Month: June 2019
Ethnographic Comparison: African, Indian, and Chinese Cultures
Throughout the duration of this composition, I will provide cultural information depicted from the African, Indian, and Chinese cultures. The information will consist of background information, societal issues, policies that are implemented, and the profound decisions, law making and the way a group of individuals live in general. (Petrakis, Kostis, 2013) explained how cultural differences were a notion utilized in policy creation that highlights the impact of cultural capital on population and individual behavior.
The cultural and social capital's experience stress when the individuals in charge of policy creation and how policies come into contact with financial incentives and the access to information that has an effect on widespread human conduct. The the accumulation of knowledge, behaviors, and skills is known as cultural capital, this is also a social asset that advances social mobility (Lareau, 1987). To give a better understanding, things that fit such a criteria may consist of, schooling, dress style, reason, outward impression, and verbal accent. The influence that these things exert over a culture covers mass communication, friends, establishments, and family members. Change is exhibited in many ways including societal normalities, and viewpoints that influence the actual implementation of action. The African, Indian and Chinese societies actually share some of the same qualities and are also able to be contrasted as well as it relates to cultural alterations, law making, and widespread fiscal determinations.
India happens to be an extremely diverse religious country with many cultures living there and none of these differences has deterred their unionship. The Indian culture has greatly impacted the fiscal outcome and widespread way of living because of an incline in wise choices. This is largely attributed to the training of the Indians (Tenhunen), 2012). There exists a great educational system in place within the Indian culture. Such system aids with the raising and instilling of morals and values, along with helping them develop the skill of great decision making. Also, in their culture, children are raised in a way that propels the probability of them being a accountable progressive adult. The way that they dress is multifarious and distinctive as it pertains to fashion. It exhibits the diversity of cultures within the country. These distinctive ways of living has undoubtedly been a influential force as it relates to the behavior of individuals and the widespread normalities of living. Also, more individuals are in stable jobs in India than China and Africa.
The continent of Africa is flourishing with countries being advanced, as well as so many different cultures and tribes. In Africa, the culture directly guides law making and fiscal behavior. For instance, education in Africa is progressively improving, individuals are realizing the importance of educating their familial construct in order to advance the future fiscal situation of the country. It has been asserted that the norms within the culture are able to impede the educational mutations. It requires much effort to terminate regressive societal normalities like female genitalia disfigurement. The dress code is an additional cultural capital that has a notable impact on the mutation of abilities into good beliefs that may be utilized to create more meaningful policies. Most African people have begun dressing in a more contemporary light. With the exception of those communities that still live in what is considered the wild. The quality of life in Africa is not adequate when equated to China and India, this is largely attributed to lack of gainful labor and destitution. The way that the young is raised in Africa has an immense impact on the temperament and the way that the generation behaves and make decisions once they become of age. Many traditional families in Africa determines the role of the female to be one which takes care of and raises the children. This may cause a distorted development of conduct that could also cause distasteful being.
China is the most populated country in the world. It has over 1billion people compared to 7 billion world population. Its economy is also one of the strongest in the world due to the use of modern technology in manufacturing of products. Because of that varied tribal, ethnic and racial population that is in one geographical place, there are various social and cultural aspects that influence the decision making, standards of living and general economic behavior of the country. According to Chu, G. C., & Ju, Y. (1993), various forms of cultural capital such as education and intellect among others has enabled China to make public policies that helps the country to expand its global market of goods and services and thus creating a stronger economy.
Education and the role of parenting in shaping child education is lower in china compared to India though there are many intellects in china because they stress in gaining of knowledge and technical skills even using informal means of education. The behavior of Chinese people and their innovative skills is a product of the kind of parenting and social influence by close associates that cause the culture change that has helped drive the economic performance of the country. Chinese enjoys higher standards compared to Africans and the Indians due to the use of skills and intellect to improve their infrastructures and other social amenities.
The benefits, social problems and policy issues associated with culture change
According to Liu, K. (2004), Culture change has been a benefit the three ethic societies but in varied measures depending on the degree of influence of the role of parenting, families, close associates and institutions in shaping the attitudes, believes and the behaviors of its people. The influence of culture change brings socio-economic development which in terms improves the standards of living, employment levels and the welfare of the people. Cultural capital is an ingredient in culture change that catalyses the efficiency of human capital to increase productivity by encouraging good attitude, behavior and focus in good policy and decision making.
Adopting good behavior and channeling energy to better ways of improving the standards of living is the only way of ensuring that the optimal social welfare of the people
is achieved. The social problems that will arise with culture change my include loss of morals, crime, widening of poverty gap and inequity in social welfare. This is due to unbalanced economic development among various regions in a country and the adopting of new ways of doing things.
Conclusion
In conclusion, it's good to understand that culture change is a long-lasting social process. Policy makers should therefore endeavor to improve and redefine some of the basic cultural traits in the society that will enable people to focus of good decision making. Political and economic institutions should be reformed and restructured to give space to culture change. This will be the only way to influence change and gain from cultural capital that is sometimes underestimated by most policy makers. From the analysis of the three ethnic societies it is clear that culture change is good aspect of good policy and decision making.
References
Chu, G. C., & Ju, Y. (1993). The great wall in ruins: Communication and cultural change in China. Albany: State Univ. of New York Press.
Fonlon, B. N. (2010). Challenge of culture in Africa: From restoration to integration. Mankon, Bamenda, Cameroon: Langaa RPCIG.
Lareau, A. (1987). Social class differences in family-school relationships: The importance of cultural capital. Sociology of education, 73-85.
Liu, K. (2004). Globalization and cultural trends in China. Honolulu: Univ. of Hawai'i Press.
P.E. Petrakis, P.C. Kostis (2013) Economic Growth and Cultural Change, Journal of Socio-Economics, Issue C, Vol. 47, pp. 147-157, DOI 10.1016/j.socec.2013.02.011
Tenhunen, S., & Sa?€a?€va?€la?€, M. (2012). An introduction to changing India: Culture, politics and development. London: Anthem Press.
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Children and Divorce
Divorce brings with it significant changes in the lives of children regardless of their age. They are forced to live with entirely new and challenging circumstances, and there is a need for fast adaptation to curb the aftermath effects. For children, watching parents break their marriage and leave each other can be a devastating, confusing and stressful event. There is, therefore, a need to examine the psychological, social and physical effects emanating from the divorce so that children can be helped to adjust to the situation in the best possible way.
Psychological Impact of Divorce on Children
When parents divorce, children are unable to have daily contact with one of them, likely the father. Researchers have found that this loss of contact has played a significant role in the reduction of closeness between fathers and their children (Christa, 271). Besides, I have found that single-parented children have strained relationships with their mothers. This strained relationship is because after the divorce, single mothers tend to be less supportive and their affection for the children may take a hit (Paul & Sobolewski, 917). As a result, the discipline if the children take a turn to the worst becoming barely effective nor consistent.
In the period immediately after the divorce, research has found that children become filled with nervousness, tenseness, and anxiety (Paul & Sobolewski, 917). This phenomenon is likely to be observed in young children more depended on both parents. This anxiety boils to affect the academic performance of children at school because anxiety affects their concentration at class and likely the child may lose fondness for things they once seemed to enjoy and love.
It has been discovered by research that for a good percentage of children, the most challenging part comes in the accompanying events after the divorce and separation. After the parents part ways, the minors are likely to change schools, moving homes and having to deal with parents who are under stress and adjusting to their new status. The children likely will feel lonely if they have to leave their friends and the environment they are accustomed to, for a new area (Christa, 273).
Many studies have opined that many children develop a perception that they are the cause of their parents' divorce (Christa, 272). They, therefore, begin workings and behaving in ways to catalyze mending of the relationship. This action involves considerable pressure on the children, and their under-developed mind may struggle to cope with it which may result in nightmares and negative thinking.
Unstable moods and irritability have been observed to be more prominent for young children in their interaction with people. Some have been observed to prefer withdrawal mode where they shut themselves from the world and stay away quiet and alone. This withdrawal is in their bid to try and acclimatize themselves with the situation and how they are going to cope with having to stay with a single parent (Paul & Sobolewski, 917).
Also, the aftermath of divorce leaves children with disillusion, distress, and hopelessness (Harknett, 361). These factors emanate from lack of emotional support that is comprehensive both from their parents and society. It has been observed that the situation may become even more pronounced if the children are unable to have access to the other parent and have to make do with being brought up by a single parent. The heartbreak that comes with the divorce of parents may contribute to mental health issues for children. Many researchers have for instance fingered divorce as a contributing factor to bipolar disorders in children (Christa, 273).
Social effects of Divorce
Children from divorced parents tend to form a habit of violence and become antisocial. One may observe that such children easily lose temper and may result in violence such as assault to resolve differences and conflicts with others (Patterson et al., 29). This behavior, if not curbed early, may lead to a child developing a criminal mindset more so when they encounter adolescence. Studies conducted have shown that most of the children from divorced backgrounds have different degrees of disobedience and aggression. Eventually, the child may become a social misfit in an extremity of such conditions. Research has associated divorce to many of the hardcore criminals that are observed in the society; where many of them lack proper parental care and emotional support by both parents (Christa, 276).
Another long-term effect of divorce is relationship trouble. When children see marriages failing in their early age, they develop a lack of trust in relationships and are more doubtful of love and marriage (Paul & Sobolewski, 917). They are more likely to have mistrust issues like jealousy and find it difficult in amicably resolving relationship conflicts. It is such children who, as adults, start relationships with a negative mindset expecting things to go wrong at any moment. They are never fully in a relationship.
Disgruntled children from divorced parents find solace in substance abuse where they vent their anxiety and frustration. Researchers have found that most of the teens with problems in substance abuse have divorced parents. However, it must be noted that the fact that a parent is divorced on its own does not result in children becoming substance abusers. Other contributing factors must also be available for this to happen. But, divorce nonetheless offers an enabling environment (Christa, 271).
‹Negative effects of divorce include poor education and stunted social-economic growth. Since research has associated divorce to the drastic deterioration of school and college performance in children, the career prospect of an individual may consequently take a hit. As such, the stunted educational progress may become a hindrance for individuals to find and follow their social-economic dreams, which may leave them economically vulnerable (Patterson et al., 29).
Physical Impacts of divorce
Children's physical health is adversely affected when parents divorce (Harknett, 361). Irrespective whether one remarries or not, divorce has been found to contribute to physical health problems such as increased rates of injury and asthma risks. Some types of cancer have also been seen to be more prominent in children who experience divorce. Hemminki and Chen (524) in their research concluded that the contribution of divorce occurs in cancers associated with tobacco, sex, and alcohol. Men from divorced parents have also been observed to have a higher risk of being hospitalized and a significant mortality rate.
Prevention of adverse effects of divorce on children
Both parents should regularly associate with their children
Whoever wins the child's custody should not restrict the other partner to meet their child. In as much divorce is concerned the ex-spouse a still the child's biological parent; therefore, children should have access to all the parents. By so doing the child will have a normal childhood life even though the parents live separately (Michael & Mount, 74).
Avoid long custody disputes.
Divorce will not have much impact on children if the parents settle the custody disputes in the law court in a short time. If the child is always involved in the long custody disputes, then the child finds the experience to be stressful (Michael & Mount, 74).
Upkeep the healthy routine.
Parents should always maintain the lifestyle of the child even after divorce because to the child it will see it as a normal life thus no much impact on the child.
Always be involved in the child's activities.
Parents should attend all the events that involve the child, events like birthdays, parent/teacher meetings, sports day and the like (Patterson et al., 29). This involvement will help the child understand that both parents are supporting his/her achievement by investing their time and resources.
In line with the above findings, it is therefore important that parents develop a keen interest in advancing the quality of the children's lives even after the divorce. Since it is better to divorce than live in a marriage with constant abuse, the children should be made aware of what is happening with both parents taking responsibility for actions taken. They should ensure very little damage as possible is done to the children's lives as a result of their divorce.
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Remaining Karen: a Study of Cultural Reproduction and the Maintenance of Identity Book Review
The Karen represent the largest ethnic minority in Thailand second to the Chinese. The major groups who are represented speak Sgaw and the Pwo based on dialectal differences. The Karen identity has been seemingly resistant to change primarily because of the identity that is formed surrounding their indigenous religious practices. The Palokhi Karen practices are unrelated to any Buddhist or Christian views but have adopted some techniques that remain consistent throughout the community. Anada Rajah's study of the Karen focused on the continuity of its, cultural identity in the context of a predominantly Northern Thai socio-economic environment and a slowly growing presence of the administrative apparatus of the larger polity of Thailand. (Rajah p. 1).
The problem with any ethnic minority throughout the world is the threat of modernity and globalization that exists to alter the status of a group. A majority of Karen identity relies within their religious rituals and beliefs but there is a very condensed version that has been observed. A central problem with this is the question of religious conversion and whether anything may be said about the sociological relationship between, if not an identifiable then, at least, a posited Karen religion and Karen identity. (Rajah p. 6).
Religion is often intertwined in cultural change as a piece of the conversion of ethnic identity in the context of changing intergroup relations. A concern with the issue is the relationship between religious, cultural and ethnic change. (Rajah p. 7). The importance of identity is constructed within the difference between an ethnic identity and a cultural identity of a particular group. Rajah promotes in his book the question of how the Palokhi Karen maintain their cultural and ethnic identity with the increasing exposure and forceful shift of modernization.
While religion is a primary source of identity for any ethnic group, the inclusion of economic and/or agricultural systems is just as important. For the Palokhi Karen lived in a swidden agriculture based system. They were not entirely self sufficient of the crop and grew tea to sell in order to gain cash to purchase rice. The rituals affiliated with swidden cultivation construct the foundation of the community, together with other aspects of the religion of the Palokhi Karen, which form the key elements in the construction of a social and cultural order that is unequivocally Karen. (Rajah p. 16).
Without the lifestyle of swidden agriculture, the beliefs of the indigenous Karen religion would be incomprehensible. The concept and tasks of the agricultural cultivation are synonymous in some aspects with their religious rituals. Environment plays a key role within their religious system as the main protective spirit of the domain, Thi Koe'ca or Kau Koe'ca, can be translated as Lord of the Water and Lord of the Land. The headman of the Karen community is responsible for maintaining a healthy relationship with the Lord of the Land and Lord of the Water. When it is felt that the relationship is not sustained it can lead to the dissolution of the community. (Rajah p. 40). The headman acts as the mediator between the community and the Lord of the Land and the Lord of the Water.
The Palokhi Karen exist on patrilineal principles that are connected with the fact that older male figures own land that is used for their agriculture practices. The male figures who control the agriculture hold the power within the households and, in turn, the community. The succession of the headman of the Palokhi exists within patrilineal lines as the idea of the continuity of ritual relationships. This explains that practices of ritual significance or religious importance is the association between the headman, the community and the protective spirit of the domain as interchangeable. The general characteristics of ritual performances and religious beliefs are in Palokhi rather than the succession to headmanship and participation in the Head Rite. (Rajah p. 44).
Regarding generational terms, continuity is an important aspect of the religious conceptions of the Palokhi Karen. The implication of this is that succession or continuity is conceived of as a process of affiliation, or association, through successive steps of biological reproduction rather than strict genealogical lineality. (Rajah p. 45). The Head Rite is an annual ritualistic ceremony that combines three main aspects: offerings of food and rice liquor, interdependency, and semantic parallelism through oral interpretation. (Rajah p. 46). Through the Lord of the Land and Lord of Water the Head Rite is obtained to project harmony and success for agricultural culmination that the community relies on.
Within the Head Rite and general beliefs there needs to be a cool state that will be essential for the successful cultivation of crops and the well-being of the community. To insure prosperous conditions to be prevalent, the Palokhi Karen believe that the Lord of the Water, Lord of the Land, and the land itself must be cool. The successful growth of the rice crop also depends on the production of a cool state. In correlation to this, harmonious predicaments in marriages are thought to guaranteed by cooling the bride and groom as an important part of marriage ceremonies. (Rajah p. 49).
The Palokhi Karen believe that crooked marriages invite unwanted interference from the Lord of the Water, and Lord of the Land. The assumption is that where crooked marriages exist, the natural order of things is disrupted. The Palokhi Karen explicitly stress the saying that the village becomes hot, the land becomes hot resulting in the destruction of the rice crop. (Rajah p. 78). There is a distinctive theoretical connection between marriage and the cultivation of crops. Interestingly enough the consequences fall on the community as a whole rather than the couple in question. Both words heat and cool are essential words in the Palokhi Karen religion. In similar aspects to yin and yang the concepts of heat and cool need to be balanced in an equal manner to maintain tranquility of life. (Rajah p. 85).
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Racial Profile
Racial profiling is one of the most controversial topic that is discussed, the dissimilar of social substances on blacks and whites is as of late focused on interactions between racial minorities and the criminal justice system. Disputable connections between law enforcements and black Individuals has had many fixating on racial profiling or maybe the illegitimate utilization of power, has of late gathered global attention. High experts incidents have expanded public awareness and investigation of law enforcements strategies and the unbalanced social control of black individuals (Thomas, 2017). Negative stereotypes of criminal conduct as a natural normal characteristics of any race male may have an immediate connection to profiling, to some extent by improving the probability that officers will see them and their behavior as suspicious.
It has been explored whether the impression of racial profiling by the public and private law authorize in different settings are dependent upon indicators of racial or symbolic threat, to some degree to the discretion gave to both public and private enforcement, their activities as far as reaching keeping and directing a limited search of a perfume speak to a basic point which community sentiment, especially impression of risk are likely impact social control. Racial profiling has been brought to many law association to be used as a way to profile an individual through their race, though many researchers have said this method work very well others will say to profile an individual should not be profiled by their race. In cases where racial profile are needed is expected that given such an affinity, to stop, search or investigate members for such groups differentially will help control wrongdoings. That, is if it is assume that such measures take out more crime that other measures for comparable consumptions of assets and interruption.
Two unique issues are usually conflated in the discussion of racial profiling. The first is the utilization of race as an information transporter for investigative purposes: the second is the abuse of police authority where numerous if not most exchanges of racial profiling are essentially worried about the first issues and give careful consideration to the refinements among these two issues. Research have said that racial profiling activities end to stand out mostly newsworthy when they are combined with abuse police behavior, regardless of whether inconsiderate words, demeaning demands, or physical force. Subsequently, when racial profiling is discussed abuse quite often assumes a conspicuous job.
Therefore, it is necessary to determine if racial profiling has impact and brought revolutionary activities. Since racial profiling has brought many controversial and method in law enforcements many will say that it has brought certain situation like Terrorism. The objective of this study is to at the same time look at the impact of individual and community factors on views of racial profiling, a basic are of first contact with law enforcements. Racial inclination in such front end process focuses might be especially consequential because of the total nature of handling differences (Thomas, 2017). In response, arguments have seem to succeed to whether one considers profiling an a bad method to law enforcements or takes it to be a training that somewhat establishes racial discriminations. The point remains that racial profiling without harm or frustration does not causes the dominance of the mischief and dissatisfaction as numerous individuals think it causes. The current study surveys whether indicators of racial and representative threats differentially influence racial backgrounds views of racial. Profiling in various settings and by different law enforcements bodies. Therefore, it is important that reports from racial profiling include revolutionary impact and have sufficient information by prior researchers that can conclude answers to. Revolutionary activities due to racial profiling.
Literature Review
Racial Profiling
Racial profiling is a controversial issue in the US law enforcement policy. The implementation of using race as a part of a profile when attempting to identify criminal activities has been used various ways. The perception of racial profiling has many negative stereotypes of criminal behavior since the following of the terrorist attacks on America on September 11, because of this event there has been much discussion on racial profiling. This has been a very known event that grasp on everyone's attention, especially those in the law force because racial profiling has been used as a tool to profile a criminal. Racial and ethics minority's have been found in many studies to hold more negative aspects on the views of the law enforcements, this is very common in criminal justices. However, racial profiling has be inclined to debate whether the utilization of demographic indicators such as race ought to be allowed for specific purposes or be illegal completely (Thomas, 2017) scholars working around the area of the policing have tended to treat racial profiling in a moderately clear and legalistic way.
Several studies investigated in the last decade that numerous US citizens accepts racial profiling to be a noteworthy issue afflicting US police agencies. Shaun A. Thomas, Kyle A. Burgason , Timothy Brown & Emily Berthelot (2017) published their study is it all about race? , this study is the threat and perceptions of racial profiling by law Enforcement. The study tends this limitation by drawing on hypothetical structures featured in the growing body of minority contact with the criminal justice system (Thomas, 2017) prior studies are more concern on the citizens perception of these type of profiling. Findings has shown that because of these studies it has been suggested that blacks are more likely to commit a crime, or be stopped by a law Enforcements at any type of settings, according to (Berthelot, 2009). This studies explain how racial profiling affect society and people's perception on which kind of individual are more likely to be affected on, especially on minority groups since they are being threatened. The racial threat viewpoint centers around heterogeneity and rivalry, the symbolic threat centers around impressions of gathering differences and dangers to the normative social order (Thomas, 2017).
Experienced researchers conducted a study that adds to the developing of research evaluating racial profiling by clearing up the individual level characteristics and total level social mechanisms influencing individual perception of profiling. Due, to some extent to the discretion gave both open and private law enforcements officers, their activities as far as reaching, confining and directing a limited search of a suspect to a basic point which community sentiment, especially perception of threats are probable going to impact social control (Thomas, 2017). The authors evaluated the impact of the racial profiling by analyzing 1211 respondents to an attitudinal survey of Pulaski county, participants were based on calls and were asked question about the widespread of racial profiling by municipal law enforcement personnel depending on the setting on the situation. It appeared then that racial threat are critical indicators of perceptions that profiling is far reaching in the local community. Of course, the relative size of the black population was emphatically associated with perception that profiling is widespread.
Revolutionary Activities
It is without a doubt a reality that the tragedy of September , has completely altered American reasoning and arrangement course in both domestic and international terrorism strategies (Brighton,2005). According to the article racial profiling did not only begin after September, it has been long standing practice of American law enforcement. Racial profiling as any police started activity that depends on the race, ethnicity or national root as opposed to. The conduct of an individual or information that leads the police to a specific person who has been recognized as being or having been occupied with criminal activity. Historically, it very well be seen that Arabs are not the only one with the current encounters of racialisation, or for this situation , racial stereotype in America. World War II introduced comparable to racial demeanors toward Japanese Americans, who were seen as inept of administration in the military of the United States after the bombing of Pearl Harbor (Brighton,2005).
In the winter of 1994-1995, a claim in New Jersey superior court accused state troopers with racist practices at police checkpoints on the New Jersey road. Troopers ceased drivers dependent on race, the Gloucester county public defender charged and utilized questionable solid arm strategies to evoke assent for searches(Seigel,2017). The general population question moved from whether racial profiling happened or not to whether it was justified and how to end it, the term had become an adult , and started to advance the world over. In canada, Europe and Australia where shared frontier chronicles have left social structures genuinely near those in the US, individuals utilized racial profiling readily (Seigel,2017).
Hypothesis
There are two hypothesis for the present study. First, based on the impact of racial profiling, it is hypothesized that racial profiling in general benefits any type of race community, in light of the fact that most violations submitted by race are likewise dedicated against the law enforcements, an unbalanced off such crimes is committed by different racial backgrounds, overwhelmingly male, against more other race. These perceptions lead to twofold arguments I help of profiling. Second, crime targeting racial backgrounds and presumably young African American as an example is where racial background come from revolutionary activities. A thought experiment may be helpful, would profiling by age and race be justified, to differentially stop crime ? That would suggest that profiling may be in the interest in the crime legislation for a long time. It is further predicted that racial profiling occur currently and helps law enforcement with their job. As a result racial profiling has been going on since historical times that has been very revolutionary and it will continue to do so until it is unproven to not work.
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The Analytic Lenses of Ethnography
The ethnographic compositions of researchers Philippe Bourgois and Jeff Schonberg, authors of Righteous Dopefiend, and Matthew Desmond, author of Evicted, exemplify the way that qualitative research can radically help to understand major public health concerns. While the authors believe that ethnographic research is a powerful vehicle for understanding transcultural issues, especially among vulnerable populations, their convictions about ethnographically is fundamentally different, which is reflected in the respective author's choice of methods and voice in the text. Ethnography, in a very basic sense, is the integration of investigative journalism and scientific method. In his essay Anthropology and epidemiology on drugs: the challenges of cross-methodological and theoretical dialogue, Philippe Bourgois emphasizes the importance of discourse between epidemiologists and ethnographers in order to advance public health sectors among vulnerable populations. Although the health science field is dominated by quantitative work, Bourgois suggests that integrating qualitative work and mixed-methods can offer critical insight into the social structures and individual behaviors that give rise to illness (Bourgois 2002: 260). The power of language in ethnographic writing is also extremely critical to accurately portray the experiences of the research subjects. Susan Sontag, a 20th century writer known for her essays Illness as Metaphor and Aids as Metaphor, argues that language produces meaning, guides conceptual thought, and is a central structural force. Sontag suggests that this power is often detrimental because it incites harmful stigma and stereotyping against individuals based on the cultural assumptions embedded in the language we use. One goal of ethnography writing, therefore, should be to present objective observations unprejudiced by embedded assumptions within the language. While the authors of Righteous Dopefiend and Evicted differ in their scientific methods and ethnographic narrative, they both strongly insist that the power of well-written, articulated ethnographic research is undeniably necessary to engage with texts and offer accurate, non-partisan insight of the ethnographic subject. Righteous Dopefiend focuses on injection-drug users living in homeless encampments in San Francisco.
The primary goal presented by Bourgois and Schonberg is to understand how institutional structural agents, like government and family, manifest in individuals facing drug-addiction and extreme poverty. For Bourgois and Schonberg, ethnographic research should accurately reflect the zeitgeist, sentiments, and hardships of the subject, but without glorification or aggrandization. Researching severely stigmatized demographics necessitates careful attention to methodology, especially in the extent of participant observation, without encroaching upon analytical and professional boundaries. In the case of observing the Edgewater Homeless, Bourgois and Schonberg had to assert their boundaries definitively so as not to be relied upon for money, transportation, or other services. At the same time, however, the authors express the importance of understanding the moral economy in order to gage the underlying social structures that propagate the social norms and health outcomes among individuals in the demographic. For individuals living in non-market economies, the moral economy sustains and drives communities through exchanges in the universal pursuit of survival. As presented in Righteous Dopefiend, the moral economy was driven by the cotton exchange, which created a sort of informal insurance policy against heroin withdrawal in the form of sharing. Bourgois and Schonberg suggest that their participation in the moral economy was necessary for accurate data collection and insight into the mechanics of the factors governing individual and interpersonal behavior. For the authors, engaging in the moral economy often meant offering blankets, food, or transportation, which is exemplified when Bourgois offered a ride to Tina in exchange for an informal interview.
According to Bourgois and Schonberg, the anthropological notion of cultural relativism is an important vehicle to be able to digest the extremely complex, often distressing, experiences of vulnerable populations. The authors write learning about life on the street in the United States requires the reader to keep an open mind and, at least provisionally, to suspend judgement, (Bourgois, 2009: 7) demonstrating that observing the upsetting, even shocking, experiences of marginalized populations requires a degree of cultural relativism. Bourgois and Schonberg also address the ethical dilemmas of ethnography. They discuss their initial concerns, especially among marginalized populations, that their presence might arouse local law enforcement, causing negative repercussions for their subjects and thus blight their objective of observing by the least-intrusive methods possible. Informed consent, respect, and privacy is critical, according to Bourgois and Schonberg, from a legalistic human rights perspective, and also to preserve the dignity of their subjects without reifying stigmatization and negative images. The controversial nature of illicit drug use, sex work, and violence, in combination with apparent racism and sexism makes Bourgois and Schonberg's research particularly susceptible to reification of existing social stigma. The difficulty of ethnographic research, as stated by Bourgois and Schonberg, is the contentious, often difficult, balance of being present in one's environment, while also refining an analytical understanding of the subjects. The power of participant observation is that it forces academics out of their ivory tower and compels them to violate the boundaries of class and cultural segregation, (Bourgois, 2009: 14) implying that ethnography creates an intimacy that fosters precious insight into research subjects that quantitative work simply cannot provide.
In a similar sense, Matthew Desmond, author of Evicted, argues that ethnographic research is critical to providing accurate and non-partisan insight of the ethnographic subjects, but he varies greatly in his analytical approach. Evicted focuses on poverty-stricken individuals living in low-income neighborhoods of Milwaukee, who face economic exploitation and structural violence embedded in the private housing market. Desmond conducts his ethnographic research in correspondence with quantitative research collected through surveys. In his discussion of ethnography, Desmond's main argument revolves around the decision to write in the third-person, despite acknowledging that ethnographic writing is typically dominated by first-person narratives. Ethnographic work, in a general sense, favors a first-person narrative because it offers an intimate look into the lives of the research subjects and furnishes evidence that the researcher was on site, directly interacting with the subjects, reinforcing scientific credibility. Desmond critiques first-person accounts by saying ethnographers shrink themselves in the field but enlarge themselves on the page because first-person accounts convey experience--and experience, authority, (Desmond 2016, 334) illustrating that the egocentric nature of first-person is far too focused on the researcher and his or her personal responses to their observations. According to Desmond, the reality of extreme poverty, unequal wealth-distribution, and racism in America is far too pressing an issue to veer the attention away from the subject to focus on the ethnographer's subjective experience. Stylistically, third-person narratives are harder to prove scientifically authentic because the researcher does not directly insert themselves and their work in the text. This narrative style also risks appearing sensationalist or hyperbolic, which can negatively distort the way the research subject is perceived.
However, third-person is less methodological and naturally evokes depth and meaning because the ethnographer is using prose. The purpose of Desmond's research, with the aid of the third-person narrative, is to foster an objective understanding of the extreme inequality and poverty rampantly spreading across America through the lens of his subject's unfiltered stories and experiences. Evicted also discusses the logistical and ethical dilemmas of ethnographic research. In stating that your race and gender, where and how you were raised, your temperament and disposition--can influence whom you meet, what is confided to you, what you are shown and how you interpret what you see, (Desmond 2016: 325) Desmond suggests that an ethnographer's state of mind and personal qualities deeply affect the data that is collected. Furthermore, like Bourgois and Schonberg, Desmond illustrates his experience with the moral economy of exchange through food sharing and small favors, while also reflecting the need to definitively assert boundaries by refusing to giving out large amounts of money. As Bourgois and Schonberg argued the need for cultural relativism to handle the upsetting, even shocking, observations of marginalized populations, Desmond discusses his own affliction with prolonged depression in the wake of observing the heartbreaking trauma experienced by his research subjects. While Desmond describes that he ultimately was able to conceal his distress, he still felt underlying guilt for the apparent socioeconomic disparity between himself and his subjects. Desmond describes this experience when he writes: the more difficult ethical dilemma is not how to respond when asked to help but how to respond when you are given too much (Desmond 2016: 336).
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Philosophy of Education, Worldview, and Educational Leadership
Abstract
My philosophy of education is centered on my Christian worldview. As an administrator and educator, I understand that modeling ethical values for students is an important part of how I help students to learn. The purposes of education are to prepare effective citizens, and when these purposes are combined with a Christian worldview, students can learn how to assist one another not only for the good of society, but for their own spiritual development as well. Students also learn by doing, and when students can roleplay how to solve ethical dilemmas, then they are more prepared to positively influence society. As an administrator, I realize that effective communication enhances the collaborative learning community of school stakeholders. I assure that teachers address diversity in each classroom, and foster supportive environments for each student's background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic status.
Key words: leadership, ethical, worldview, administrator, Christian
Philosophy of Education, Worldview, and Educational Leadership
My philosophy of education is centered on outcomes for the student not only in school, but in his or her post-secondary journey and achievements as well. These outcomes are focused on education in academic, social, and spiritual domains (Buehrer, 2014; De Muynck, Hegeman, & Vos 2011). Students are naturally motivated to increase their understanding of the world and learn. Some students have the motivation to learn more strongly than others, but this aspiration can be tutored, developed, and refined in an effective manner. Knowing students have a natural inclination to learn, my philosophy of education is centered on supporting positive student outcomes, which can center on important Christian beliefs (Moreland, 2007; Van Brummelen, 2009). When we impart through education and for effective student outcomes the nature of morality, structure of society, and existence of God, we truly educate students.
Philosophy of Schools & Learning
My philosophy for schools and student learning includes an ethical worldview. My personal philosophy of education is concerned with a Christian worldview (Buehrer, 2014; Van Brummelen, 2009). Philosophers such as Plato and Aristotle taught about the social order and what it means to be a good citizen. I know that for students, I need to collaborate with school stakeholders to provide a total and comprehensive way to understand knowledge, ethics, humanity, and meaning. Character and moral education can allow students to discover for themselves what they think about the world around them and what the purpose of their learning is supposed to be (De Muynck, et al., 2011; Gutek, 2011). By equipping students with the understanding that they can participate in moral decision making, students can discover for themselves how to best be good citizens. Although there are numerous ways of presenting an ethical worldview in academic courses, one way is to relate learning to an overall understanding of the universe and order. As learners, we can investigate the philosophical foundations of specific disciplines, recognizing that our worldview shapes our thinking about each area. Students can then reason, construct, and question through insights to understand the nature of reality and knowledge.
The why of education, then, should impart long-range goals for students not only in this lifetime, but their outcomes beyond schooling as well. We need to be fair to students and let them also choose what they believe (Van Brummelen, 2009). We need to give students a chance at think about not only outcomes in this lifetime, but the life hereafter, however we do not need to compel them to do so. If students choose to be Christian, Muslim, or even atheist, they need to define for themselves their beliefs in the cognitive domain (Buehrer, 2014). Students can then be equipped to decide what beliefs they embrace and what they accept as true. Teaching religion is not the calling of public schools, but we need to teach students how to think and choose for themselves what they believe with effective instructional practice. Acts 28:31(King James Version). We can teach students how to effectively think by modeling these thinking skills to students.
Instructional Practice
My Christian philosophy of education relates to my instructional practice in that I try to be an effective role model for students. In the classroom and when I model for students, then, they have an idea of how they can choose to react in certain situations (De Muynck, et al., 2011; Gutek, 2011). I can show students how I respond to various circumstances in life. For example, if I have a flat tire, drop my lunch tray, or model for a student how to make better grades, I think about the Bible. We are supposed to be humble and have patience, and I model these characteristics to my students. Luke 8:15 (King James Version). Modeling appropriate behaviors for students on what to do regarding last minute decisions or how to handle tough situations is very important.
By being an effective role model, I can model positive expressions of faith to others. I can represent how to be Christian by treating others the way that I would like to be treated. Matthew 7:12 (King James Version). Also, for discipleship, I can model values that allow students to know that they can make the right choices and decisions and speak up for themselves (Van Brummelen, 2009). As an adult with values that promote good citizenship, I can have a modeling and peer-related ministry that helps students know what the right actions are to take in different situations (De Muynck, et al., 2011; Gutek, 2011). For example, if a student falls in the floor, I should try to help that student up instead of laugh or make fun of that student. Pedagogical practices, then, include role play for students in different situations, such as helping another student who is struggling. So, teacher and learner relationships need to be centered on positive role models, and the school leader needs to be an effective communicator to enhance these relationships.
Teacher-Learner Relationships
My overall Christian philosophy of education impacts students and collaborative colleagues in the following manner. As an administrator, I do my best to communicate in appropriate, productive, meaningful, helpful, and healing ways with teachers, students, parents, and colleagues (Buehrer, 2014; Van Brummelen, 2009). I also communicate via phone, email, in person, and with various media, whether it is with others, individually, or in small or large groups. As an administrator, I need to model Christianity and communicate with people of all ages, socioeconomic and educational levels, and backgrounds. I do the best that I can to listen attentively and empathetically to the concerns and problems of people, and this is just part of what I do. I also write newsletters, collaborate on a team regarding different school and district-related issues, summarize school improvement plans, tell stories, and talk with parents about student successes.
I am also a collaborative instructional leader who works with my staff regarding research-based curriculums, instruction, and learning strategies (Buehrer, 2014; Van Brummelen, 2009). I strive to motivate values of good character and citizenship for teachers to foster intellectual growth and development for their students. Also, I do my best to focus on the big picture, which is positive and lifetime good outcomes for my students. I am sensitive to the worldview of school stakeholders and strive to effectively communicate how to best achieve the most positive outcomes for my students. It is also important to consider diversity in a worldview approach to education.
Diversity
It is important that teachers consider all types of diversity issues in the classroom. A student's background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic status are just some of the points of diversity that must be addressed by the teacher in the classroom (Buehrer, 2014; Van Brummelen, 2009). Each student may come from a different religious background. Depending on the missions and goals of the school, the teacher needs to be sensitive to each student's background (Gutek, 2011). Inviting parents to visit the school and share their culture is an effective way to promote successful student engagement.
Instruction needs to relate to students' background knowledge (Knight, 2006). For example, if a student is from Guatemala, the teacher could invite the parent to participate in a class discussion related to what is being taught. For example, if it is a writing lesson, the parent could share a story from his or her country, and students could retell the story in an essay. Additionally, communication with parents and school stakeholders is very important for teachers and school administrators. When aspects of students' culture are incorporated into each lesson, then student diversity can positively impact instruction.
Conclusion
My Christian worldview is that as a school administrator, I realize that for students to have effective results in their educational experience, it is important that I model ethical and Christian values to them (Buehrer, 2014; Van Brummelen, 2009). Education is the vehicle to teach students to be effective citizens who treat one another ethically. When students can understand how to make decisions by constructing positive answers to different ethical dilemmas, then students will become effective citizens. By being an effective role model, I can show students how to be successful in school and beyond. As a role model and administrator, I strive to listen, empathize, and communicate effectively with individual students, parents, teachers, administrators, and community members. As a school leader, I assure that diversity is addressed in each classroom regarding each student's background, ethnic group, race, language of origin, gender, ability and disability levels, and socioeconomic status.
References
Buehrer, E. (2014). Faith, freedom, and public schools (Eight online instructional modules). Lake Forest, CA: Gateways to Better Education.
De Muynck, B., Hegeman, J., & Vos, P. (Eds.). (2011). Bridging the gap: Connecting Christian faith and professional practice in a pluralistic society. Proceedings of the European Conference of the European Chapter of the International Association for the Promotion of Christian Higher Education. Sioux City, IA: Dordt College Press.
Gutek, G. L. (2011). Historical and philosophical foundations of education: A biographical introduction (5th ed.). Upper Saddle River, NJ: Pearson.
Knight, G. (2006). Philosophy & education: An introduction in Christian perspective. (4th ed.). Berrien Springs, MI: Andrews University Press.
Moreland, J. P. (2007). Kingdom triangle: Recover the Christian mind, renovate the soul, restore the Spirit's power. Grand Rapids, MI: Zondervan.
Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to teaching and learning (3rd ed.). Colorado Springs, CO: Purposeful Design Publications.
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Teaching Experience
Teaching is an honorable profession, which in my opinion, is highly underrated and underappreciated. Through teaching, one can offer so much to others, which is a step toward the betterment of society. My reason for pursuing a degree in the field of Education stems from my desire to make a positive impact on the lives of as many children as I can. Teaching is more than a 40-hour per week job and more of a lifestyle. It is important that teachers understand the importance of their role in children's lives as, well as in the lives of the families of these children. Teachers are responsible for facilitating children's social, emotional, physical, intellectual and cultural learning and development. Providing children with quality care and education ensures that they are equipped with the tools necessary for a successful future.
Every experience in a children's lives becomes a part of who they become in the future. Early childhood education is essential as it establishes a solid foundation for learning and development in children through exploration, work and play. The physical, social and emotional development of children affects who they become as adults. Therefore, it is essential that care is taken in children's learning and development from a young age to ensure they become valuable assets of society.The quality of the learning environment plays a pivotal role in teaching and learning. The ideal learning environment is visually and mentally stimulating. More importantly, it is physically and emotionally safe for children to explore, learn and grow. It is comfortable and warm and provides children with different opportunities, catering to different needs and senses. Children benefit immensely from engaging in uninhibited activities, consisting of not only work but also play. This is essential for their physical, emotional, social and cognitive development. I am committed to providing children with a cordial environment where they can experience genuine, unbiased love and care and freedom to be themselves.
I honor the unique individuality of every child; therefore, I am looking to learn of more holistic approaches to teaching and learning. Consequently, my planning will be thorough and cater to each child's cultural, intellectual, emotional, social and physical needs. To ensure they reach their full potential, I believe children must be encouraged and challenged to discover things for themselves. Keeping children actively engaged in their learning provides a sense of personal responsibility and independence. I will provide them with the opportunity to make their own decisions and learn from them, taking into consideration their safety and that of others.
As an educator, it is my role to guide students and be a positive role model for them. My strongest characteristic as an early childhood educator is my passion for teaching and learning and especially, for children. I am continually looking for new ways to improve my teaching skills and incorporate instructional approaches to developing better connections with children. I understand that being a teacher is a lifelong process of growing and learning and it goes way beyond the actual classroom. Children should be allowed to explore and learn without restriction or judgement. I am confident in all children's ability to learn and be successful and I support their progress throughout their learning journey by continual observation, planning, documentation, evaluation, and reflection.
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Ethnography Review: a Song of Longing an Ethiopian Journey
In the memoir A Song of Longing: An Ethiopian Journey by Kay Kaufman Shelemay, Shelemay describes her experiences of traveling to Ethiopia. As an American graduate student in 1973, she studied ethnomusicology and became interested in the music of the Falashas, a Jewish community located in Ethiopia with Israeli culture. To truly study the music, she decided to travel to Ethiopia and learn first hand about the culture. While she was there, she learned about the relationship between the Ethiopian Christians and Jews only to realize that the two cultures have a lot of similarities.
While in Ethiopia, she spent time in the highlands working on her dissertation and learned the gender roles of the society. The women were mainly in charge of staying in the kitchen and keeping up with the household chores, so from the beginning of her stay, she started interacting with the men in order to have access to most parts of the religious experiences, for if she were to socialize with the women more, they would look down on her for her interactions with the men. After some time, she went into Addis Ababa, the capital of Ethiopia, where she met with a well-known Jewish businessman, Jack Shelemay, with the intention of learning about Jewish culture in Ethiopia. They developed a romantic relationship, which put her project on hold for a little. During her stay, the Ethiopian Revolution of 1974 began, which made it unsafe for her to return to the highlands to continue her project. She reoriented her dissertation to include the Christian culture as well as the Jewish traditions.
When Shelemay first arrived in the highlands, she was warned that there could be trouble, which refers to local spirits that could harm someone. In order to protect the community against these spirits, the village would have zar rituals. She was told that since she wasn't from the village, and she was a woman, she could easily be a target. Although she was never invited to attend these rituals, she could always here the loud drumming that occurred (31). The highlands were mostly fields, so in order to keep the birds and the prey away from the crops, often the washint, a four-holed bamboo flute was played (30). Music was often used during religious ceremonies as well. Before the ceremony began, a priest would ring a repetitive rhythm on a flat, circular metal gong as a way to announce that the service was about to begin, and everyone should attend (39). The service continues with two-sided singing, where the second group would repeat the verse the first group sang. The instruments associated with this were often the drum and the gong in a steady rhythm. The society mainly uses music in rituals and religious services, while primarily using drums and gongs in these events.
The author did not necessarily discuss the music of the culture most of the time, but rather she talked about her journey and reflections as she did her research and the daily life during her stay. Since she was writing her dissertation about the music of the culture at the same time, the majority of the musical aspects are possibly in her project, rather than her experience itself. Shelemay ended up marrying a successful Jewish businessman from Ethiopia, so her thoughts could have been easily swayed to show everything in a better light. As she continued to live in Ethiopia during the first part of the war, she still depicted Ethiopia in a positive manner, with only criticizing the rebel troops.
I do not think I understand the society better after reading about the music in A Song of Longing: An Ethiopian Journey because I don't feel like Shelemay talked about the music enough, but rather she focused on her personal life within the village, and after she got married. I do believe I learned a lot about the culture itself and the history of the Ethiopian Jews and Christians from readying this memoir.
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The Development of a Personal Philosophy of Education
I started with the Foundations of Education class with no working knowledge the education system nor any teaching philosophies. I did not realize that it's not just about classroom management or teaching to a curriculum. The course has given me new tools and vocabulary. In reflection, Foundations of Education has helped me develop a philosophy of education, realize that there is more than one way of teaching, and open my eyes to the issues facing students today.
To be educated thoroughly, no matter the circumstances. This is the first thought that comes to mind when I think about my philosophy of education. As of now, my philosophy is fuzzy, but I do believe that, as the text used for this class suggests, my philosophy will evolve and develop as I gain more experience in the classroom. (Kauchak, 2017) My philosophy is this: I believe that education should be practical, that it should be enjoyable, and that it should be a lifelong pursuit that helps the student become the best person they can be. As I plan on becoming a paraprofessional, I realize that I need to communicate and collaborate with the teacher I will be working with to have our day run smoothly. (Fitzell, 2017) This means being open to and supporting the head teacher's philosophy of education and teaching style while still maintaining my own.
It is my belief that to be well-rounded in your education you need to be open to experiences, that you need ""Just Do It"" as the slogan goes. It would be naive of me to believe that all my students will have such prospects, so it is my challenge to provide opportunities for students to learn in a way that is relevant to their lives. (Kauchak, 2017) In other words, I'll most likely be using the progressivist philosophy with a hands-on approach to instruction. I've found that my most memorable lessons have always been tied to my interests. For example, in elementary school, I learned how to do citations and look up multiple resources. This was done by making an A to Z booklet with each page featuring a topic of my choice. Although I sometimes struggled to figure out a topic to fit a letter of the alphabet, the project was engaging since I could choose what I researched, and I learned how to properly cite resources through repetition. This project also helped me form a base for information literacy (Baron, n.d.), which has helped me immensely in our media-laden world. But it's not just the nitty-gritty of sifting through information that I feel needs to be focused on. Students need to be able to translate what they learn in school into life skills, both social and practical in nature. (Watson, 2018) Most of my ideas in this area are math based since the subject was excruciating for me to grasp as a child. As an adult, I use math concepts daily. Shopping, sewing, and cooking are just to name a few. I feel that if the concepts had been applied to everyday uses, then I would have learned them more quickly, and probably would have enjoyed my math class much more. I now know that I can be the driving force behind my students' enjoyment of learning and that I do not need to feel limited to one mode or thought of teaching.
It came as a surprise to me that there were so many ways of teaching. In fact, when I read about the Axiology branch of philosophy, I did not give it much thought. Why would I need to teach ethics and values? I never thought that ethics could be something that I would consider including in my instruction in a classroom. Recently, I learned that moral development starts early and is influenced by the adults and peers in a child's life. (Berk, 2013) This knowledge in conjunction with our nation's current obsession with high-stakes testing leading to shallow learning and arbitrary tests (Kauchak, 2017) has led me to believe that we need to go back to learning character skills. Even if it is as subtle as imbuing lessons of character, morality, and ethics with the standard curriculum, (Barnwell, 2016) or directly teaching empathy through reading, (Rymanowicz, 2018) I want my students to be able to feel their moral compass.
I recognize now though that there is so much working against our students today, not just in the way of morals. Before I only thought of what affected me as a student, and I realize now that this can be a sort of trap and being aware of that is the first step. Whether it's funding, chronic absenteeism, academic pressure (Litvinov, 2018) or new drug paraphilia such as ""Juuls"", (Ducharme, 2018) I am now more alert to keeping myself informed of what may be hindering our students. I realize that I also need to work on not being so quick to judge these issues if I am to become a more effective instructor. I feel that an effective teacher is a caring one, and by educating myself on what faces my students I can develop a positive relationship with them. (Suttie, 2016)
Learning is for life. It makes living enjoyable, it helps us with the mundane things, and it makes us better people. This is what I hope to instill in my students: to be the best person and live their best life through knowledge. Foundations of Education has bolstered my understanding of the many modes and philosophies of education as well as the issues facing our students. The course has made me feel more prepared for my instructive pursuits. In the end, my life-long academic journey continues, and I look forward to using the knowledge from this course to help enrich the lives of my students.
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Heartland Early Childhood Center
We at Heartland Early Childhood Center desire to inspire children to seek out knowledge, encourage innovation, stimulate creativity, celebrate success, learn from failure, build and value relationships, and promote community participation. We respect and cherish each child, valuing their short precious time in early childhood. We have an open mind and are eager to learn as much from them as they do from us. It is our responsibility to first and foremost provide a safe and nurturing environment that is organized, clean, flexible and stimulating. We believe our role as early childhood educators is to prepare the environment for each child to explore in his or her own way. We follow the theorist Jean Piaget and his belief that children are active participants in their own learning and that they learn by doing. Children learn through play. We provide materials that interest the children and motivate them to explore.
Child-led activities are prominent. As they play they are learning to solve problems, develop social interactions skills, and develop ideas about the world. We provide predictability through scheduling, expectations, age appropriate resources, and a commitment to the school family that promotes independence and responsibility in each child. We are available to encourage and scaffold each child's discoveries. We are knowledgeable and conscious of how children develop and use that information to provide authentic developmentally appropriate activities. Our lessons meet the needs of each individual student, challenge them and give them opportunities to share their thoughts and ideas. By using a variety of teaching techniques such as hands-on experiences, cooperative learning, real-life applications, teacher-led and student led activities we can reach students of all abilities and intelligences.
We believe that building a classroom community that children can be involved in and take pride in will encourage them to work together. We use everyday events as opportunities to teach life skills. We believe that the world of education is constantly evolving, and it is our duty to be knowledgeable with current research in the field of early childhood education We further our abilities daily and improve teaching to ensure that each student is able to grasp the concepts taught. We observe and record each child's progress to identify their developmental level, areas of growth as well as areas to improve. We at Heartland Early Childhood Center believe that parents are a child's first teacher and are a vital piece to each child's education. We believe that respectful, caring, bonds with each family are imperative for a child to be successful in the classroom and society.
We work with each child's family, to welcome them into the classroom, and to encourage them to be involved in classroom and school activities. We wish to keep open lines of communication that parents can utilize to converse about their questions, concerns, or celebrations regarding their child. We believe that each child is special and unique, and every classroom brings a unique community of learners. We are excited to learn from them as they learn from us. We desire to give them the tools that they need to be successful in life, to believe in themselves, to love themselves, and to love learning.
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Educational Philosophy
The previous 4 years I have taught as an ESL Tutor and have worked with a wide array of teachers, with various teaching styles. I have seen characteristics of good teachers and those that are not so good. I have observed them carefully and taken notes on what seems to work in the classroom and what clearly does not work. I have seen classrooms that are organized, neat, and colorful, with students' work hanging around the room and I have been in classrooms where the walls are white, boring and nothing to look at. I have had a lot of time to think about the teacher I want to become, what I want my classroom to look like and what kind of environment I want my classroom to be.
Teaching is full of responsibilities, challenges and frustrations, but on the other hand it can be so exciting and rewarding! I believe one of the most important characteristics of an effective teacher is getting to know the students on a personal level, learning what their likes and dislikes are and to be able to teach them lessons inside the classroom as well as out in the real world. I want to be that teacher that makes a difference in my students' lives and the one they remember for years to come. I have already seen a difference in my students just by simply telling them that I am here for them and that I care about them. I want them to be able to trust in me and be able to talk to me if someone or something is bothering them. Creating a safe learning environment within my classroom is very important as well. Students need to feel that when they enter OUR classroom that they are going to be safe both physically and emotionally. I have students that are coming from very rough backgrounds, I want them all to be treated equally and be loved not just by me, but also by their classmates.
I am very organized and like to keep the classroom organized as well. I am trying to teach my students organizational skills that they can take with them year after year. By having each of their composition books color-coded, it eases confusion of which journal they should be working in at a particular time. I have arranged the students' desks into clusters of four and five, with students from each reading group so my higher students can assist my lower students during independent work centers. I feel that the students can learn a lot from each other and this also helps minimize some behavior issues. Keeping an organized classroom with classroom procedures helps my students know what, how, when and where to do something. The students have routines in the classroom that make daily schedules flow more smoothly for both them and me.
Lastly, I believe in teaching content that is meaningful to the students. I want the students to be able to make real-life connections with the subject matter so they understand it better. This can sometimes be a challenge, but when students can link the topics to real-life experiences, it has a better impact on them. Allowing them to turn and talk about those experiences is important too so they develop interactions with other students to formulate ideas and verbalize them with other peers.
As an educator, I believe my teaching styles might change over the years as society and curriculums change, but I want my philosophy of teaching to remain the same. I want to remain the teacher that provides a fun, but safe, environment for each student to grow and prosper.
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My Interaction with Muslims
The contemporary world is composed of individuals from different cultures. Each culture is characterized by its unique set of beliefs, behaviors, language, diets, association, dressing, language, occupation, geographical location, among others. Though different cultures have different ways of doing things, the beliefs and norms of one culture should not affect those of another, as this may not only stimulate the violation of human rights, but also contribute to the discrimination and tribal conflicts. In the present times, the world has become highly globalized especially due to the numerous technological developments that have occurred, and this means that association of interaction of individuals from different cultures cannot be avoided. Apparently, for effective association, most governments, both the developing and the developing ones are advocating and educating individuals concerning the importance of individuals respecting and appreciating other people`s cultures. When one interacts with individuals who comes from different cultures, he or she does not only manage to respect and appreciate those cultures, but also gain deeper insights concerning various tenets belonging to those cultures. In the 30 days series, episode three entails the perception and experience of Dave Stacy who, for 30 days lived as a Muslim. Personally, I have also interacted with Muslims for a whole day and I have learnt a lot concerning this religion. In this paper, I will describe my experience with the Muslims, relate this experience with this episode, and link it to what I have learnt about intercultural communication. I have been born in a Christian family and this means that I hold Christian beliefs, norms, and practices. In addition, most of my friends in school and in the neighborhood are Christians as well.
Apparently, when I joined college, I happened to meet Muhammed Abdi, whose origin is Saudi Arabia. We found our self in the same group discussion and through class-oriented interactions we slowly became friends. Our friendship has grown stronger and Abdi has been requesting me to visit their home a couple of times but I have never managed to do so until yesterday. I reached at their house some minutes to noon, and when I knocked the door, Abdi showed in and requested me to put off my shoes and leave them at the door. His parents and three other siblings (two brothers and one sister) were present. Abdi, his father, and his two younger brothers had worn a white lobe while his mother and his sister had worn a black lobe and their head was covered with a veil. Soon after arriving, Abdi asked me to join the other family members at the dinning room. In this room, there was a dinning table with a number of chairs all round on one side, and a carpet on the other side. When lunch was brought, each the family member knelt on the carpet and pray facing in the sky and raising both hands. After praying they used to bend forward in such a way that the head touches the ground. Since I am not used to the custom, I didn't kneel to pray like they were doing, but I prayed the way I am used to (praying for the lunch). After taking lunch, I was inquisitive concerning the Muslim practices and it is at this point I asked Abdi to explain for me some of those practices, starting with the lunch time payers which I have just participated. He explained to me five types of prayers that they conduct in a day, the time that each prayer is made, and what each means. This orientation and my observation made me to start participating in prayers just like the way Abdi and the other family members were doing. I participated in Muslim prayers before I started my journey home. My experience with the Islamic culture At first, I was reluctant to visit Abdi`s homestead just because he is a Muslim and I am a Christian. I have never been in an environment where all individuals around me are Muslims. Though Abdi had I had gone to the extent of being close friends, I still held a negative perception about his religion, especially due to the fact that I have grown knowing that Muslims are dangerous and should be avoided as a plague. I have heard numerous cases where Muslims are involved in bombing and terrorist attacks in various parts of the world, including the September 11 terrorist attack that claimed the lives of numerous innocent Americans (Katherine 56). Precisely, in the United States, most Christians hold the perception that all Muslims are loyal to their religion and country to the extent that they are always willing to die for the same of their religion and country.
Actually, most Americans believe that in the Koran, there is a teaching that stipulates that when a Muslim volunteer to die in the line of protecting the Muslim religion, he or she is treated as a martyr and directly goes to heaven. According to most Christians in the U.S., this believe is the one that motivates most Muslims to accept to carry explosives on his or her body and detonates it at the midst of Christians, who are perceived to be the major enemy to the Muslim religion. My initial perception concerning Muslims perfectly relates to that of Dave Stacy, who also perceived Muslims as terrorists. When Dave was asked by Morgan Spurlock concerning his perception about Muslims, he stated that he only pictures a woman with a sheet and men with an AK-47 (Morgan n.p). Additionally, Morgan also noticed that majority of Americans also has a negative perception towards Muslim. For example, when he asked people what they associate with the word 'Muslim' majority responded that they associate Muslim with terrorists. However, after observing and interacting with Abdi and the other members of his family, I learnt that Majority of Muslims are God fearing, prayerful, peaceful, law abiding, and most importantly, individuals who respect other religions including Christianity. To be precise, Muslims read Koran and pray more times in a day compared to the manner in which Christians read the Bible and pray in a day. Actually, through the one-day interaction and observation of the Muslim culture, I noted that Muslims pray five times in a day, and each prayer has its meaning. Abdi informed me that the five prayers are Fajr (which is performed before sunrise its aim is to thank God for the new day); Dhuhr (which is performed after one has started the day`s work and its purpose is to remember God and to seek his guidance; 'Asr (performed in the later afternoon and its purpose is to remember God); Maghrib (performed after the sun goes down and its purpose is to remember and thank God for the day); and 'Isha (which is performed before retiring to bed and its purpose is to seek God`s guidance, presence, mercy, and forgiveness (John n.p).
Among these prayers, the one that I found challenging is the Fajr, especially due to the fact that it is performed exactly at 5:00 AM, and Muslims are awakened to pray by a loud bell that is always rang in the mosque. The most interesting thing is that one can woke up, pray, and then go back to bed if he or she does not have a tight schedule in that day. Since I spent the night in that house, I personally didn`t woke up but I clearly heard Abdi and the other family members praying. Initially, I used to see Muslim believers kneeling and praying but I never knew there are stipulated number of times that they are ought to pray in a day. This also corresponds to the episode three of the 30 Day series, especially where Shamael informs Dave that Islam is made up of five pillars which are not limited to charity, faith in one God, pilgrimage to Mecca, fasting and prayer five times a day (Morgan n.p). In addition, Imam Al Husain (the prayer leader in the local mosque that Dave attended) informed Dave that Christianity, Muslim and Judaism all worship one and the same God since all of them are major divisions of religion that came from the same family tree. The difference arises on the mode of worshipping God. Moreover, I also learnt that it is unfair to generalize all Muslims as terrorists since majority of them are good and peace-loving individuals, and those who are terrorists are a threat not only to Christians, but also to most Muslims as well. I learnt this from the sentiments of Abdi`s father, who claimed that most Americans associate Muslims with terrorism because of the guilt by association. Just because most terrorist attacks are propagated by Muslims does not mean that all Muslims are terrorists. According to Abdi`s father, most Americans forget that Muslim terrorists also terrorizes their fellow Muslims in Saudi Arabia other Arabic nations. This statement concurs with Ameena`s contribution (one of Shamael`s friends) that terrorists are bad characters, rather than bad Muslims (Morgan n.p). They are equivalent to a criminal (of a Christian background) who rapes, kills, abuses, and terrorize an integrated or diverse community. I strongly believe that the issue of associating Muslims with terrorism was enhanced by both the 9/11 attack and the behavior of leaders politicizing the issue (Katherine 56). For example, one of the campaign agenda of President Donald Trump was to deport all Muslims to their countries of origin since he maintained that the latter are terrorists, and they are the major factor for the increase of terrorism attacks in the U.S (The New York Times n.p). Though it is the mandate of every government to provide security to its citizens, it is unfair to discriminate, lay false accusations, and generalize all Muslims as terrorists. Consecutively, through the 24-hour interaction with the Muslim culture, I have contemplated that Muslim women puts on hajib or veil as a way of adhering and appreciating the Islamic traditions. Initially, I used to believe that Muslim women are forced to put on hajib by their patriarchal society and male chauvinism. This is why even the educated and civilized Muslim women living in the United States continue putting on hajib even when they are numerous miles away from their ancestral origins. This also concurs with the explanation that Sadia (Shamael`s wife) gave to Dave (Morgan n.p).
Subsequently, I learnt that there are some diets and drinks that Muslims do not take. For example, through our discussions about the Muslim religion, Abdi`s father revealed that Muslims do not take alcohol, pork, and any other meat that has not been blessed during the preparation. For example, if the family intends to take beef, the lamb has to be blessed during the slaughtering processes in order for the meat to be beneficial to their body. This relates to what one of the friends at the Shamael`s house demonstrated to Dave concerning how to bless meat during the slaughtering process. Precisely, the friend informed Dave that the anything that a Muslim intends to slaughter for food must face east, since east is the direction to the holy land of Muslims (Morgan n.p). They don't take pork due to the fact that pork was cursed by God, and this is in reference to one instance in the Koran where the latter healed a man who had been possessed with demons and authorized them to go to the pigs. In addition, Abdi`s father informed me that he cannot take beer since it is likely to lure him to commit sins. Linking the experience with the intercultural communication The ultimate way of intercultural communication is gaining knowledge about the practices and beliefs of the other culture, applying the gained knowledge, and understanding the difference between cultures (Ingrid 28-37). Soon after being welcomed by Abdi, I started learning or gaining knowledge concerning the beliefs, traditions and norms of Muslims through both observation and interaction with Abdi, His parents and his siblings. I learnt various types of prayers, their meaning, and the time that they are performed. I also learnt some teachings of the Koran, the traditional Islamic diets, the meaning of their dressing codes, ways of blessing the meat especially during the slaughtering process, among others. Similarly, Abdi, his parents and younger siblings also gained some knowledge about Christianity from me especially concerning the beliefs, ways of praying, and various norms concerning Christianity. After gaining knowledge concerning the beliefs, norms and traditions of Muslims, I slowing started applying or adapting to the learnt knowledge by participating in some of the Muslim practices. For example, soon after being welcomed, I never knew how to pray in Muslim and this is why I just observed them praying. Precisely, I could not have managed to join the family in praying since I never knew how to go about it. However, after being oriented and after observing how they used to do while praying I managed to join them during their 'Asr payers few minutes before I left to our home. I knelt down like them, looked up in the sky, raised both arms and started praying. Lastly, I managed to clearly understand the difference between the Islamic culture and Christianity in terms of the beliefs, norms, and traditions of each. For example, I learnt that pork is an acceptable meal to Christians but it is not taken by Muslims.
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Excellent Education
Abstract
Excellent education is the eye opener to different opportunities in our societies; also it assists us to be able to understand everything around us. Philosophy is regarded as the passion an individual has to reflect as well as uncover the underlying of a particular activity. Philosophy is essential for any teacher because it pushes them to continue searching for the truths as well as not to get satisfied with the answers they have. Philosophy is categorized into three branches; the metaphysics, the epistemology as well as the axiology. Metaphysics is responsible for dealing with nature's ultimate reality question, while epistemology is a branch which is responsible for dealing with questions which are related to nature of understanding as well as how we know different things. Lastly, the axiology is a branch which is responsible for dealing the questions regarding the nature of values. In this paper, I will focus on how the philosophy has assisted me to be able to better understand why education is essential and how it positively impacts my life.
Education plays a significant role in our lives because it assists us to be able to expand our knowledge, assimilate facts, as well as attain capabilities. Several factors come into play to enable a student to be able to effectively study for an exam. The factors include, motivation, intrigue, practicality, interest, individual value as well as the connection which are the core elements of education. Attaining knowledge may sound logic as well as the ability of an individual to reason, in which case it is preferable to the teacher or not, it impacts the student's wellbeing. In most situations a teacher may opt to enroll in a particular field of education due to his or her love for the subject, but to be able to effectively teach one has to understand, satisfy as well as embrace the affective needs of the student to be able to succeed in their careers. The elements of essentialism, perennialism, idealism as well as pragmatism have contributed to my development of the educational philosophy. My take for education philosophy is that excellent education is the eye opener to different opportunities in our societies; also it assists us to be able to evaluate particular issues which are related to our lifestyle, culture, as well as conduct.
Philosophy of School and Learning
For excellent education to be experienced the educator is required to develop a curriculum which will be able to guide him or her to attain his or her goals which are providing knowledge to their students. School environments are essential to contributing to the student's education because they provide the student with a place to be able to interact with different kinds of people which enables him ,or her to develop his or her social ability (Schunk, 2015). Basically, my educational philosophy is related to behaviorism. I strongly believe that every student learns from his or her surrounding as well as their individual behavior is often based on the environment which they grow in. Also, student's behavior motivated by the surrounding reinforcement around them. For example, if a student is provided with positive reinforcement his or her behavior will be positive. But, if a student is provided with negative reinforcement his or her behavior will be negatively impacted hence causing him to behave in a hasty way. As an educator, I will focus on creating an environment which reflects positive reinforcement to the students, to be able to positively impact their conduct. I believe that schools and other related learning institutions should foster a positive learning environment for the students to enable them to be able to imitate positive behavior both in their learning experience and in the social experience. Positive behavior also positively impacts the society to grow both politically and economically.
Instructional Practice
Education institutes foster learning motivation in their students by providing them with exams which determines what they have learned for an entire semester. The educators set the target score that the students need to attain for them to pass. All these methods are developed to create a competitive learning environment which will allow the student to learn. Also, other motivation techniques are rewarding the students for scoring excellently on the tests (Koschmann, 2011). Through, providing rewards as well as tests that the students can understand the importance of education and this pushes him to want to learn more to attain a better understanding of the people and objects around him or her.
Teacher-Learner Relationships
For effective learning to take place there should be a core factor that pushes a teacher to want to teach as well as the student, or the learner to want to attain knowledge. A student is an individual to who seeks to attain particular knowledge regarding a particular field to assist him, or her to better understand the field (Lamb, 2008). The teacher is the party is responsible for providing the knowledge in a systematic way for the student to understand and is able to implement the knowledge in his or her life. Both of these parties need to have a relationship which supports their individual goals. As a teacher, I will foster the relationship with my students through providing them with room to speak on what they feel, this will allow the students and myself to be able to understand and relate to each other in a good way.
Diversity
Diversity is a crucial aspect of education because it provides the teachers as well as the student with different ways of approaching different learning issues. There are several issues related to diversity which a teacher should focus upon to ensure that they are providing all of their students with effective learning. They also should include cultural background, believes, ethnicity, race among other related factors. A teacher needs to focus on these factors to ensure he or she does not violate any of these aspects and this leads to the development of a diversity approach to learning (Marples, 2012). My education philosophy has impacted my response to diversity by enabling me to be able to have an open mind regarding diversity and how it may impact education and provision of instructions.
Parent Role in Education and The Relationship with the Teacher
Every parent looks forward to his or her child excelling in education and becomes an important person in the society. As a teacher, I believe that the parents are responsible for providing his or her children with the best education. It is their responsibility to motivate their children to perform well. The parents and the teacher also need to have an excellent relationship for them to be able to assist each other in ensuring the student is provided with the needed materials for his or her education. Therefore, a good relationship between the parents and the teacher is an added advantage to the student's success. This is because the teacher and the parents will be working together towards ensuring an excellent education for the student.
Conclusion
In conclusion, I agree that education plays a significant role in our lives as well as societies. Through education an individual is taught to behave in an appropriate manner. The student is allowed to speak based on facts. The student can also learn skills that will allow him or her to resolve a conflict which may arise in the workplace, school or community. As a future Special Education teacher, I believe that education should not be focused at an individual age level but more at the developmental level. Learning and teaching should be regarded as a basic need due to its ability to contribute to the growth of the students and what their futures will and can hold.
References
Koschmann, T. (2011). Theories of Learning and Studies of Instructional Practice. NewYork: Springer Shop.
Lamb, T. (2008). Learner and Teacher Autonomy: Concepts, Realities, and Responses. Amsterdam: John Benjamins Publishing.
Marples, R. (2012). The Aims of Education. London: Routledge.
Schunk, D. H. (2015). Learning Theories: An Educational Perspective. Greensboro: Pearson Education.
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The Purpose of Education
The impact a teacher can have on a student can last a lifetime. Teachers can help students learn, and enjoy learning. When teachers love what they are doing and students are fully engaged, there is a good chance for success to happen. I believe teachers help guide student learning by teaching them skills that will translate into other classes: not just teaching a subject, but teaching them how to learn. My philosophy on education includes many of the major theories of education. There is not just one educational theory that I would precisely follow. My goal for the students would be for them to have a safe learning environment that they feel comfortable in, and to feel like they have learned something valuable. If the student feels confident, it will help improve their school work on a daily basis and help with their educational journey. The dynamic combination of the following theories describes my educational philosophy that I have constructed, and which is in line with my beliefs.
The purpose of education is to learn what is needed, and to excel in that learning, at a certain age or grade. Some elements of perennialism can be seen in my beliefs, because I would like to see the students cultivate moral and ethical frameworks, to help prepare them for life, and the professional world. I can see behaviorism factoring into my philosophy to some degree, as I believe it is important for the students to behave appropriately in the classroom setting. This will enhance the learning experience for the students, and again, prepare them for life outside of the classroom. It is important to teach respect and the value of diversity. The classroom is often full of diverse individuals, and embracing that element can help students develop empathy and to learn the importance of cooperation, regardless of differences
I believe that understanding the nature of the learner is invaluable. Students are complex, as all individuals are, and have components of their make-up that are both physical and mental. Through understanding this nature, they can be educated in such a way as to bring these elements together, to act in concert to actualize their full potential.
My plans for the curriculum design would be to make sure everyone understands the assignment, and the expectations, while allowing freedom of expression in the exercise. I will encourage the students to also learn on their own by bringing their ideas and studies to the class. In this way the students can then bring their own diverse outlook to the assignment, so we can all learn from each other. I would like for the instructional methods of class to include many group activities, projects, critical thinking, problem solving, decision making and cooperative learning. My goal for the student is to move toward becoming the best person they can be.
Classroom Management would include making sure the mandatory assignments and their assessment are understood. There would be extra time to incorporate fun learning projects, and other activities, provided all other work was complete. Assessment should be structured in accord with the school's requirements, and include an evaluation of each student and how they have grown throughout the term and their challenges. While every student may come to me at different levels, I would like to see every student improve.
As a teacher, I want to lead by example and inspire students. Students are in school to learn, and they”in part”learn by example. By having a positive attitude, working hard, and respecting others, I know the students will notice that I care about their learning and wellbeing. Part of being a teacher is being a facilitator. It is often said it takes a village to raise a child, and as a facilitator I will be in a position to bring the knowledge of my colleagues, the community, and the parents all to bear in the education of the students. The most important aspect of teaching is that the educational needs of the students are met. I will always be learning, and as I do I will continue to hone my philosophy so that I may best help serve my students and their needs.
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Childhood Education
When I think of the future, I think of those much younger than I. I believe teachers are the ones who truly help shape our future. I aspire to make an impact on the world. With a statement that cliche, I knew my goal would not be easy. As I would ponder just how I would attempt to do something so meaningful, I went through several ideas and one day all of the sudden it came to me- what better way to shape the world than to teach the ones who become our future. I personally remember several teachers who helped mold me into the person I am today. There were a few specifically who left a lasting impression on my heart and the way I envision my future. My previous interest before teaching was psychology. Psychology had always been something which peaked my interest and I wanted to do something in the field. This last January, I was given the opportunity to travel to the Dominican Republic with the Amarillo College Presidential Scholars to teach children in the little town of Monte Cristi. After this experience, I decided I wanted to become an educator. It seemed as if I had an epiphany of some sort. I wanted to shape lives. I want to become an early childhood educator to inspire and motivate students to become the best version of themselves in and out of the classroom.
As a future educator it is important to incorporate theories and standards into one's classroom. An early childhood educator needs to familiarize themselves with the development of a child. Child development includes stages of mental, physical, social, and linguistic growth from birth to age two (Morrison, 2015, p. 5). It is essential for an educator to have knowledge of each individual's needs in the classroom. By being aware and knowledgeable of the development one is promoting Standard 1: Promoting Child Development and Learning. There are several influences on a child's development. This can range from their culture, relationships, socioeconomic conditions, and if there is a disability involved. Being in the position of an educator it would be my responsibility to adjust curriculum based on my students' needs. Not only would I need to be able to adjust my curriculum but my classroom as well. I would need and want to reflect on myself and how my students are responding to me (Morrison, 2015, p. 5-8). Tying into the first standard, Abraham Maslow developed a theory named, self-actualization. His theory is based on basic needs. He believed children would not be able to function nor achieve well if the satisfaction of basic needs were not intact. Maslow's hierarchy of needs theory states basic needs must be obtained before moving to the next level (Morrison, 2015, p. 147-148). As an educator, it is important I make a child feel as if though they are having those basic needs met. Educators need to be aware of what is going on in a child's personal life at home. Children will not excel if they are not provided with adequate food. I would make it a goal to work with my students' families to make sure children are meeting those basic needs. The level which stands out most to me is belonging and loving. Children need to feel as if they belong in my classroom. I want to create a relationship with each individual in my classroom so there are no questions on whether or not they belong.
I believe it is important to create relationships with students' family and community. Standard 2: Building Family and Community Relationships is important to a child's learning. It is beneficial to a teacher to create these relationships because it gives one insight to see how a child's home life is as well as giving the teacher an opportunity to see how families view education. Planning activities which involve families help you learn more about the child. If a child comes from a family who speaks a different language, it would be useful to learn a few words and attempt to speak the child's native language. This makes the child feel validated as well as shows the family you are trying (Morrison, 2015, p. 12). Along with building those relationships, showing you respect your student and their family is necessary. Reggio Emilia Approach was developed by Loris Malaguzzi. Children are the constructors of their own knowledge is the basic belief of this approach (Morrison, 2015, p. 170). This approach emphasizes the importance of respecting children. Along with respect, creating relationships is of utmost importance. I do not believe I will integrate every aspect of the Reggio Emilia Approach, I do believe I will incorporate the fact children learn through social interactions. Another concept I find interesting and useful is Malaguzzi believed children express themselves in many languages, hundred languages (Morrison, 2015, p. 171). These languages include drawing, building, discussing, and modeling. This approach believes children are best expressed through art. I do want my classroom to be child-centered to an extent. Meaning all children should have an education, have something unique about each of them and the child's ideas and preferences should be considered when planning instruction (Morrison, 2015, p. 121).
Being able to accommodate for children in my classroom is important to me. A way to know if accommodations need to take place is Standard 3: Observing, Documenting, and Assessing to Support Children and Families. It is a responsibility an educator has to their students. Assessment helps determine if any accommodations need to be made based on a child's development, learning, or academic process (Morrison, 2015, p. 12). Gathering this information can be done in several different ways. One of my personal favorites is the portfolio. A portfolio is a compilation of a student's work taken over time as well as a teacher's observation (Morrison, 2015, p. 81). This specific method may require a little more upkeep, but I believe it is worth it to see how a child progresses over time. This is also a great way to show a parent what a child has done over the year in a conference or towards the end of the year. A theory which goes along with standard 3 is Bloom's Taxonomy. Bloom's Taxonomy is the classification of objectives educators set for students. This also mentions learning at a higher level is dependent on already having foundational knowledge and lower level skills mastered (Morrison, 2015, p. 82). Bloom's Taxonomy is a set of three models; affective, psychomotor, and cognitive. I will implement Bloom's Taxonomy in my classroom. This will help me gain a better understanding of a child's knowledge if I decide to use an interview as a way to observe. Depending on the types of questions I'd ask, I would be able to see where a student does not understand a specific concept and modify instruction and do what is needed to be done to help the student succeed.
Standard 4: Using Developmentally Effective Approaches to Connect with Children and Families is beneficial to have implemented in a classroom. As stated before, relationships are important when it comes to the field of education. Relationships with colleagues, students, and their families. By creating those relationships, it enables you to notice things you may not have before. Once children begin to get comfortable with you as their teacher, they will start acting like they normally would somewhere else. This gives an educator an opportunity to see how they may learn. For example, Bandura and the Social Learning Theory states children learn and gain new information by observation (Morrison, 2015, p. 143). I believe this theory is true to an extent. I do not believe children only learn by observing what others do, but I do believe there is a great influence on a child based on what they observe. The environment is important in this theory. It is important to me a student feels welcome in the environment of the classroom. I want to make my classroom as welcoming as possible. This allows them to fully immerse themselves into learning. Another theory which falls into this same area is behaviorism. This is the idea behaviors are learned through punishment or rewards (Morrison, 2015, p. 142). I will use a rewards system in my future classroom. I am unsure of the exact reward system, but one will be in place. I encourage the idea of students being rewarded for good behavior. I believe being rewarded or punished for a behavior does build learned behavior to a point. A student will learn their action (if positive) will result in good. If the opposite will result in something negative. I do not believe in constant rewards. Process praise provides a foundation for continuous good behavior (Morrison, 2015, p. 428). I believe encouraging is more beneficial than praise. Encouraging focuses more on the child's effort and their success.
A child educator is more aware of specific circumstances which impact families of students. Advocacy is the act of engaging in strategies which help improve circumstances of children and their families (Morrison, 2015, p. 18). I believe I need to be the biggest advocate for my students. I would like to work in a school who is known for their advocacy when it comes to their students. Being involved in the community is important to me and I would like to carry this on in my profession. An advocate is part of Standard 6: Becoming a Professional. Becoming a professional means to me that I am always looking for improvement. I am never a finished product. A specific way to help me grow as an educator is to become familiarized with my students' community and advocate for improvements where needed. Trainings and workshops will help me learn how to become an advocate. I will need to go to trainings and find other ways to continuously grow as an educator. Learning from others is something I want to take advantage of.
Early childhood education is influenced by various theorists and their theories. This is the foundation of early education and is still implanted today. I believe children are the future and as a future educator, I want to be able to nourish this concept as effectively as possible. Including all children and their learning styles in a classroom is crucial to me. With so many resources available to teachers, it is not as difficult to adjust an instruction to better suit a child, or to modify your teaching style to benefit a child with a special need. It is evident those who are interested in this field have a passion for others. There is a substantial amount of effort which goes into becoming an early childhood educator. I believe each child can learn and all it takes is a specific individual to make this feasible for them. There will be trials within this profession, but knowing I have the potential to make even one student realize all they are capable of, is worth it.
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Shane, the Lone Ethnographer : a Beginner’s Guide to Ethnography Book Review
Ethnography is the branch of anthropology that deals with the description of specific human cultures, using methods such as close observation and interviews (thefreedictionary.com). I honestly didn't know what all was entailed in the field of ethnography or the life of a student studying it before reading this and found that it is a lot of hard work. In the short story Shane, The Lone Ethnographer author Sally Campbell Galman walks you through the life of someone studying ethnographic. This book follows the young inexperienced ethnographer work and trouble shoot research methods, obtain and collect data while trying to complete for project for school. During the story readers follow the life of Shane, a graduate student at an unnamed university. Shane, The Lone Ethnographer is illustrated through light-hearted comic scenes that helps someone whose new to ethnography understand the methods, theories and skills that ethnographic researchers possess. Also, the creative storyline helped me understand the actual life of someone studying this branch. The storyline is easy to follow and walks the reader through ethnographic research through the main character, Shane. While reading you will understand the struggle and sometimes complete confusion of an individual's first ethnographic study. Each chapter in this adventurous book has to do with a different part of ethnography. In this book review I will give my opinion of what was the weaknesses and strengths of this book.
The book introduces the reader to the Lone Ethnographer, Shane in chapter one while she is daydreaming. Shane is a graduate college student at an unnamed university and has to decide what she is going to do for her project. Shane is stressed about picking a topic and later in that chapter she meets up with Sanjay at a local bistro to hopefully get his opinion and to discuss the situation. This is the first one of Shane's friends we meet. Throughout the book we continue to meet more characters. In chapter two we meet Theorillo the armadillo. Making the characters fun and giving them silly names is one of the ways the author made this book so entertaining. Therillo teaches Shane different concepts and research models. The basic storyline of this book is that no matter how young, inexperienced or even if you doubt yourself if you try hard enough you can get do anything if you put your mind to it. This book follows the young inexperienced ethnographer work and trouble shoot research methods, obtain and collect data, etc.
Dr. Sally Campbell Galman is the author of this book and also did all of the illustrations. Dr. Galman is an anthropologist, oral historian, teacher educator, ruralist, writer and visual artist (sallycampbellgalman.com). She is also an award-winning cartoonist and is a professor in the School of Education, at the University of Massachusetts, Amherst. Dr. Galman lives and works in Amherst, Massachusetts. She is married, is a mother and has a cat. The publisher of this book is Rowman & Littlefield Publishers, INC. and it was published in 2007.
Dr. Sally Campbell Galman thanked multiple people in the beginning of Shane, The Lone Ethnographer. She thanked all her friends at the University Of Colorado School Of Education. As well as her close friends and family. She gave a special shout out to her parents and thanked them for the love, encouragement and lots of art supplies. While writing this story I think Dr. Galman saw the younger version of herself in the main character Shane. I think her main inspiration for this book was herself.
I think the biggest strength in this book was the creativity Dr. Sally Campbell Galman had when writing it. You can tell she had a lot of ideas and is a really creative person. Most people would think that a book on ethnography and or anthropology would be dry and boring. Dr. Galman did a great job of creating a fun story-line that keeps you engaged in the story. She brought Shane to life and I could actually feel her confusion and frustration. I got a sense of all of her all characters personalities as well. Another thing that I liked was the big headings on the top of some pages. This helped me pre-think about what I was about to read. Another creative thing she did was adding the ethnography ABC's in the back of the book. She made these words fun and also put them in a place where everyone knows they are so they can review if they wanted to.
Dr. Sally Campbell Galman's biggest weakness in Shane, The Lone Ethnographer in my opinion is that I thought the cartoons / illustrations got chaotic, overwhelming and messy at some points. It was difficult to read and focus on some pages. I think that if Dr. Galman would have toned it down a little it would have been very beneficial. The first time I opened up the book I was very overwhelmed. I eventually got some what used to it but some pages were very difficult to read. The boxes with text and speech bubbles were the most difficult. I understand this is how this type of writing is done but I still think she could have toned it down.
In conclusion I thought this was a decent book. Besides the format being hard to read I enjoyed the story line and plot. I think this book exulted its mission which was teaching beginners in ethnography some information and also proving that this field of work is doable and isn't that scary! I thought the ethnography ABC's was a fun great idea to showcase vocabulary. I would recommend this book this book to any young adult and up that is interested in learning a little more about ethnography and what a ethnography student needs to know. I would also recommend this to anyone who is looking for a fun read.
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Panopticism Case Study
These two certain spaces are the areas in which ""deviations of the social kept"". In any case, Foucault investigated surveillance control comprehensively including the day by day life. This power is called as panopticism encasing the social with both veered off and sensible parts together; however it generally decreases each other.
Panopticism is a sort of administration technique relying upon a specific surveillance handling with lessening the articles to the standard. That means, panopticism incorporates both panopticon (surveillance in certain-restriction space) and digressive power (empowering constrainment by speaking to digest standard) with the end goal to arrange the social by adjusting alive-free bodies into submissive oppressed bodies.
The hospital and the jail are the main instances of panopticism, since they imply the surveillance of digressed some portion of the social (anomalous, detainee). Then again, they control the social in a roundabout way since they are spoken to as the exclusionary spaces for typical individuals. Moreover, as Foucault contended, the advanced every day schedule spaces (school, plant, office, and so forth.) are planned like panoptic spaces; this is the proof that cutting edge control controls the ordinary and routine life like it controls the strayed parts of the social. This is the thing that the panopticism is; standardization of intensity in day by day schedules; and surveillance is the fundamental component of that sort of intensity.
In the contemporary writing, surveillance has been talked about in two different ways: right off the bat, technical-technological limit in surveillance has progressed, and furthermore, surveillance itself has turned into a day by day schedule in the people's day by day lives. This is called as post panopticon which signs a move from panopticon by belligerence that surveillance is not any more a power technique, rather it is s ""cultural device"" utilized by individuals.Surveillance does never again speak to a power technique having a place legislative reason, in light of the fact.
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Contemporary Criminal Justice Systems Ethnographic-Observational Assignment
Prior to becoming a student at the University of Baltimore, I considered the surrounding neighborhood. I've never had the chance to really explore it though. Having the opportunity to observe the neighborhood outside of my normal routine has been an interesting experience. It was a gorgeous day in the City of Baltimore During my observation. I examined the flow of traffic in the area as well as the demographic, business, activity, and the body language of bystanders.
In terms of transportation, it was clear that people travelled multiple ways. I observed people walking, riding bicycles, and using public transportation which included taking the bus and using the light rail. There was also the occasional motorized scooter. When looking at means of transportation, I noticed that while a majority of the cars I saw were typically compact cars, I also saw some luxury vehicles as well. It was impressive to see people using all of the varieties of transportation. Everyone I saw seemed to have an efficient way of getting around.
Something unique about this neighborhood is the demographic. Various types of people reside in Mount Vernon. When I walked south from the University of Baltimore's campus on North Charles Street, I saw that most people were wearing casual clothing. Since the neighborhood rests among four major universities, I understood that they were more than likely college students at either the University of Baltimore, University of Maryland, Johns Hopkins University, or Maryland Institute College of Art. Additionally, I saw some people dressed in business attire as well. Mount Vernon is mostly home to single, thirty-something, white collar individuals. Individual households far outweigh family households in the area as well. In combination with the neighborhood demographic, I also observed housing. While housing in Mount Vernon is mostly contemporary, it is also chic and modern. There is a plethora of rich history in the area. I feel this is because a majority of homes were constructed in the late 19th century.
I spoke to a few people to figure out why people choose to live in Mount Vernon. One said, it's very diverse, you've got pizza at one end of the street and if you walk down this way you've got Indian cuisine. I was also told that there are various options for entertainment. As a resident of a neighborhood relatively close to the city, I do know about the entertainment options that rest in Mount Vernon but it was nice to be informed about additional options I haven't heard of.
Mount Vernon is often referred to as the Gayborhood. More or less, it was crowned with this phrase because the Mount Vernon neighborhood provided a sanctuary and a safe place for the LGBT community. This falls into my observation of safety. Overall, it appeared that Mount Vernon is a fairly safe neighborhood for all individuals. I wanted to expand my search a bit further and decided to consult a real estate website to get a better understanding quantitatively on crime rates in the Mount Vernon area. As of April 2018, trulia.com reported 253 thefts, 143 assaults, 97 burglaries, 68 arrests, and 46 robberies. This website also provided a list of incidents and the type of offense. The calls for service were provided by the Baltimore City Police which trulia.com provided in the crime report.
One of the business I went into was called Insomnia Cookies. They are a small cookie/bakery franchise located on North Charles Street and provide freshly baked cookies until 3am. The most interesting thing about it is that they deliver as well, by bicycle. It appeared that Mount Vernon is a Mecca for food, entertainment, and culture. There are a variety of choices for dining. I noticed that most of the restaurants are bistro-style and range from Thai, Italian, Indian, Ethiopian, Greek, and everything else in between. I now understand why there is a strong cultural influence culinarily. The culture alone is one of the reasons that many choose to reside in the area.
Organizations native to the Mount Vernon area consist of The Walters Art Museum, a place that I've visited multiple times. They possess artifacts from over fifty-five centuries and offer activities for people of all ages. I recall being particularly interested in the ancient Egyptian exhibit because of the exquisite jewelry, headpieces, and neckplates. Additional organizations that rest in Mount Vernon are the Peabody Institute, Maryland Historical Society, and Baltimore School for the Arts. These organizations are unique to Mount Vernon and have been featured in films as well. I suppose these business and organizations are located where they are based on accessibility. They are seen easily from the street and cater to all persons.
Overall, this observation was enjoyable. I was able to see Mount Vernon in a way that I've never seen it before. It's quite a culture shock when this isn't the norm for everyone. My typical commute to the University of Baltimore consists of driving around or through Mount Vernon so I've never really had an opportunity to see the neighborhood for its true potential. Maybe in a few years I'll consider relocating. Bibliography Point 2 Homes. (n.d.). Retrieved May 5, 2018, from point2homes.com: https://www.point2homes.com/US/Neighborhood/MD/Baltimore-City/Mount-Vernon-Demographics.html Trulia LLC. (2018, April). Crime Data in Mount Vernon. Retrieved May 5, 2018, from trulia.com: https://www.trulia.com/real_estate/Mount_Vernon-Baltimore/3669/crime/
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The Heart of the Matter: my Philosophy of Education
Abstract
Let us get to the heart of the matter. I believe wholeheartedly that every child, no matter how diverse, is capable of learning. The key to successful learning is fostering a positive teacher-student relationship, displaying patience and grace, having endless amounts of compassion, and giving appropriate instructional guidance. In doing this, I know that I can uncover a child's distinct way that he or she learns best. When I have given a child all that, I then know that I have set a great learning foundation that they can grow from.
We as educators need to realize that as we grow in our careers, our philosophy of education evolves with time. I know mine has changed some, but as I mentioned above, my why or purpose of being an educator is because I believe wholeheartedly that every child, no matter how diverse, is capable of learning. That is one of the main constants that remain the same the belief that every student is capable of learning, as well as wanting what is best for my students and my willingness to give my all to help them obtain it. A teacher's heart of the matter is to build their students up so that they can be the best individuals they can be, in the present and in their future.
Philosophy of Schools and Learning
Education is not an end in itself; it is a means to develop a response to our calling in life (Graham, 2009, p. 49). The why of education, our calling in life, is an intriguing question. There is a wide gamut of views from so many differing theorists and founding fathers in education. To choose just a few is difficult. However, if I had to choose two individuals that had views that aligned with some of my educational beliefs, it would be John Dewey and William Heard Kilpatrick. These men both had an experimentalist educational philosophy. Dewey believed that all humans were educative (Gutek, 1995, p. 484). He also believed that students educational practices should be guided by the teacher and be enriched by using cooperative experiences of working with others to problem-solve (Gutek, 1995, p. 485). Kilpatrick followed in Dewey's footsteps and took it further and believed that the educational experiences should arise from the individual learner's interests and needs (Gutek, 1995, p. 489). As a teacher of almost eleven years, I see the benefits to this style of teaching and learning. Long gone are the lecture-style classes where the student sits there taking notes and being bored. I believe that state-mandated curriculum/standards can be delivered in a way that peaks the interests of the learner and be differentiated so that all learners can be educated at their instructional level. Learning through cooperative experiences can be very beneficial for the high- and low-level learner. Working together can bring so many positive outcomes and create many aha moments. Through my own teaching experiences, problem-solving allows for long-term retention of skills taught and this in turn has a long-range impact on individuals in society. Through these styles of teaching that I practice and believe in, I feel that I am doing God's intended purpose for my life and that I reflect His character through the process of doing His work with Him (Graham, 2009, p. 49) when I am teaching my students.
Instructional Practice
There are many personal beliefs that I hold close, as a teacher, on how to effectively deliver instruction to my students. Teachers have an imperative task to serve wholeheartedly (Ephesians 6:7, New International Version), and we can do that by delivering our best to our students every day. As an educator the key to giving our best is by offering a positive learning environment, having good teacher/student relationships, incorporating constructive classroom management, being well-prepared, offering differing styles of teaching strategies to keep learners engaged, and provide proper guidance in finding a student's distinct way that he or she learns best using differentiated instruction. When students are given all these key components to succeed in the classroom, then they are prepared for learning to occur. How do learners come to know truth in their learning? It is difficult to pinpoint an exact answer to this question because it is different for each person. In an article by Elias (2015) he states that there are four areas of truth for students to build their academic and moral values and integrity throughout their educational experience. They are: to seek the truth, speak the truth, stand by the truth, and stay with the truth (bullet point 2). As students' progress through their educational career, it is important that they develop their own point of view on many differing topics involving academics and morals. By doing this, over time, they will develop their own truth of how their learning will occur. Navigating students to define their own personal truth of what their points of view are is vital to the development of their individuality. Lastly, as their teacher, I feel that the appropriate foundation to guide my students in discovering their truth is to daily display the Fruits of the Spirit such as love, joy, peace, patience, compassion, gentleness, and self-control (Galatians 5:22-23, New International Version). A great teacher lives out this scripture to help learners come to know truth. An effective teacher that lives out the belief that every individual is capable of learning, allows for his or her students to understand the truth and the importance of learning. When I have given all of this and then some, I know that I have set my learners up for success and a great learning foundation to take with them into their adult lives.
Teacher-Learner Relationships
The teacher-student relationship is a vital piece for success to occur in the classroom. Once a teacher's role is obtained, then the learner's role takes shape. To acquire my role as a teacher, I intentionally incorporate my beliefs of what I think instructional practice looks like, as mentioned above, and foster a progressive learning environment that allows for positive and meaningful relationships to be established with my learners. One way I build meaningful relationships is using teachable moments that will benefit my students morally, socially, and emotionally. Throughout an instructional day, many events occur that allow for team-building to happen in my learning environment. This allows me to create classroom practices that support positive socioemotional development and minimize unnecessary social comparisons or unhealthy competition (Slavin and Schunk, 2017, p. 65). When my students can observe and model my expectations that I have for them, I feel that they are developing their own self-efficacy by becoming engaged and motivated in their learning. From there, the learner's role blossoms because trust, respect, and compassion grow for one another. Once the learner and the teacher's relationship reach their optimal potential, then successful learning can take place in the classroom.
Diversity
In today's times the classroom is extremely different than it used to be. So long is the mindset that all students fit into a one-size-fits-all package. We now must look at the individual learner and how can we meet their diverse needs, so they can succeed academically. Ackerman (2012) states that, Teachers have to believe that all students' deserve a chance at success in our classrooms, regardless of the students' backgrounds, learning styles, and/or disabilities (p.6). This can be a constant challenge for teachers, but it is important that we educators work hard to overcome our own difficulties in doing this, so that we can be effective in reaching every learner, no matter how diverse. Kellough and Jarolimek (2005) state, Your challenges lie in seeing that every student succeeds in school, so no child is left behind. Your opportunities can be found in making sure that the lives of all children are enriched through contact with classmates whose cultural and ethnic backgrounds may be quite different from their own (p. 13). Psalms 127:3 says Children are a gift from the Lord; they are a reward from Him (New Living Translation). To educate children is an honor and privilege, because they are a gift from God. It does not matter what makes a child diverse, whether it be their ethnicity and cultural differences, styles of learning, and/or disabilities. All these differing areas of diversity is what impacts how a learner experiences and takes in their instruction. For example, a student may have both a learning disability and a language barrier to overcome in the classroom. The impact a teacher could have on that student regarding how content is taught could be life-changing for that student. To understand this, educators need to be fully invested and engaged to meet the individual needs of the diverse learner so that success can be obtained.
Conclusion
The heart of the matter are the students we have the privilege to teach and mold into future citizens of society. As educators, we wear many hats in our students lives. We at times wear the hat of parent, advocate, counselor, nurse, as well as many other roles. We strive to live out truth and to teach our students truth by building positive relationships with our students, giving patience, grace and compassion, as well as meet their individual needs academically. The Bible states, In everything set them an example by doing what is good. In your teaching show integrity, seriousness, and soundness of speech that cannot be condemned (Titus 2:7-8, New International Version) Our job as educators in today's world is very different than what it looked like centuries ago. Yes, we still have the awesome task of delivering the academic curriculum, but we also must be that example of what is good and right.
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My Philosophy of Education
My philosophies on education are those that are similar to the theories of Raggio Emilia. The goal of Raggio Emilia is to have the teachers learn alongside their students, which allows them to develop stronger thinking skills while combining the four basic principles of Emergent curriculum, projects, collaboration, and representational development.
I believe that children develop at his or her own pace. A quality environment must be safe and nurturing, which will broaden the children's physical, emotional, social and cognitive developments. I also believe that things are age appropriate for children may not be developmentally appropriate; therefore working independently with children is for the best.
In my curriculum I would like to incorporate the children's ideas on their learning developments, I would entice the children by allowing them to explore their senses while working on their listening, and visual skills along with being able to touch and move their items from place to place.
I would also enjoy having the parents in my classroom work with as partners in curriculum development. It's aforesaid ""that parents are the children's first teachers,"" and obtaining the knowledge from parents, is the antidote to finding the best mix of school and home, which will make the transition to learning clear and more plausible rather than hard and uninteresting.
So, in conclusion, I practice the Raggio Emilia approach as well as the constructivist theory in my classroom and I plan on including both my students and their parents in project developments.
Special Education
Special Education is defined as ""Social and educational services, provided by specialized institutions including public schools, for people with disabilities between the ages of three to 21."" (Encyclopedia of Children's Health. 2018)
Read more: https://www.healthofchildren.com/S/Special-Education.html#ixzz5Uowrs3w0
The purpose of special education is to provide free and appropriate schooling for all children, including those with a disability in the least restrictive environment, thanks to the IDEA act passed in 1997. Children, who qualify for FAPE, can be educated in traditional mainstream classrooms, with other children without learning impairments as long as there are qualified staff members to lead them.
Special education is a variety of specified programs for children. The applications can range from different types of therapies, modified learning classrooms, assisting r, adaptive learning devices including pecs boards, tests, assessments, and altered behavioral techniques. Parents are their children's advocates. They are entitled to individual rights regarding their child with disabilities and can challenge or refuse treatments or service suggested by schools and its staff. If needed parents have the right to seek legal defense, due process, and second opinions from a professional of his or her choice. (Encyclopedia of Childs health. 2018)
Purpose of Schooling
The purpose of providing special education for children with different abilities in the least restrictive environment is so they can build skills unique to them”and help them understand and prepare for independent living, applying for and maintaining a job, and assist them in college or a trade school.
Children in specialized education need to have individual lesson plans based off their IEP's and medical diagnosis. They also need teachers with positive attitudes; some need modified behavioral intervention plans, assessments, monitoring, routines, and repetition, versus students in traditional classes.
According to the Buck Institute for Education; Project Based Learning or PBL is preparing ""students for personal, academic and career success. It readies young people to rise beyond his or her potential and challenge their lives in the foreseeable future."" (Buck Institute for Education. 2018).
Project-based learning is an example that allows students to obtain knowledge through a complex and meaningful approach. Students are engaged with the research and collaboration of social skills and learning how to communicate effectively with others. PBL considered being useful for students because it allows them to experience real-world choices, and gives them responsibility, opportunity, it's engaging, and focuses on building cognitively.
Nature of Learners
Knowing your students can be a difficult task for a teacher to master without building a connection with them and their families. Learning about a person requires a bit of research, family backgrounds, medical information, and current living situations. Student confidentiality must be followed along so if someone does not need to know personal tidbits about the child, and it must not leak. Understanding students helps the teacher effectively create a ""psychologically safe environment"", (William and Ochan-Kusuma Powell. 2011). In addition to this, an instructor can determine problematic areas of learning, strengths of the learner, and foster the emotional intelligence of the classroom.
Psychologically safe classroom environments described as ""Maslow's proposed in his hierarchy of basic human needs and wants, which must be acquired before a child can learn."" (William and Ochan-Kusuma Powell. 2011). Some wants and needs of people include a place to live, food, and security; but we must combine sensory. We all want affection, touch, and a high self-esteem, but in order for us as teachers to demonstrate anything, the student needs to trust and open up to learning, in a positive and nurturing way.
Curriculum
The Curriculum best fitting for my philosophy of education is the Reggio Emilia approach. This curriculum and program give children with disabilities priority, but they also view the children as ones with exclusive rights. Children with special needs: given a facilitator who not just works with the particular child but with the classroom as a whole. Like any other curriculum program, the individual rights child strictly observed, assessed, and documented to come up with their personal goals. They create a ""declaration of intent"" which is not formal, but gives the teacher the materials with methods that are modeled to help the student. Prime reason the declaration is not official is since children learn and master different tasks they are observed continuously, changing and the form needs to be flexible to incorporate this.
Instructional Methods
Each teacher within the field has their methods of instruction. Mine, however, is adaptable and flexible. I prefer to form small groups with two to three children (with similar skill sets) at a time to give my full attention to them without putting the strain on my instructional time with the other students. I also find creating simple to follow centers help students figure out where they want to work and in a self-contained way.
My centers' labeled with pictures showing where the item goes and in languages closely identified to the students home languages. Lastly, I will set routines with a visual picture board/plan, so each child understands ""what comes next,"" change my books and materials based for attention maintenance, and create ""theme activates"" such as plants, or animals to keep and build on the child's interests.
Classroom Management
Every teacher has something unique to offer in the classroom. His or her techniques vary regarding classroom management styles. The first thing to keep in mind is how to incorporate a child with special needs into a traditional classroom environment. Each program should be flexible regarding behavior and instruction.
Some children have limited attention spans and can sit for limited amounts of time, while some have longer attention spans and can sit for the entire activity. Facilitators should understand the project may not be feasible and be prepared to alter the lesson to fit the needs of most children. Another critical task is to have materials and activities prepared in advance to shorten the waiting period, which could lead to behavior struggles.
One example: I and my co-teacher (in my current profession) are two completely different personalities with different management styles. We each have a group of primary children we care for, but overall we manage the whole classroom. When creating lesson plans, she prepares activities that are mostly language and math based, as I am more creative, social-emotional, and STEAM-based. I have taken CSEFEL (California Collaborative of the Social Emotional Foundations for Early Learning) through the Department of Education. Each module/class taught us methods about classroom management and the social, emotional aspect of the child. ""Children's behavior challenges usually have underlying means such as need or feel they cannot express. Because of this, there is a need for intensive treatment for acquiring skills to understand what child is saying effectively through interventions."" (California MAP to Inclusion and Belonging 2018)
Through CSEFEL- some interventions help the child cope with ""big feelings"" These include The Tucker Turtle or Sally Snail approach. The point of both social, emotional stories is to show students that sometimes you get mad, angry, or sad, and there are better ways to cope with how you feel then hurting your friends or family members. Tucker Turtle used to destroy his friends, but he learned to use his words to show how frustrated he was. When he was mad, he stomps his feet instead, when the angry child would count to three slowly and blow out his anger, was scared he would climb inside his shell and hide. Through this approach, the friends were happy that Tucker Turtle stopped and reflected before reacting, and if he forgot a grownup was around to help.
Assessment Practices
Special education assessments determine if a student with specified needs and delays are eligible for services within special education. As part of a multi-disciplinary team, it is the job of every member to determine if there are disabilities within the child and if inclusion is necessary. There are various ways that the multidisciplinary team will check for suspected delays.
They involve: collecting and gathering information such as students school records (if any), background information that is pertinent, parent intake surveys, observing the child, and reports from teachers. Next, they analyze the data and submit for evaluation. The evaluation will look at the student's psychological, emotional, academic, cognitive, medical history, and language areas for weaknesses and ability. After that, they determine disability and make recommendations for placement or programs for the child. Parents have the legal right to challenge findings.
There are many types of assessments capable of tracking the progress of children. The best one for tracking children under one month to 5 ?? is called the ASQ-3 short for ages and stages questionnaires. These completed by parents and are considered the most accurate and easiest way to track the student's milestones, along with any delays that show up. The second tracking tool is called ASQ/SE which is used to detect a child's social, emotional development which may be troublesome or many need support in other intervention areas.
Professional Relationships with Family and Community
Educational programs must provide high-quality services, with emphasis on mental health, oral, nutritional services and ready to provide resources for families whom cannot adequately provide these are necessities for their children. In addition to this, the program must be culturally sensitive and linguistically appropriate to the child's home languages.
Special education programs must offer structure and child development services recognizing parents as the children's first ""teachers"" they should also encourage family engagement, as well as following the program's implementation of policies and procedures.
Teachers and parents must have open communication about the child's milestones, regressions, behaviors, and routines. There should also be parent-teacher conferences at least two times a year unless an additional meeting is needed such as transitional or IEP's.
Parents also have the opportunities to learn about and provide feedback about selected instructional methods or what types of materials the program uses. Parents can volunteer in the classroom (with proper vaccinations) and have the right to the open door policy any time of day. Teachers have an obligation to parents to inform them about assessments and testing, but also share the child's progress and results. Since the children and families confidentiality is the most critical aspects of the program, conferences must hold with privacy at the parent's request; teachers also have the right to conduct home visits if a hazard is suspected.
Closing Remarks
To sum up, all classrooms are unique; my mission as an instructor is to help and model expectations with children while learning about their learning styles. My chosen curriculum is a mixture of Reggio Emilia inspired and Headstart high-scope, which spends on free choice and critical thinking. I lead the hands-on approach for the students to engage in their chosen way to problem solve and illuminate the child's learning styles.
References
TheEncyclopedia of Children's Health. (2018). Special Education. Retrieved October 23, 2018, from https://www.healthofchildren.com/S/Special-Education.html
Buck Institute for Education. (2019). Why PBL? Retrieved October 23, 2018, from https://www.bie.org/about/why_pbl
Powell. W&K. June. 2011. Supporting Educators of Today and Tomorrow. How I Teach Now Retrieved October 23, 2018, from https://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspx
The Hundred Languages of Children. (2018). Children' with Special Needs. Retrieved October 23, 2018, from https://thehundredlanguagesofchildren.weebly.com/children-with-special-needs.html
A Blog by Concordia University-Portland. November 17, 2017. Six Strategies for Teaching in Special Education Classrooms. Retrieved October 23, 2018, from https://education.cu-portland.edu/blog/classroom-resources/6-strategies-for-teaching-special-education-classes/
California MAP to Inclusion and Belonging Making Access Possible. 2018. California's Vision for Supporting Early Childhood Social and Emotional Competence Retrieved October 24, 2018, from https://cainclusion.org/camap/map-project-resources/california-collaborative-on-the-social-emotional-foundations-for-early-learning/
National Association of Special Education Teachers. 2007. TheImportance of Assessment. Retrieved October 24, 2018, from https://www.naset.org/index.php?id=2876
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My Philosophy of Education. (2019, Jun 24).
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Why do you Want to be a Teacher?
A condescending question that has followed me since I made this choice at a young age. I believe that teaching can be most appropriately considered to be a lifestyle, not a mere forty-hour-a-week job; a teacher's goals for their students encompass much more than passing grades and completed homework assignments. As professionals entrusted with the education of young minds, teachers must facilitate learning and growth academically, personally, and ethically. To no surprise, students come from various home life situations, ranging from economic to family structure. Each and every student is unique; they all come with an individual way of thinking and their own set of needs and gifts that are brought to the classroom. By providing a quality education to each individual in one's classroom, a teacher equips children with the tools necessary for success in life.
In order to accomplish these lofty goals, I believe that it's important first to establish a mutual respectful and honest rapport with students. Sound instruction will always be sound instruction, regardless of students' racial, ethnic, or socioeconomic backgrounds. To a large extent, good teaching, which is teaching that is engaging, relevant, multicultural, and appealing to a variety of modalities and learning styles, works well with all children. Both high and low expectations can create self-fulfilling prophecies. It is vital for students to believe that they can achieve before they will risk trying; young people are astute at sensing whether their teachers believe they can succeed. By the same token, teachers must truly believe their students can achieve before they will put forth their best effort to teach them. The teacher's beliefs must be translated into instructional practices if students are to benefit: actions speak louder than attitudes. According to researcher Sandra Graham of the University of California“Los Angeles, when a teacher expresses sympathy over failure, students typically infer that the teacher thinks they are incapable of succeeding, not that they simply may not have tried hard enough. Similarly, when a teacher gives students lavish praise for completing a simple task or offers help before being asked for it, students infer that the teacher thinks they are stupid. It is most important to not only differentiate instruction for individual student, but differentiate the feedback and expectations for each student.
Based upon the fact that there is no more general education classrooms, each and every teacher must differentiate their instruction to best reach each student. It is no longer acceptable to only have one way of instructing a class, or assuming that each student will learn the same. Teachers must be sure to include a variety of teaching strategies, such as whole class instruction, turn and talks and guided practice. These different strategies will help to best reach each student's learning needs. This process can be related to the philosophy of experiential learning. This philosophy is defined as the process of learning through experience, and is more specifically defined as ""learning through reflection on doing"". Its origins may be traced back to Aristotle in 350 BCE, but has been more recently further developed by philosopher Peter Senge in 1990. He wrote in his book The Fifth Discipline, learning only has good effects when learners have the desire to absorb the knowledge. Seated whole class instruction may be useful for some learners, but others may prefer to move around and interact with peers.
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The Effect of Gender on Risky Profile
Over 115 people in the United States die every day from an opioid overdose (National Institute of Drug Abuse, 2018), and an estimated 623,000 adolescents between the ages of 12-17 were diagnosed with an Alcohol Use Disorder (AUD) (Alcohol Use Disorder, n.d.). Previous techniques enforced by the government in an attempt to conquer the drug epidemic have been unsuccessful. Using prevention measures is an innovative way to combat addiction by making people informed of the reality of this disease, and how it can happen to anyone. One way to do so is by addressing the personality traits of individuals early on in life. Behaviors of the substance abuser are often monitored and assessed during their time in treatment. Their vulnerability is projected through various emotions, and these traits are easily recognizable during the recovery process. However, if we monitor an individual's profile through their personality dispositions, it is likely that we can use these results to better understand the risk the population we survey has on developing a substance use disorder (SUD). With this information, we can also asses the level of necessity for prevention methods and other forms of drug abuse education that should be provided to further prevent the epidemic from growing.
Gender was defined as an individual who is male, female, or considered other. Risk profile was broken down into four subscales including hopelessness, anxiety sensitivity, impulsivity, and sensation seeking. Each of these subscales represent vulnerable characteristics typically found in individuals with SUDs.
These four personality dimensions were to successfully predicted SUDs (Schlauch, Crane, Houston, Molnar, Schlienz, & Lang, 2014). Anxiety sensitivity predicted cocaine use, hopelessness predicted coping-motivated drinking, reckless behavior, and illegal drug use, sensation seeking predicted sexual risk taking and other reckless behaviors, and impulsivity predicted alcohol problems, illegal drug use, and reckless behaviors. (Schlauch, et,. al.).
Multiple research studies that are related to the four subscales in the SURPS have also successfully predicted drug and alcohol use or abuse. Antisocial behaviors such as selling drugs, using weapons, stealing, and vandalism can be tied into the subscales that we measured such as impulsivity and sensation seeking, which were associated with substance use and depression during adolescence. Male participants with these antisocial behaviors were associated with using alcohol (Mason, Zaharakis, Rusby, Westiling, Light, & Mennis, 2017). Self control was another profile characteristic measured in a separate study performed in 2015, where levels of self control, which can also be related with impulsiveness, was defined as a level of mindfulness. The results showed that when an individual's level of self control was low, there was an association with having a drug problem, which specifically heightened in the late thirties (Tarantino, Lamis, Ballard, Masuda & Dvorak, 2015). Results of another study showed that men who conformed to risk taking engaged in more hazardous alcohol use as well (Whitley, Madson, & Zeigler-Hill, 2018). Risk taking can be reflected through impulsive actions or any form of engagement that results in the individual receiving a desired sensation.
Alcohol expectancies were a characteristic measured for AUDs. Survey questions in this study performed in 2017 were interested in learning the reasons for why individuals seek and consume alcohol. One question used was, I would feel friendly, which could be considered an anxiety-driven action to partake in alcohol consumption, specifically focusing on the desire of the behavioral effects alcohol has on individuals. This trait was associated with more frequent drinking (Jarvi and Swenson, 2017).
Most previous research regarding risks for drug and alcohol use focused on a male population only. However, those who did measure gender differences amongst various substance use and abuse research had consistent results stating men were more likely to be at risk for SUDs. One example was a study completed by Whitley, Madson, & Zeigler-Hill, which stated that college women reported using more protective behavioral strategies (PBS) than men. Examples of PBS included setting a limit to how much alcohol one should consume, using a designated driver, etc.
The purpose of this study was to measure if there was a difference between the risk for alcohol and/or drug use by gender. Our sample included gender to measure if there would be different scores using the SURPS (Woicik, Stewart, Pihl, & Conrod, 2009). It was important that women were included in the sample due to the lack of research measuring females and their risks for developing SUDs. In fact, there are no previous publications using the SURPS to measure gender differences.
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A Profile of my Unnamed Friend
Everyone has at least someone who largely impacts their life. You might not know it and think about it everyday but there still is someone who is beneficial in your life. It could be anyone from a parent you're close with to your best friend from way back in elementary school. You might not think about them everyday either. They could randomly think about that person while doing a common task, like washing your clothes. Or you could think about them as your talking with someone and they do something that makes you remember them. For me, the most influential person I met was a homeless man that I met at the mall.
Almost a year ago, I had the pleasure of befriending someone who was homeless. However, I had no idea that he was. All I knew about him was that everyday, he ordered something from Starbucks and sat down for a few hours in the food court. He didn't have a phone and no one came to talk to him. He always wore layers of clothes even if it was hot outside and humid inside. I tended to notice him every time I was at the mall. When I started working there I noticed him even more. He always wore the same jacket which was zipped all the way up and smiled at everyone who would look at him.
One day, we were both waiting in line at Starbucks. He was in front of me and I was behind him. While he was in line, he looked at me, smiled, and asked me what I was going to order. I told him and he responded with what he usually orders. When it is his turn to order, not only does he order his drink, but he orders mine as well. I offer to pay but by the time I had my money out, he had already paid for it and collected his receipt. I politely asked why he paid for my drink and he responded with a shug and said Sometimes it's nice to make other people smile.
When we got the coffee I decided to sit with him for a few minutes until my break was over. He asked basic questions about myself and I asked him basic questions back. It didn't feel awkward or uncomfortable in any way. It just felt like I was making a new friend and learning about his experiences. Finally, out of the blue, in the middle of a comfortable silence, he explains to me that he didn't have a home to go to when the mall closed. He also told me that he served in the U.S. Army for almost ten years. His wife could not handle him being away for so long and eventually divorced him. He came home to an empty house and after a few years of living on his own and trying to keep up with all of his bills, his house eventually foreclosed. He told be that he was homeless for almost two years. He later told me that the reason he comes to the mall so often was because his ex-wife used to loved to go to the mall and he feels that if he goes there everyday, there could be a chance that he could see her one more time.
We had that conversation two years ago. That was the only time we had a deep conversation together. Now, if we do sit down and have a conversation, it is only for a few minutes and usually consists of him telling me about the people he sees in the mall or me briefly telling him about the day I had. I bought him new clothes for him to wear and occasionally he still buys both of us Starbucks. Even though times aren't the best for him, he still takes the time out of his day to listen to someone else's problems as well as do good deeds for them. I still have yet to learn his name, not because I am afraid to ask but mostly because I feel like I have known him for so long that I don't feel the need to ask him for it.
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Nascar Auto Racing Organization
Introduction:
Tires screeching, engines roaring, through the streets they drive as fast as they can to deliver their cargo. All seems well and escape is clear..But then suddenly sirens can be heard blaring in the distance, it's the law! They're in sight and within moments they hastily give chase! It's chaos! Bullets fly every which way, whizzing past the car! However, this driver knows what he's doing and he drifts around a corner, driving through an alley, and then down the street speeding away; leaving the coppers in the dust. His goal to deliver the liquid gold known simply as booze, would soon be complete. This is the origin of Nascar, a sport brought forth by the 18th amendment, born from prohibition.
The bootleggers who supplied alcohol had to be good drivers, great drivers, the best drivers around otherwise they'd be caught or killed, the latter often following the former. They were highly skilled and knew where they drove better than almost anyone. These drivers dedicated their lives to their work, getting rich off of the restrictions put on alcohol. However, when prohibition ended so did their jobs. They needed something to do, a place they could use their skills, somewhere they had the freedom they did before! And so June 19, 1949 at the Charlotte Speedway in North Carolina, they held the first officially sanctioned Nascar race.
I myself have never been interested in nascar, but a dear friend of mine Keian Hallmark adores it, or used to. I intend to gather information on and observe the sport to see for myself what it's all about. And continuing on my friend, he loves to talk about his favorite drivers and he shares videos of success and failure. One thing he said that I feel shows his enthusiasm and equal lack thereof nowadays, is as such, Nascar is a strong motorsport that is disregarded way too often as 'rednecks turning left for hours'. It has many positive and negative qualities, and where it's at right now, the sport is a year away from a season where the sport will continue declining or will rise to it's mid-2000's popularity. Despite this, I still like Nascar, and I want it to succeed. (Hallmark)
Power Structure:
I've noticed that a fair amount of the enthusiasm comes directly from the announcers, ranging from the quirky and random such as, Boogity boogity boogity, let's go racing you hotdogs! from Darrell Waltrip (Fowler), to more serious commentary such as, Driving a race car is like dancing with a chainsaw., said by Cale Yarborough. I've observed that the announcers in any given race generally incite excitement and enthusiasm within the crowd and tell people about things they cannot see. In an article, Dale Earnhardt said, "We can't just rely on the race to do all the work, It's important for the production and us in the booth and everyone else to just kind of bring the fan into the experience and make them feel like they're getting something unique" (Earnhardt). This gives them an important within the subculture as they play a major part in the experience.
The drivers as well hold this role, as I can't imagine the fans show up just to hear the announcers. Their performances play a key role in the overall tone of the crowd and if a race is terrible it often puts the fans in dissapointed or even booing mood. Now, amongst the drivers there is a crew chief whos job is to make strategic calls, track lap times, and make deals with other teams. Whether to follow the advice of the chief or not is purely left to the drivers discretion, but in response to asking how often drivers do as they're recommended, I was given the answer, Most of the time, drivers listen to their crew chiefs, though there are exceptions, such as ''fuel mileage' races, and a driver thinks they don't have enough fuel to go to the end and they pit. (Hallmark) ,suggesting they play a very strong role in that particular aspect of the power structure.
My research and observation has shown the sport has a very strong, yet very strange, power structure. It seems to come full circle as the announcers and drivers manipulate the fans while the fans manipulate them. A good show ensures returning fans whereas a bad show risks them leaving. Fans leaving ensures a good show to bring them back and when they feel confident and have all the fans back the chances of a bad show seem to go up, causing more to leave again, to later return. Each individual structure can be isolated and viewed on its own, but it's clear they all share an intimate bond seemingly unique to the motorsport.
Traditions:
Traditions in Nascar seem fairly simple. People like to eat staple foods such as burgers, hot dogs, pizza, and more while they watch their races. They wear clothing to support their favorite drivers including shirts that bear their names and often pictures of their cars, and hats that have their numbers.
The fans are very dedicated to their tradition, and when Jessie Jones, the company that supplied the hotdogs, changed and someone else took over, there was an uproar. (Bernot) People demanded the previous company return and through their dedication the old company did. Finding other such examples has been difficult and interviews have failed to glean anything useful, so I'm afraid that is all I have, though such emotion and effort over something as simple as hotdogs, I think what has been said has said enough.
Language:
Language in Nascar is mostly used by announcers and officials, taking the form of slang and signs. In fact, I've observed that almost every cue in a race is a sign represented by different flags and symbols. One simple flag is the green flag, which indicates a clear road or that the race is tarting. Most often the green flag is replaced with a light to simplify things, turning on when it's time for the race to start. (Flags) The yellow flag is another notable flag, advising caution if there happens to be debris on the road or if a crash is ahead. A similar flag is the red and yellow striped, which is essentially the yellow flag but suggests something is wrong with the road, examples including oil spills, coolant, or small pieces of debris/sand that would affect traction. (flags)
Some slang terms taken directly from the official NASCAR website are as follow,
Camber: The amount a tire is tilted in or out from vertical. Described in degrees, either positive or negative. (Staff report)
Dirty air: Aerodynamic term for the turbulent air currents caused by fast-moving cars that can cause a particular car to lose control. (Staff report)
Downforce: A combination of aerodynamic and centrifugal forces. The more downforce, the more grip a car has. But more downforce also means more drag, which can rob a race car of speed. (Staff report)
This is only a portion of the list and each term has to do with an important aspect of the cars and the race itself. Knowing them can help you understand more about NASCAR. I learned this first-hand after watching a race, and then watching it again after I had studied some of the terms that I had heard before, but did not understand.
Conclusion
After researching and observing, as well as following the interview I was able to conduct, I can see how complex the NASCAR community truly is. From hardcore fans who could tell you almost exactly how a car is built, to casual viewers who just enjoy the races, you can find any kind of fan. Some people prefer to be at races in person while others view them over the television. But whoever they are, they're all there for the same sport, to enjoy the same races, and most of all; To enjoy the same hotdogs. No exceptions when it comes to hotdogs.
Works Cited
Hallmark, Keian. Online interview. 19 oct. 2018
Report, Staff. Guide: 20 NASCAR-Related Terms You Need to Know. Official Site Of NASCAR, NASCAR.com, 6 Sept. 2018, www.nascar.com/news-media/2017/08/01/news-media/twenty-nascar-terms-you-need-to-know/.
https://www.usatoday.com/story/sports/nascar/2018/07/14/earnhardt-to-headline-all-analyst-nascar-booth-for-nbc-at-nh/36866539/ Accessed on Oct 21 2018
Bernot, Kate. What's the Deal with Nascar Hotdogs? thetakeout, 01 Mar, 2018, Onion, Inc., 2018
https://thetakeout.com/whats-the-deal-with-nascar-hot-dogs-1823427690 Accessed on Oct 21 2018
Flags. IndyCar.com, www.indycar.com/Fan-Info/INDYCAR-101/Understanding-The-Sport/Flags.
https://www.indycar.com/Fan-Info/INDYCAR-101/Understanding-The-Sport/Flags Accessed on Oct 21 2018
Fowler, Scott. Where Did Darrell Waltrip's 'Boogity, Boogity' Catchphrase Come from? The Naked Truth. Charlotteobserver, Charlotte Observer, https://www.charlotteobserver.com/sports/spt-columns-blogs/scott-fowler/article152426074.html
https://www.nascar.com/news-media/2017/08/01/news-media/twenty-nascar-terms-you-need-to-know/ Accessed on Oct 21 2018
Bullen, Vivien. What Is the History of Stock Car Racing? HowStuffWorks, HowStuffWorks, 29 Jan. 2009, https://auto.howstuffworks.com/auto-racing/nascar/history/history-of-stock-car-racing1.htm
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Sociological Profile Analysis Paper
The world is an exciting place to live as it presents people with opportunities to change their living standards and climb the social classes. Furthermore, it provides the younger generations with role models which they can emulate as they grow. Just like the older generations that preceded me, the world was kind enough to award me a role model who has been an inspiration in my societal life. The current environment individuals are self-centered, and it takes more than luck to find a person that is willing to guide their young people through their lives and actions. Therefore, in this essay, I elaborate on the life of one of my close mentors in social and academic life. The paper expounds on the life of Helena Cadence, a lady I have known and interacted with for more than fifteen years. The paper evaluates her life from a sociological perspective, assessing how the society shaped her life.
Helena Cadence was born in 1970 to Mr. and Mrs. Allan Smith. Her parents were both African-American living in New York City. Her parents were not economically stable and relied on their small grocery shop in the streets of New York. Interestingly, unlike many African American families that lived in New York in those days who had an average of five children, Helena was the only child in her family. This lack of brothers or sisters was due to the health condition of her mother. Her mother was suffering from uterus cancer, and it was only through the grace of God that Helena was born. However, this family of three struggled to survive in the economically demanding city due to lack of professional jobs. Both her parents were uneducated meaning that their small grocery shop was their only hope of survival. This was the same story with other African- American families who most of them worked as laborers in factories across New York.
The financial struggles meant that Helena did not have a smooth sail in her education. Most of the times she was in and out of school due to school fee burden. The death of her mother when she was fifteen did more harm than good as she was left only with her father as the sole source economic and psychological support. However, her father was more than willing to terminate the illiteracy diseases that had rocked his house. Helena always tells me that her father would consistently remind her that education is the key and that it can make one dine with the king. Therefore, for Helena education is more than just the art of gaining knowledge or applying it, for her, it is the most precious gift that parents can give to their children. Many are the times that she tells me that if it were not for education, she could be still operating their small grocery shop in New York. However, this is not the case as she is now one of the most sought after uterine cancer in the United States and Europe. Her story brings out the beauty of life and how the society can influence the life of an individual. It is interesting to note that Helena treats the same diseases that killed her mother. During those early days, cancer was more like HIV in the current society. The reason for this comparison is because there were few specialists in that field and cost of medication was out of reach for an economically struggling family like that of Helena.
The story of Helena's rise to prominence confirms one old saying that says that the fruits of education are sweet. Helena is now a holder on Ph.D. in Medicine with a specialty in uterine cancer. This is an achievement of an individual who hailed from a humble background. But what was the driving force behind her educational success? Several factors defined the educational path for Helena. One was the death of her mother though uterine cancer, which motivated her to pursue a career in this field.
In sociology, there are occurrences which serve as motivators and death can be one of them. Therefore, it is essential to evaluate the happenings which changed the life of Helena carefully. According to Willis and Reid, an understanding of how past experiences affect midlife as well as how experiences of midlife shape subsequent aging are essential to a life course approach to individual life (6). The argument by Willis and Reid implies that things that we experience in our past lives play a crucial role in defining our future and for the case of Helena the death of her mother served as the motivator. Secondly, her father's determination to end illiteracy in his house also played a crucial role in making her successful in academic matters. Despite the economic struggles that Mr. Smith had, he was always there to support her daughter. Sometimes I find it unbelievable when Mr. Smith tells my father that he was even willing to sacrifice his life for the sake of her daughter's education.
The career goals that Helena has are what motivate me in life. For her, employment is not all about financial gains. The reason for her declaration is that to her being a medical specialist is a unique call. The death of her mother taught Helena that life is more precious than money. Therefore, she longs for the day when medical services will be free to all citizens. Furthermore, she aims to establish her medical center where she will be offering healthcare services for free. According to her, if such centers existed during her childhood maybe her mother could have not died. For, Helena money has never been the motivator it will never be in her career. Her love for the well-being of the society is what keeps her going in the medical field. This intense love for humanity and works of charity is closely tied to her strong Christianity beliefs. Both her parents were staunch Catholics, and this stand seems to have consumed their daughter. Helena tightly binds her social and professional life to teaching of the church. This balance is illustrated in her actions such as supporting charity efforts, offering free counseling to patients, volunteering in community works and even providing medical services free of charge to low-income families. These are actions that Helena terms as the works of mercy performed by Christ during his day on earth. Therefore, for her as a follower of Christ, she must replicate what her role model practiced. According to Keenan, all Catholics are supposed to participate actively in works of mercy with central acts being feeding the hungry, clothing the naked and caring for the sick (45). There are the main areas that Helena concentrates on during her social and professional life.
Helena never considers marriage as being important which is quite contradicting for a Christian. However, her view about marriage concurs with most of the modern ladies who term selves as being career women. For this group of individual, they are so in love with their professions that they cannot afford it with a relationship. According to Helena, a family will restrict her services delivery to the society. Therefore, she plans never to get married a stand that her father has come to accept. This is a decision that could be highly contested in the days of her mother when all girls were expected to raise their families. However, the understanding of marriage has significantly evolved and in the modern society, it is seen as an obstacle to career growth by many. Helena's decision not to get married could have been contributed by the type of lifestyle that she had after the death of her mother. Helena grew up seeing her father struggle to raise her after the demise of her mother. Therefore, she views a family as a source of hardship and struggles of parents making her avoid having one.
The future is promising for Helena with the type of sociological approach that she has adopted. In the modern society, it is almost impossible to find individuals who are so selfless and makes the welfare of the community their priority. I believe that in a few years' time, she will walk away with the prestigious Nobel price dues to her commitment to community service. Furthermore, I see her attitude towards marriage changing with time. This is because she will soon find the importance of having a family and the pleasure that it brings to an individual's life.
In conclusion, Helena stand out among the few professionals that I know who have the interest of the society at their heart. Her love for works of mercy is what makes her different from the rest. In the modern society, she is a rare breed which will be difficult to replace.
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O’net Interest Profiler Assessment
In this report, I will share my career choice and enlighten you about why I chose such profession. Then I will take the O'NET Interest Profiler and interpret the results. I will then describe the comparison of my current career choice description with the results of the assessment. In Addition, I will share any thoughts and insights gained in such areas as professional and personal growth. Lastly, I will outline any or all resources one can use to increase his or her search to obtain more information about more results.
Today, my career choice is Non-profit Director of Operations for people with criminal records. The career entails me to help people with criminal records decrease their chances of re-entry by supporting them through facilitating training programs such as job readiness, educational, parenting, communication, and finances. This profession is vital to me for I can relate because people in my family has been incarcerated and they faced discrimination on all levels of the political arena, therefore, this is why I have been personally and professionally invested in this field.
Per the 2000 U.S. Department of Labor, Employment and Training Administration, the purpose of Interest Profiler's is to help adults find his or her work related interest. The format assessment consists of 180 questions pertaining to activities that you would like, dislike, or unsure of doing. The paper-form assessment asks you to tally up the scores of all your likes in color coated categories. For example, my highest score of 26 is Social in Purple, 19 Conventional, Artistic 10, Enterprising 6, Investigative 5, and my lowest likes in the Realistic category I scored O likes.
Basically, the results informs me that I am a very social person who likes activities related to helping people in areas of social, personal, and therapeutic living. As a comparison to my previous career, I say that I fell into the same category of helping others as I am doing right now. My work importance profiler results says that my top values are achievement, recognition, support, independence, relationships, and working conditions in relations to exploring career opportunities that meets my needs as well.
There are five Job Zones and I chose zone four where considerable experience supports this zone such as a Bachelor's degree, skills and knowledge about the job is a must. For example, I identified with two of the four careers in my profile such as Criminal Investigative and Special Agent. I had no interest in the areas of Police Officer and or Embalmers.
Personally, it has been quite some time since I have taken an assessment about anything relating to my career and or associated with my previous profession. However, I am amazed of how well I did on the assessments for my career choices are similar to what I do now and my likes, as well as my dislikes are basically the same as the last past five years at least.
As a counselor, I find that to be consistently rewarding for I still knows and loves what I do as a profession. Far as a client, I would truly be overwhelmed with the career choice for looking at it through client's lenses it seems like a great deal to have on one's plate.
In conclusion, I would like to gain more understanding about the results for I was unable to receive the results data report via computerized for neither my computer and or Temple's was compatible with the electronic version. Therefore, I would recommend the aforementioned version of the assessment to obtain better results because the instrument is very informative and can be used to assist you with identifying interests and occupations.
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Personal Profile
I believe that God puts people in your life for a reason. In life, we meet the most unexpected people. However, the person who change my life was my grandmother. She was the person who taught me many life lessons. My grandmother, Irene Smith, was an admirable woman with many accomplishments. I looked up to her every single day of my life.
Irene was born on June 18, 1924 in Greenville, Maine. When she was just twenty years old, in 1944, she joined the United States Navy. During this time, there were requirements for women. They could only join the military at age twenty and they had to get out of the war once it ended. She has so many qualities who makes her an influential person in my life. My grandma, also known as Gameen to all her grandchildren, was supportive, adaptive, and selfless. Unfortunately, I lost my grandmother to pancreatic cancer in 2011. Her memories still continue to make us laugh and smile every day.
One of the greatest qualities my grandmother had, was her support for her family. One of the greatest accomplishments she had was that both of her brothers served with her during her time in the military. For her it was a great feeling to know she had a support system, while doing something for her country. Returning the favor, she was a great person to encourage people to follow your dreams.
Any time one of her grandkids had a soccer or baseball game, dance recital, or any special event she would attend. Ever since I was four years old, she would show up to our Grandparent's Day at our school. This was very special to me, because she would always have a smile on her face when she saw me. I have a picture on my dresser that is very close to my heart, which is from the first Grandparent's Day at my school. The relationship between my grandmother and I was very special.
Not only was my grandmother very supportive, she had the most incredible ability to adapt to change. She was French-Canadian and her parents knew little English when they migrated to America. She couldn't pronounce words when she went to school. When she was in the fourth grade, her teacher made her stay in at lunch to learn proper English. As her English improved, she was able to do more jobs and have more life experiences. This story that she told us made me realize that I should be more patient with people. It also made me realize that change is possible if you are determined to change it.
When I was in the fifth grade, I decided to change from recreational soccer to club soccer. This was a big change for me, because I never thought I could become better at a sport than I already was good at. Even though I thought playing for a club team was going to be harder, I knew that becoming better in a sport that I love was important to me. This was the moment I realized that my grandmother was right. Change is good if you are open to the idea of bettering yourself to the fullest potential you can reach.
Lastly, Gameen was one of the most selfless people in every way possible. She would always do things for others before herself. Whenever we went to the store, she would always ask us if we needed anything for school, such as lunch money or school supplies. Gameen would offer her own bed up, if it meant us kids were going to sleep comfortably. As a result of her selflessness, I learned to use her lessons and share them with the people around me. I have played soccer since I was three years old. Since my grandmother demonstrated this quality to me, I learned to share this gift with my teammates. Some ways I show it are by celebrating team victories, helping a teammate learn new skills, and taking the time and effort to support and learn new things about my teammates. Every time I would score a goal I would think about my grandmother and devote the goal to her.
In conclusion, my grandmother has so many characteristics that created her personality. Not only did she have an impact on my life, but she had a huge influence on the people around her. People enjoyed her jokes, stories, and comical comments. The traits that she was able to share with me in my eleven short years that she was with me, I learned key qualities to be a likeable person. She was able to show me all the outlooks on life and I am greatly appreciated. People who knew her will continue to tell her stories and share her experiences that she had throughout her life.
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Personal Profile. (2019, Jun 24).
Retrieved November 4, 2025 , from
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Interview Profile Paper
To be successful the field of business, you must learn how to handle and manage risks. The textbook states that risk is best understood as a phenomenon that affects multiple levels of social organization(Waldron & Kassling, 2018, p. 4). The ability to express an individual's ideas and messages while managing risks will allow you to grow as an employee/employers. I have conducted two interviews with business individuals (Brandon Reeser and Paul Williams) who are positioned highly in sales within their respected business, what I found to was how to understand and use effective communication in businesses that can help negotiations and managing risk within organization. I chose to interview two individuals because one works for a small business with around two hundred employees while the other is employed by a large corporation with around three thousand employees. Taking this information and effectively implement the course material can help optimize my learning experience and develop a better understanding of how it applies in the real world. Safari Books Online is a relatively small company that has close to two hundred employees working for the company. Brandon Reeser is a Senior Accountant Executive at Safari Books Online, this means he is in charge of all outside sell, acquiring new businesses and accounts, and managing small accounts.
Essentially he is in charge of moving the entire sales process along smoothly. In an interview dealing with how he became successful in sales Brandon said Sales are used every day in every situation, and I am particularly good at selling myself to people before I ever sell my product. On a daily basis Reeser is communicating with others, whether it is on in person, phone call, email, video chat, as well as texting or instant messaging. The most powerful channels of communication, Reeser states anything that you can add a personal touch, make them believe you care and put in that effort. Examples of these channels are face to face or video chats, having that interaction that makes the message more effective. While the weaker channels are going to be text messages and emails because it lacks the immediate feedback and leaves room for misinterpretation. When communicating with anywhere from thirty to fifty people in a day, its critical to manage time with everyone to make sure everything is running as efficiently as possible. After being asked about non-verbal and verbal communication Reeser claimed You will see it every single day, either reading a client to know how to approach them or if they seem distracted, or also verbally making sure everyone is on the same page and understands the next step. Having a clear understanding of the information and ideas is necessary to have effective communication because.
Managing to make what you are saying match the things that you are doing is a key way to gain credibility and trust from your audience. Reeser states that The best way to create a lasting impression is your actions not your words. Knowing when and where to talk is important as well as knowing who you are talking to, knowing to use a more direct approach or indirect, usually just depends on the situation. By trying to keep the messages positive, it allowed Reeser to gain the trust and confidence in his team and vice versa. A tip Brandon Reeser offered me was that silence is a powerful tool if you use it the right way meaning the audience now had to think about what has been said and has an opportunity to present any thoughts they may have had. All these techniques and concepts can help climb up the ranks and get a great job where you love what you are doing.The next company we are going to focus on is Takeda Pharmaceuticals, which is a much larger corporation with three thousand employees. In Takeda Pharmaceuticals, Paul Williams is a Strategic Account Manager who is tasked with leading a team of pharmaceutical sales representatives. The job this team has to accomplish is to work with hospitals, medical schools, infusion centers, and top doctors to manage the sale and billing of the products. He is also responsible for the training of others on how to infuse the medicine.
Williams said I have always wanted to go into the medical field, but I was always better at working with people and making sells, this is the perfect middle ground. After being with the company for fourteen years, he has held ten different job positions. He said the reason he has done so well in the business was because when you love what you do and believe in it, others see that, recognize that you care, and they will listen to what you have to say. With this jobs comes a lot of communications by email, text messages, phone call, or whatever else you can to deliver the message to the intended audience. When dealing with clients, there are signs non-verbally and verbally that will dictate how the conversation will go. If a customer seems in a rush and distracted, these non-verbals help to adjust and find a different approach that could be more effective. Or if a client is verbally saying one thing but then doing another, then it is not sincere, this allows for an evaluation whether to keep pushing or to move on. An average work day, Williams could talk to twenty people in one account, then talk to three or four accounts in that day. His approach to the people interact with depends on who and what the subject is about but always try to avoid negative messages.
Williams stated when talking to others, you have to make sure it is honest and real, make it seem like their input is valuable, that is the best way to communicate. To bring value to the team it is good to create a lasting impression that makes people know why you are here and this can be accomplished by always look and act profession and being resourceful and knowledgeable (Paul Williams). It is always significant to give the audience reasons why they should listen to you or believe the things that are stated. The last thing Williams had to say was it is easier to communicate verbally and non-verbally with other the more passion you have for what you do. The key to success was not in the communication itself, but how to deliver the communication is what is matters the most in business.
The reason I interviewed two men who are high up in sales is because that is a field that I would be interested in exploring and getting into. Jobs in marketing, sales, and service require creativity and good people skills. These people perform specific duties such as managing client relationships, and had the ability to be team players (Careers in Marketing, Sales, and Service). These are qualities that I believe I have and can train becoming successful in this area. There is always a need for Sales as long as business is around and there are also so many options to go into. One job I researched to find more information about was a Sales Representative. The job description is a Sales Representatives of technical and scientific products are responsible for generating and increasing sales of products for manufacturers and wholesale distributors (Echaore-McDavid). Someone is this position can make anywhere from $33,000 to $122,000 a year, with the education level to enter is a Bachelor's Degree or higher.
This is interesting to me because it is a risk and it is all on you to make your sells and get more money or be not be good at the job and not make any money.In conclusion, whether you are employed for a big corporation, or a smaller business it does not change the need to communicate. Using the right tools and practicing effective communication is necessary to move up and be successful. I have already seen two examples of people who could get amazing jobs because they understood how to communicate and interact with others in a workplace. Utilizing research and listening to the experiences from others is a great way to better understand how to communicate and how to be successful. In business, the pen is truly mightier than the sword.
Works Cited
""Careers in Marketing, Sales, and Service."" Ferguson's Career Guidance Center. Facts On File, Inc. Web. 2 October 2018.
Echaore-McDavid, Susan. ""Sales Representative."" Ferguson's Career Guidance Center. Facts On File, Inc. Web. 1 October 2018.
Reeser, B. (2018, September 28). Personal Interview.
Waldron, V. R., & Kassing, J. W. (2018). Negotiating workplace relationships. San Diego, CA: Cognella Academic Publishing.
Williams, P. (2018, October 1). Telephone Interview.
Cite this page
Interview Profile Paper. (2019, Jun 24).
Retrieved November 4, 2025 , from
https://studydriver.com/2019/06/page/9/
