The Last Five Days

The Last Five Days How many days I have left in my parents’ home is approximately as many as a romcom character gets to decide her life. Five days. This week, someone from my hall at MIT asked, “When are you coming  home to 1E?” Which means I have two homes now, and although I should feel lucky, I am torn. In the college home, I get adventures with friends, bright city lights, and academic pursuits. In my parents home, I have my sister, the reason I dream to return each time. I’ll refrain from describing her so as not to inundate this post with a couple thousand extra words. I could never condense her into one story. So I won’t. Here, I also have my parents. Old friends. Blotches of forest in the neighborhood where deer families preside over moving cars. Over the plains, the sky is visible in all directions, and if I go out at sunset, I get dizzy from spinning under all the views of the setting sun. Here, I get the best seat under the setting spectacle. So what can I do in this home for the last five days? How do movies make it so easy to fold up a life and sew up a problem? Quickly and effortlessly. Maybe the answer is in setting the stage early. Here’s what I did this summer. In the beginning, I braved the Boston streets in a week of total freedom before my flight to Ohio. I wielded the power of the unlimited MBTA pass. I went to the Museum of Fine Arts and the Boston Public Library. Twice. Sat in a serene fake temple at the Museum. Saw masterpieces of Hokusai. Lounged on the cold polished floor of the Library’s basement and wept with mixed emotions. There, encircling the American fiction section, were Russian books that I used to own. That I left in Ukraine, certain of a quick return, oblivious of the grim future. Later, I stuffed myself with delectable cannolis from the North End Cannoli Factory. Strained arms with sacks of cheap fruit from the Haymarket. Stared plenty at the Atlantic Ocean and Charles River. And though I haven’t brought up my friends yet, rest assured, I hung out with them plenty. We ventured to a developing Boston suburb with an outdoor mall. There, right in the midst of generic stores, stood an AMC Movie Theatre opposing an ice cream shop. Just like in Ohio. Freaky! Upon return, I reveled in the privilege of wasting time. Oh, it felt good! All those late nights with ice cream and romantic comedy classics. Judging the characters but slightly hoping to be in their place. Hours of writing and introspection, the only way to rekindle creative power. One night, I decided to change my major. I was playing the CourseRoad Game and losing. When I considered switching to Course 17 (Political Science) in order to focus on public policy, the game was won. Makes sense. I came in as Course 18 (Mathematics) major, so only one unit off. Most of my high school friends have changed paths, too. A sworn teacher became a physical therapist. An aspiring archeologist turned to teaching. A music teacher decided to study bugs and a zoologist, sociology. I’d sworn to stick to math. Cannot imagine why. It took a while to get to now, but I am settled at last. I think. No guarantees in life. Time of the summer was spent, too, on recovering from the effects of freshman year. I was lost and disillusioned by the end, unable to see my niché. I was an outsider who came to a tech school only to realize I did not love tech. Now, don’t get me wrong, I still adore math and science. The times when ideas of math let us break past human constraints. Go to infinity and actually beyond. Into the 24th dimension. I shiver while thinking how many neurons light up while I’m thinking. With scientific knowledge, I am never alone. In my gut, tens of trillions of microorganism friends keep me company. That’s more than the number of my personal cells. So, in a way, there’s more of them in me than me. And that is both scary and awesome! On that note, my favorite website of the summer was GiantMicrobes.com. For those who wish to own an  adorable pink syphillis  or a pretty brain cell. After all that awesomeness, I still realized that I loved math and science for what I call the “humanities side of STEM.” Thus, I was lost. But whether for better or worse, MIT didn’t have too many majors to lead me astray. Now decided on Course 17, I hope I’m here to stay. To save up for food and gain experience, I tutored local children. One was a boy who’s going to graduate from my school this year. And it’s scary to realize that he’s the second generation to leave after mine. With every month, I lose another tie to my old life. Soon, I will recognize no students when I visit my school. I may even forget how the first touches of fall light up the local forest. This year, the tutoring experience was vastly different. After 11.125 Understanding and Evaluating Education, I no longer employed an idealistic fantasy to coach my students. Instead, I recalled the words of my instructor, knowing that, even if I fumble through a lesson, I’ll be aware of why. And we’ll work on it. Outside of work, I did some personal learning. Read fascinating articles online and discovered new favorite books. I explored transgressive fiction and literary minimalism, mostly by Chuck Palahniuk (whom you may know as the author of Fight Club, of which there is now a children’s version). Then devoured book after book written by C. Palahniuk’s literary favorites. No prose I’ve ever written could rank even close to the exquisite sentences of Amy Hempel. Just observe this one, “The year I began to say vahz instead of vase, a man I barely knew nearly accidentally killed me”  (from The Harvest). Have you ever read something so beautiful? How about this: “I moved through the days like a severed head that finishes a sentence.”? Before my journey into Chuck Palahniuk Universe, I discovered another favorite, Junot Díaz, who is a Pulitzer Prize winner and a professor at MIT. He teaches these classes. I may be able to one day learn how to write fiction from him! How exciting is it to learn writing from a favorite author? I look forward to finding out. In the real world, I caught up with old friends. Because switching a life around always involves reevaluating the old. I can see even stronger reasons now to never let go of my prior connections. Times and beliefs change, but there’s always something special about the friends you once loved. I wish I knew that at this time last year, when I packed my two bland suitcases with no memories and left. Related lessons of the summer: it’s never too late to start over with true friends. Never too late to change the old course of life. Id dreamed of entirely different things this time last year. Something else mattered more. College changed me to be the person I always was. It also revealed just how little I know. And how minuscule all the knowledge I will gather through life. That’s ok. Id like to never reach the peak. The best difference college made was reveal knowledge of who I am, which made me comfortable. Of what I want for the future, which let me love even the most dreary present suburban sights. Summer was about all those things, and much, much more. It was about writing. Finishing packs of gel pens exhausted by writing. Falling in love with fictional friends. Staying in love with real family and friends. Savoring a succession of sun salutes or folding into odd shapes in yoga. Running through the rain, glasses soaked, but still singing, laughing, feeling free. Recharging. Ready to begin again now! It’s terrifying and exhilarating. The finale of my trip home is scheduled this week. Then I shall commence the sequel. Of new dreams in a new home. Coming Soon:  Sophomore at MIT. A journey not to be missed… NOTE: the editing of this post was unfortunately delayed for the past two weeks, and that is how old the info presented is. I’m currently on campus, taking classes, and being a changed Course 17 major. My last five days in Ohio were an amazing finale to a wonderful summer. Post Tagged #11.125 Evaluating Education

Uniforms Code Violations At School Essay - 1730 Words

Have there been a numerous number of dress code violations at your school just this week? Is it getting old having to repeat the same things to students over and over again? Are they not listening even after they are punished? If this is the case, then consider making some changes to benefit the school and everyone in it. The easiest way to reduce these violations would be with uniforms. Ohio public schools dress code is greatly flawed and schools should implement a uniform policy to reduce office disciplinary referrals, address bullying, and create a positive culture in the school environment. Uniforms are traditionally favored in private schools, but they are being introduced into more and more United States public schools everyday. During the 2013-2014 school year, one in five public schools in the United States required students to wear uniforms to school everyday. This went up from one in eight schools requiring them in the 2003-2004 school year. (Background of the Issue, n.d., para. 1). The percentage of schools that require them has increased from thirteen percent during the 2003-2004 school year, to nineteen percent in the 2011-2012 school year (Background of the Issue, n.d., para. 18). The process of having to discipline a student because they violated the dress code is a process that nobody, student, teacher, or parent, likes to go through. Multiple students cannot drive; so when they disregard the school s dress code, their parents have to pause whateverShow MoreRelatedEssay on A Call for Uniforms at PenArgyl High School600 Words   |  3 Pages2013, â€Å"Uniforms will reduce bullying, teasing and disruption while also being a cheaper alternative for poor parents who struggle every year to afford new school clothes for their children†(Esack). Much like the Allentown Area School District, incorporating uniforms needs to be a priority for Pen Argyl High School. Not only will students have better attendance once uniforms are required, but one c an also expect school achievement to increase. The enacting of a uniform rule by the Pen Argyl School DistrictRead MorePersuasive Speech On School Dress Code1316 Words   |  6 Pagesspeech and expression. Schools have been violating this law in the place of school dress codes. There should not be a dress code in school because it violates the first amendment, they do not support creativity and they are expensive. Dress codes violate the first amendment. Students should have the ability to express themselves as it is their right to do so, but schools are prohibiting them from being able to express themselves. In the article Are Student Dress Codes a Violation of Civil Rights, YatesRead MoreEssay about Incorporating Uniforms into Our School1035 Words   |  5 Pages2013, â€Å"Uniforms will reduce bullying, teasing and disruption while also being a cheaper alternative for poor parents who struggle every year to afford new school clothes for their children†(Esack). Much like the Allentown Area School District, incorporating uniforms needs to be a priority for Pen Argyl High School. Not only will students have better attendance once uniforms are required, but one can also expect school achievement to increase. The enacting of a uniform rule by the Pen Argyl School DistrictRead More A Violation of Rights-School Uniforms Essay918 Words   |  4 Pagesto not violate policies, laws, and othe rs rights. There is a definite difference between a dress code and a school uniform. I support enforcing a school dress code, but is implementing a school uniform necessary? No matter how students dress, they will still pass judgments on their peers, uniforms do not necessarily save money, and children are forced to conform to the same standards. While in school, teachers have a responsibility to teach and students have the responsibility to learn. Both haveRead MoreStudents Who Wear Uniforms Benefit More Essay619 Words   |  3 PagesStudents Who Wear Uniforms Benefit More Than Students at Schools without Such Codes School uniforms are used in many schools to provide an atmosphere of uniformity among the students. Wearing school uniforms also makes the atmosphere more businesslike by giving a better approach to learning. The uniforms give fewer distractions, and save a lot of money for parents. Wearing uniforms provides equality among students by â€Å"eliminating class distinctions and placing the poor on equal footingRead MoreShould School Dress Code Be Enforced? Public Schools?1285 Words   |  6 Pages To some, arguing over student dress code seems trivial and useless. To others, it goes deeper than that. Dress code might seem like the typical â€Å"first world problem†, but to the average high school student, gaining the freedom ‘no dress code’ grants is incredible. The fact of the matter is, the rigid enforcement of student dress code has gone too far in today s society and dehumanizes us as citizens. Although school dress code attempts to promote modesty and protection, it also reinforces genderRead MoreThe Bright Side Of School Uniforms. Education In The United1597 Words   |  7 PagesThe Bright Side of School Uniforms Education in the United States from Kindergarten all the way to 12th grade is known for its free education system. That’s right, students all over the country are given the opportunity to retrieve a high school diploma for free. Education in this country is so important that schools around the country are pushing their board of education to propose the policy of school uniforms nationwide, as they believe school uniforms have a very beneficial and positive effectRead MoreSchool Uniforms : Unformity And Individuality855 Words   |  4 PagesUniforms Uniforms are expensive and are a violation of human rights, even though it’s professional and sober clothing, they don’t allow students to express who they are, people say it prevents bullying but bullying can happen without uniform. School uniform promotes conformity over individuality. They are difficult to enforce in public schools. It is more money to pay for uniforms and normal clothes outside of school. There really isn’t a uniform in real life like working if you work as a janitorRead MorePersuasive Essay On School Uniforms979 Words   |  4 PagesThe age old argument of whether or not uniforms and dress codes should be enforced in schools seems to never conclude. The issue of appropriate clothing in schools is controversial and provoking. Many argue that abolishing a student’s choice in their attire violates their freedom of expression. Students use what they wear to express themselves; their clothing gives them a sense of a unique style and ident ity. Others argue that permitting students to wear whatever clothing they like can create unnecessaryRead MoreDress Codes1271 Words   |  6 PagesThe Importance of Dress Codes Dress codes have been in effect, in all walks of life, for decades upon decades. Dress codes dictate what is, and what is not appropriate to wear in that location. Business attire, school dress codes, and uniforms are all great examples of standards for dressing. The terms that identify what is attire is acceptable changes based on culture, the media, and fashion trends, but have those terms become too blurred? It seems that everyday in the United States people

Doing Interviews with Anonymous Sources

Whenever possible you want your sources to speak â€Å"on the record.† That means their full name and job title (when relevant) can be used in the news story. But sometimes sources have important reasons – beyond simple shyness - for not wanting to speak on the record. They will agree to be interviewed, but only if they aren’t named in your story. This is called an anonymous source, and the information they provide is typically known as â€Å"off the record.† When Are Anonymous Sources Used? Anonymous sources aren’t necessary – and in fact, are inappropriate - for the vast majority of stories reporters do. Let’s say you’re doing a simple person-on-the-street interview story about how local residents feel about high gas prices. If someone you approach doesn’t want to give their name, you should either convince them to speak on the record or simply interview someone else. There’s absolutely no compelling reason to use anonymous sources in these types of stories. Investigations But when reporters do investigative reports about malfeasance, corruption or even criminal activity, the stakes can be much higher. Sources may risk being ostracized in their community or even fired from their job if they say something controversial or accusatory. These types of stories often require the use of anonymous sources. Example Let’s say you’re investigating allegations that the local mayor has been stealing money from the town treasury. You interview one of the mayor’s top aides, who says the allegations are true. But he’s afraid that if you quote him by name, he’ll be fired. He says he’ll spill the beans about the crooked mayor, but only if you keep his name out of it. What Should You Do? Evaluate the information your source has. Does he have solid evidence the mayor is stealing, or merely a hunch? If he’s got good evidence, then you probably need him as a source.Talk to your source. Ask him how likely it is that he’d be fired if he spoke publicly. Point out that he’d be doing the town a public service by helping to expose a corrupt politician. You may still be able to convince him to go on the record.Find other sources to confirm the story, preferably sources who will speak on the record. This is especially important if your source’s evidence is flimsy. Generally, the more independent sources you have to verify a story, the more solid it is.Talk to your editor or to a more experienced reporter. They can probably shed some light on whether you should use an anonymous source in the story you’re working on. After following these steps, you may decide you still need to use an anonymous source. But remember, anonymous sources don’t have the same credibility as named sources. For this reason, many newspapers have banned the use of anonymous sources entirely. And even papers and news outlets that don’t have such a ban will seldom if ever, publish a story based entirely on anonymous sources. So even if you have to use an anonymous source, always try to find other sources who will speak on the record. The Most Famous Anonymous Source Undoubtedly the most famous anonymous source in the history of American journalism was Deep Throat. That was the nickname given to a source who leaked information to Washington Post reporters Bob Woodward and Carl Bernstein as they investigated the Watergate scandal of the Nixon White House. In dramatic, late-night meetings in a Washington, D.C., parking garage, Deep Throat provided Woodward with information on the criminal conspiracy in the government. In exchange, Woodward promised Deep Throat anonymity, and his identity remained a mystery for more than 30 years. Finally, in 2005, Vanity Fair revealed Deep Throat’s identity: Mark Felt, a top FBI official during the Nixon years. But Woodward and Bernstein have pointed out that Deep Throat mostly gave them tips on how to pursue their investigation, or simply confirmed information they had received from other sources. Ben Bradlee, The Washington Posts editor-in-chief during this period, often made a point of forcing Woodward and Bernstein to get multiple sources to confirm their Watergate stories, and, whenever possible, to get those sources to speak on the record. In other words, even the most famous anonymous source in history was no substitute for good, thorough reporting and plenty of on-the-record information.

Hrm and Employment Relationships Free Essays

HRM and Employment Relationships Employment Relationship Employment Relationship can economical, social and political relationship in which employees provide manual and mental labour in exchange for reward from employers (Gospel and Palmer 1993) There are 4 Dimensions within the employment relationship * Economic exchange – Wage-effort bargain * Socio-political – Power * Legal/Contractual * Psychological contract/social exchange Contract of employment is formed when an offer of employment is made and accepted There are 3 ‘types’ of contract in the employment relationship (Schein 1980): 1. Formal – Economic and legal; 2. Informal – Reflecting the social norms in the workplace (the organisational ‘culture’) and those in wider society about how people should treat each other (‘Natural justice’); 3. We will write a custom essay sample on Hrm and Employment Relationships or any similar topic only for you Order Now Psychologrcal (implicit ‘contract’ made up of unspoken expectations and obligations). The Psychological Contract of Employment A set of unwritten reciprocal expectations between an individual employee and the organisation’ (Schein 1977) Positive psychological contract through particular configurations of HR policies and practices * Behavioural and performance outcomes such as job satisfaction, employee commitment, motivation and lowered intention to quit. The Explicit Contract of employment An agreement between two parties enforceable by law†¦ a contract of service and comes into being when an employee agrees to work for an employer in return for pay’ (ACAS) * Accumulation of rights and responsibilities for both parties * The terms of a contract can be: * Express (explicitly agreed between the parties, either in writing or orally) * Implied (not explicitly agreed but which would be taken by the parties to form part of the contract Control VS Commitment With the evolution of people management there is now more of a focus on control. The logic of control Direct control * Low trust employment relationship * Strict supervision and task specification * Subordination of labour to capital. Responsible autonomy High trust commitment relationships A degree of worker discretions and responsibility Edwards (1979) developed this analysis by identifying two ‘structural’ strategies for control: Technical control -built into machinery and technology (Fordist) Bureaucratic control -Control via internal labour markets, career structures and the position of individuals relative to one another with regard to job security, status and ‘rank’. Social control Conformity and compliance with a set of formal or informal rules Internalisation of norms and values of a group Handy (1976), referring to organisations in their broadest possible sense (not only work organisations), identifies three types of psychological contract: Coercive * Contract is not entered into freely (e. . prisons) * Majority dominated by minority who exercise control by rule/punishment * Emphasis on conformity. Calculative * Contract is entered into freely but control is maintained by management * Power is expressed in terms of their ability to give desired rewards to the individual. Co-operative * Individual tends to identify with the goals of the organisation and strive for their attainment through individual effort. * Effort is based on the degree the individual has input in the company’s goals. Commitment is closely associated with motivation, but whereas motivation is focused mainly on the individual, commitment is more strongly associated with the individual’s attachment to, and identification with, the work organisation and the organisation’s goals’ (Blyton ; Jenkins 2008; 139) Employee commitment and association with the aims and values of the firm are the mediating link between HR policies and practices and enhanced individual and organisational performance Relationship reflects form of ‘labour’ involved and that can be ‘bought’ in this exchange: * Physical * Mental (‘thinking’) * Emotional (‘the act of expressing organisationally-desired emotions during service transactions’: Morris ; Feldman 1996; 987) * Aesthetic (‘looking good’ or ‘sounding right’: Nickson et al. 2003). How to cite Hrm and Employment Relationships, Papers

Hrm and Employment Relationships Free Essays

HRM and Employment Relationships Employment Relationship Employment Relationship can economical, social and political relationship in which employees provide manual and mental labour in exchange for reward from employers (Gospel and Palmer 1993) There are 4 Dimensions within the employment relationship * Economic exchange – Wage-effort bargain * Socio-political – Power * Legal/Contractual * Psychological contract/social exchange Contract of employment is formed when an offer of employment is made and accepted There are 3 ‘types’ of contract in the employment relationship (Schein 1980): 1. Formal – Economic and legal; 2. Informal – Reflecting the social norms in the workplace (the organisational ‘culture’) and those in wider society about how people should treat each other (‘Natural justice’); 3. We will write a custom essay sample on Hrm and Employment Relationships or any similar topic only for you Order Now Psychologrcal (implicit ‘contract’ made up of unspoken expectations and obligations). The Psychological Contract of Employment A set of unwritten reciprocal expectations between an individual employee and the organisation’ (Schein 1977) Positive psychological contract through particular configurations of HR policies and practices * Behavioural and performance outcomes such as job satisfaction, employee commitment, motivation and lowered intention to quit. The Explicit Contract of employment An agreement between two parties enforceable by law†¦ a contract of service and comes into being when an employee agrees to work for an employer in return for pay’ (ACAS) * Accumulation of rights and responsibilities for both parties * The terms of a contract can be: * Express (explicitly agreed between the parties, either in writing or orally) * Implied (not explicitly agreed but which would be taken by the parties to form part of the contract Control VS Commitment With the evolution of people management there is now more of a focus on control. The logic of control Direct control * Low trust employment relationship * Strict supervision and task specification * Subordination of labour to capital. Responsible autonomy High trust commitment relationships A degree of worker discretions and responsibility Edwards (1979) developed this analysis by identifying two ‘structural’ strategies for control: Technical control -built into machinery and technology (Fordist) Bureaucratic control -Control via internal labour markets, career structures and the position of individuals relative to one another with regard to job security, status and ‘rank’. Social control Conformity and compliance with a set of formal or informal rules Internalisation of norms and values of a group Handy (1976), referring to organisations in their broadest possible sense (not only work organisations), identifies three types of psychological contract: Coercive * Contract is not entered into freely (e. . prisons) * Majority dominated by minority who exercise control by rule/punishment * Emphasis on conformity. Calculative * Contract is entered into freely but control is maintained by management * Power is expressed in terms of their ability to give desired rewards to the individual. Co-operative * Individual tends to identify with the goals of the organisation and strive for their attainment through individual effort. * Effort is based on the degree the individual has input in the company’s goals. Commitment is closely associated with motivation, but whereas motivation is focused mainly on the individual, commitment is more strongly associated with the individual’s attachment to, and identification with, the work organisation and the organisation’s goals’ (Blyton ; Jenkins 2008; 139) Employee commitment and association with the aims and values of the firm are the mediating link between HR policies and practices and enhanced individual and organisational performance Relationship reflects form of ‘labour’ involved and that can be ‘bought’ in this exchange: * Physical * Mental (‘thinking’) * Emotional (‘the act of expressing organisationally-desired emotions during service transactions’: Morris ; Feldman 1996; 987) * Aesthetic (‘looking good’ or ‘sounding right’: Nickson et al. 2003). How to cite Hrm and Employment Relationships, Papers

Historical Report on Race free essay sample

A life that we thought was best for us and our kids to grow up in. We produced our own food, shelter and weapons and revived for ourselves in the most natural way possible. It wasnt always easy though, and others seen more value out of our land and resources than us. I was forced off my land and had to adapt to the new peoples way of life. That in which they called a white society; this society created many acts in my life time in order to weaken our society such as those of the Allotment Act and the Reorganization Act (Schaefer, p. 47, 2012). People of my cultural lived on reservations, we had learned to separate ourselves and adopt our own way of life and government. Native Americans ad created their own nation and it caused and has caused a lot of tension between us and the U. S. Culture. As a Native American, we were all about live the traditional way of life. There was value to our land and the resources that we used and the white people wanted and did take it from us.It seemed as if we were constantly at war with the white people so that we could protect what we thought was rightfully ours. They had created an act known as the Indian Removal Act, which was passed in 1830 (Schaefer, p. 150, 2012). This opened more land for settlement and allowed people to come in and take ever our reservations (Schaefer, p. 150, 2012). In 1946, Congress had created the Indian Claims Commission (Schaefer, p. 1 50, 2012). This was a good thing for us, or so we thought. It meant that finally our voice was going to be heard.There were three members apart of the commission, and they were given a five year deadline, but there kept getting extension after extension, until; in 1978 the whole thing was abolished (Schaefer p. 155, 2012). At times, it seemed as if maybe the government was trying to help us, that or they were trying to use us. In 1 952, the BIB began programs, so that they loud relocate young Native Americans to Urban areas and by 1962 they had created what was called the Employment Assistance program; also known as the EPA (Schaefer, p 1 57, 2012).Basically there primary goal was to relocate us by offering us better jobs opportunities that, that of the reservation could not offer. But this plan had soon backfired on them. By 1 965, one-fourth to one third of the people in the EPA had returned home to their reservations (Schaefer p. 157, 2012). Today, most of our land has been taken from us and no longer exist. Native Americans themselves are not being treated as badly as we were back then, but its the culture and our name that continues to be insulted. Schools have such a thing as mascots, and they create names for them.They use those such as the Braves or Redskins. Those names have a meaning to the Native American culture, it tends to bring up the past for us, and though there intentions may not be that of insulting us, some of us dont like it too much. It hasnt always been easy for us, and at times wanted to give up. But everything seems to turn out for the better. Ive learned that every culture ND person has their own Way of living and when someone sees a greater value of that persons living then they have to have it. Things dont always have to be that way; people can come up with their own greater value of living. Remember, you dont always have to have someone elses greater value to have a greater value of your own. Make an even better living for yourself than trying to take someone elses. Hope you learned well from this letter and I wish you the best. Your Friend! Resources: Schaefer, R. T. (2012). Racial and Ethnic Groups (13th De. ). Retrieved from The University of Phoenix eBook Collection database. Historical Report on Race free essay sample A life that we thought was best for us and our kids to grow up in. We produced our own food, shelter and weapons and provided for ourselves in the most natural way possible. It wasn’t always easy though, and others seen more value out of our land and resources than us. I was forced off my land and had to adapt to the new peoples way of life. That in which they called a white society; this society created many acts in my life time in order to weaken our society such as those of the Allotment Act and the Reorganization Act (Schaefer, p. 47, 2012). People of my cultural lived on reservations, we had learned to separate ourselves and adopt our own way of life and government. Native Americans had created their own nation and it caused and has caused a lot of tension between us and the U. S. culture. As a Native American, we were all about live the traditional way of life. There was value to our land and the resources that we used and the white people wanted and did take it from us. It seemed as if we were constantly at war with the white people so that we could protect what we thought was rightfully ours. They had created an act known as the Indian Removal Act, which was passed in 1830 (Schaefer, p. 150, 2012). This opened more land for settlement and allowed people to come in and take over our reservations (Schaefer, p. 150, 2012). In 1946, Congress had created the Indian Claims Commission (Schaefer, p. 150, 2012). This was a good thing for us, or so we thought. It meant that finally our voice was going to be heard. There were three members apart of the commission, and they were given a five year deadline, but there kept getting extension after extension, until; in 1978 the whole thing was abolished (Schaefer p. 155, 2012). At times, it seemed as if maybe the government was trying to help us, that or they were trying to use us. In 1952, the BIA began programs, so that they could relocate young Native Americans to Urban areas and by 1962 they had created what was called the Employment Assistance program; also known as the EAP (Schaefer, p 157, 2012). Basically there primary goal was to relocate us by offering us better jobs opportunities that, that of the reservation could not offer. But this plan had soon backfired on them. By 1965, one-fourth to one third of the people in the EAP had returned home to their reservations (Schaefer p. 157, 2012). Today, most of our land has been taken from us and no longer exist. Native Americans themselves are not being treated as badly as we were back then, but it’s the culture and our name that continues to be insulted. Schools have such a thing as mascots, and they create names for them. They use those such as the â€Å"Braves† or â€Å"Redskins. † Those names have a meaning to the Native American culture, it tends to bring up the past for us, and though there intentions may not be that of insulting us, some of us don’t like it too much. It hasn’t always been easy for us, and at times I wanted to give up. But everything seems to turn out for the better. I’ve learned that every culture and person has their own way of living and when someone sees a greater value of that person’s living then they have to have it. Things don’t always have to be that way; people can come up with their own greater value of living. Remember, you don’t always have to have someone else’s greater value to have a greater value of your own. Make an even better living for yourself than trying to take someone else’s. I hope you learned well from this letter and I wish you the best. Your Friend! Resources: Schaefer, R. T. (2012). Racial and Ethnic Groups (13th ed. ). Retrieved from The University of Phoenix eBook Collection database.

Theories and Principles Unit 4 Dtlls Essay Example

Theories and Principles Unit 4 Dtlls Essay In psychology and education, learning is commonly defined as a process that brings together cognitive, behaviour and Humanists elements. This assignment shows the concept of the relevant theories and principles of learning and communication; select and critically analysed of how I plan to deliver these strategies in my own teaching; and reflect on the impact that these insights have had on my own practice and professional development. What is the definition of theory? To me theory is something which is explained to you, a system of ideas intended to explain something, one based on general overview. A definition of principles, to me is to be opinionated on how I feel towards chosen topic. Geoff Petty (2009) states that, `every teacher and every learner has a theory about learning. ’ To able to conclude my own theories and principles on planning and enabling learning I need to learn what is accepted to others. Research I understand there are many different theories relating to teaching and learning. Those that I have looked at are Behaviourist, Cognitive and Humanists elements. These are not new concepts. Although that some of these theorists are descended their work is still use into practices. Behaviourism is primarily associated with Pavlov (classical conditioning) in Russia; and with Thorndike, Watson and particularly Skinner in the United States (operant conditioning). In educational surroundings, behaviourism implies the dominance of the teacher, as in behaviour modification programmes. It can, however, be applied to an understanding of unintended learning. 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Skinner developed teaching machines, so students could learn, uncovering answers for an immediate â€Å"reward†. Humanistic, humanism and humanist are terms in psychology relating to an approach which studies the whole person and the uniqueness of each individual by emphasizing the study of the person overall. This behaviour clarifies the ability of learners to respond to the lesson. John Holt, How Children Fail (1964) states that â€Å"the school system could destroy the minds and emotions of young children. His blistering attack accused schools of inducing fear in pupils, and humiliating, ridiculing and devaluing them† This is a very generalised point of view due, to the fact that Holt is tarnishing all schools with the same reputation. However, it is important not to completely dismiss his views, as the point he makes about fear of failure is something we must be aware of in our teaching. In another humanistic approach which also fits within the humanistic spectrum is that proposed by Malcolm Knowles (1913-1977) his studies focus on adult education which was formed in 1946. Formal programs were for those sponsored by educational institutions, such as universities, high and trade schools in America. He implemented that adult education was pointed to the friendly and informal surroundings. This enhanced adult learners to take more responsibility for their destiny as they mature through the learning process. Cognitive learning theory is about how to learn rather than what to learn i. e. how to write a report, how to recall specific facts, how to use learning to solve problems or be creative. Cognitivism is â€Å"the psychology of learning which emphasizes on how we think and gain knowledge. Theorists are intrigued and want to understand how problem solving changes throughout childhood, how cultural differences affect the way we view our own achievements, language development. Theories such as Jerome Bruner (1915) and Lev Vygostsky (1896) expressed the view that `expository teaching’ deprived learners of the chance to think for them, however Vygostsky approach `Zone of proximal development’ focused on the concept that what a learner could do today with they could do alone tomorrow. The behaviourist approach can encourage me to understand what motivates my learners and to challenge them on what goals they wish to achieve through their learning. These techniques can influence and can allow me to shape and enhance my learners into behaving in an acceptable way through Skinner’s theory of `Positive or Negative Reinforcement’. As a research a bi product of this will develop my learner way of analysing. This encourages a comfortable learning environment for all learners. Negative reinforces are ones that increase the chance that a behaviour will occur when it is removed. Punishments are events that decrease the frequency of behaviour that it follows (Skinner, 2003) Take the learner in the classroom that ontinually talk s to his neighbour; it reinforces his behaviour to continue, but if the teacher punishes him by having him stand up in front of the whole class and apologies, he will be more likely to refrain on talking again. Skinner believes that behaviour could be altered by using positive and negative types of reinforcement. Remember negative reinforcement is not punishment. If I have not covered everything on t he original lesson plan, learning can however be measured making assessment and planning for next session easier. By constantly revisiting certain topics and using Question and Answers learners have an understanding on what they are learning and why. This would not be the case for all, based on behaviour modification there are also disadvantages to this approach. Repetitive learning may encourage some learners to remember information but it doesn’t necessary mean they have understood the concept. Some learners will not be confident to admit this and just produced the required answers without knowing how they got to the answers. How do we include rewards and why the reason for them? As a teacher I tried to implement these when suitable for all learners. If this is not done then the whole process will become confusing and motivation will be lost. This theory can tend to lead myself towards the `pedagogical approach to learning’. As covering that the Humanistic approach is relied for individuals to explore their own interest and curiosities this will assure them to grow into fully functioning, self-trusting, and independent people. All individuals are unique and have an inborn drive to achieve their maximum potential. This I can relate too with the learners that I teach, once they have discovered their own personality this will generally relate to their chosen career options this will give learners to have free will in the learning experience and can effect on the change of their knowledge. I use the Humanistic approach to learning within my classroom as practical is a massive contribute to my teaching. Carl Rogers, in freedom to learn (1969) states that self-directed learning delivers the considerable educational advantages of independent learning. Advantages which I find to this are that by meeting learners needs, each learner will feel valued and respected. This will help build up a level of trust between the learner and teacher resulting to excellent communication. When planning and delivering lessons, I include various activities to allow this to happen. At the end of each lesson I find that group discussions give the learners freedom to induce new ideas and to listen to their peers opinions. This gives them the tools to feel empowered and have control over how they learn. This sounds like a perfect andragogical approach but could have some disadvantages. We know that Bruner’s cognitivists approach to learning is basis on emphasizing active restructuring of knowledge through own experience of life. With this theory the learner draws on his/her own past experience and acknowledges new facts, relationships and truths. Students interact with the world by exploring; asking questions and interpretation what is relevant to the subject. I. e. when tackling new ideas the learner relies on the teacher to give them the correct answer, assuming the teacher is in their comfort zone. To allow learners to achieve this transformation is by working in groups which encourages them to socially interact with one another which will then lead to process of learning, As a result this method students may be more likely to remember the concept and knowledge discovered on their own. Another strategy often used in my classroom involves embedding questions, which allows the learners to find out the answers to the problem before setting their task. This may again relate to their personal experience. Often organising school trips (exhibition, real life theatre) can allow the learners to interact with real life situations. I allow for discussion/debates around specific questions relating to that topic that I have structured to initiate points that are relevant to their learning. These theories have made me think differently to my own practise in the way I plan my lessons, which methods of delivery I use as well as how I assess what types of learning has taken place. I teach in a secondary school environment, where the learners go thought a transition from KS3, KS4 KS5. The course is practical, but there are some elements of theoretical methods which gives learners the chance to demonstrate skills in a performance environment. I agree that planning for lesson is a strong area for me and my learners. As a result, I will always construct the delivery of my own teaching including the three learning domains. I found that the Bruner strategy had the most impact on my teaching from both a practical and professional point of view. This has enabled me to encourage my learner’s involvement by utilising these methods. It has now become a natural part of my lessons, which involves incorporating QA as well as discussions to assess that learning has taken place in the Affective domain. My confidence has developed as a result, as well as my learner’s needs and communication is now at an all time high in the classroom. These areas are now a massive part as to how I deliver a lesson, as well as ensuring that communication flows both ways. After conducting research into the theories of learning, I have realised there are some improvements that need be made. One of these involves giving my learners more freedom and responsibility with the answers, rather than prompting them. I believe this simple change can breed confidence and progress for both me and the learners. Bibliography Skinner, B. F (Reprint 2003). The Technology of Teaching. Cambridge, MA: B. F. Skinner Foundation Petty, G (Reprint 2009). A Practice Guide Teaching Today. N. Thornes Forth Edition Holt, J C 1923- 1985 (revised edition) Classics in child development Knowles, M. and Swanson R. A, The Adult Learner: The definitive classic in adult education and human resources Harkin, J. , Turner, G. and Dawn, T. (2001). Teaching Young Adults. London, Routledge. Rogers. C and J. H Freiberg (Third Edition) Freedom to learn