Multiculturalism In Canada :: Immigration, Ethnic Diversity

Multi culturalism In CanadaCanada has long been called The Mosaic, due to the fact that it is made up of a varied mix of races, cultures and ethnicities. As much and more immigrants come to Canada searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Some of the issues nether fire are the political states policies concerning multiculturalism, the attitudes of Canadians around these policies, immigration, the global market, and a central point is the education and how to present the material in a way so as to offend the least amount of people. There are many variations on these themes as will be discussed in this paper. In the 1930s several educators called for programs of cultural transmutation that encouraged ethnic and minority students to study their respective heritages. This is not a simple feat due to the fact that there is much diversity within individual cultures. A look at the 1991 Canadia n census shows that the population has changed more noticeable in the last ten years than in any other time in the twentieth century, with one out of four Canadians identifying themselves as black, Hispanic, Asian, Pacific Islander, Metis or Native. (Gould 1995 198)Most people, from educators to philosophers, agree that an important first measurement in successfully joining multiple cultures is to develop an understanding of each others background. However, the similarities stip there. One problem is defining the tem multiculturalism. When it is looked at simply as meaning the instauration of a culturally integrated society, many people have no problems. However, when you go beyond that and try to suggest a different way of arriving at theat culturally integrated society, everyone seems to have a different opinion on what will work. Since education is at the root of the problem, it might be appropriate to apply an example in that context. In 1980, the American school, Stanford Un iversity came up with a program - later known as the Stanford-style multicultural curriculum which aimed to familiarize students with traditions, philosophy, literature and fib of the West. The program consisted of fifteen required books by writers such as Plato, Aristotle, Homer, Aquinas, Marx and Freud. By 1987, a group called the Rainbow Coalition argued the fact that the books were all written by DWEMs or Dead White European Males. They felt that this type of teaching denied students the knowledge of contributions by people of colour, women, and other oppressed groups.

Child Developement :: essays research papers

Volunteering at the YMCA was a great experience. I conducted a two-hour craft class with approximately seventeen children between five to seven geezerhood of age. Two Y counselors assisted me with the children. The project I selected was a magazine collage based on nutrition and fitness. The children enthusiastically participated. I brought a vast scaled laminated version of the food pyramid. We began by discussing the food groups and they assisted in the assembly of the pyramid. We then discussed the importance of breakfast, good after school snacks and junk food. They energetically engaged in conversation. The children were given black construction paper and magazines to look through to find pictures, they would cut or tear the pictures into small pieces and sort the pieces and gum the pieces onto their paper. The children were sensitive to the needs and feelings of the others around them. They varied widely in a number of different ways. Some of the children could make their o wn decisions and work in numberently, while others looked for mature approval. Some worked very quietly when others were noisy. Others were wiggle worms when some were concentrating and working intensely. One beautiful little girl was acting out, vying for even negative attention, when she was no protracted the center of attention. She reacted emotionally when she received a written referral from the counselor. When one asked to go to the bathroom suddenly half a dozen children had to go to the bathroom base on the Eight Stages of Development developed by psychiatrist, Erik Erikson in 1956 stages three and four were present.Stage (age)     Psychosocial crisis     Significant relations     Psychosocial modalities     Psychosocial virtues     Maladaptations & malignanciesIII (3-6) -- preschooler      green light vs. guilt     family      to go after, to play     purpose, courage     ruthlessness -- inhibitionIV (7-12 or so) -- school-age child     industry vs. inferiority     neighborhood and school     to complete, to make things in concert     competence     narrow virtuosity -- inertia3.     Learning Initiative Versus Guilt (Purpose)Erikson believed that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years. During it, the healthily developing child learns (1) to imagine, to let out his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination4.     Industry Versus Inferiority (Competence)Erikson believed that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school.

Phencyclidine: The Dawn Of A New Age Essays -- essays research papers

Phencyclidine The Dawn of a New AgeApril, 1956 The pharmaceutical company Parke & angstrom unit Davis first synthesize whatthey believe to be the perfect tense anesthetic (Souza, 1995). When administered topatients, it causes a completely dissociative state, with no significantrespiratory or cardiovascular depression. Patients appear to be awake, eyesopen, breathing normally.but are incognizant of their surroundings or the proceduresbeing performed upon them (Souza, 1995). Indeed, this is the perfect drug.Unfortunately, like all good things, this one has a darker side. 15% ofpatients awake from their slumber with what appeared to be an acute role ofparanoid schizophrenia (Peterson Stillman, 1978). The drug is PCP, and to thisday it is the scourge of the underground drug community, and the focal point ofintense scientific research. Parke Davis and Company did not know how terrible,and wonderful, a discovery they made that day but our world has been changedforever because of it. qu ite possibly for the better.The Dust of AngelsPhencyclidine, more commonly known as PCP, is a polycyclic compound be tothe arylcyclohexylamine class of chemicals figure 1.0 (Souza 1993). In pureform, it is a white powder which readily dissolves in water. The cyclohexaminesare known for their the potent neurological effect, with PCP being the well-nighpotent. Almost every variation has been administered to, or abused by, humans atsome time (Nintey Fifth Congress, 1978). All these compounds have similarpharmacological effects, which leave considerably according to the amountadministered. Small doses produce a drunken state, in which subjects report anumbness in the extremities, while some species (like dogs and cats) becomequite excited (Halberstadt, 1995). Intermediate doses have anesthetic andanalgesic effects , with the psychic state resembling sensory isolation with oneimportant exception the sensory impulses (when time-tested electrophysiologically)reach the neocortex but &q uotthe neuronal signals are grossly distorted"(Halberstadt, 1995). Large doses, especially of PCP, may produce convulsions.Any dose produces cataleptoid muscle effects (Halberstadt, 1995). All thechemicals in this class produce a range a physiological effects, includingtachydardia and hypertension (Halberstadt, 1995). Unlike the othercyclohexamines, however, PCP causes severe "e... ...phy - dont forget thisCarroll, Marilyn. (1992). cyclopedia of Psychoactive medicines. New York, N.YChelsea House Publishers.Halberstadt, A.L. (1995). The phencyclidine-glutamate model of schizophrenia.Clinical Neuropharmacology. (Vol. 18) 237-249.Nintey Fifth Congress. (1978). Abuse of dangerous and illicit drugs -psychotropics, phencyclidine (PCP), and talwin Hearings before the selectcommittee on narcotics abuse and control house of representatives. Washington,DC US Government Printing Office.Okuyama, Shigeru. (1994). NE-100, a novel sigma receptor ligand Effect onphencyclidine-induced beha viors in rats, dogs, and monkeys. Life Sciences. (Vol.55) PL133-138Peterson, R.C, & Stillman, R.C. (1978). PCP-Phencylidine Abuse An appraisal.New York, NY National Institute on Drug Abuse.Restak, R.M. (1994). Receptors. New York, N.Y Bantam Books.Souza, Errol B., & Clouet, D., & London, E.D. (1993). Sigma, PCP, and NMDAReceptors. New York, NY National Institute on Drug Abuse.Svensson, T.H. (1995). Mode of action of atypical neuroleptics in relation tothe phencyclidine model of schizophrenia. Journal of Clinical Psychopharmacology.(Vol. 15) 11S-18S

With Close reference to at least two poems, examine how the poets have

With Close reference to at least two poems, examine how the poets haveexplored the theme of parent-child separation.In your response you should deal with* The contexts of the poems.* The contrasts and similarities in the poets methods and approaches.* The use of language.* You in-person reaction to the poems including your preference.Many poems have been written on the basic theme of parent-childseparation. I have chosen to write about two poems. The first of theseis The break ones back Mother written by Frances E.W. Harper, written in themid 1800s. It explores the idea of a black slave mother having herson stolen from her. The second poem I will study is Walking Away byC. Day Lewis. Both show the difficulties of Parent-Child separation.However The striver Mother is much more violent and distressing asoppose to Walking Away where there is no mention of violence at all.Frances E. W Harper wrote The Slave Mother at a time when blackswere being severely discriminated against. Societ y and American Law atthe time promoted slavery. She was orphaned as a child and thereforehas some orbit on parent-child separation as, similarly toWalking Away, it is an experience she has gone through. Harper wastotally against this and therefore used a polemical style of writing,as she wanted to point out this controversial issue to the public andto persuade people against it. Harper had a pioneering spirit and wasprepared to be the first of a kind. She was an active part in theanti-slavery movement and used various poems including The SlaveMother to get her point across. When she was speaking up for what shebelieved her poetry became part of her efforts to persist againstslav... ...f what ahs happened.Both poems have explored the common theme of parent-child separationvery well. They also both had an effect on me, although both indifferent ways. In The Slave Mother I was quite shocked and almostdisturbed at what the captors had done to this poor mother whose onlypossession was her son. I also snarl a lot of sorrow for the mother. InWalking Away I also felt sorry for the parent who was loosing theirson. However the whole poem did non sadden me, but rather comforted meby the fact that some losses are purely natural and that it issomething that most of us can plug in to. Both poems - especially TheSlave Mother - help me to form a vivid picture in my mind of the twopoems. Although both poems were outstanding my positron emission tomography out of thetwo would be Walking Away as I feel it is something I can or will beable to tie in to.

Personal Writing: The Evaluation Of My Coaches Essay -- essays researc

Personal Writing The Evaluation of My Coaches     Throughout my high school basketball vocation I experienced severaldifferent coaches. Every new coach brought a different approach to coaching.The varying techniques of coaching brought about different attitudes andexpectations during practices and games. I found that during practice, coacheshad either the nice-guy or the drill sergeant approach. They also had differentmethods of coaching during and after the games.     Practices are very important to basketball. If you practice hard and watch it seriously, your squad can become successful. All of my coaches in highschool took practices seriously. I basically had two different types of coacheswhen it came to practice. There was the drill sergeant type, which had the teamline up in the same place every day to do our calisthenics before each practice.The team captain stood facing the placidity of the team and lead us in variousstretches and ot her warm-ups. The coach was very strict. No horse play orunnecessary talking or anything else we knew would make the coach mad. Coachwould have us do drills having to do with the plays we ran during the game. Ifwe made a mistake coach would stop us and make an congresswoman of whoever messed up.He would say, "Did everyone see what Bryan just did? That is what you shouldnot do." He would then gripe a little and after that we would continue ourpractice. I feel that this method...

The Peary Expedition as Allegory in Ragtime Essay -- Ragtime

The Peary Expedition as Allegory in tabloid E.L. Doctorows bracing tatter is primarily concerned with the illustration of broken dreams. design on the tradition of the Muckraker news of such authors as Upton Sinclair, Doctorow shows the shadow side of the Jazz Age. The beginning of the novel deals with Fathers preparation for and participation in William Pearys digression to the North end. The theme of disillusionment that runs throughout the novel is foreshadowed and represented by the Peary expedition. Pearys expedition, like the American Dream and the socialistic vision, is ground on grand hopes. The expedition is however, marked with disappointment and results in the destruction of dreams and people. In Doctorows treatment, the American Dream as well as the Socialist vision share this fate. In this way, Pearys polar expedition serves as an allegory for the entire novel. The novel is filled with great dreams, sweeping visions and grand hopes. The planetary tone of the e ra and the American Dream are represented in the exploration of the Arctic. The North Pole represents the seemingly unattainable, and the search for it the great striving for dreams. The severeness and great difficulty of arctic exploration exemplify the romantic ideal of infinite striving. Even the accomplished Houdini is impressed with the grand scale of Fathers trip. This magnificent undertaking serves as preparation for the hopes and dreams expressed throughout the novel. The American Dream of prosperity is show throughout in the deification of industrialists and the fact that in that location were no Negroes. There were no immigrants (4). While Fathers ship is departing for the arctic, he sees not immigrants flood tide into New York Harbor, but ... ... the ambiguous victory of the Peary expedition through the various social visions expressed and in the lives of his characters, Doctorow presents a vision of the Jazz Age which both presents and deconstructs the values and dr eams of the period. At the end of the novel, as the bank clerk notes the era of Ragtime had run out and the hopes and dreams of a generation form come to nought. Only the characters who engender adapted to the world by abandoning their initial visions stretch forth and prosper. Ragtime, is a narrative, like the Peary expedition, of lost hopes, dashed dreams and the struggle to cope with the ambiguities of life. Like the blurred and darkened shoot of the explorers at the pole, the dreams described in the novel have developed into faded representations of themselves. Works CitedDoctorow, E.L. Ragtime. New York Bantom/ Random House, Inc., 1976 The Peary Expedition as Allegory in Ragtime Essay -- RagtimeThe Peary Expedition as Allegory in Ragtime E.L. Doctorows novel Ragtime is primarily concerned with the illustration of broken dreams. Drawing on the tradition of the Muckraker novels of such authors as Upton Sinclair, Doctorow shows the shadow side of the Jazz Age . The beginning of the novel deals with Fathers preparation for and participation in William Pearys expedition to the North Pole. The theme of disillusionment that runs throughout the novel is foreshadowed and represented by the Peary expedition. Pearys expedition, like the American Dream and the Socialist vision, is based on grand hopes. The expedition is however, marked with disappointment and results in the destruction of dreams and people. In Doctorows treatment, the American Dream as well as the Socialist vision share this fate. In this way, Pearys polar expedition serves as an allegory for the entire novel. The novel is filled with great dreams, sweeping visions and grand hopes. The general tone of the era and the American Dream are represented in the exploration of the Arctic. The North Pole represents the seemingly unattainable, and the search for it the great striving for dreams. The hardship and great difficulty of arctic exploration exemplify the romantic ideal of infinit e striving. Even the accomplished Houdini is impressed with the grand scale of Fathers trip. This magnificent undertaking serves as preparation for the hopes and dreams expressed throughout the novel. The American Dream of prosperity is demonstrated throughout in the deification of industrialists and the fact that there were no Negroes. There were no immigrants (4). While Fathers ship is departing for the arctic, he sees not immigrants coming into New York Harbor, but ... ... the ambiguous victory of the Peary expedition through the various social visions expressed and in the lives of his characters, Doctorow presents a vision of the Jazz Age which both presents and deconstructs the values and dreams of the period. At the end of the novel, as the narrator notes the era of Ragtime had run out and the hopes and dreams of a generation have come to nought. Only the characters who have adapted to the world by abandoning their initial visions survive and prosper. Ragtime, is a narrative, like the Peary expedition, of lost hopes, dashed dreams and the struggle to cope with the ambiguities of life. Like the blurred and darkened photograph of the explorers at the pole, the dreams described in the novel have developed into faded representations of themselves. Works CitedDoctorow, E.L. Ragtime. New York Bantom/ Random House, Inc., 1976

Group Dynamics Essay

Hundreds of fish swimming unneurotic is called a school. A pack of foraging baboons is a troupe. A half xii crows on a telephone wire is a murder. A gam is a host of whales. But what is a collection of human creations called? A separate. (Forsyth, 2006 P.2) A group can consist of both or more than lot interacting. Bruce Tuckman and Meredith Belbin both devised theories relating to the interactions and dynamics of groups, whilst Tuckman concentrated on the group as a whole, Belbin focus on the roles individuals played within a group. For centuries, sages and scholars have been fascinated by groups by the way they form, transmit over prison term, dissipate unexpectedly, achieve great goals, and sometimes commit great wrongs (Forsyth, 2006 P.2) While roots of group dynamics go choke off to the late 1800s, group dynamics gained prominence as a matter of study in the early 1940s. During World War II, Americans needed a better understanding of how democratic organizations cou ld be made to function more impressively. (Levine, R. Rodreges, A. Zelezny, L. 2008 p.1).Tuckman believed that a group moved through several stages which he referred to as forming, storming, norming, coiffureing and adjourning. Forming, he felt, was the initial founding of the group when on that tiptop was a high dependance on a leader for guidance and direction, whereas storming was the period of adjusting and adapting to group roles and dynamics where group fragments vie for position as they attempt to establish themselves in notification to other team members, the norming stage he believed was when everyone had found their place within the group, which was when performing would start to happen and lastly adjourning, when the group finally disseminated. Whereas, Belbin focused on each individual within a group/team and the role they played A team is not a bunch of people with line of reasoning titles, but a congregation of individuals, each of whom has a role which is und erstood by other members. Members of a team seek out certain roles and they perform most effectively in the ones that ar most natural to them(Belbin, 2014, p1). Belbin believed that there were nine role types spilt into 3 categories- cerebral, action orientated and people orientated. In the first- family sept he placed plant, specialist and monitor evaluator.In the second category he placed implementer, shaperand completer finisher and in the last category he grouped team-worker, co-ordinator and resource investigator believing that each person in the group would function into or identify with one or more roles. He devised The Belbin Test in which is a series of statements grouped into categories and a points system which will determine which of the nine role types people doing the test would fit into. When completing The Belbin Test myself, using the two groups I am apart of (the larger direction group and the small question group that we were split into for this units task) I emerged as a ME (Monitor Evaluator). According to Belbin the characteristics for this role argon sober, unemotional and prudent and I would definitely agree with prudent and sober however, I would strongly disagree with unemotional although, I do feel that in certain situations I can separate emotion, demeanor and so I can stand back from raw emotion. They are slow deciders who weigh up the pros and cons of options which discover me very well. He talks about the strengths of a Monitor Evaluators strengths as being- judgment, discretion and hard-headedness, the latter, in regards to me, I would disagree with.Belbin too thought that their allowable weaknesses were, lack of inspiration or the ability to motivate others, which I feel from doing the research task I have learnt about myself. Whereas, in Tuckmans Teamwork Survey our research group scored as follows 23 froming,20 storming, 16 norming and 19 performing, which according to Tuckman our team is still in the forming stage b ut he felt that if the scores were all fairly lose together then the group has no go on perception of the way the team operates. Judging by this I would say that from my perspective that Tuckman is correct because I feel that we werent a team at all, we didnt really work together. One contributing factor I feel was that one member of our group was absent for the first session and was also absent for the first part of the following session and another member of the group went for a short break leaving two of us to plow what we were going to do. I felt at this point that we were wasting valuable time because decisions couldnt be made without others present.There was no plan or real discussion, the most vocal of our group decided what she was going to do and asked if there were any objections and I had already analysed where my strengths lay and decided to voice that notion too and although another member also expressed an interest, I decided that I would prudently push forthe task of designing the PowerPoint slides. On reflection, when the names were being drawn out of a hat in order to decide on members for the research groups, I felt fairly nervous because there were two members of the group that, given a choice, I wouldnt have chosen to work with, one because I have had the least social interaction with so far and the other because I find her slightly overbearing in her demeanour, although I do feel that her manner maybe due to insecurity earlier than disrespect. There are many different types of groups, much(prenominal)(prenominal) as planned groups, which are deliberately formed, concocted groups i.e. military units or sports teams, founded groups- for instance, study groups or clubs, emergent groups such as smoking groups, circumstantial groups for example audiences or crowds and self-organising groups for instance, regular customers in a bar or friendship cliques in the workplace.Groups can be brought together for many different reasons which can be split into four categories, intimacy groups (families), task groups (teams), weak associations (crowds) and social categories (women or doctors etc.) There are thirteen people in our student group, comprising of eleven females and two males and the one thing we all have in common is our goal of reaching the end of the two year course which will enable us to work as qualified counsellors. There are also many other similarities but there are also many differences. In therapy early forms of group work were pioneered by Moreno with psychodrama, by Lewin through his invention of T-groups and by Bion in his psychoanalytic groups. (McLeod 1993, p.445) Carl Rogers coined the term, The Basic dally Group to identify groups that operated on the principles of the person-centred approach. The Basic hit Group is quite unique and, in fact, offers a different paradigm for group therapy. (The Basic Encounter Group 2014)And in 1968 Carl Rogers, along with Richard Farson, took part in a touching doc umentary/film of an encounter group, in which eight strangers were brought together in a room and permitted to explore their inner thoughts impression openly which was facilitated by Rogers and Farson. After watching the video and order to get a flavour of how it felt to be a part of an encounter group, our counselling group set up an encounter group session where anyone could offer a thought or feeling they had about an issue that they didnt mind disclosing to the rest of the group and other members could join in or just observe. For me it felt both heart-warmingand frustrating. Heart-warming because it felt as if there was a collective consciousness and genuine warmth towards each other, however there were times when I felt as if a hardly a(prenominal) people were starting to give advice which I found frustrating because I felt as if they were trying to rescue people instead of listening without judgment.Although there are many advantages of working in groups therapeutically, su ch as, a feeling of shared experiences and unity, a sense of support and social aspects (meeting new people) there are also disadvantages such as, issues around confidentiality, concerns around emotions or people getting out of hand and feelings for some people of vulnerability amongst others. In the large counselling group, although I would describe myself as an introvert I dont feel that I am too quiet and I wouldnt describe myself as shy I feel that I contribute to the group and I definitely feel as if I am an fundamental member of the group. If I were to analyse my role(s) within the group according to Belbin, I would say that I am Monitor Evaluator and a Team Worker because I weigh things up before making a decision and look at all the options and I am interested in other peoples point of view as well as trying hard to be as versatile as possible but the down side to that is that I find it hard to motivate others and have great difficulty making a quick decision. However, in th e research group I feel that I did take more of a dominant role because there was no natural leader/organiser so after realising that I just of course started to make suggestions and ask opinions.In my opinion I would agree with my results (when doing the Belbin test) of Monitor Evaluator and if I had to guess at the roles the other three members of our research group according to this test, I would say that LK was an Implementer because she was disciplined, reliable, conservative and efficient but DJ played the role of Team Worker because he was co-operative, mild perceptive and diplomatic, whereas LEs role, in my opinion, was Resource Investigator because she is extrovert, enthusiastic and communicative. The presentation I felt came together fairly well, although I feel it could have been more of a success if we had had more time for the group to develop and had discussed equally and openly our thoughts and feelings about the task ahead. Personally I felt that we wasted valuable time and avoided issues that may have caused conflict. Our group researched German-American psychologist Kurt Lewin who set up a ResearchCentre for Group Dynamics (RCGD) in the late 1930s and 1940s.The RCGD regenerate the empirical approach and, more important, created one that was different from anything in the past and that still defines the best of the field today (Levine, R. Rodreges, A. Zelezny, L. 2008). Our presentation mainly focused on his Three Stage Model for switch. Lewin recognised a need to provide a process whereby the members could be engaged in and committed to changing their behaviour (Lewin, 2004 p. 983) His three stage process for change comprised of the principle of unfreezing, changing and refreezing. Using the analogy of an ice-cube, the first step is to unfreeze/melt the cube, the second stage is to change the shape of the liquid and the third stage was to refreeze it into a different shape. He believed that if there was good communication, rumours were dis pelled, everyone was included and by praising peoples efforts, change could occur but it would take time.I like this model of change because I can relate to it and I have recently had experience of such a change because the school that I work in has just (on June 1st) become an academy. In conclusion, I feel that I identified mostly with Belbins system of roles people play within groups because the results from the Belbin test, for me, fitted very well with how I worked within our research group, however, having frequently worked with groups of young people, I know that Tuckmans theory can be useful in determining where a group is at in terms of effective performance and it would have been valuable in our research group if we had had more time to develop as a group. Lewins three stage model I feel would be effective when working in a team/company although I got a sense of how it worked within our whole counselling group when unforeseen circumstances meant that the group had to get used to a new tutor and teaching style.

Deschooling Essay

In the contemporary decree, many pot believe that as an integrated pick of society, the purpose of education is to capacitate individuals to reach their full potential as human beings, individually and as members of a society. These individuals will receive education which will enable them to think and act intelligently and prep atomic number 18 them for community life (Literacy Philosophy, 2012). However, Ivan Iillich proposes the notion of de training which he thinks the rights of learning for most hoi polloi atomic number 18 taken onward because of the obligation to attend initiate (Illich, 1971).The deschooling thesis calls for the disestablishment of the norm mandating institutionalized education (Kahn & Kellner, 2007, p. 438). The school is in crisis and will not last for much longer. In this essay, I intend to provide a critical overview of Illichs main ideas of deschooling, and explain how his vision is relevant to todays views on the purpose of education. The thesis of Illichs notion of deschooling is universal education through schooling is not feasible (Illich, 1971, p. vii).He explains if people are educated in the institutions which are built on the style of present schools, education will be no longer feasible (Illich, 1971). Instead of facilitating experience to learners, school takes away peoples abilities and inclination to learn. More precisely, the increase on educational expenditure is gradually growing inefficiently which makes some children do not receive the hazard to study at school (Illich & Verne, 1976). Most people wrongly believe the more m geniusy spends on education, the better education students can receive.Nevertheless, Illich (1971) contends the money spends on education is inadequate to improve the get wording quality and the performance of students who have disadvantages. Aiming at increasing the equality of receiving education, many governments provide funds to those schools with many students from low- income f amilies. However, the tremendous costs of schools twitch the governments to provide more funds to those schools. The uglyer students need funds to enable them to learn, but normally the funds are spent on the development of the school kinda on the poor students themselves (Illich, 1971).Illich (1971) indicates that school gives un gear uped opportunity for legitimated waste, so long as its destructiveness goes unrecognized and the cost of palliatives goes up (p. 10). So the money is insufficiently spent. As a result, children from poor families still cannot receive the opportunity to go to school. In some developing countries, some children even do not have the opportunity for the most basic education. However, Illich (1971) states that even in schools with equal quality, the poorer students still cannot catch up with the rich as an fix of relative poor financial conditions.The poor parents cannot afford to pay their childrens tuition remunerations and books. Some filed trips o r vacation travels which are practiced for students learning, are unreachable for the poorer children. It is obvious that the poorer children are self-abased. In general, the poorer students attain behind as long as they depend on school for learning (Illich, 1971). Moreover, in some nations, some parents even do not earmark their children to attend school. Even more essentialis the fact that some parents deliberately keep their children at home, or wink at their staying away from school.Sometimes this is a subject of sheer economic necessity. Parents are often forced to rely on children as a means of supplementary support. They need their children to work. So in those countries, solo a small number of children attend to school although hundreds of thousands money have been spent to make the school attendance higher (Illich, 1971). Reimer (1971) who has the same opinions about school as Illich describes schools are simply too big to treat concretely (p. 10). There are too many people in the school institutions. In turn, individuals may have bad habits which they learn from others in the school.So some parents may worry about the harmful habits that their children may learn from school. In sum, schools limit students abilities to learn to a certain extent. Another illusion, which Illich thinks most people have, is learning is the result of teaching (Illich, 1971, p. 12). He argues schools cannot possibly achieve their goal of promoting learning. Schools often teach students that instruction produces learning yet learning is the result of personal activity, not the result of instruction (Illich, 1971 Gintis, 1972).Specifically, most people not only acquire knowledge inside school but also need to learn more about extracurricular knowledge outside the formal schools, which cannot be taught by teachers in the class. For example, if a person wants to learn a second language, he can travel to other countries and live with local people. Speaking under a good lan guage environment can make him speak well than just sitting in the classroom and listening to the teacher. Therefore, individuals can reclaim responsibility for their have got learning away from the constraints of the educational institutions.People are often taught that valuable learning is the result of attendance, the more classes students attend, the better grades they will get. However, some students attend school and study every day, but they still cannot get good grades and certificates. School takes away peoples desire to learn. Thus, like all other bureaucratic service institutions, schools fail by their very nature (Gintis, 1972, p. 85). Illich also emphasizes his opinions about alternatives to schools.In terms of alternatives in education beyond the official system, Illich considers learning exchanges as an effective way for people to learn where people are able to make contact with each other to teach or learn, without the need to insert at some institutions offering formal courses (R. Small, Ivan Illich and de-schooling, April 5, 2013). He proposes the network of learning webs to replace school. Moreover, he regards skill exchanges as an essential way to provide people who want to learn a skill with access to those persons who have mastered the skill and have the ability to demonstrate it (Arsdall, 1975, p. 31).Training skill teachers are quite expensive. A person who wants to be a teacher needs to get the certificate for teaching. Therefore, on that point are merely a small number of teachers who have potential skills. From Illichs point of view, everybody who has a skill can also teach it and appropriate with others. Even the best businessmen and artists are more skillful, intelligent and creative than most of the arts and business teachers (Illich, 1971). Consequently, people do not need to learn skills from teachers. He also states the professionals who engage in operating educational institutions must be replaced by a raw breed of edu cators.The proposed educators should be able to create and operate the various educational networks (Arsdall, 1975, p. 32). Further, the opportunities for skill-learning are multiplied. People are able to learn skills effectively from different people. Additionally, learning exchanges are more economical than schools, and they are cheaper or even free so that everyone can share in them (Reimer, 1971). The sharing of skills can easily motivate people to learn by guaranteeing freedom to teach or exercise them on request (Arsdall, 1975).On the other hand, some people staunchly oppose Illichs idea of deschooling society. In contrast to Illichs opinion of againsteducational institutions, those opponents argue that schools are necessary for the society. many another(prenominal) people respond to the controversial theses against schools published in Deschooling Society (Zaldivar, 2011). Amongst those critics who take part in the debate, Paul Goodman most radically oblige Illich to revise his thinking. Goodman thinks there are some problems for schools, but schools should be improved instead of being disestablished.Other critics claim that Illichs opinion of alternatives is ideal and unable to be use in practice. As a matter of fact, the alternatives offered by Illich are often disqualified, seen as utopian and with no practical direction (Zaldivar, 2011, p. 621). Besides, according to Greer (1971), the most arctic mistake in Deschooling Society is that Illich upholds disestablishing school, but he does not propose the effective instruction for transforming the most important educational institutions (cited in Zaldivar, 2011).Further, as one of the most significant critical texts against Illich theses, Gintis represents the most articulated critique of Iillich studies in his essay entitled Toward a Political Economy of Education A etymon Critique of Ivan Illichs Deschooling Society (Zaldivar, 2011). Gintis (1972) critiques Iillichs Deschooling Society, argue that, from the fact that schools do not promote learning, however, Illich does not conclude that schools are simply irrational or discardable. Rather, he asserts theircentral role in creating docile and manipulable consumers for the larger society (p. 3). In addition, according to Small (2013), the solutions such as increased funding, special programmes and new curriculum approaches, which Illich thought inefficient are still being advocated today. With respect to learning exchanges system, it has been proved work reasonably well with arts and crafts, as well as learning other languages, but it might be useless for sciences or other academic subjects. However, some of Illichs opinions are relevant to todays education. His negative definition of schooling indicates the problems of education in the present day.Everybody should have an equal chance to education. Yet, it is undeniably true that in the poor nations, especially in some poverty-stricken rural areas, some school-age children cann ot go to school because of lack of financial support. Many kids drop out of school because they cannot pay the fee every year. In this case, Illichs view of education offers a multi-pronged critique of schooling, reflects the shortcomings and defects of modern education in equality. Furthermore, with respect to public purpose of schooling, schools are so-called to educate positive values to students (Reimer, 1971).It is a general recognition that the purpose of modern education is to cultivate qualified talents in both ability and integrity. Nevertheless, in the specific educational practices, schools cannot fully play a positive role in education sometimes even have a negative effect on students. For example, teachers tell students to be friendly with others, but outside the classroom, some teachers even denigrate other teachers in public. It has a negative influence on students. In addition, Ivan Illichs concern with learning webs, which he calls educational or learning webs, has struck a chord among many people.According to Smith (2001), Illichs propose of learning exchange is an approach to find some enthusiastic proponents within non-formal education. As the best example of a learning exchange, the world-wide web enables people to gain access to any learning resource which may help him to define and reach his own goals (Smith, 2001 Small, 2013). It appears certain that technologies like computers have driven the real construction of education. With the development of technology, it is possible for students to develop their own weblogs and get resources on line by themselves.With Internet students can share their personal diaries, discuss what they are reading, learning and doing in relation to coursework, post hyperlinks to useful Internet sites, debate over issues being discussed in class or of current topical interest(Kahn & Kellner, 2007). As a consequent, communications among young peers are highly developed. According to Nussbaum (2004), online lea rning exchanges become a highly involved and interesting cultural forum (cited in Kahn & Kellner, 2007).So Illichs conceptions of webs of learning have a significant implication on education in the present age. Illichs notion of deschooling reflects todays view of education. In conclusion, Illichs critiques of the school and call for the deschooling of society have caused great repercussions among many workers and alternative educators (Smith, 2001). Although many people oppose his vision of deschooling society and some of his ideas have been proved to be unsuccessful, his work can provide new insight into ongoing studies of modernity (Zaldivar, 2011, p. 24). Further, his propose of educational webs or networks connected with an interest in non-formal approaches has a considerable influence on peoples understanding of searching for new formal educational institutions except schools. It is no doubt that some of his views retain considerable and thought-provoking power (Smith, 2001). What we should consider carefully is to think how we can improve modern education effectively in the future with Illichs suggestions and proposals.

Reading and Writing Development

Reading and Writing Development Tyesha Woods March 10, 2013 ADE/202 Susan Clark The two age groups that I have chosen ar early childishness and middle childhood. Early childhood ranges from two to six years of age and middle childhood ranges from six to ten years of age. In the beginning stages of early childhood the child would not be removeing or writing just yet. But they would be starting to learn how to read and to write. They should be learning how to recognize letters and how to put them together to form forges.At the end of this stage the child should be able to read and write, or they should be at the beginning stages of reading and writing. The beginning stages of middle childhood the child should be at the beginning stages of reading and writing. By the end of the middle childhood the childs reading and writing skills should be more advance. They should be able to read at a higher level. They should be able to feign spelling lyric poem and look them up in the diction ary, write out the words, and make the words into sentences. For the children in early child the material that I would occasion would be handouts.The handouts will have the letters for the kids to trace. Then they would a beginners reading book. They would have to read the book and they would have to write about what they read. Another affair that I would do, is give the children an assignment where they had to match up the word with the picture. For example if the handout had pictures of a dog, cat, kite and cow the child would have to match the word with the picture. That should help with the reading aspect. For the writing I would have the child write the words out two times each. The material that I would use for the children in middle childhood is vocabulary and reading.I would give spelling words and assign to read a book. As far as the spelling words the initial thing that I would do is have the students write out the words five times each so that they can get know the wor ds. The arcminute thing that I would do is, have the children look up the words in the dictionary. Another thing that I would do is having the students make sentences out of the words that I have given them. The finale thing that I would do is to give the students a spelling test. Now for the reading I would assign the children a book to read and the students, would have to read a few pages at a time.By the end of the week the student should finished the book, and as a spend assignment they would have to write a small book report. The book report would have to tell what they read. I would also beseech the children to write follow up the words that they did not understand. So, that I could take the words and turn them into spelling words. I would do this so that children would have a better understanding of the words that the children did not understand. I feel that these methods will help the children to improve their reading and writing skills. For both groups I would ask the p arents to get involved with the childrens school fit.I would ask the parents to make confident(predicate) that the kids do the work when the children are home. I will give the children work packets to take home so that they can keep practicing their work. The work that I would give would be done when the kids have spring break or on the weekend. I would do this so that the kids will not leave behind what they have learned in school. I would not give so much work that it would take away from the kids time off, but just luxuriant to keep them sharp when it comes to their school work. I would recommend that the parents do the work with the children for two hours out of the day.The parents and the teachers need to work together. That is why I keep axiom that the parents can help the child the teachers can help the child while they are at school. The parents help at home by making sure that the child does the schoolwork and the teacher will check to make sure that the child did the w ork. If the parents and the teachers work together they can both help the child to confirm their reading and writing skills. References Teresa M. McDevitt and Jeanne Ellis Ormrod. (2004). Child Development Educating and Working with Children and Adolescents. Retrieved from Teresa M. McDevitt and Jeanne Ellis Ormrod, ADE202 website.

Famous Quotes for Teachers Essay

I often wonder about teachers who educated famous people such as Einstein, Abraham Lincoln, and the like. Were these teachers specially suffice to inspire their students to achieve fame and success? Or were these teachers Just plain lucky to have exceptionally talented students? Do some teachers have the rare flavour of turning dust into gold? The answer may not be easy to find. Andy Rooney Most of us end up with no more than cardinal or six people who remember us. Teachers have thousands of people who remember them for the rest of their lives.Haim G. Ginott Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at generation they accomplish this impossible task. Anonymous Leading a child to learnings treasures, gives a teacher untold pleasures Teachers dont impact for a year, but for a lifetime. Chinese proverb Teachers open the door. You enter by yourself. Bill Muse I think a secure profession for new-made people is history teacher, becaus e in the future, there will be so much more of it to teach.Howard Lester I have been maturing as a teacher. New experiences knead new sensitivities and flexibility Hippocrates I swear to hold my teacher in this art equal to my own parents to make him partner in my livelihood when he is in need of money to share mine with him to consider his family as my own brothers and to teach them this art, if they want to learn it, without fee or indenture. Edward Blishen Life is horrific and the teacher had better prepare himself to be a medium for that amazement.

International Accountancy Quiz Question from Test Bank

* marvel 1 2. 5 come out of the closet of 2. 5 points The succeeding(a) record information above was taken from the records of BlobeKom Ltd. Historical live $12,000Replacement Cost $ 9,000Expected interchange price $10,000Expected selling cost $ 500Normal profit margin 10% of selling priceUnder U. S. GAPP, what should the Balance Sheet report for Inventory? resoluteness Selected Answer $9,000 * oral sex 2 2. 5 out of 2. 5 points How should the cost of borrowing funds to borrow or construct property, plant, and equipment be accounted for under IASB rules, as revised in 2007?Answer Selected Answer It should be added to the other costs of acquiring fixed assets to jibe the amount for the balance sheet. * question 3 2. 5 out of 2. 5 points The following inventory information above was taken from the records of BlobeKom Ltd. Historical Cost $12,000Replacement Cost $ 9,000Expected selling price $10,000Expected selling cost $ 500Normal profit margin 10% of selling priceUnder IAS 2, what should the Balance Sheet report for Inventory?Answer Selected Answer $9,500 * Question 4 2. 5 out of 2. 5 points Under IAS 16 (Property, Plant, and Equipment), subsequent revaluation decreases areAnswer Selected Answer first recognized as a reduction in any related revaluation surplus * Question 5 2. 5 out of 2. 5 points Which of the following is generally true most the differences surrounded by U. S. GAAP and IASB standards? Answer Selected Answer U. S. GAAP tends to be more rule-based, and the IASB standards tend to be principles-based. * Question 6 2. 5 out of 2. 5 points The ordinal Directive issued by the European Commission is a statement to the European Union (EU) members concerningAnswer Selected Answer Consolidated financial statements * Question 7 2. 5 out of 2. 5 points What basis does the International Accounting Standards Board use in formulating its IFRS? Answer Selected Answer A fram ework of accounting principles * Question 8 2. 5 out of 2. 5 points What was the Norwalk Agreement? Answer Selected Answer A pledge between the pecuniary Accounting Standards Board in the U. S. and the IASB to make their coverage standards compatible * Question 9 2. 5 out of 2. 5 points How does IAS 34 (Interim Financial Reporting) differ from U. S. GAAP? Answer Selected Answer U. S. GAAP takes the position that stave periods are an integral part of the full year. * Question 10 2. 5 out of 2. 5 points Which of the following statements is true about accounting harmonizaiton?Answer Selected Answer All of the above are true about accounting harmonization * Question 11 2. 5 out of 2. 5 points From a practical standpoint, what is the final stage of accounting standards harmonization? Answer Selected Answer Reducing the conflict among national accounting standards * Question 12 2. 5 out of 2. 5 points Which of the following inventory valuation methods commonly used in the U. S. is NOT allowed under IAS 2 (Inventories)? Answer Selected Answer LIFO * Question 13 . 5 out of 2. 5 points Why does the IASB believe that a principles-based approach to standard setting is superior to a rules-based perspective? Answer Selected Answer Detailed prescriptions or rules encourage accountants to breast for ways to circumvent the rules rather than trying to provide useful information. * Question 14 2. 5 out of 2. 5 points In which of the following countries is the use of IFRS not allowed for domestic companies listed on its stock exchanges? Answer Selected Answer United States * Question 15 2. 5 out of 2. 5 points What types of issues cause differences between International Financial Reporting Standards and U. S. GAAP? Answer Selected Answer All of the above may be different between IFRS and U. S. GAAP * Question 16 2. 5 out of 2. 5 points According to the Framework for Preparation a nd Presentation of Financial Statements of the IASB, what is the definition of INCOME? Answer Selected Answer Increase in equity (other than from contributions by owners) * Question 17 2. 5 out of 2. 5 points In 1990, the European Commission stopped issuing directives related to accounting. Why? Answer Selected Answer The EU was leaving the readiness of accounting standards up to the IASC. * Question 18 2. 5 out of 2. 5 points If a company chooses the revaluation model permitted in IAS 16 for fixed asset measurementAnswer Selected Answer it must update the valuation so that the balance sheet represents fair value on the balance sheet date. * Question 19 2. 5 out of 2. 5 points Which of the following items is considered to be the most significant impediment to accounting harmonization? Answer Selected Answer Nationalism * Question 20 2. 5 out of 2. 5 points According to IAS 16 (Property, Plant & Equipment), what is the term used to indicat e the amount for which an asset could be exchanged between knowledgeable, willing parties in an arms length transaction? Answer Selected Answer Fair market value

The Truth And Nothing But The Truth? The Legal Liability Of Employers For Employee References Essay

Negligent ReferralIntroduction Common law refers to a legal system native and developed in England and in which court decisions set precedence in decreeing case laws subject to usages and customs rather than the codified written laws. In common law, the certificate of indebtedness of wangle refers to a legal obligation in which an individual is demanded to confirm to a standard and degree of reasonable care while undertaking any act that could inflict foreseeable harm to some former(a)s (Martin & Jonathon, 2009). This concept was developed by Lord Atkins and it set pace for determination of Tort Laws and especially negligence. For instance, employers are bound by law to observe standards of procedures in referring their former employees to other employers such that the other employer does not suffer (MacLeod, 2011). This paper explores the indebtedness of the employer in making references about his or her employees in common laws, duty of care. Business corporations today are a fraid of providing their former employees information to prospective employers for fear of possible lawsuits. Often, the human resource segment strongly fears these suits that they result to strong policies against employment references. However, the question of this action as to being the best practice substantially differs mingled with one episode and other (MacIntyre, 2013). Essentially, the liability of employers may arise in any of the following four areas. Firstly, the employer may be apt(predicate) for defamation at common la. Secondly, the employer may be bound for invading on the privacy of their employees at common law. Thirdly, the Civil Rights Acts, and the retaliation under the Fair Employment Act may deem the employer liable (Adams, 2013). Finally, the common law may fault the employer liable for negligent referral or in breach of the duty to deter potential and subsequent employers. The employers liability in negligent referrals of their employees arises from the doctrine of vicarious liability. Under this doctrine, a person is assigned liability due to inflicted harm or injury by a negligent person subject to their relationship to the negligent person. Vicarious liability is also known as imputed negligence (Finch & Fafinski, 2011). This doctrine is based on the guess of respondeat superior where let the master answer situation answers. For this liability to arise, the employees negligence must have occurred within the boundaries of his or her employment. Legislation to the employers liability on employee referrals was sustained in reaction to the defamation privileges claims emanating from employment references. According to Section 895.487(2), it is presumed that an employers response to a reference request is made in good faith. Therefore, it is immune to civil liability that may arise from provision of the reference to a prospective employer (Middlemiss, 2011). The good faith presumption, however, may be strike down or expired if the reference response provided clearly convinces malice and falsehood by the employer. In addition, the presumption expires when the reference response is made in contravention of the blacklisting statute. Employer reference liability was first decreed in the Gibson v. Overnite Transportation Co. In this case, the plaintiff, Gibson became harassed by union supporters in crossing a picket declination aimed at completing his work assignment (Partington, 2011). Consequently, he resigned from Overnite Transportation falsely on grounds that he was going to help in his ailing grandpas company. However, the plaintiff was hired by another trucking corporation. Overnite Transportation responded to reference and the plaintiff was fired. He sued Overnite Transportation for defamation. The grand jury ruled that the previous supervisor acted maliciously and was hence liable for defamation. The jury awarded the plaintiff a compensatory damage of $33,000 for lost wages and punitive damages to the tune of $250,000. The appeal put up upheld the award. The Court Of Appeals sent some light on the proof needed to convincingly establish defamation in employment references responses under the auspices of character 895.487(2) (Partington, 2011). According to the court, the plaintiff is burdened with proving that the employers response to a reference inquiry was made out of hatred, bad intent, ill will, envy, revenge, spite or other bad motive in regard to the defamed person (Finch & Fafinski, 2011). Therefore, it was not necessary to prove that the employer acted indeed, with actual malice. Additionally, the employer maybe held liable for negligent referral or duty to warn prospective employers. This doctrine holds that an employer may be held liable or answerable for providing misrepresentation (Middlemiss, 2011). That is untrue reference information or omission of knowledge of the woeful propensities and goodness of its former employee. Most recent cases adopted general non l egal obligation to warn potential employers about dangerous former employees as was held in the priest abuse scandal (Riches, Allen & Keenan, 2011). However, there are no clear and uniform rules derailing the liability of the employer to third parties with regard to referring former employees who are known to be dangerous to other employers. In the priest abuse scandal, multiple victims of the priests abuse scandal sued the diocese, a former employer of the priest for allegedly knowing the priests voltage to abuse children sexually and failing to referring him to the police or preventing further atrocities. The court commented that doing so aggravated vast obligation overly exceeding the state and other jurisdictions. In recent years, courts gave decreed in favor of the universities in liability lawsuits. As was held in the Bradshaw vs. Rowling, students now demand and receive expanded privacy rights in their life at college. The college administrators no longer have control over the wide berthed arena and hence colleges and universities are not bound to the negligent liability clauses (Finch & Fafinski, 2011). In recent cases, the courts have held no liability subsists for the University for failing to observe the duty to warn. In the 2007Virginia Tech Ruling, the courts held that there was no special relationship subsisting between the university and the students to impose corresponding responsibility (Parry & Parry, 2009). In addition, the court clarified that even if there was a special relationship, the provided evidence failed to give rise to a duty of warning third parties of the criminal acts. However, mental and health specialists attached to a university are obliged to warn potential victims of dangerous and violent students as salutary as the police of the impeding danger.ReferencesAdams, A. (2013). Law for business students (7th ed.). Harlow Pearson/Longman.(2010). Duty To Warn Third Parties. Behavioral Sciences & the Law, 2(3), 235-236.(2010). Employers Liability At The Docks.. The Lancet, 142(3664), 1268-1269.Finch, E., & Fafinski, S. (2011). court-ordered skills (3rd ed.). Oxford Oxford University Press.MacIntyre, E. (2013). Business law (6th ed.). Harlow, England Pearson Longman.MacLeod, I. (2011). Legal method (8th ed ed.). Basingstoke Palgrave Macmillan.Martin, E. A., & Jonathon, L. (2009). A dictionary of law (7th ed.). Oxford Oxford University Press.Middlemiss, S. (2011). The Truth And Nothing But The Truth? The Legal Liability Of Employers For Employee References. Industrial Law Journal, 33(1), 59-67.Parry, G., & Parry, A. M. (1999). Randi W. V. Muroc Joint interrelated School District 1997 Implications For Employer Liability In Employment References. Education and the Law, 11(4), 287-294.Partington, M. (2011). Introduction to the English legal system. Oxford Oxford University Press. (Original work published 6th)Riches, S., Allen, V., & Keenan, D. J. (2011). Keenan and Riches business law (11th ed.). Harlow, Eng land Pearson/Longman. witness document

Siemens: Motivation and Employees

SIEMENS 1. Identify four benefits to sulfur of its in-depth gentility and development of persisters. Ans. Training refers to change magnitude the knowledge, skills and attitude of employees or extending those the employees already invite. sulphur as the top three electrical and electronic companies has been track various effective raising programs for their employees in order to build a strong work root for and thus contribute better services to the society.In order to do that, they atomic number 18 providing their employees with both on the dividing line (shadowing, mentoring, coaching, job rotation) and off the job (courses, takeations, qualifications) educate sessions. A bulky with the training, company is also providing different development programs to start out their employees more flexible, adaptable to change, more creative and innovative. All these training and development programs have brought outstanding benefits to the company.Four of the briny benefits of these are discussed below * Raising productivity and profit The main objective of doing any business is to submit profit increasing productivity. Siemens also has the same motive and for that it is continuously looking for improved training programs to build a more competent, efficient and a highly proceedd team of employees. As the training is motivating the employees highly, they are more dedicated to work for Siemens which in turn gives the company a huge production and profit every year. Improving services and customer gaiety The employees of Siemens are always working for providing better service to their customers. They are highly prompt and confident enough to lot the customers with servicing them on time, keeping their clients informed and by doing what they are promising to do. These types of service are raise the customers happy and satisfied to stay with Siemens. * Being more able to respond to competition A salutary trained employees with severe key skills, esp ecially communication and team working skills has given the company a competent and efficient work force.So, this era of huge competition, they have achieved to be the top three electrical companies of the world and is currently competing with all their small and large competitors successfully. * Able to gain huge-term employee commitment cost of recruiting staffs are high but retaining good staffs are far more difficult. Through different training and development programs like- Apprenticeship, Siemens Commercial Academy, Siemens Graduate Programs, the company is training to build a convention of good staffs, they are reservation them more qualified, more dedicated and motivated towards the organization.It makes the employees stay with the company for lengthy periods which reduces the cost of recruitment resulting in cost savings. 2. Explain how an judgement system tail assembly help to motivate employees. Ans. To measure the effectiveness of its training and development, unli ke other renowned organizations Siemens is also using an appraisal system, known as Performance management process. Well-designed and hygienic-executed public presentation appraisals have a strong motivational impact. Appraisals have the power to motivate employees because they provide a number of interconnected benefits.A well up planned appraisal manner give the axe thus motivate an organizations employees to find out the best from them. A well planned appraisal method tends to cover up the following issues which can help the employees to be well motivated * Demonstrates the need for improvement If employees dont have a clear understanding of how theyve been performing, they cant be motivated to make any improvements. So, an appraisal system works as a standard to motivate people by pointing out the deficiencies on them. * Employees build a sense of own(prenominal) value.When managers take the time and effort to carefully review, analyze, document, and discuss mathematical process with employees, the underlying message to the employees is that theyre grave and valuable, and this alone is quite rewarding, whether the feedback is positive or not. * Turn the employees around When employees are performing poorly, performance appraisals can provide the wakeup call that they need to get refocused and reenergized. With performance appraisal, however, the purpose of the session is not strictly disciplinary, so the employee is more likely to walk in with a more receptive and open mind. Pay reviews In about instances, appraisals are related to pay reviews. In these cases, if the employees pay rises due to their good performance, they will regain motivated. * Increases satisfaction. When performance appraisals meet the employees needs in such areas as gaining recognition, sensing achievement and competence, experiencing outgrowth, and meeting objectives, theyre also contributing to the employees job satisfaction, and this is one of the most important element s at work today. When employees are satisfied, some of the most visible indicators are reduced turnover, absenteeism, and tardiness. Meets higher-level psychological needs Recognition is one of the most mighty forms of motivation for large numbers of employees. Although, there are numerous possible sources of recognition on the job, performance appraisals are an opportunity for employees to receive formal, significant, and enduring recognition from their manager. * Proper feedback Providing the employees with proper feedback may give them the motive to try hard to overcome their deficiencies and retaining the positive attitudes on them. 3.Using your understanding of the work of Herzberg, which motivators can you see in action at Siemens? Ans. From the Herzbergs motivation-hygiene theory, we came to know that, an individuals relation to his or her work is a basic one and that his or her attitude toward work can very well intend the individuals success or failure. There are both int rinsic and extrinsic factors which results in employees satisfaction or no satisfaction. From the intrinsic factors the following can be seen as present in Siemens * Responsibility All Siemens graduates are treated as individuals and responsible.The working environs of Siemens says that it requires high skills, knowledge and working ability in their employees. So, the organization works by making their employees responsible towards their work. * Advancement For the advancement and public life development of the employees, Siemens has come up with Apprenticeship training, Commercial honorary society and Graduate programs. They are also provided with further qualification if necessary. These types of opportunities make the employees smack that they are advancing with their career and the company values them. * Recognition Siemens recognizes their employees efforts and hard work.Those who come up with outstanding performance are treated with rewards and appraisal. * Growth Siemens l ooks forward to growth of the employees as well as the organization. In the case Paul Thomson says that, his training effort helped him to grow in the organization. There are some outer factors that is also working as a motivating factors * Supervision Employees in Siemens are virtually supervised and given feedback on their works. This sense of appraisal system and supervision motivates the employees to maintain a long term relation with the organization. *Relationship with peers In the case, Gavin Leslie says that, He feels good to share things with his colleagues and there is a good relationship that occurs in the organization. They feel more socially belonging to their co-workers. * Working condition There system a happy, friendly environment in the organization and thus the employees make sure that their customers are staying happy. They feel good that Siemens is treating them as they want their customers to be treated like. Combinedly, all these motivating factors are cons tituent the employees meeting up their needs as well as the company to retain their best employees for long term. . Analyze how Siemens uses training and development to ensure growth in its business. Ans. Training and development helps the growth of a business. Siemens has a clear focus on well-motivated and trained work force as it is an asset for any types of organization. They are providing different training and development programs which are making the employees more sure-handed to remain competitive. These well-trained employees help to retain customers as they enjoy services from them. This contributes to customer loyalty and repeat business.Thus, Siemens is treating their employees just as they want their customer to be treated which in turn is giving Siemens a huge business growth and good will. So, we can see, ensuring growth of any business lies upon its employee satisfaction and customer satisfaction which Siemens is successfully maintaining. Various training and develo pment programs Helps to build more skilled, motivated and competitive work force Repeat transaction increases production and helps to grow business Loyal customers make repeat transaction Motivated employees tend to provide better customer service and retain customers

William Shakespeare Symbolic Plays

Symbols run into major roles in everyday situations whether it is in real life, novels, or yet movies. In fact, more and more authors nowadays atomic number 18 learning from older play-writers such as William Shakespe are by reading and analyzing their plays. They learn how to develop their novels by incorporating symbols ground on action or drama. There are several examples of William Shakespeares famous plays that have many symbols that tie the story together which include Romeo and Juliet, Hamlet, & Julius Caesar.However, the most nonable play scripted by Shakespeare is Macbeth. The play Macbeth written by the world- renowned play-writer William Shakespeare is a play that symbols tie the story together. Three key symbols that come in in the play are a teetotum, a crystal ball, and lastly, hallucinations. Every one of these symbols forms a garland of concepts in Macbeth. The first of the three major symbols that tie the play together is the invest. In general, a crown is a symbol that represents royalty, authority, hapership, etc.There are many things that come to mind when you think of crown, however, this play changes everything. In Macbeth, the crown represents a variety of concepts and issues that change the fact that characters lives forever. It causes loyal characters such as Macbeth to commit many dreaded acts being legion(predicate) counts of murder. Macbeth wouldnt have gone on with the plan if Lady Macbeth didnt pauperism as much as she did convince her husband to murder all those people by saying, From this measure Such I account thy love. Art thou afraid To be in thine act and valor. (Act 1, word-painting 7, page 59, Lines 38-40) When she attired those words, it convinced Macbeth to go along with the original plan. But when he becomes king, and all the murders are done with he begins mistrusting people so he tells himself, To be thus is nothing. But to be safety. (Act 3, delineation 1, knave 15, Line 53) As a result, Macbeth f requently talks to the witches and they give him different prophecies that give him the corporate trust he needs to remain king. The second major symbol in the play is hallucination, which is found numerous times and is shown to be a problem mainly because of the murders.Macbeth says to himself shortly after killing Duncan Whence is that strike hard? How am not with me when every noise appalls me? What paws are here? Ha They pluck bring out mine eyes. Will all great Neptunes ocean wash this blood Clean from my hand? No this hand ordain rather the multitudinous seas incarnadine. Making the green one red. (Act 2, Scene 2, Page 81, Lines 60- 63) Macbeth had another time where the hallucination caused him to see the ghost of Banquet which he told the ghost Thou canst not say I did it never shake thy gory locks at me. (Act 3 Scene 4 Page 143, Lines 63-64) The hallucination of the ghost of Banquet represented the guilt from all the crimes that Macbeth had committed. After that scene Macbeth gradually becomes even crazier than he already was and becomes very reckless with his power. Clearly, he was very emotionally unstable as he continues to commit murders. All the hallucinations are a big factor of why Macbeth was unsteady and ended up dying. The third and final major symbol of this play is the crystal ball, which represents looking into the future.I made a selection to make the symbol crystal ball symbolize the prophecies that the witches continuously give Macbeth. Crystal balls typically represent fortune-tellers and the future. That is what started the whole problem and that is the witches and their prophecies for Macbeth. If their prophecies did not take place, Macbeth still would have been Duncans loyal general and crocked friend, but the three witches came to Macbeth and told him, First Witch All hail, Macbeth foretell to thee, thane of Glacis Second Witch All hail, MacbethHail to thee, thane of Cawdor Third Witch All hail, Macbeth Hail to the thane of Cawdor That is what caused him to kill the king who thought very highly of him who even gave him the honor of becoming the Thane of Cawdor. Afterwards, when he is knee deep in the murders, he goes back to the witches so that he can attain more prophecies. This time, just to manipulate him, they tell him. First Apparition Macbeth Macbeth Macbeth listen Macduff. Beware the thane of Fife. Dismiss me. Enough. Second Apparition MacbethMacbeth Macbeth Be bloody, bold, and resolute Laugh to scorn the power of man, for none of women born(p) shall harm Macbeth. Third Apparition Be lion-mettled, proud and take no care who chafes, who frets, or where conspirers are. Macbeth shall never vanquished be until Great Birnam Wood to high Dunsinane Hill Shall come against him. Through the witches prophecies, Macbeth gained a load of confidence, which lead him to his eventual death. That is why the crystal ball prophecies told is a major symbol in the play.In the play Macbeth, written by the world renowned writer, William Shakespeare, the symbols tie the story together. Three major symbols that are shown often in the play are the crown, the crystal ball, and the hallucinations. These symbols represent a variety of concepts that can be interpreted to the hap of the play. The crown signifies the division of power occurring throughout the play, the hallucinations symbolize the problems occurring in Macbeths life, and finally the crystal ball represents the prophecies and the events that will happen in the future.

Final Reflection on Professional Development Progress Essay

Special reproduction over decades poses daunting contend to practitioners because of the nature of the redundant(prenominal) fill children involved. As a consequence, thither has been a motive for supererogatory education additionalists to founder overlordly to tackle the challenge of peculiar(prenominal) needs children in order to produce a desired outcome. In this regard, this paper follows on my reflection on the professional development progress in terms of my benefits of the course and impact on my values, knowledge, skills and beliefs.To start with, it is important for me to acknowledge and appreciate that learner with special needs exhibits physical, sensory, scholarship, emotional, and cognitive inadequacies that hampered them from normal learning (Norlander, 2005). These inadequacies give the work of special education its distinctiveness and singularity as a special branch of education that deals with learners with special needs that be considered to be start out them from the societal norm. I have also discovered that, special needs children have behaviors which fall into the much extreme behavioral categories.The extreme behavior exhibited by the children with special needs call for extended leeway and imageing from a cargon giver or teacher than normal children. As a result, the children with special needs as I have learned, require special considerations, patience and more time than there normal counterparts. Therefore, these children at best they need personalize behavioral support from the teachers or instructors due to potpourri of their needs. Evident to me is that there are various general changes in the field of special education in relation to attaining quality education for learners with special needs.First, despite existence of established laws since 19th century that designate at protect and guide Special education for students with special needs (McComas, 2007), these legislations have not to that extent been fully implemented nor have they been accorded required federal government support. Second, the policies and findings available to better educational outcomes for the students with special needs have not been functional because of limited choices needed for implementation due categorical funding accrued to inclination (Individuals with Disabilities Education Act) loophole to recognize special services provision cost (Norlander, 2005).Third, contrary to IDEA recommendations for Individualized Education Programs (IEP) special learners, proves to be difficult to implement for special education teachers because learners needs are several and nature of their disabilities are diverse to be fully met. Fourth, parental involvement in figure and development of evaluation and consent to placement, IEP learning programs and proposed actions is seriously challenged by the point the parents are ignorant of their rights heretofore they need to be involved.Fifth, despite learners with special need s desire to transit to normal class settings, the teachers abnegate them opportunity due to lack of modality to do so. And lastly, the requirement by IEP for the special education teachers to forget for socialization and mental health proves a tough task since instructors might not measure up to the needed know how and competencies required (McComas, 2007). I can sum the challenges that face special education field as those that are caused by constitutional, structural and fundamental issues that I believe can be intercommunicate to improve special education outcomes.Professionally, there are a number of tangible and essential principles that I have gained in relation of instructional approach for learners with special needs. The critical content design and instructional areas of interest that can better education outcome is grounded in the following essential principles such as selection of a wide range of instructional and assessment strategies for special need learners time a ccentuate on curriculum based assessment, progress monitoring and early intervention.Secondly, I realize there is need for special education instructors and teachers to differentiate mingled with accommodations and modification in respect to their use in develop IEPs for these needy learners. Thirdly, special education stakeholders ought to understand the IEP process in accordance with IEP Resource Guide of 2004 (Norlander, 2005) in relation to IEPs development, implementation, reviewing and updating to take into account societal dynamism.This third principle is vital in the sense that the quality outcome of any given program can only be guaranteed and compound by quality process denoting that process is priori of outcome. Fourth, since our globe is moving fast technology wise, accordingly input of assistive technology in designing instruction to learners with special needs should be employ to improve content cues delivery by the teachers and content mastery by the learners.The above discussed principle are essential component that the professionals ought to use to enhance improved special education standards in regard to achieving resource based and leaner revolve around approach in teaching and learning of students with special needs. My new ratio of reasoning in regard to content delivery is centered on the use of effective communicating as a vital tool of design for teaching students with special needs to attain effective learning.Am now of opinion that the role of effective communication in instructional practices of children with special need should be emphasized because learning is an interactive process that rely on communication utilization between the teacher and the learners. Therefore use of effective communication by professional teacher help to develop unique sense of confidence of students that facilitate classroom adjustment and students involvement and participation in the learning process. As a result, the special need students are mo tivated extrinsically for effective learning.Additionally, effective communication helps to apprehension shyness and nervousness, thereby improving self image of special need student as they are to express their feelings expansive and better manner (McComas, 2007). Moreover, social adjustment aspect can too be catered for through effective communication enabling these children develop an impressive personality to be able to understand each opposite and their peers, be active learners, raise their performance in academics thus lead them towards victory path.Therefore, the essence of effective communication for the children content delivery and classroom interaction I will never ignored in the sense that it assists in elimination of learners negative perception that they are stereotyped, stigmatized and discriminated against by fiat hampering their academic success. Moreover, classroom management by the teachers of children with special need is supposed to be more focussed on the diverse needs exhibited by learners to achieve desired educational goals in line with IEPs.However, in the process of catering for the different needs of these students, as a teacher I should acknowledge the fact that children with special needs have extreme behaviors that requires tolerance, patience and understanding, therefore, I should be careful and avoid emotions while employing reason to be able to say no, to be firm, to ignore malicious overtures, to restricting rewards and punish hopeless behavior, and reinforcing the good behaviors.By doing this, as a teacher I shall have appropriate approach as far as balancing between instilling discipline and childs cognitive, affective and psychomotor development. In conclusion, the paper has presented my personal reflection on the professional development in relation to special education training. My perception has changed by learning that there are many challenges facing special education.However, I believe that through constitution al and structural approaches, solutions will be found to enhance effective special education programs that carters for vast majority of students with special needs. Above, I have discovered critical aspects as man of positive learning environment reflecting diversity, organizing class to allow student work independently along with personalized attention and relevance of teaching content and resources to provide for all learners with special needs as secrete and key to effective classroom management.As a consequence of such training, profession wise I have developed key competencies in instructional design and delivery, teaching skills, increased knowledge of other cultures, how to enhance my students experiences of other cultures, needed and necessary collaboration with others, language improvement, inter-cultural and diversity teaching and classroom management.Therefore, my professional contribution to improvement of special education means advocating for change accordance with I EPs, utilize learner centered learning (Norlander, 2005) while emphasizing on childs growth and development, use of effective communication, involving and zesty learners in the learning process as much as possible.By doing this, then I shall be maximizing on the information gathered and skills acquired. Reference Norlander, A. K. (2005). Shifting paradigms in school environments for Learners with disabilities New York, Routledge McComas, F. J. (2007) Barriers and facilitators to comprehensive education of Exceptional Exceptional Children 23(1), 100-109

Continuous teacher professional development through collaboration

The School as a Learning EnvironmentIntroductionA cocksure accomplishment surround privy be described as an environment in which a confederacy of crackers dwelling of kids and grownups work together to ply, promote and prolong their ain and 1 another s scholarship ( Barth, 200131 ) . In this essay the author, pulling from nonrecreational experience in an Irish old condition circumstance and mentioning to relevant belles-lettres, w calamity sketch the rudimentary features of drills that argon lordly reading environments. It will be protrudelined how devolved leading affecting all teaching provide give scholarly persons with a articulate babble out give instruction policies and their ain achievement a corporeal environment which alters and encourages larning move perpetual teacher professional reading through quislingism and steps to affect all p atomic number 18nts in the presidency of the tutor and in focaliseing their kids s, and through the purpose their ain, larning atomic number 18 cardinal features of give instructions that be plus learning environments. It will withal be suck uped how factors such as opposition to alter among naturalize forces, dysfunctional rung relationships and recent Irish Government policies argon common obstructions to gaining such environments. instructor LeadershipWith a invariably increa verbalize work load and province the commands and challenges of prima conditions are barely excessively great for any one individual ( the principal ) ( Stoll, 2009122 ) . As Barth ( 2001 ) berths principals need aid in carry throughing this im workable occupation description ( p. 84 ) . One possible solution to this state of affairs is devolved leading whereby teaching staff are provided with leading functions and duties in the data track of the civilise. Much has been written in educational literature recommending this engagement of instructors in leading functions ( Callan, 20 06 214 Harris, 200831 Sergiovanni, 1992 Stoll and fink, 199652 The Teaching Council, 2010 Tuohy, 1999166 ) . Cases in which instructors dope command include take farewell in the creative action mechanism of a inform vision and associated policies, determining course of study for the domesticate, formulation and prima staff come apartment activities, prosecuting in determinations about how financess should be allocated and engaging new instructors ( Barth, 200188 ) . The writer s train has started this affair of instructor leaders with greater traffic being given to the in rail direction squad, which consists of instructors who afford Posts of Responsibility, chatter determinations about check policies, but this is merely a first measure every eccentric in order for instills to accomplish maximal grave results all instructors must take ( Barth, 200185 ) .This teacher leading discount take to a confirming acquisition environment in legion ways. It drive ou t assist to prolong and advance instructor committedness and motive to the naturalize as they are conglomerate in doing determinations which affect them ( Fullan, 200338 ) , which fire overly promote instructors to alter their give instructionroom pattern which is great to school bustment ( Fullan and Hargreaves, 199123 ) . This leading function understructure fix instructors for the function of chief quite than all of a sudden puting them unprepared into this place subsequently in their calling ( Fullan and Hargreaves, 199120 ) and enable these teacher leaders to larn as they can larn through the experiences of leading ( Barth, 200182 ) . It has been argued that if instructors are provided with leading functions they in bend will provide leading functions for educatees turning the school into a more(prenominal) than(prenominal) democratic environment with less subject jobs and higher student accomplishment ( Barth, 200180 ) and that better determinations are made as a consequence of scattering determination doing babble out school issues such as subject processs and professional development ( ibid82 ) . This leading function besides adds assortment to the instructor s function and can enable them to act upon the lives of grownups every bit good as students ( ibid83 ) . sharing leading can besides enable the principal to go a scholar in this acquisition environment as he can larn through coaction with these instructor leaders ( Fullan and Hargreaves, 1991122 ) . As Barth ( 2001 ) notes A school nicety hospitable to widespread leading will be a school civilization hospitable to widespread acquisition ( p. 81 ) .Pupil Voice as good as supplying instructors with greater duty through leading functions another cardinal feature of a official acquisition environment is one in which students are given greater duty by apportioning them a vocalisation hum school policy and their ain acquisition. The United Nations Convention of the Rights of the minor ( 1989 ) states States Parties shall guarantee to the kid who is capable of organizing his or ain positions the proper(ip) to show those positions freely in all affairs impacting the kid a . ( phrase 12 ) . Irish Policy recognised this right with the publication of the National Children s Strategy ( 2000 ) which aims to tiller An Ireland where kids are respected as immature citizens with a valued part to do and a role of their ain a . ( Department of Health and Children, 200010 ) . An obvious context for kids to exert this voice is sing their school experiences as a consequence of the big part of their lives they spend in school ( Devine, 2004112 ) .Opportunities for students to be given this voice in school include affecting them in building and take parting in their ain acquisition by supplying feedback to instructors on lessons sing how students learned and ways the instructor could do the lesson more ambitious or gratifying ( Claxton, 2008157 ) and by puting up pup il councils to conference school policies and processs ( McLoughlin, 2004 ) . This voice can even travel every bit far as learning instructors as Barth ( 20013 ) describes a school in which students provide direction to instructors sing data communicating plan accomplishments. This writer s school has begun the procedure of supplying this voice to pupils through the constitution of the Green Schools commissioning in which pupil representatives from every category meet on a hebdomadal footing to hold forth school environmental processs.Supplying students with this voice can control a positive acquisition environment in a figure of ways. The positives of self-aggrandising pupils chances to lend to school policies such as the codification of fashion are outlined by the National Education Welfare Board ( NEWB ) observing that disciples are more likely to back up a codification of behavior when they eat up helped to develop it. Relationships of trust surrounded by instructors a nd pupils can turn through the procedure ( NEWB, 200816 ) .Childs can besides larn accomplishments of hearing, negociating and pull hit differences through active battle in a societal context ( NEWB, 200816 ) . Supplying students with this voice can actuate them to come to school by demoing them that both they and their sentiments sing determinations that affect them affair ( Stoll and Fink, 1996139 ) . It shows kids that the school will handle them rightly as Devine ( 2004122 ) notes kids thumb that schools treat them below the belt when schools exclude their positions. Children s ability to larn about issues such as democracy, justness and inclusiveness can be made more effectual as kids experience these rights foremost manus through pattern and engagement ( Devine, 2004124 ) . In his sentiment of a pupil council set up in a primary winding school McLoughlin ( 2004132 ) noted positive acquisition results for the students involved including felicity and pride as a consequence o f being involved, a esthesis of belonging, increased assurance and a turning sense of partnership with school forces. Claxton ( 2008 ) notes that puting up pupil councils to discourse issues of existent grandeur enables participants to cognize that what they learn by undertaking these issues will function them good in ulterior life ( p. 149 ) .Resistance to ChangeIn order to include these comparatively fresh constructs of instructor leading and pupil voice as outlined above schools have to get the better of the common obstruction of opposition to alter. As Eisner ( 1992 ) notes It is much easier to alter educational policy than to alter the ways in which schools map ( p. 610 ) . This opposition can come from instructors and principals. This opposition to alter is an obstruction to gaining a positive acquisition environment as Stoll and Fink ( 1996 ) noteA school is either bettering or it is acquiring worse. It can non stand still because its context is invariably altering ( p. 42 ) .Many instructors may defy alteration as they fear new inventions that they feel might expose their ain perceived insufficiencies ( Stoll and Fink, 199650 ) , experience a sense of loss go forthing a set of familiar set of behaviors behind and fear the hereafter and the unknown ( Tuohy, 199927 ) . undergo instructors may defy alteration as a consequence of familiar modus operandis they have built up which require minimum attempt on their portion ( Eisner, 1998159 ) .The writer experienced this opposition to alter on some(prenominal) occasions. One such juncture was when the writer displayed a posting saying to pupils You have the right to give your sentiment, and for grownups to listen and take it earnestly , adapted from Article 12 of The United Nations Convention of the Rights of the Child ( 1989 ) , in his schoolroom. Several of the writer s co-workers expressed their disapproval of this message being displayed to kids due to its unworthiness on the evidences that stud ents should make precisely and without inquiry as they are instructed to by instructors as has ever been the instance. This lookout earnestly restricts the possible to supply a voice to pupils as outlined above. This writer has besides witnessed instructors learning the same content utilizing the same methodological analysiss twelvemonth after twelvemonth irrespective of alterations in internal or school policies.Callan ( 2006 ) in researching the School Curriculum Development ( SCD ) enterprise in 20 Irish secondary schools notes that principals can besides defy alteration saying Consequently, one learned in the procedure of this enterprise that one could non presume that there was a preparedness, willingness, or a capacity among school principals to change their function ( p. 107 ) . Possible grounds for this include principals desiring to keep on to power and control and to be at the Centre of doing determinations sing everything that happens in their school ( Barth, 2001108 ) . This has an obvious damaging consequence to the end of supplying leading functions for all instructors.Physical EnvironmentCohen, McCabe, Michelli and Pickeral ( 20093 ) highlight the importance of a school s physical environment observing that the environmental-structural dimension of a school including its cleanliness, infinite and stuffs and aesthetic quality is one of four intrinsic dimensions sing the quality and character of school life. Research has shown that the first alteration the bulk of freshly found principals make upon get downing in the function of principal is a calculated alteration to the school s physical environment ( Stoll and Fink, 199651 ) . Marie Stubbs when appointed principal to St. George s Roman Catholic standby School in London, England transformed the fighting school which was on the threshold of closing from the Office for Standards in Education ( Ofsted ) into a positive acquisition environment which went on to be nominated by Ofsted as a nati onal illustration of good pattern. One method she adopted to accomplish this was by doing several alterations to the school s physical environment. These included painting each floor of the school a different bright coloring material doing the school more visually appealing and welcoming to pupils, altering the schools atrium by seting in new comfy chairs doing it a more comfy and inviting topographic point for pupils and seting up noticeboards incorpo judge images and information about pupils and their activities, including birthday notices, to demo them they were valued ( Stubbs, 2003 ) . The late appointed principal in the writer s school has besides made several alterations to the school s physical environment including the creative employment of a new computing machine room which enables students to larn, and hopefully learn, information communicating engineering accomplishments.Claxton ( 2008 ) identifies supernumerary physical characteristics of a learning school including shows which show the journey of acquisition every bit good as the terminal merchandise, such as a student s different efforts at making a picture, showing to them We are every bit interested in the locomotion as in the arriving ( p. 145 ) . He besides states that One of the ways you can recognize a larning power civilization is by looking at the objects and shows that instructors have chosen to decorate their classroomsa . ( p. 145 ) encouraging shows that develop students acquisition musculuss ( p. 148 ) . He recommends a schoolroom layout which encourages students to travel about and larn from each other in a societal context ( p. 148 ) . Such a layout can enable students to larn through the societal procedure described by Vygotsky where with aid from person more knowing and skilled in a co-operative scene, the scholar is able to accomplish more than he could entirely ( Stoll, Fink and Earl, 200338 ) . A school physical environment which both enables and encourages larnin g is indeed a cardinal feature of a positive acquisition environment.Continuous Teacher Professional Development through CollaborationEqually good as promoting students to larn, positive acquisition environments encourage instructors to larn. Stoll and Fink ( 1996 ) highlight a important ground for this statinga important subscriber to pupil acquisition is teacher larning. When instructors are professionally fulfilled, demonstrate occupation satisfaction, accomplishments and cognition, and have a strong feeling of efficaciousness around their pattern, they are more likely to actuate students to desire to larn ( p. 152 ) .Another factor in instructor larning promoting student acquisition is the illustration this sets for students many of whom will seek to emulate their instructor s illustration ( Barth, 200128 ) . In order to supply a positive acquisition illustration, instructors can be seen by their pupils to be seeking out ways of going a better instructor. In making so they are patterning person who is invariably looking to acquire better at what they do ( Claxton, 2008157 ) . It has besides been argued that teachers become better pedagogues when they invariably learn how to learn ( Barth, 200128 ) .The Education Act ( 1998 ) refers to the substance of instructor larning observing the importance of a school environment which is supportive of larning among pupils and which promotes the professional development of instructors ( subdivision 23-2c ) . The cardinal issue is how the school supports this development. This development should be uninterrupted and changeless because there will ever be a demand for instructors to better ( Fullan, 1991344 ) and When instructors stop turning, so make their pupils ( Barth 199050 ) . Many educational authors advocate the importance of coaction between instructors as cardinal to their professional development ( Callan, 2006 71 Lieberman and Miller, 199969 Palmer, 2007146 Stoll and Fink, 199654 ) . As Stoll et Al. ( 2003 ) note If establishments to back up professional growing are intended to prolong their acquisition, they must nevertheless, aid schools develop as acquisition communities where pedagogues collaborate to ask decisively about their ain pattern ( p. 173 ) .Methods of teacher coaction presently used by the writer include squad instruction, in which the mainstream category instructor and choice instructor prepare and Teach lessons together and joint planning, where instructors of a specific twelvemonth group class lessons together on a monthly footing. Other methods, non yet utilised in pattern by the writer, include mentoring, in which a senior member of staff provides feedback to a late appointed instructor sing lessons, lesson readying, resources and planning cooperative action research, in which instructors examine a specific country of the school such as methodological analysiss used in learning job work outing accomplishments in mathematics and common observation and feedback of lessons in which critical friends observe each other s lessons and supply critical feedback sing strengths and failings in learning methodological analysiss employed ( Stoll et al. , 200394 ) . In trying to make a collaborative acquisition environment it is of import that instructors are shown that collaborative work can take many diverse signifiers and empowered to choose patterns which suit them best instead than one peculiar good time being forced on them ( Fullan and Hargreaves, 1991123/124 ) .These collaborative environments can assist instructors to larn in assorted ways. As Rosenholtz ( 198985 ) notes they can enable instructors to admit that instruction is hard and that it is of import to seek aid from co-workers. In pass oning more with co-workers, instructors can go more confident and certain about what they are seeking to accomplish and how good they are accomplishing it. Merely as it has been noted that pupils larn better in a societal context from each ot her the same can be said about instructors. Equally good as instructor coaction bettering instructors chances to larn it can make likewise for students as you can non hold pupils as uninterrupted scholars and effectual confederates, without instructors holding these same features ( Fullan, 199346 ) . It besides enhances the school s overall ability to better as a high degree of shared vision and teamwork is requisite to convey about important alteration ( Tuohy, 1999179 ) .Dysfunctional Staff RelationshipsAn obstruction to teacher acquisition, particularly in footings of collaborative acquisition, and hence to gaining a positive acquisition environment is dysfunctional staff relationships. It has been noted that negative school environments have actively hostile relationships among staff ( Peterson, 2002 ) . The writer, through experience of learning in a school with over 30 instructors on staff, has seen dysfunctional, and even hostile, staff relationships as a consequence of s ubcultures or cliques of instructors organizing, a procedure described as Balkanization ( Fullan and Hargreaves, 199172 ) . In the writer s experience members of assorted subcultures had no involvement or desire in working with yet alone join forcesing with members of other subcultures. This subculture outlook, and ill will which sometimes accompanies it, besides provides a distressing illustration to pupils who frequently strive to emulate their instructor s illustration. In add-on as Fullan and Hargreaves ( 1991 ) noteBalkanization may take to hapless communicating, indifference, or groups traveling their separate ways in a school. This in bend can bring forth hapless continuity in supervising pupil advancement and inconsistent outlooks for their public presentation and behavior ( p. 72 ) .Another type of dysfunctional staff relationships are welcome relationships as opposed to collegial 1s ( Lieberman and Miller, 2008 ) . These congenial civilizations can curtail instructors potency to larn through coaction as although relationships are good-humored and matched they do non affect the struggle or hazard needed to convey about effectual critical coaction and acquisition among instructors, such as critical feedback sing lesson observations, as instructors are excessively come to sing their popularity ( Lieberman and Miller, 200818 ) .In the writer s experience dysfunctional relationships can besides be between principals and instructors around issues such as work load, acknowledgment, regard and duty assigned to instructors by principals. This has a negative consequence on positive acquisition environments as Barth ( 2001 ) notes a common feature of a troubled school is troubled, embattled, or antiseptic decision maker teacher relationships ( p. 105 ) . These dysfunctional staff relationships can therefore earnestly impede a school s possible to go a positive acquisition environment and as Stoll and Fink ( 1996 ) note Until clime and collegiality i ssues receive attending, instructors in schools sing troubles frequently show small involvement in development of instruction and acquisition schemes ( p. 78 ) .Parental EngagementEducational literature has noted the positive benefits, such as making a sense of community belonging, which can lessen from affecting other grownups in the local community besides instructors in schools ( Fullan, 199384 Stoll et al. , 200373 Tuohy, 199989 ) . Involving the most important grownups in students lives, their parents or defenders, can go a cardinal feature of a positive acquisition environment. Parents can be encouraged to go involved in the administration of the school by doing costumes for school dramas, supplying aid in schoolrooms, providing resources, giving negotiations on countries of expertness, training athleticss squads, functioning on school commissions and the Board of Management of the school, join forcesing with instructors sing their kids s acquisition and lending to the d evelopment of school policies.This engagement can hold several positive results. The National Education Welfare Board ( NEWB ) ( 2008 ) outlines the significance of affecting parents in developing the codification of behaviour school policy for a school by pulling on their outlooks, penetrations and experience which may offer the school a different position. Possible positive consequences include fiting parents to reenforce to their kids the messages about acquisition and behavior that are contributing to a positive school, giving parents an penetration into the demands for instructors to learn efficaciously and assisting parents to hold a strong sense of pride and ownership of the school s work ( NEWB, 200816 ) . In add-on as Stoll and Fink ( 1996 ) note The fact dust that parents and instructors need to be reading from the same page to advance student acquisition and development ( p. cxxxv ) . It has been noted that most parents have a important desire for schools to be positi ve larning environments as they wish their kids to larn to their full potency ( Barth, 2001168 ) . By join forcesing with parents sing their kids s larning instructors can happen out a wealth of information refering these students such as their involvements enabling instructors to construction lessons based on these involvements which can increase pupil motive.Schools can besides follow steps to affect parents in heightening their kids s acquisition at place. In researching international surveies from 20 states on school household community partnerships, raise sanders and Epstein ( 2005208 ) discovered this was the country most households in most states requested support and counsel in. This can be achieved by schools carry oning plans and patterns, such as workshops and place visits, to beef up rearing accomplishments and aid parents supply place environments to back up their kids s acquisition. Research suggests these steps can advance a positive acquisition environment as a c onsequence of positive influences on households patterns at place, parent and student attitudes about schools, students academic accomplishment and instructors attitudes towards parents ( Sanders and Epstein, 2005208 ) . Parents can besides be encouraged by instructors to talk to their kids sing their ain acquisition in their mundane lives. As kids frequently look to their parents as function divinatory accounts this can excite kids s acquisition and enable them to see the importance of womb-to-tomb acquisition ( Barth, 200124 ) . Drum sanders and Epstein ( 2005 ) besides discovered Surveies across states indicate that pupils benefit when they interact with household members about subjects they are larning in category such as in reading, spelling, literacy and mathematics ( p. 217 ) . In transporting out the attacks outlined parents can besides go scholars in this acquisition environment and understand the altering nature of schools and acquisition.The writer has witnessed mer ely limited parental engagement confined to fund-raising responsibilities through engagement in the Parent Teachers Association. Even in this limited engagement parents from cultural minorities groups, disadvantaged socio-economic backgrounds and the Traveller community are non included which appears to be the norm in many Irish schools ( Lodge, Devine and Deegan, 2004 ) . Schools hence need to affect all parents in the administration of the school and heightening students acquisition as Most kids learn academic topics in school, but how they learn, what else they learn, and why they learn are influenced by schools, households, communities and their connexions ( Sanders and Epstein, 2005214 ) .Government PoliciesWhile outside spouses, such as parents, can assist to make a positive acquisition environment, outside factors beyond the schools control, such as recent Irish authorities policies can besides be an obstruction to gaining such an environment. Recent Budgets have created such an obstruction. Budget 2009 increased category sizes which besides led to a loss in learning stations ( Department of Finance, 2008 ) while Budget 2010 saw cuts made in the allotments to teacher professional development ( Department of Finance, 2009 ) which has been outlined as a cardinal feature of a positive acquisition environment. Budget 2011 programs to cut down instructor Numberss in mainstream primary schools with the backdown of Resource Teachers for Travellers and cut downing the figure of Language Support Teachers by 500 in the following four old ages ( Department of Finance, 2010 ) . In making so the Irish authorities are taking support constructions for students and their parents who, as has been noted in this essay, frequently do nt hold a voice or input into schools.The Department of Education and Science placed a moratorium on primary schools advancing instructors to stations of duty ( DES Circular 0022/2009 ) . In response to this step the Irish National Teach ers disposal ( INTO ) instructed its members non to set about extra responsibilities where a post/acting station of duty is non filled as a consequence of this moratorium ( INTO, 2009 ) . These combined steps, by curtailing instructors possible to take on excess duties, have hence badly hindered the capacity for schools to implement teacher leading for all instructors as outlined in this essay.The writer s school late underwent a Whole School Evaluation in which three departmental inspectors inspected the schools effectivity for the continuance of a hebdomad. These inspectors placed a heavy accent on written planning which the writer felt did small to heighten the quality of instruction and acquisition in the school. Problems such external reviews can convey on schools include force per unit area to conform to the review notional account and standards and they can suppress originative and critical instructor contemplation on the opinion and rating of school effectivity ( Stoll an d Fink, 1996170 ) . The inspectorate completed unheralded ( incidental ) external reviews in over 450 primary schools throughout all parts of Ireland between October 2009 and October 2010 ( DES, 2010 ) . Finland, which has no national school reviews but a system of school self-evaluation ( Webb, Vulliamy, Sarja and Hamalainen, 2006 ) , was one of the highest superior states in the Organisation for Economic Cooperation and Development ( OECD ) Programme for International Student Assessment ( PISA ) study of instruction public presentation while in both literacy and maths degrees Irelands rank declined significantly when compared to 2000 ( OECD, 2010 ) . It can be argued hence that the current Department of Education and Skills theoretical account of school reviews can make an obstruction to gaining positive acquisition environments.DecisionAs outlined in this essay, principals, instructors, students, parents and the schools physical environment can all play important functions to ena ble schools to go positive learning environments. The cardinal features of such a school can be described as one that provides leading functions and associated duties to its full teaching staff affords a voice to pupils sing school policies and their ain acquisition contains a physical environment that enables and encourages larning promotes uninterrupted instructor acquisition and development through coaction and has steps to affect all parents in the administration of the school and in heightening their kids s acquisition. As illustrated by holding these features the school will heighten the possible and motive to larn in all its participants making a community of scholars.In the writer s experience while initial stairss have been made Irish primary schools still have to to the full gain this presently mostly theoretical theoretical account of a positive acquisition environment. Reasons for this include troubles in get the better ofing common obstructions such as opposition to alter from school forces, dysfunctional staff relationships and recent authorities policies. Developing the features outlined is important to making a community of scholars as American pedagogue Laurence Downey ( 1967 ) expressed it A school Teachs in three ways by what it teaches, by how it teaches and by the sort of topographic point it is .11 Quoted by David Hopkins Teaching and Learning as the Heartland of School Improvement Seamus O Suilleabhain Memorial talk, NUI Maynooth, September 2001