to bring about, through education, fundamental social, political and economic changes in society. The educational focus is recognition that society needs to be reconstructed and that education must take the lead in that reconstruction (Kauchak & Eggen, 2005). The exploration of the political nature of education, including social control and power in schooling and a rejection of the politics of exclu.

How Many Recommendation Letters For College Do I Need

How Many Recommendation Letters For College Do I Need SAT / ACT Prep Online Guides and Tips Colleges ask for all different numbers of recommendation letters. Each college sets its own policy, so it's always a good idea to double check each school on your list to make sure you understand exactly what it wants. Typically, colleges want you to send a recommendation letter from your counselor. Additionally, they may ask for one, two, or, in rare cases, three letters from your teachers. This guide will go over the different guidelinesso you know how many recommendationsto collectwhen applying to colleges. First, let’s go overthe different options. How Many Recommendation Letters Do Schools Require? You might need anywhere from zero to four letters of recommendations. As mentioned above, the majority of colleges want to see at least an evaluation from your school counselor. On top of this, many colleges, especially those selecting on the basis of academic merit, seek one or two teacher recommendations. Few colleges want to see three; usually, you’ll only need three recs if you’re applying to military school. To find information on your specific colleges of interest, you can look on their admissions websites. If you’re using the Common Application, then your app should also be customized to each school and its expectations. While this guide doesn’t cover every single college in the US (there are thousands!), it will go over some popular schools and their recommendation letter requirements. Let’s start with schools that have minimum requirements and work our way up to the schools with the most. You're off the hook for recommendation letters at these schools. Popular Schools with No Recommendation Requirement There are some schools, including competitive ones, that don’t require any recommendation letters at all. Some of these may have a general â€Å"no rec letter† policy, but still advise you to check with your particular department or program. Others may ask you to send a recommendation letter later in the year. Some of you reading this might breathe a sigh of relief, while others may want to send a rec letter and be disappointed. If you fall into the latter group, should you send your letter(s) anyway? Again, it’s always a good idea to check your school’s website for information or call its admissions office directly for its advice. Some schools will read your letters if you want to send them, while others arerather adamant about not sending any. Here are a few schools that, generally speaking, don’t require recommendation letters: Penn State University (unless specified by a program) University of California schools University of Minnesota University of Texas University of Washington Now for the schools that require one letter of recommendation - but only from your counselor. If you're applying to any of the schools below, then a trip to your guidance department is in order. Popular Schools that Require One Counselor Recommendationand No TeacherRecommendations These schools just want to see an evaluationfrom your school counselor. As you can see, most of these schools are open to you sending a teacher evaluation if you think it will be helpful to your application. College of William and Mary (teacher recommendationis optional) Georgia Institute of Technology (teacher evaluation is recommended, but not required) James Madison University (teacher recommendation is optional) University of Richmond If you do decide to send a teacher rec when it’s not required, make sure it’s a strong, substantial letter that you feel will truly help your candidacy. A common requirement of many four year colleges is one counselor recommendation and one teacher recommendation. These next schools want you to send two letters of recommendation, as indicated by the diesmbodied floating hand. Popular Schools that Require One Counselor and One Teacher Recommendation These schools want to seeoneletter each from your school counselor and a teacher. University of Delaware (one required, suggests that most applicants submit more than one letter) Georgia Tech Mills College NYU University of Maryland University of Massachusetts University of Virginia Wake Forest University More selectivecolleges tend to require a counselor letter of rec and two teacher letters of recommendation. Check out of some popular schools with this requirement below. If you're applying to any of the schools below, hopefully you have three smiling educators ready to write amazing things about you! Popular Schools that Require One Counselor and Two Teacher Recommendations Since these schools are particularly selective for academic ability, it makes sense that they want to hear about you and your work as a student from two different teachers. Amherst College Duke University Sarah Lawrence College Barnard College Emory University Scripps College Bates College Harvard University Skidmore College Boston College Harvey Mudd College Smith College Bowdoin College Haverford College Stanford University Brown University Johns Hopkins University Swarthmore College Bryn Mawr College Juilliard School Syracuse University California Institute of Technology Massachusetts Institute of Technology Trinity College Case Western Reserve University Middlebury College United State Coast Guard Academy Colby College Mount Holyoke College University of Chicago Colgate University New England Conservatory of Music University of Pennsylvania Colorado College Oberlin College Vanderbilt University Columbia University Occidental College Washington and Lee University Connecticut College Pitzer College Wellesley College Cornell University Pomona College Wheaton College** Dartmouth College* Princeton University Williams College Davidson College* Reed College Yale University *Dartmouth and Davidson additionally require a peer recommendation with the two teacher recommendations.**Wheaton requires one teacher rec and one pastoral rec Up until this point, you either had no choice in your recommender (as with your counselor) or could just choose one teacher. But as for the schools that require two letters, do they have any requirements about who exactly you ask to recommend you? Guidelines for Your TwoTeacher Recommendations In terms of who you ask, colleges typically ask you to provide a range of perspectives, like one letter from a science or math teacher and one from a humanities or social studies teacher (this includes technical schools like MIT and CalTech). The other common policy is that the school leaves the choice up to you. In pretty much any case, you should ask two teachers from core courses. If you’re applying to an art or performance school, like Juilliard or the New England Conservatory of Music, then one of your letters should be an artistic recommendation from a private studio teacher, conductor, coach, or artistic mentor. As you saw above, a select few schools, like Dartmouth, Davidson, and Wheaton, get specific about additional peer or pastoral recommendations, but these are definitely exceptions. Now that you have a sense of the colleges that want two teacher recommendations, take a look at the few that want three (FYI,they’re all military schools). Military Schools that Require One Counselor and Three Teacher Recommendations These schools also require a nomination from a Congressperson, which essentially counts as another recommendation, bringing the number required up to five! US Air Force Academy US Navy Academy (math, English teachers and Blue Gold officer) US Merchant Marine Academy US Military Academy (West Point) Above, we briefly touched on whether or not you should send a letter even if your school doesn’t require it. On a similar note, should you ever send an extra letter? Extra! Extra! Read all about me! Can You Send Extra Recommendation Letters? Logistically, you should be able to send an extra recommendation letter via mail or assigning an additional recommender on your school application or Common Application. Many schools allow this option, but you should be cautious and make sure you understand your school's opinion about sending extra material. Each school has its own stance on supplemental letters. If your school allows it, you want to make sure an extra letter adds something substantial to your application and comes from an authoritative source, like a community supervisoror spiritual leader with whom you've worked closely. Another circumstance in which an extra letter could be a good idea is if you attend a huge high school and haven't gotten to know your teachers or counselor very well. Again, make sure to learn about your school's policy. You don't want to play into the old admissions saying, "The thicker the file, the thicker the kid." Admissions officers usually don't look fondly on too much extra material. Rather than helping your application, excessive supplemental could just end up raising red flags about the strength of your candidacy. While researching your colleges' requirements is a critical first step in planning your recommendation letters, there are several other factors that require your attention. Read on for more on gathering recommendation letters, along withthe resources that canhelp you through the process. Tell me more. What Else Do You Need to Know About Recommendation Letters? Before you invite your recommenders to submit their letters online, you should be thoughtful about who you ask and howyou make your requests. Make sure to ask teachers of core subjects who know you well and give them all the necessary information at least a month in advance, if not in the spring of junior year. To get your best letter, part of this information should be a detailed resume and "brag sheet." Plus you can make appointments with your teachers and counselor to talk about your goals and what you'd like them to include in your letter. Finally, make sure you understand your rights surrounding your rec letters and how to approach the FERPA question on your application. Then you can invite your recommenders and know that you did everything you could to get the best letters for your college application. The rest is up to them, except for that final step in the process - sending thank you cards for all their help! What's Next? Now that you have access to guides on everything you need to know about rec letters, check out this complete guide that takes you through the steps of applying to college. This guide includes everything you need to know about the appplication process. If you're just starting to research colleges, check out this article on how to choose a college and all the questions to ask yourself when planning for your future! 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Semi-, Demi-, and Hemi-

Semi-, Demi-, and Hemi- Semi-, Demi-, and Hemi- Semi-, Demi-, and Hemi- By Maeve Maddox A reader asks: †¨ Is there any rule for when to use semi and when to use half? The Latin prefix semi means half. The earliest semi- words documented in English are semicircular (1432-1450 and semi-mature (c.1440). Both William Langland (c.1332-c.1386) and Chaucer (c.1343-1400) use semi- constructions. According the OED, In the 16th-18th c., the number of permanent compounds was increased mainly by the accession of terms more or less technical [such as semicircle and semivowel]. Although theres no rule, sometimes half would be the better choice, as in this example from Fowler: This would be an immense gain over the existing fashion of a multitude of churches ill-manned semi-filled. Some common semi- words: semiabstract semiannual semiautomatic semicolon semiconscious Two other prefixes that mean half are hemi,-, from the Greek, and demi-, from Old French. In some English words, the French prefix is attached to an English word, as in demigod. Sometimes, as with demitasse and demimonde, the entire word is French. demimonde: n. The class of women of doubtful reputation and social standing, upon the outskirts of ‘society.’[Fr.; lit. ‘half-world’, ‘half-and-half society’, a phrase invented by Dumas the younger.] demitasse: n. a small coffee cup. [Fr., lit. ‘half-cup’] The prefix hemi is not as common as the other two. The most familiar word is hemisphere. Less common are words like hemicycle, hemistich, and hemitrope. In some contexts, the prefixes are used as nouns. Men in U.S. truck commercials rapturize over Hemi trucks. This use of hemi refers to a type of internal combustion engine that has a bowl-shaped or hemispherical combustion chamber. In England, a semi [sÄ•mÄ“] is a semi-detached house. In the U. S., a semi [sÄ•mÄ «] is a big truck of the tractor-trailer variety. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowList of Greek Words in the English LanguageComma Before Too?

Genre 8 Essay Example | Topics and Well Written Essays - 500 words

Genre 8 - Essay Example Second, little known facts. This are meant to spike readers mind and create interest into certain subject. Third, unusual viewpoints. Little known facts these reach out and grab the readers mind. Example can be use of common and un- noticed things in the world to try to create curiosity among the readers. Fourth, fascinating comparison. This creates instant and powerful images communicating clearly to the same degree as simile and metaphor. Since informational books are informative and aimed to be educative, use of comparisons help to clarify the issues to the reader and build from known to unknown. Fifth, first person account. This make it to be real such that when the writer ,writes about an experience he has gone through; as he develops the story both the writer and the reader seem to discover together but not a recount of the information. This carries the reader into first person account role i.e. he assumes the role of main character. Lastly is accuracy. Informational books shou ld be factual and dependable as they introduce the reader to the world or present something about it. Teachers should avoid anthropomorphism and hyperbole. Informational picture books –present accurate and appealing content aimed at awakening the reader’s interest. It serves the same purpose as informational chapter books though they are more heavily illustrated. They present an idea in sufficient depth to pique curiosity as it increases understanding. Concept books- are simplified picture books that present basic knowledge about one topic in a way both understandable and interesting to a small child beginning to learn the world. Its normally the first informational book the child is introduced to as he develops the skills to learn. Often invites the reader to engage into certain activity to reinforce a topic which being taught. Having access to books that are preferred can affect a child’s interest in books and in reading this affective response is

Everyday uses of mathematics 0920 Essay Example | Topics and Well Written Essays - 500 words

Everyday uses of mathematics 0920 - Essay Example One simply cannot cook unless one is not able to get the proportion of varied ingredients that need to be put in a particular dish. One cannot cook varied recipes given in cook books and magazines if one does not know the basic mathematics to be able to calculate the quantity of varied spices and ingredients that one needs to put in a dish one is cooking. Once again, driving a car is a fairly common activity. Yet, the thing is that to know as to when one will reach one’s destination one need to know about the distance at which a place is located and the speed of one’s car. Only then one is able to calculate the time when he will reach the intended destination. Once again, this requires knowledge of basic mathematics. Students and household people do keep weekly and monthly budgets to keep an eye on their expenditure and savings. Again it is not possible to make and manage household budgets unless one does not know how to count the money one has at one’s disposal and as to how to add, subtract, divide and multiply varied sums of money. The one other thing students and professionals do is to keep a weekly and monthly planner to be able to manage their routines and to keep an eye on the time they have at their disposal. Again, one really cannot keep oneself organized and punctual by keeping a track of one’s t ime if one does not know how to watch time and the basic mathematics to be able to add and subtract time. The other commonly known activity that requires the knowledge of mathematics is the maintenance of personal statistics. People losing weight do keep a track of the pounds they have gained or lost and the change in the circumference of their waist and arms and legs. One really cannot do these things without knowing a little bit of mathematics. Isn’t it interesting to note that one even cannot lose weight without having knowledge of mathematics? People often go to shopping and while