“Helen” by Hilda Doolittle Essay

The first thought I come up with when reading Doolittle’s Helen is the extreme difference between her poem, and Poe’s poem, Helen. Doolittle and Poe both describe Helen using her face, eyes, legs, hands, and knees; however, Doolittle expresses the speaker’s growing hatred of Helen while Poe adores her deeply. Doolittle makes an interesting choice when she says â€Å"all Greece† instead of â€Å"all Greeks.† She appears to be referring to more than just the people of Greece, but instead the entire culture that lies within Greece. Doolittle expands upon the speaker’s hatred of Helen by including â€Å"all Greece,† especially with her continual use of such dark and descriptive words as â€Å"hate† and â€Å"revile.† I find it interesting that Doolittle starts the first two stanzas with â€Å"all Greece† and the third words describing an extreme dislike, and still begins the final (third) stanza with â€Å"Greece sees unmoved†¦Ã¢â‚¬  still being insulting towards Helen. The entire poem remains with the same theme, and continues being both vivid and descriptive. In the first stanza Helen is described with words like olive and white which are both associated with beauty, but she is also described as having â€Å"still eyes† which creates the idea of a statue like person. The second stanza becomes more involved with Helen being detested by Greece. She is described as wan and growing paler (white). She is remembering what she did wrong in her past, and this begins to change her beautiful appearance. In the end, Helen progresses to either a completely statue-like stage, or perhaps even death. She is unmoved with â€Å"cool feet,† white, and â€Å"amid funereal cypresses.† These words are most associated with death, the skin is a pale color – almost white, and they are cold to the touch, just as Helen is described. She goes into this statue/death stage being hated by Greece for causing the Trojan War. The poem encompasses the fact that Greece has no mercy for Helen, even when she smiles. The only way for her to attain compassion, love, and mercy is through her death.

“Breathless” by Wilfred Noyce Florence Wong Essay

â€Å"Breathless†, which was written by Wilfred Noyce at 21,200 feet, describes the emotional struggles and physical challenges the speaker experienced and overcame while climbing a mountain. And through it, Wilfred Noyce illustrates the theme of man versus nature as well as the correct attitude in achieving goals by emphasising the ambivalence of the speaker toward finishing the climb. This is demonstrated through the poem’s tone, form and structure and the use of imagery respectively. To begin with, the tone throughout the poem is discouraged and almost desperate, yet conflicted with determination. In line 5-6, â€Å"Legs lift-why at all?† suggests that the speaker is feeling hopeless at that moment since he is having a hard time climbing up the mountain as described in line 1-2, â€Å"Heart aches, lungs pant†. However, in line 19-20, â€Å"don’t look up, till journey’s done† and in line 29-31 â€Å"Go on† and â€Å"don’t look up† indicate the strong determination in the speaker to finish his journey on the mountain. The speaker is commanding himself to carry on, even though he would love to take flat steps instead as showed in line 11-12, â€Å"a flat step is holiday†. The determination to â€Å"conquer† nature is expressed here. On top of that, the poet is trying to relate this to people’s daily lives: just like how the speaker struggled with finishing his climb, people experience hards hips and temptations throughout life, and it is perseverance and self-discipline that lead them to reaching their goals. Secondly, the structure and form of the poem portrayed the level of difficulty of the climb to the speaker. The outline of the poem is not regular or smooth, depicting the rugged and twisty road the speaker is climbing on, and furthermore all the different problems people face in their lives. There is also no stanza, which means the lines are all alined, without any gaps in between, just like the continuous climb the speaker is doing, and the unceasing challenges in people’s lives. Moreover, the lines are short, some chopped off in the middle (caesura), and the words are short with little syllables. This imitates the ragged breath,  steady, fast heartbeat and small footsteps of the speaker while climbing up the mountain, and also the intense atmosphere while doing it (since he is confronting with the edge every moment). And more importantly, it is written in such way so when readers read the poem out quickly, they will feel breathless as well, just like the speaker does in the poem. In addition, for most of the lines in the poem, the rhyme scheme of ABCB is adopted, like how line 2, â€Å"pant† rhymes with line 4, â€Å"scant†, but line 1 and line 2 don’t. This is to imitate the repeating process of the speaker putting his feet forward one by one, as well as his pounding heart and panting lungs. Besides, this poem is written in free verse, which means it does not have a fixed pattern of meter or rhyme. During the middle of the poem-â€Å"Grind breath/ once more then on; don’t look up till journey’s done†, it is where the ABCB rhyme scheme adopted so far breaks down. This indicates that the speaker is really breaking down at that point, losing hope, but also finding the flicker of determination (since he said â€Å"don’t look up till journey’s done†), contrastingly. The idea of free verse is to provide a sense of roughness of the climb and losing breath during the climb in the poem. Finally, a circular structure is used in this poem as well. â€Å"Heart aches, lungs pant/ dry air/ sorry,scant.† appeared at the beginning of the poem, and so in the end of it. This is to emphasise the physical pain the speaker is going through climbing the mountain, also the greatness of the mountain, since it is able to â€Å"oppress† the speaker. In overall, the structure and form of the poem helped intensify the feeling of exhausted and despair, and mostly, breathless, showing how weak and vulnerable human being is to nature. In the meantime, this parallels to the fact that the journeys that people choose to embark on is often hard and full of challenges. Thirdly, the imagery created by Wilfred Noyce in the poem, again, pictures how challenging the speaker’s climb is. The senses auditory, taste and smell do not apply since the speaker is climbing a mountain. The imagery of a long, difficult and vague journey ahead is depicted by the things the speaker sees: â€Å"loose drift, heavy fall†, â€Å"the journey ahead† and â€Å"glasses dim†. The imagery of close to falling/fainting is created by what the speaker feels: heart aching, lungs panting, dry air, prodding the snow, grinding breath, hand wrenching, limb faltering, a slack throat and heart  beating. Then, the imagery of depression and wanting to give up is created by harsh, dynamic or monosyllabic words like â€Å"grind†, â€Å"wrench†. It also creates the sound effectApart from that, the speaker describes the feelings of his different body parts separately, one by one, as if they were separate, or falling apart. These imagery emphasise how desperate the speaker is while climbing the mountain, the same thing a lot of people feel while confronting challenges in their lives. In conclusion, Wilfred Noyce wrote this poem to contrast the greatness of the nature and the weakness of human, as well as how people should be persistent and persevering when facing depressing challenges in life. He conveyed his message by using mainly the tone, form and structure and use of imagery in the poem. Ultimately this is all intended to create the effect of breathlessness to the reader, and it is very effective.

Managing Capability Essay Example | Topics and Well Written Essays - 3000 words - 1

Managing Capability - Essay Example The main purpose of their employees is to meet the needs of customers and their expectations as well. In the literature of marketing, one of the most important issues is competitive advantage that had gained significant attention. Authors and scholars have focused on the identification of the most successful competitive strategies that any organization prefers to pursue so that they can produce and facilitate supernormal advantages and benefits. The structure conduct performance of any industrial organization has great influence on this area of research, which significantly described and explained that competitive advantage derives from fortunate market positions (Helfat & Lieberman, 2002). The resource Based View (RBV) was another explanation of the source of competitive advantage, which was developed in the early 90s. This view identifies the sources of advantage inside the firm, which is viewed as a bundle of resources (Kay, 1999). A major difference was indicated between competitive strategy framework and the resource based theory. Porter, a well-known author, viewed a firm as a bundle of unique resources and by resource based scholars as a bundle of activities. The competitive strategy framework, given by Porter makes the analysis of environment- performance relationship more prior. Strategic capabilities can simply be defined as: Complicated set and bundles of skills as well as accumulated knowledge that makes a firm able to coordinate activities and make use of their possessions to promote economic value and maintain economic advantage. In order to identify strategic capabilities and its types, it is classified so that these can be applied in the required field for the purpose of an organization (Kay, 1999). These capabilities allow a firm to keep costs at lower level as well as enable a business to respond to the changing needs of the customers rapidly. The role of strategy formulation quality and its

Global communication Essay Example | Topics and Well Written Essays - 500 words

Global communication - Essay Example As a result of this, Bellsouth Corporation had to cut its operating costs and on capital spending. Since IT and back office services constitute about 20% of the company's operating costs, outsourcing the same to countries where services are cheap was an ideal way of cutting costs for Bellsouth. Bellsouth tied up with Accenture in 1998 as its IT outsourcing strategy partner to help it achieve improved service levels, on budget performance and on time delivery. To cutthe rising costs of ongoing maintenance and enhancement of IT applications and to maximise profits in order to utilize the same for future capital expenditure, Bellsouth began strategically evaluating its offshoring capabilities to further reduce IT costs and Project Horizon was born. Project Horizon's business objectives include offshoring resources to reduce maintenance and development costs of IT applications while maintaing the same workload and service levels and taking advantage of the differential cost savings. Results of application - The cost-savings initiative will enable Bellsouth to reduce IT expenses and save 45 - 70 % in outsourcing costs, which translates into an estimated savings of $ 275 million over five years

Government and politics Term Paper Example | Topics and Well Written Essays - 750 words

Government and politics - Term Paper Example Firstly, in order to understand the way in which the executive branch has changed, it is necessary to begin the analysis by stating that the Constitution of the United States expressly prohibits the President from declaring war. As such, this particular process is one that is supposedly only allowed to be engaged by the Congress. However, ever since the Gulf of Tonkin Resolution, the president has been able to allocate military resources and all but declare war. Though the Constitution has placed the executive branch in direct charge of the military and all actions related to them, the informal and circuitous manner by which the executive branch has engaged in war over the past 60+ years has meant that this particular dynamic of executive power has grown precipitously (Galbraith, 2013). Although this has been much discussed throughout society and opposing candidates of both parties have promised to close the loopholes by which such decisions are made, little actual traction has been made on this issue. Further, if any one of the three has most certainly lost power, it can be determined to be the Supreme Court. This supposedly supra-political entity has increasingly shown signs of operating at the behest of the executive branch and/or merely upholding policies or legislation of the Congress. Evidence of this can of course be seen with regards to the way in which the Supreme Court chosen to behave with relation to the Bush v. Gore crisis of 2000 and the decision to allow the continued suspension of habeas corpus with regards to the detainees housed at Guantanamo Bay (Alternman, 2000). Further, increased political pressures have kept the Supreme Court from ruling on warrantless wiretapping from the Patriot Act, clearly an unconstitutional practice, or the torture practices that certain branches of the military and intelligence community has been known to exercise over those whom it suspects of anti-American activities or sentiments. Whereas corporate interests nec essarily factor heavily into the decisions of governance, no more so can this be seen as with respect to the degree and extent to which the legislative branch has grown and evolved over time. Whereas several decades ago an individual of relatively meager means could run for Congress, the manner through which the system operates currently ensures that only those who are heavily funded, oftentimes by corporate or special interest groups, has any chance of actually attaining office (Bradley & Morrison, 2012). This has meant that the Congress does not serve as a primary mechanism for representing the will of the people; rather, it is oftentimes a mechanism through which back door deals, corporate cronyism, and other crooked practices are more and more likely to take place. Further, from pressure from the executive branch, the legislative has been seen time and time again to yield and favor a particular piece of legislation that has clearly not been in the best interests of the entire po pulation. Evidence of this can be seen with respect to the funding for the Iraq War, financial bailouts which were hastily agreed upon with little if any oversight or discussion, and a

Response to Classmates Week 11 Coursework Example | Topics and Well Written Essays - 500 words

Response to Classmates Week 11 - Coursework Example When workers determine the significance of the others, they will work as a team to improve patient care. The Head Nurse may be helped by other parties who are neutral to this case so that the nurses and their assistants may pay attention to the training. This is because if Michelle clarifies the issue alone, some of the workers may fail to listen to her because she is one of their own (Xerri, 2013). As Brenda states, the supervisor may help by giving all the employees the workplace code of conduct. However, the supervisor should do this after investigating the case and understanding the root cause of the hostility. This is because if the supervisor highlights only the code of conduct, the problems among the workers may remain unsolved and this will worsen the case (Woska, 2013). Therefore, I suppose that after investigating the cause of the hostility, the supervisor should work with Michelle to solve the case and remind the employees of the healthcare rules by providing them with the code of conduct. I do not agree with James’s idea that the head nurse should document the wrongdoings of the employees because this may create the feeling of job insecurity among the workers. This is because employees may think that they records of their wrongdoings may cost their job in future and they may become nervous. Documenting the mistakes of the workers may also waste the time that Michelle would use to solve the problem (Valsecchi, Wise, Mueller, & Smith, 2012). The documentation is also unethical because the information may trickle to other parties who may use it to threaten the workers in future. I concur with James that teamwork and partnering may improve the workers relations and the quality of services that patients receive. This is because these strategies may increase the employees’ understanding of one another. Shearer and Maes (2014) argue that the understanding

Mental health needs assessment for the adult population of Wandsworth Coursework

Mental health needs assessment for the adult population of Wandsworth - Coursework Example The area of Wandsworth is located in south-west London. The town is located on The River Thames on the south bank. The river Wandle flows into the Thames and this is where Wandsworth received its name. It is also the principle settlement in The "London Borough of Wandsworth" (Medics on the Move). It borders the Bouroughs of Lambeth to the east, Merton and the Royal Borough of Kingston Upon the Thames and others. It is surrounded by very wealthy Boroughs. The 2001 Census gave the population of Wandsworth as 260,000 with 78% of the population as White, 9.6% Afro-Caribbean and 6.9% as being South Asian. The list of 354 Districts of England showed that Wandsworth is ranked the largest by area and 24th by population. In population density it ranked 10th and by ethnic diversity it ranted 29th. Today, the projects for Wandsworth show that by the year 2018, there is projected to be 300,000 people in Wandsworth with slightly more women than men. The area is mostly comprised of younger people (47%) between the ages of 20 and 39 with the rest of the population being older (Greater London Authority). NHS Wandsworth shows that in 2009, 290,000 people were living in the Borough. The largest age group is between 20 and 44 while other ages make up the rest of the population. The population is intended to rise in the next five years. Currently, the White race is 78% of the population with "non-whites" making up 22% of the population (includes Black, Asian and those who consider themselves as "other"). The Bourough has a large deprivation within and between the various wards. Wandsworth is ranked 23/30 for deprivation within London PCT and 91/152 for London within PCT's naturally (NHS Wandsworth 6). 1.1 Deprivations The Wandsworth Community Empowerment Fund Project states that the unemployment rate in Wandsworth is currently 8.0%. The following chart shows the income deprivation as of 2007: Although many areas in the Borough show prosperity, household income by ward is a differe nt story. The wealthiest Bourough is Northcote with a mean income of ?51,859 and Roehampton at substantially lower at ?31,141 ("Sustainable Community Strategy"). In terms of crime, Wandsworth has been a relatively safe place to live in 2006/07 but it has changed since then. Currently, the types of crime in this area include violence against the person, theft from motor vehicles, residential burglary and street crime ("Sustainable Community Strategy"). In 2007, there were 1,771 residential burglaries between April and December of that year. Burglary decreased within the last three years. There were 1,442 offenses for street crimes for the same period of time but street crime has also decreased. There were 3,954 offenses for crimes against the person during the same period which is approximately 14.1 offences per 1,000 residents ("Sustainable Community Strategy"). Education is another area for deprivation. There are approximately 51,889 young people and children living in the Borough between the ages of 0 and 19 which is 18% of the population. The 2007 census stated that the majority of children living in the Borough are ethnic minorities and primarily black children, which make up 17.9% of the population. In terms of support from the government, 1,628 children and young people were accessing help and 133 children and young people were registered on the Child Protection Register. The Borough also has 74 out of 174 "local super output areas (SOAs)" that are considered the worst 25% of all SOAs nationally which was only 64 in 2004. There are now 24 SOAs listed in the best 25% nationally for deprivation compared to 20 in 2004 ("Sustainable Community Strategy"). Healthcare in the Borough has some challenges because of the population. Because the majority of the Borough is aged 20 to 44, the younger people do not use

Critical Analysis of Essay Example | Topics and Well Written Essays - 1250 words

Critical Analysis of - Essay Example on how relationships between doctors and patients are portrayed and how interactions between doctors are portrayed in the episode of Grey’s Anatomy. The cultivation theory, which suggests that viewers of TV are influenced to perceive situations in a specific manner (King & Watson, 2012); will be particularly useful for the analysis of whether the perception of doctors and the health industry are influenced after viewing medical dramas. According to Seale (2013), cultivation theorists argue that the boundaries between reality and media portrayals are blurred if viewers watch TV for too long, which means that there is a risk of the viewer being misinformed in their perceptions of the medical fraternity. Indeed, after an analysis of fifty episodes of the series between 2005 and 2008, it was found that at least 57% of interactions in the shows between patients and doctors did not adhere to real-world professional interactions, while only 5% of the interactions between doctors were realistic. Seeing as shows like Grey’s Anatomy can teach viewers important things about health, it is important that their producers collaborate with bioethicists on the content of the shows. Indeed, medical dramas like Grey’s Anatomy can become important forms of entertainment education. For instance, rather than dealing with similar diseases and illnesses over and over again, medical shows that deal with a multitude of illnes ses that viewers can relate with better would positively influence the perception of viewers (Seale, 2013). According to Harris (2013), majority of those watching primetime TV tend to learn something new when they watch a TV show about health issues and disease after watching the shows for six months, while at least a third of the viewers take action after being informed on a health issue when watching TV. While watching this episode of Grey’s Anatomy, it is clear that the show consults physicians for accuracy, as can be noted by the medical jargon used in

Jurisprudence Essay Example for Free

Jurisprudence Essay The term jurisprudence has been used in very different senses. Originally it meant the science of Right. Afterwards it was used to mean knowledge of the principles of law, or skill in its practice. In the institutes of Justinian Jurisprudence is define d to be the knowledge of what is just and unjust. Upon the revival of learning in Europe in the sixteenth century, jurisprudence was used to signify the knowledge of the Roman law. The term has also been used in a sense borrowed from the French to imply a collection of the principles belonging to particular branches of law – thus, Equity Jurisprudence, Maritime Jurisprudence. The term has also been used to signify the whole body of the law of a State—thus, the Jurisprudence of England. The classification of laws has never yet been adopted upon the grand scale demanded by Jurisprudence. If a system of the Law were correctly framed, and if codes of laws were drafted of one true principle by all civilized nations, the language of each race would serve as a glossary by which all systems of positive law might be explained; whilst the matter in each code would afford a test and standard by which all might be tried. By law is here understood positive law—that is, the law existing by position, or, the law of human enactment. Jurisprudence is the science of positive laws, and, as such, is the theory of those duties which are capable of being enforced by the public authority. Jurisprudence, so treated, may take its place as one of those inductive sciences in which, by the observation of the facts and use of reason, systems of doctrine have been established which are universally received as truths among thoughtful men. But Jurisprudence in its in its investigation of the origin, principles, and development of law, obviously furnishes rules which teach men to acknowledge and select good laws, to shun evil laws, and to practice the existing laws and apply them skillfully. Hence, Jurisprudence is not only the Science of Positive Laws but is also the Art of Legislation and the practice of Advocacy. A Jurist may state principles of law in his study, enact laws in the senate, or advocate rights in his forum (Heron, 2001). Jerome and West contribution  The American Legal Realists exhibited many and diverse, not always compatible, attitudes towards the possibilities of exploring the future, even while making important contributions to needed theory and procedures. Thus Jerome Frank was a leader in deriding the possibilities of predicting official behaviour by the application of traditional legal rules and was most skeptical of the potentialities of reliable prediction by any means; yet he made uniquely significant contribution by drawing upon many psychologies to demonstrate the importance of predispositional factors (the subjectivities of decision makers) in affecting all decision. The insistence of the Realists, already described, that technical legal rules be related to categories of events in community process that raise comparable policy problems has tremendously increases the possibilities of achieving comprehensive and precise description of relevant past trends in decision and value consequences (Lasswell McDougal, 1992). Jerome Frank has set out in his well known work†¦ to analyze the law from a psychoanalytical point of view. In the traditional teaching and presentation of the law Frank discerns a desire for certainty which he likens to the infant’s craving for infallible authority (father complex). Lawyers in general, and judges in particular, have clung to the myth of legal certainty, by establishing fictitious system of precedents, hiding before themselves and others the fact that every case is unique and requires creative decisions. A similar myth surrounds the activities of juries. Analytical jurisprudence expresses this child like desire for certainty and stability. Frank’s own ideal is the â€Å"the completely adult lawyer† (Marke, 1995). Although Gray joins Holmes as one of the two great Jurisprudential heroes for Jerome Frank, Karl Llewellyn, and the other legal realists, he is much more than that ; he is a kind of American John Austin, but one whose analytical Jurisprudence does not act as if legal concept originated and developed outside legal history. He represents the positivistic branch of the American pragmatic legal tradition. He is closer to Austin than Holmes, than but not as influenced as Holmes— or John Dewey— by historical jurisprudence, or the evolutionary controversy, or the increasing respect philosophers paid to the very idea of historical development( Gray,1999). Jerome was heavily critical of the work of Christopher Columbus Langdell, the American legal academic whose is best known for introducing the ‘case method’ of teaching law into American law Schools. Langdell viewed law as a science, which could be practiced very simply by applying legal rules mechanically to specific cases recorded in the law reports. Langdell’s method rested heavily on the positivistic notion that law resided solely in the reports of decided cases or in statutes. Jerome criticized this arguing that Langdellian legal science had very little to do with law, because it overlooked such things as the lawyer-client relationship and the rule of the jury. He argued that Langdell’s attitude towards law was typical of what he termed ‘the basic legal myth’; lawyers promote the myth that legal rules can be applied in a mechanical way because they, like all human beings, are constantly looking for certainty. The purpose of Realism, on the other hand, was to expose this myth. This concern with what Frank saw as law in action, rather than with the ‘legal myth’ of the law in the books, was typical of the concerns expressed by members of the legal realist movement. The contradiction which can be found in the work of not only of Jerome, but also of another American Legal Realists, is a serious flaw. However, American Legal Realism, with it emphasis on ‘law in action’ rather than ‘law in the books’ had a positive contribution to make to the development of Jurisprudence(Cownie, Bradney Burton, 2007). While some sought a stable referent, others, such as Mackinnon and Matsuda, sought to refashion old tools to serve new purposes. The equal protection clause of the American constitution seemed a promising candidate, and the Jurisprudence of antisubordination was born. West, Kennedy, Mackinnon and Matsuda are united in the belief that outsiders will not find freedom, justice, or equality in the law as it is. They insisted that law’s empire is defined not by attitude, but by what really happens (and what does not happen). Inequality†¦is not a bad attitude that floats in the sky but an embodied particular that walks on the ground. † An attitude of equal concern, one might say, can very easily leave unaltered the â€Å"embodied particulars† that constitute the reality of inequality as opposed to the theory (Berns, 1993). By promoting the idea that rights are crucial for the protection of individual autonomy, Robin West argues, liberal jurisprudence fails adequately to represent more identifiably ‘feminine’ values such as intimacy and care. Liberal jurisprudence is essentially masculine jurisprudence, in other words, because it prioritizes the distinctively male ethic of justice or rights. Robin West claims, ‘it is nevertheless an institution within which we work from a position of relative disempowerment. ’ For feminist legal theorists, this sense of marginalization is attributable primarily to the fact that critical legal studies, like liberal jurisprudence, fails sufficiently to take into account women’s experience, values and concerns (Duxbury, 1997). In 1988, Robin West began her well known-article â€Å"Jurisprudence and Gender† by asking WHAT IS A HUMAN BEING? â€Å"What is a human being? Legal Theorist must, perforce, answer this question: jurisprudence, after all, is about human beings. † Robin West. She concluded that women are not human beings insofar as legal theory is concerned. Her question, and the contribution of feminist theory to answer, forms a central theme to this work. If the definition of a human being is central to jurisprudence, it is vital to uncover whether that definition adequately encompasses all human beings. Western conceptions of human beings have been inadequate in that they have failed to encompass all human beings. In some instances this is because of the inherent constitution of the definition, while in others, the problem arises from the way theories have been misinterpreted (Marshall, 2005). Towards a Fist Amendment Jurisprudence of Respect. Robin comments that Goerge Fletcher’s recent article helps us see that those understandings, in turn, rest on two different conceptions of what he labels our senses of â€Å"constitutional identity. Although it is largely undefined by Fletcher, we might take his phrase â€Å"constitutional identity to refer† to refer to that aspect of our collective and individual self-conception which we owe to our shared constitutional heritage, and which at least on occasion determines outcomes in close constitutional heritage, and which at least on occasion determines outcomes in close constitutional cases in ways that â€Å"overarching principles of political morality† do not. The two understanding of our constitution identity that seem to bolster these conflicting accounts of the constitutional status of hate speech regulations might be called, however unimaginatively, the liberal and the progressive paradigm. Both the liberal and unquestionably dominant account of free speech and the correlative liberal arguments against the constitutionality of hate speech regulations are deeply familiar. Both were recently affirmed by the Supreme Court, and both are eloquently spelled out in Fletcher’s article. Like prayer in earlier times, expression of our innermost selves is a vital means of self fulfillment, and hence it is itself a moral act of high order. We each bare our individual, our innermost souls when we express ourselves. And, because we value individual souls, we protect and value our speech, whatever its context or side effects. We protect expression today for essentially the same reason we once protected religion—namely, the constitutive role of expressive religion in earlier times, and expressive speech today, in the development of the individual’s personality(West,1994). Relevance of Jurisprudence The broad division of jurisprudential inquiry indicates that jurisprudence covers a wide area of study, dealing with a variety of issues and topics, as well as touching on a whole range of other subjects and disciplines. The unifying element in all these aspects of the study, however, is that, in every case, the main question that is being investigated and to which an answer is being sought is, briefly, ‘what is law? ’ According to Chinhengo (2000), essentially, all jurists are seeking to explain the incidence, existence and consequence of law as a social phenomenon. Consequently, general questions to be answered are concerned with such matters as the following: †¢ the origin and sources of law generally and/or in specific societies; the historical development of law in general and the emergence and evolution of specific legal systems, traditions and practices; †¢ the meaning of specific legal concepts and the construction of various legal structures and processes; †¢ the link between law and other social phenomena, such as political ideologies, economic interests, social classes, and moral and religious conventions; †¢ the operation of the law as a mode of social control and the effects that it has on the persons to whom it applies, in terms of justice as well as social, economic and political developments. This interdisciplinary quality of jurisprudence has meant that a student of the subject has to touch on matters that would normally belong to such diverse other disciplines as philosophy, economic theory, sociology, anthropology, history, theology, and even geography. Within all these other areas of study are to be found the munitions of the jurists, who uses the conclusions and insights of scholars studying in such areas to explain law as a social phenomenon, and applies the methodology of these other modes of enquiry to further the understanding of particular legal concepts. In conclusion Jurisprudence, as a subject in many law school curricula, is intended to provide the law student with a device by which he can ground his or her academic knowledge of the black-letter of the law to the reality of the social context in which the legal rules, structure and processes actually occur and operate. The idea, then, is to link the wealth of legal concepts, rules, statutes, precedents, structures, and processes, which one has imbibed haphazardly over a period of time, to the systematic theoretical and sociological insights about the role and place of law in society which jurisprudence seeks to provide (Chinhengo, 2000).

Existence of God Essay Example for Free

Existence of God Essay †¢Translate and/or explain the following terms: aesity, arete, endoxa, ergon, eudaimonia, peccatum, telos, virtus, vitium – Arete: Greek for virtue, or excellence – Virtus and vitium: Latin for virtue and vice – Endoxon (endoxa): Greek, reputable opinion(s) †¢Ergon: Greek, function/characteristic activity – †¢Eudaimonia: Greek, happiness, well being †¢Ã¢â‚¬â€œ Peccatum: Latin, sin †¢Ã¢â‚¬â€œ Telos: Greek, end, aim †¢Discuss and/or apply the following concepts: doctrine of the mean, the endoxic method, the function argument, omnipotence The Endoxic Method- reputable opinions for ex. Happiness as uniquely human, as under our control, as requiring activity. The Function Argument-To know whether P is a good instance of its kind, you need to know the function (ergon) of P ? A virtue/excellence (arete) of P is a characteristic P needs in order to fulfill its function. The Doctrine of the mean-1. For any given situation, there is a specific affectation appropriate to it, e. g. , desire, anger, fear, confidence, envy, joy, pity, etc. 2. For any given affectation, one can exhibit it either too much, too little, or in the appropriate amount 3. The virtuous person always exhibits an affectation in the appropriate amount. -for ex. Truthfulness: virtue regarding telling the truth about oneself? Defect: self-depreciating Excess: phony omnipotence- all power and unlimited power †¢Distinguish goods that are, according to Aristotle, valued for the sake of other things, valued for their own sake, and valued for their own sake and for the sake of other things you want some things that gets you other stuff. for example money so its a sake for other things. valued for own sake-having a yacht gives you pleasure but then enjoying it with more friends and travel the world and give you more pleasure. the one good. happiness is the one thing that every one wants and is valued for its own sake. e †¢That which is valued only for its own sake and for whose sake everything else is desired †¢That which is valued for its own sake and for the sake of other things †¢That which is valued only for the sake of other things. †¢Discuss why Aristotle rejects conventional views that identify happiness with pleasure, honor, and virtue, and what he thinks this tells us about the nature of happiness Aristotle rejects three common conceptions of happiness—pleasure, honor, and wealth. Happiness, he says, cannot be identified with any of these things (even though all three may be part of an overall happy life). Pleasure, he says, is found in satisfying desires—but whether or not we can satisfy our desires is as much up to chance as it is up to us. †¢The life of pleasure. Problem: the life fit for a pig †¢The life of honor. Problem: not under our control †¢The life of virtue. Problem: compatible with inaction †¢Distinguish between psychological, somatic, and external goods, explaining how they contribute to Aristotle’s conception of happiness External goods- attractiveness, wealth.. Psychological Goods- mental health.. Somatic goods- â€Å"Nonetheless, happiness evidently needs external goods to be added, as we said, since we cannot, or cannot easily, do fine actions if we lack the resources. For, first of all, in many actions we use friends, wealth, and political power just as we use instruments. Further, deprivation of certain things —for instance, good birth, good children, beauty— mars our blessedness. For we do not altogether have the character of happiness if we look utterly repulsive or are ill-born, solitary, or childless; and we have it even less, presumably, if our children or friends are totally bad, or were good but have died. †¢Discuss the roles of habituation and right reason in Aristotle’s analysis of virtuous action function of human beings is knowledge and it what  separates from animals. virtuous action is what a rational person who acts for the right reason. but you also have to feel the correct emotions and feelings to do virtuous actions and be properly affected which means that you find the right things pleasant. And wants to do the right thing. so if you dont feel like you want to give money to homeless and still give it it does not count as a virtous thing. the teachers ice cream technique- dont want to do it but do it for ice cream but over time the kids want to do it because it is the virtuous thing to do. †¢Identify and describe Aristotle’s three requirements for friendship and his three different kinds of friendship Pleasure-friendships- Most common among theyoung, fades easily utility-friendships,- most common among the old and also fades easily. character-friendships- You love a person because of the good qualities she or he possesses. genuine friendship. †¢Explain what Aristotle means when he claims that friends are â€Å"second selves† â€Å"A friend is a second self, so that our consciousness of a friends existence makes us more fully conscious of our own existence. † and Friendly relations with one’s neighbors, and the marks by which friendships are defined, seem to have proceeded from a man’s relation with himself. For men think a friend is one who wishes well and does what is good, or seems so, for the sake of his friend, or one who wishes his friend to exist and live, for his sake† †¢Explain why Aquinas thinks God’s existence is self-evident, why it nonetheless may not be evident to us, and how Aquinas thinks God’s existence can be made evident Not every human realizes the existence of god. †¢Examples of self-evident propositions: †¢A pig is an animal; a bachelor is an unmarried male †¢Being self-evident in itself versus self-evident to us †¢Aquinas: â€Å"I maintain that God exists is self-evident in itself since its subject and predicate are identical†¦[but] the proposition is not self-evident to us† (197). †¢Question 02: can God’s existence be made evident? †¢Perhaps God’s existence is an article of faith, not of reason †¢Ã¢â‚¬Å"There are two types of demonstration: those that argue from cause to effect†¦and those that argue from effect to cause† (198). †¢Hitting a pool ball, pressing the ‘on’ button, hand on the stove. †¢So, from what effects do we infer God’s existence? †¢God’s effects in the world, Mozart and his music †¢Understand Aquinas’ ‘unmoved mover’ and ‘teleological’ arguments for the existence of God and articulate at least one objection to each Argument one of five: the unmoved mover (200). Everything has a cause, but causes can’t go on infinitely. The first uncaused cause is God. Objections: why must it be God? Maybe time is infinite? Telos: the end toward which a thing strives. Everything in nature has a telos. If a thing is non-intelligent, some intelligence must give it its telos. Objection: nature is not telonic in this way †¢Discuss why the question ‘can God create a stone that God cannot lift? ’ is said to be paradoxical and how Aquinas tries to resolve the paradox †¢The paradox of omnipotence: can God create a stone he cannot lift? †¢If God can, there is something God cannot do, i. e. , lift the stone †¢If God cannot, there is something God cannot do, i. e. , create the stone †¢If there is something God cannot do, God is not omnipotent †¢Therefore, God is not omnipotent †¢Ã¢â‚¬Å"So we conclude that God’s power extends to anything possible in itself and not implying contradiction. Clearly then God is called omnipotent because he can do everything possible in itself. † (p. 249). because if god cannot lift the the stone he created, he is not omintipitent and also if he cannot create that he cannot lift therefore he is not omnipotent so either way god is not omnipotent so aquinas says that god creates certain laws in the universe that he himself cannot break which is considered absolute possibility and relativee possibility is what he can change. †¢Explain what Aquinas means when he claims evil does not exist because evil does not exit because evil is absence of happiness. †¢Understand the weak and strong versions of the problem of evil and discuss Aquinas’ solution to the problem Strong version of the problem †¢If an omnipotent, omniscient, perfectly good God exists, then evil does not exist †¢Evil exists †¢Therefore, an omnipotent, omniscient, perfectly good God does not exist Weak version of the problem †¢Evil exists †¢The non-existence of God is a more plausible explanation of evil than is the existence of an omnipotent, omniscient, perfectly good God †¢Therefore, it’s more plausible that God does not exist If an omnipotent, omniscient, perfectly good God exists, then evil does not exist. †¢Aquinas’ answer to the problem of evil †¢Why is there evil and sin in thet world? †¢Evil is the necessary result of freedom of the will †¢Thus, God does not command sin, God permits sin †¢Does God cause evil and sin? †¢Ã¢â‚¬Å"God is responsible for sinful actions but not for sins† 296 †¢Distinguish Aquinas’ conceptions of eternal, natural, and human law †¢Human law †¢Quoting Cicero: â€Å"laws start with what nature produces, then by use of reason certain things become customs, and finally things produced by nature and tested by custom are sanctified with†¦the weight of laws† (420). †¢Eternal law †¢God as divine legislator: â€Å"Clearly†¦the entire community of the universe is governed by God’s reason† (417). †¢Divine providence: ordering of the universe toward good †¢Natural law †¢Non-moral sense: laws of nature. †¢Moral sense: guides the actions of animals †¢Ã¢â‚¬Å"Since everything subjected to God’s providence is measured by the standards of his eternal law, as we have said, everything shares in some way in the eternal law, bearing its imprint in the form of a natural tendency to pursue the behavior and goals appropriate to it. Reasoning creatures are subject to God’s providence is a special, more profound way than others by themselves sharing in the planning† (418). Eternal law is identical to the mind of God as seen by God himself. It can be called law because God stands to the universe which he creates as a ruler does to a community which he rules. When Gods reason is considered as it is understood by God Himself, i. e. in its unchanging, eternal nature (q91, a1) , it is eternal law.

Professional Learning Communities What They Mean To Teachers Education Essay

Professional Learning Communities What They Mean To Teachers Education Essay Professional learning communities (PLCs) have been described as structures within which professionals-particularly teachers-can refine their skills, renew their spirits, and expand the scope of their knowledge (Fogarty Pete, 2006, p. 49). Even though the benefits are clear, there are numerous challenges involved in creating and managing PLCs. Such challenges have typically been broken down into concerns about: (1) finding time and otherwise overcoming logistical challenges to coaching; (2) designing appropriate coaching interventions; and (3) maximizing coaching effectiveness. This literature review will address each of these concepts by examining specific research directions taken by current theorists in the field of professional development, with the purpose of illustrating the spectrum of activity along which coaching can succeed or fail. After doing so, the literature review will also discuss broader theoretical and methodological approaches to the study of coaching, including a nalyses of the roles of: (1) race and other socioeconomic factors; (2) theories of motivation and (3) theories of organizational development. Defining and Contextualizing PLCs Rigorous definitions of the PLC, and evidence-based guidelines for its functioning, began to appear in the late nineteenth century. In the U.S., the entire project of teacher development took a huge step forward with the appearance of a number of periodicals dedicated to the subject, including The National Teacher, which debuted in 1870. It is highly likely that the professionalization of teaching in the U.S. had a great deal to do with the emergence of a standard method of teacher development, including the creation of formal PLCs. In the third volume of The National Teacher, published in 1873, the following passage appeared: First, then, the prospective teacher should be trained in the handling of illustrative material, apparatus, charts, maps, diagrams, objects, etcà ¢Ã¢â€š ¬Ã‚ ¦.his practice in them should be such as will enable him to bring before the eye what can be very imperfectly addressed to the ear. This should be done, in the first instance, privately, or in the presence of the members of a teaching class, subject to their kind but searching criticismà ¢Ã¢â€š ¬Ã‚ ¦(Mitchell, 1873, p. 367) This passage is one of the first allusions, at least in American sources, to the notion of a professional learning community. It is worth situating the emergence of the PLC into the broader stream of professionalization and scientific reordering of vocations in post-Civil War America. Ellis and Hartley (2004) argued that the Civil War, which had mobilized the nations resources in service of total warfare, had exposed glaring weaknesses in the organization and practice of many professions, starting with the army and extending to nursing, teaching, and manufacturing. According to Ellis and Hartley, nursing was one of the first professions to be thoroughly professionalized in the aftermath of the Civil War, but other professions soon followed (p. 133). It is natural to draw the likely connection between the professionalization of nursing and the professionalization of teaching, both of which were historically feminine practices that, in the wake of the Civil War, were re-aligned with male perceptions of the scientific method and the professionalization of work. The emergence of the learning community can certainly be placed into this context of masculinization. Mitchell (1873) himself made a comparison between (largely female) teaching and (largely male) medicine, to the detriment of teaching (p. 362). In Mitchells opinion, one of the variables that made medicine more scientific than teaching was the fact that medical practitioners constantly mentored, critiqued, assisted, and otherwise engaged with one another, whereas American teaching had not benefited from this kind of inter-vocational interchange. At first, American pedagogical theorists did not suggest that a PLC ought to exist separately from a teaching college. Rather, these theorists thought of the professional learning community as a kind of epiphenomenon of the teaching college. For example, an anonymous writer identified only by a city of origin (New Haven, CT) to the U.S. Bureau of Education in 1885 had the following to say about a professional learning community: A few points, enforced each week and perhaps illustrated with a class, will bring up the teaching powers of those who have not had a professional training, and they will not be wearied out by trying to apply a crude mass of theories.à ¢Ã¢â€š ¬Ã‚ ¦The attendance at such meetings should be voluntary. There should be such a tone of interest and enthusiasm in a community as will inspire teachers with an honest and eager desire to know how to workà ¢Ã¢â€š ¬Ã‚ ¦(p. 274) At this point in American pedagogy, instruction was still meted out by superintendents (or pedagogues) to teachers, but there was a recognition that the input of the peer community of teachers was just as important to teacher development as any model of top-down instruction or professionalization. The PLC was at this point defined not as a separate set of development activities, but as a kind of grassroots camaraderie between teachers in formal development settings. Soon, however, the modern definition of the PLC would emerge. It is impossible to state with certainty when the shift from the early, voluntary PLC led by the superintendent began to give way to the more formal, school-managed PLC. It appears that the shift took place over the 1930s and began to cement itself by the 1940s. Otto (1944) offered an explanation of the changing role of the principal, and how it lent itself to closer, school-level management of the PLC. According to Otto (1944), American secondary schools continued to grow in size and complexity until the superintendent was no longer able to manage or own all of the processes for which the role had previously been responsible; thus, for example, The growing need for more and better supervision of classroom instruction suggested the desirability of planning the administrative organization so that this need could be met (p. 197). There were two stages in the hand-off of PLCs from the superintendent to principals; firstly, in the 1930s and early 1940s, office staff associated with the s uperintendent appear to have taken over responsibility for all aspects of vocational teacher development (Otto, 1944, p. 197); however, when Otto (1944) was writing, there was already another hand-off underway from central bureaucrats to the principal. After the Second World War, the principal emerged as the figure most responsible for defining, managing, and otherwise supporting the professional learning community in American schools. Just as the Civil War had introduced ideas of industrial organization to various vocations, the Second World War created manpower and resource shortages that prompted a faster transition from centralized control over teacher development to a more communal, school-level management of the process (Troyer, Allen, and Young, 1946, p. 241). These forces remain very much in effect today. Instructional Coaching and The Four Types of Coaching According to Wilson and Gislason (2009), there are four types of coaching: internal coaching, peer coaching, manager-performed coaching, and external coaching (p. 56). As their names suggest, peer coaching is about coaching that is delivered by colleagues to each other; manager-based coaching is delivered by managers (or, in the educational context, principals, superintendents, and/or other administrators) to teachers; external coaching is typically performed by consultants; and internal coaching, by contrast, includes all the kinds of coaching that are provided in-house. All four kinds of coaching have been employed in the instructional coaching context. Knight (2005) documented a wave of hiring of outside instructional coaches by U.S. public schools in the 1990s and first half of the 2005, driven by the urgency of achieving basic reading and mathematics competency skills tied to federal funding and the perception that schools themselves did not contain the proper instructional resources to achieve this task. According to Clarkson and Taylor (2005, p. 4), one of the problems created by the No Child Left Behind (NCLB) initiative was a push to define instructional coaching as the rote memorization of standards rather than an internalization of the pedagogical principles needed to teach up to those standards. Thus, it can be argued that external coaching becomes more popular in times of external stress on teachers to perform to a particular standard, whereas, in ordinary times, genuinely pedagogical (rather than instrumentalist) internal coaching is the more common form of instructional coaching (Matsumara, Sartoris, Bickel, Garnier 2009). In modern theory, peer coaching is praised for its egalitarian values, but theorists are also concerned that teachers lack the specific pedagogical background and expertise to make other teachers better. For example, Buly, Coskie, Robinson, and Egawa (2006) have argued that the external coach is focused on getting teachers to ask why in a structured fashion, whereas teachers are themselves often concerned with teaching other practical and specific strategies. Barriers in PLCs and Instructional Coaching: Logistics One of the major challenges in creating coaching interventions for PLCs is simply finding the time and opportunity to bring together busy professionals for dedicated learning and training. This challenge is a particularly pressing one in the current economic environment, in which so many working professionals are being called upon to do less with more. Thus, as Fogarty and Pete (p. 49) pointed out, an excellent place to begin a discussion of professional learning communities is in the realm of logistics, i.e. how to create the time and space for such communities, which is as much of a problem today as it was when Troyer, Allen, and Young (1946) wrote about the logistical challenges of organizing and managing the PLC in wartime. Abdal-Haqq (1996) argued that, within school settings particularly, PLCs scheduling ought to be built directly into both the workday and the job descriptions of teachers (although this advice applies equally well to other communities of practice). Abdal-Haqq (1996) concludes that the greatest challenge to implementing effective professional development is lack of time (p. 1), so great responsibility falls on the shoulders of leaders and managers who must accommodate PLCs in terms of schedules and job design. Fernandez (2002) made the point that making time and space for PLCs to thrive is itself partly dependent on cultural approaches. She discussed the case of the Japanese educational system, in which a great deal of emphasis is placed on lesson study, in which teachers are given the time and opportunity to reflect on both their practice and that of others (p. 393). There is more pressure on individual professionals to take advantage of existing resources, and to take the lead in overcoming logistical barriers to embed themselves within PLCs. While there is extensive lip service paid to the value of PLCs, professional development is often subject to self-regulation rather than proper top-down guidance, argued Butler, Lauscher, Jarvis-Selinger, and Beckingham (2004). Having surveyed the history of PLC development, it becomes clear that the absence of top-down guidance is itself part of the steady downward transfer of administrative power tracked by Otto (1944). While Japan appears to have retained a centralized and top-down structure for managing and supporting PLCs and other forms of teacher development, in the U.S. such responsibility has devolved down to the principal. For many theorists, the logistics of PLCs are inseparable from school system support for teachers. For example, Lappan (1997) offered the following insight: The local capacity to support change is central to implementing reforms. Teachers, and those who support teachers, need time-time to learnà ¢Ã¢â€š ¬Ã‚ ¦ (p. 207). Of course, in this context, it should be pointed out time is a valuable commodity. There is a powerful tension between the time and resources needed for supporting the local logistics needed for nurturing professional learning communities and the time and resources needed by principals, administrators, and other supporters of development for other tasks. Unfortunately, as Abdal-Haqq (1996, p. 1) also suggests, schools are faced with a zero sum environment, in which to support the PLC is to remove support from some other organizational goal. It is in this context that the logistical difficulties of PLC support should be understood. Moreover, until schools enjoy increase d funding, it is not clear that the logistical problems noted as early as Troyer, Allen, and Young (1946) will simply evaporate. Of course, one way in which the problem could be solved is by employing PLCs themselves to ease the logistical problems faced by schools. To the extent that teachers could train and develop other teachers without extensive time and resource commitments, PLCs could be of great economic benefit; as in the Second World War, the teacher-training-teacher paradigm could yield economic benefits rather than sucking up resources. For PLCs to actually operate in this fashion requires close attention to the variable of coaching design. Barriers in PLCs and Instructional Coaching: Change Management From at least the 1870s onwards, there has been a rich debate on how to best deploy teachers to train and develop other teachers. In the first stage of this debate, from Mitchell (1873) to Arnold (1898), it was assumed that merely talking about pedagogy and other teaching-related issues in a voluntary, informal meeting would assist junior teachers in their development. Over the decades, voluntary meetings gave way to more formal in-school development programs, particularly when the Second World War forced schools to consider more resource-efficient ways to engage in teacher training. In this context, the promise of coaching design is that, if there is a sound system under which to transfer teacher knowledge from senior to junior colleagues, the PLC can save school systems time, money, and administrative commitment. On the other hand, if coaching design is itself weak or unmotivated, then teachers will resist it and the PLC will fail to fulfill its promise. These issues are at the heart of the modern debate on coaching design. In contemporary times, there is much more urgency around the subject of coaching design thanks to the No Child Left Behind (NCLB) Act of 2002, which has directly tied student performance to federal funding and accreditation. Killion (2005) is one of many theorists who has pointed out that one response to NCLB is the implementation of instructional coaching to improve instruction and student achievement. Instructional coaching is a relatively new phenomenon, at the core of which is a conviction that professional learning improves teaching practices and teaching practices improve student achievement (Knight, 2007; Killion Harrison, 2006; Knowal Steiner, 2007). Instructional design is not easy to implement because, as Knight (2007) has pointed out, teachers are not innately resistant to change will tend to resist poorly-designed agendas of change. As such, it is of the utmost importance to arrive at an understanding of the best practices of coaching design. In an organizational context, instructional coaching provides motivation to mentees, which in turn is intended to improve the productivity and morale of mentees. When instructional coaches work with students, their sole purpose is to demonstrate and model best teaching practices to teachers in order to improve student teaching (Knight, 2007). Motivation is the key to understanding the role that good coaching should play within a professional learning community (Bransford, 2000). Coaching design principles vary widely depending on the specific kind of professional development that is being pursued. Fortunately, however, there appears to be some consensus on best practices for coaching design. Bransfords (2000) seminal book, How People Learn, argued that coaching design should have four centrisms; i.e., it should be learner-centered, knowledge-centered, assessment-centered, and community-centered (p. 188). There are many different interpretations of how these four foci can be best captured in a PLC. For example, Beyerbach, Weber, Swift, and Gooding (1996) emphasized that the knowledge focus of PLC design ought to have a practical component, so that members of the community understand the practical applications of what they are being taught (pp. 101-102). For teachers, this practical component can be satisfied by understanding why, in the context of real-world problem solving, it is necessary for them to develop a new skill or refine an existing one. Another recent emphasis in coaching design for community-centered learning is the utilization of collaborative software, particularly blogs and wikis, which have the potential to span each of Bransfords focus areas for coaching design. Higdon and Topaz (2009) stated that blogs and wikis had an important role in creating a more centered learning environment, There is wide consensus in the academic literature about the usefulness of instructional coaching within professional learning communities. Within a professional learning community, the qualities of good teaching for students should also be evident in professional learning for teachers (DuFour Eaker,1998; Bransford, 2000). However, there are also a number of obstacles to the implementation or the success of instructional coaching, including logistical factors (such as potential coaches lack of time), institutional factors (such as a lack of managerial support for coaching), and professional factors (such as coaches lack of relevant skills). Leaving aside these barriers, good coaching design may not be so much a matter of pedagogical design as it is a matter of change management. Bransford (2000) and other researchers have already explained the evidence for best practices in specific aspects of coaching design; the issue is not so much the content of coaching design as it is the necessity of convincing teachers to go along with coaching. In this regard, there are some helpful theoretical contributions from business literature, which has long struggled with the question of optimal change management in organizations. Jensen and Kerr (1994, p. 408), based on a case study of change at Pepsi, argued that the following five questions had to be satisfactorily answered before constituents bought into a change agenda: Why must we change, and why is this change important? What do you want me to do? What are the measures/consequences of change/no change? What tools and support and available to me? Whats in it for me? These questions of change management emerge at the point of implementation: i.e., as soon as it becomes necessary to transition from a theory of the professional learning community to an actual implementation, requiring intellectual and emotional buy-in from teachers. But change management is an issue that is better tackled not by coaching designers, whose responsibility is to transfer principles such as those of Bransford (2000) to local pedagogical contexts, but at the level of what can be called effectiveness maximization of the PLC. Effectiveness Maximization and Theoretical Approaches There is wide-ranging agreement on the importance of PLCs, and even on the operational and conceptual details that PLC must satisfy in terms of coaching design. The crux of the problem lies not necessarily in those details but more in the question of how to maximize the effectiveness of PLCs. First, there is the logistical question. If there is little institutional time, resources, and guidance put into PLC program creation and management, then coaching programs are unlikely to be effective. However, even organizations that have hurdled over the logistical challenge and implemented some form of PLC must still solve the question of how to maximize their coaching programs effectiveness, including the considerations of change management as highlighted by Jensen and Kerr (1994). There are some convincing arguments that PLCs resist straightforward methods of evaluation and improvement, which creates a fundamental challenge at the level of effectiveness maximization. Revans (1979), the pioneer of the action research concept, saw the creation and functioning of a PLC as a holistic process, one that cannot be dissected and improved on a part-by-part level. To Revans (1979), a functional PLC is something that both managers and participants can recognize only by taking part in it. This dynamic has something of a chicken-and-egg quality to it, as an effective PLC requires planning, but the proper inputs of planning may only become apparent after a PLC has been launched. Even with this limitation in mind, it is still possible to both measure and improve the effectiveness of a coaching component of a PLC by surveying participants about how they are benefiting from the specific coaching program, and employing these insights to structure the back-end processes that feed into the PLC. Borko (2004) argued that it is certainly possible to measure factors such as teacher (or, for that matter, any other form of professional) learning and satisfaction; moreover, teacher performance in classrooms can also be measured by such standards as student evaluations and standardized test scores. The point is that, when a PLC is working properly, its results will show themselves in a number of domains. It is incumbent on managers or others who oversee these programs to collect baseline data in order to measure the programs achievements, and also to identify the areas that need renewed attention and resources. Maximizing the effectiveness of PLCs thus comes down to both measurement and targeted action (Dufour, Dufour, Eaker Karhanek, 2004; Saphier West, 2010; and Knight 2009), whose basis can be the experience of mentees. It is necessary, at this point, to consult some theories of motivation and organizational development in order to consider how to best maximize the effectiveness of PLCs. Much of the literature on PLCs takes it for granted that teachers are motivated to buy into the program; however, it need not be the case that teachers are motivated, or that PLCs are constituted so as to maximize the strengths of the organization. Fortunately, theoretical literature has made it easier to understand the overlap between PLCs, motivation, and organizational development. Herzberg (1966) argued that: someone who is motivated is truly a sight to behold, as they put all of their heart and soul into an activity. Love of work is certainly the strongest motivator of people (p. 141). Coaches exist partly to instill mentees with love of work, via a number of mechanisms, including that of instrumentality, or making sure that people have the tools that they need to accomplish a work task. Note that instrumentality was also part of Jensen and Kerrs (1994) framework for appropriate change management. If people lack the tools to achieve what is asked for them, they will not only resist change but also lose motivation. As such, administrators should bear in mind that every tool (including time) put in the hands of PLC members effects the motivation of individual members, and therefore the overall success of the PLC. According to the theoretical foundation provided by organizational psychologists such as Herzberg, Vroom (1964), and Maslow (1993), instructional coaching should have a salutary effect on mentees in so far as coaching instills mentees with instrumentality and motivation. One part of this dissertations purpose is to measure the impact of good coaching, as reported by mentees, and also to assess the impact of bad or nonexistent coaching. Doing so is an exercise in the measurement of organizational motivation and morale as conceptualized by a number of influential theorists in the field. For example, Banduras (1997) social learning theory is sometimes cited in the coaching literature and explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. The central aspect of Banduras (1977) theory is the claim that humans learn by watching others model behavior. Thus, psychological theory now provides firm support for the i dea of coaching as a transfer of desirable behavior from senior to junior members of a community. Clearly, then, theory has a great deal to tell us about the scientific basis for PLCs, and also about how best to maximize their effectiveness. Some of the theories surveyed in this section, for example, have emphasized the importance of motivation and instrumentality in the PLC. One final theory that ought to be considered is that of so-called toxic mentorship. It will be recalled that, as early as Arnold (1898), there is an assumption that, when teachers come together for purposes of development, mutual reinforcement and learning will inevitably take place. It is taken for granted, both by Arnold (1898) and by Mitchell (1873), that senior teachers have the best interests of the profession, and of their junior colleagues, in mind. This assumption, however, might be naÃÆ' ¯ve. There is now a great deal of research on dimensions of coaching and mentorship that fail due to the attitudes of senior teachers. Webb and Shakespeare (2008), Atkin and Wilmington (2007), and Grossman (2007) have all discussed so-called toxic mentorship as one of the ways in which coaching goes wrong, for example when coaches are burned out, unhelpful, scornful of their own profession, unethical, or not involved enough or knowledge to provide adequate feedback. The aforementioned res earchers have called attention to toxic mentorship in the nursing field, in which there has been more of an attempt of late to critique bad coaching. However, educational literature in general has not yet grappled as extensively with the concept of the toxic mentor, which is another reason why it is timely and relevant to ask mentees about this concept, as part of a more general data-gathering project on the measurable impact of mentorship on productivity and morale. Conclusion This literature review has covered a great deal of ground in attempting to illuminate the concept of the professional learning community, all the way from the seventeenth century to the present day. The conclusion is reserved for discussing an important lacuna in the research, and employing this lacuna to lend context to the research carried out by this dissertation. It will be noted that, for all of its history, teacher development in general and the PLC in particular have been defined by people other than the constituents. At first, superintendents had the greatest input into the process; later, principals took on this mantle. Throughout the process, senior teachers exercised a great deal of influence, as they had the prized knowledge that was to be passed on and passed down to junior colleagues. In the century of literature surveyed here, it is interesting to note that very few, if any, researchers have focused on the ability of mentees to provide important feedback about the nature of coaching within the PLC. It is almost invariably assumed that some outside authority, whether the superintendent or principal, is the owner of the process, while senior teachers are the drivers of the process. This attitude may be about to change because, in PLCs as in business communities, there is a move to recognize the centrality of the so-called customer. In this case, the customer of coaching is the mentee, the recipient of coaching. In both private business and public policy contexts, the customer has increasingly become both the owner and the driver of certain processes. Businesses conduct surveys of customers in order to determine what to produce. Public sector organizations, similarly, turn to the citizen-stakeholder as the ultimate owner of a process, and try to orient processes accordingly. It may be that, in coaching, the focus is about to shift from the top of the pyramid to the base: That is, from the traditional owners of coaching to its customers, namely teachers. It is possible that teachers will, in future, play an enhanced role in guiding the direction of coaching, specifically by providing input as to what kind of coaching works and what kind does not. Of course, this kind of input does not constitute the sum total of what is needed to create an effective PLC, but it is also unthinkable that learning communities can long thrive or survive without being driven by the interests and predilections of their own customers. It should also be noted collegiality has been a foundational value of the PLC. Indeed, the functioning of PLCs from the nineteenth century onwards has required a spirit of collegiality in that members of such communities must be open to critique, generous with help of others, and committed to coexistence and mutual advancement.

Essay examples --

Introduction The development of the internet has led to various milestones in the world of marketing. It has made it possible for people to defeat the challenge of physical distance. This idea is very useful for business people who are in the field of marketing their products. Cambria et al (2011) observes that there have been increased costs as far as the traditional advertisement is concerned. In addition, traditional ads only reach a limited number of people. In cases where such advertisements are made in international media stations such as the CNN, huge costs are involved. Internet marketing has come to resolve this challenge once and for all. For people or businesses that may not have the money to advertise in the traditional media such as the television and newspapers, social media is the best place to go. With the advent of hand held devices such as the smart phones and tablet computers, it is very easy to take pictures or photographs and actually share them with the world at the comfort of one’s home. This paper is focused on the whole idea of social media marketing and how photographers can optimize the opportunities that come with it. It will also address the advantages that make social networking sites more attractive than the traditional media. Social networking sites offer photographers with cheap, effective and robust chance to display their work to people across the entire globe; a property that the traditional media offers at a very high expense. Social Media Marketing â€Å"Social† media is distinct from traditional media. The former includes virtual places where people â€Å"meet† to share experiences. In this view, internet is the most impressive human discovery that ever exists. Through the support of internet, it has b... ...tional advertising. It reaches more people; it is cheap, convenient, flexible and effective. However, one condition must be fulfilled: the photographer must be ready to invest time in it. In other words, one should be active online. If more than two social media platforms are involved, this could mean that the person spends up to 6 hours in a day just promoting the product. Moreover, the effort is worth it. Strategic social media marketing could yield better results, in many cases, than the prospects if traditional advertising. Significantly, while traditional media advertisements are short-lived, social media platforms could stay as long as the post, discussion or article or is visible online. In the final analysis, photographers should be enthusiastic about the opportunity that social media and the internet provide as far as marketing of photographs is concerned.

A Trip To Egypt :: English Literature Essays

A Trip To Egypt My name is Morgause, but you can call me Morgan. My family and I come from Egypt. An ancient land filled with mysteries and great ancient history of faros, tombs and buried treasure. I love Egypt, and mostly I miss it a lot. Now I live in Germany. My parents wanted to move here and they wanted me to study German. They never ever told me why, all they said was that that was their wish and I shouldn’t question it, and I didn’t, even though I wanted to know so badly. My family was really close; we never kept secrets from each other. So the only thing on my mind was if they were keeping a something from me. Why would we ever move away from Egypt? Why did we have to move to Germany? Why did we have to move at all? Germany is a great place, but for the Germans. My mom loved Egypt too, so why did she sacrifice it to move here? It just couldn’t get off my mind. I’ve been thinking about it for weeks and weeks, but it seemed that I would never be able to figure it out. This wasn’t my only problem. I don’t really like Germany; it’s a whole lot different from what I’m used to. Something keeps my heart and mind in Egypt- the ancient civilization. The Great Pyramid. It reminded me of the hard work the ancient Egyptians had to face on a daily bases, to build amazing things like that. I’ve always been interested in ancient history, Ancient Rome, Ancient Greece; I just enjoy studying ancient times. I would like to visit Rome someday. I also love to travel. New and exciting places, and again, I love ancient cities and countries like Italy and Greece. It’s my second year here in Germany. I have no idea how fast those 2 years passed by. Germany is a pretty good place to live if you get used to it, but I can’t. I had a really hard time learning the language. German didn’t make any sense for me and my parents said that’ normal, but again I don’t think so. I know this Egyptian girl at school; at least I think she’s Egyptian. She never talks to me, and when she’s with her friends, she ignores me completely. She’s a few years younger than me, but I never saw a 10 year old acting so snobby and mean.

Apple Analysis

Apple Business Analysis As a mutual fund manager, the decision to invest or not to invest in a company is one that entails thorough research of a company’s assets, business practices, and their way ahead. As a mutual fund investor, I want to invest in a businesses with high return on investments and businesses that need collateral but will not hinder my business. I will conduct a detailed analysis of their brand, stakeholders, customers, products, business ownership, and a SWOT analysis. Background InformationApple was founded by Steven Jobs, Stephen Wozniak, and Ronald Wayne in 1976, they launched their first computer in 1977 in which they earned over $100 million by 1980. In 1984, Apple introduced the Macintosh, the first personal computer with a mouse, which was very unsuccessful in the beginning. Steven Jobs left Apple but returned to work there in 1997. Apple created very innovative products such as the iPod, iMac, iPhone, and iTunes. Apple is known for technologically ad vanced innovative products, which in return allows them to market their products at high dollar value and create a high demand.With the resignation and death of Steven Jobs, the future of Apple is unpredictable. SWOT Analysis (Strengths, Weaknesses, Opportunities, Threats) Strengths Apple’s products are leading the way in design, reliability, longevity, uniqueness, and development. Products such as the iPhone, iPad, Mac, and the iPod have become the forefront in their specific arenas. Apple is known for creating innovative products that attract to people of all ages. Unlike many other companies, Apple is involved with every aspect of their product from the design to the software on the products.With the variety of products offered by Apple, they have very many loyal customers whom can use Apple for all of their IT needs. This is important when branding a product with all of the variety choices of electronics offered. In addition, Apple has capitalized on their products by mak ing them easily accessible to their consumers. The implementation of iTunes, a proprietary digital media player application, used for playing and organizing digital music and video files (Wikipedia), which is also compatible with Windows, has enhanced their level of distribution to adults and children. According to datamonitor, Apple is urrently the largest technology company in terms of market capitalization. Weaknesses One of the most notable weaknesses was Steven Jobs resignation in August and his death in October. Job was considered the backbone of Apple and is hugely responsible for the success of the company over the past decade. Apple products are quite pricey compared to their competitors’ products, which may keep them from obtaining or retaining clientele. With the current state of our economy, many customers cannot afford to pay more for a product especially when there is a similar more affordable product available.Considering Apple does all of the designing of the hardware with their products, many apple products are not compatible with Microsoft. A huge example of this is the inability to use Microsoft office on many Apple products. Perhaps if Apple branched out and expanded their research and development, they could have more products that are interchangeably adaptable/compatible. Opportunities Apple has the opportunity to expand their iPhone to other retailers such as Sprint and T-Mobile rather than just limiting it to AT&T and Verizon.The iPhone has proven to be a very successful product even with all of the defects they have had to fix over the years, and it can present huge expansion opportunities. Apple’s Mac computers and notebooks have been a huge success and are known for their virus free operating systems. Apple should take advantage of this and expand more into the European and Asian markets which could help capitalize their profits. With the increase emphasis on eco-friendly products, this market is only growing and can op en the doors for Apple to expand even more. ThreatsApple is in constant competition with PC competitors such as Dell, Microsoft, and HP, and on the mobile side, Motorola, Nokia, and Samsung. Both sides of their competition offer more affordable products and many times pick up the slack where Apple failed at. An example of this is the Google TV and the Android by Motorola. Also, many companies have latched out to businesses and become their primary source of equipment, however because Apple products are not compatible with Microsoft office, it prevents them from successfully entering this market.The company’s internal and external stakeholders According to the U. S. Department of Interior, a stakeholder is any individual or group that has an interest in a decision or actions of the company. The stakeholders can have authority or decision-making power, affected by the decisions, and is a part of the implementation process. The internal stakeholders are the employees and the com pany’s owners. When Steve Jobs resigned, Tim Cook became the new CEO of Apple. As the CEO you are responsible for making sound decisions that do not hurt your company and its employees.In conjunction with the CEO, the managers, researchers, developers, partners, and all other employees are internal stakeholders as well. The employee’s needs are that they have good working conditions and reasonable benefits package to keep them employed. With the success of Apple over the last few years, it is safe to say that Apple as a company is meeting the needs of their personnel. The external stakeholders are the customers, suppliers, and the government. The customers ultimately make or break the success of a company because they are the ones that have to be impressed enough to buy the products.Customers expect great service, superior products, and reasonable prices. Apple has listened to their customers’ needs and implemented various services to ensure they are satisfied w ith their products. Apple is a consumer of their suppliers, therefore, the suppliers need to make sure that Apple is happy with their services, and in return Apple will continue to utilize them. Another external stakeholder we sometimes forget about are the government and media outlets. As we all know the media plays a huge role in the success or failure of a company.Apple has experienced both sides of the media, and with the tragic death of Steven Jobs, the media has focused huge amounts of attention on Apple which could turn into a positive outcome. With the economic crisis we are going through, the government expects Apple to create jobs to help strengthen our economy and they also have the ability to raise taxes that Apple pays. In conclusion, Apple has very loyal customers and as long as they keep working to create and perfect their products, they will always remain a stiff competitor.With Apple’s plans to expand and diversity to integrate into other markets shareholders and stakeholders have nothing to worry about. References U. S. Department of Interior. (). What is a Stakeholder. Retrieved from http://mits. doi. gov/cadr/toolkit/stakeholder_index. cfm Apple Inc Company Overview. (2011). Retrieved from http://www. datamonitor. com/store/Product/apple_inc? productid=5B0A0C20-9BB6-4284-A575-AC0F2261F45C Wikipeida. (2011). Apple Inc. . Retrieved from http://en. wikipedia. org/wiki/Apple_Inc.

A Study into the Curriculum Development Process

In the yesteryear, course of study development commissions were typically composed of the instructors with expertness in the content country who were asked to make range and sequence paperss and to propose texts and other resources for acceptance by school territories. Our apprehension of course of study development has changed. The procedure is now viewed as an chance to develop understanding and ownership by the participants, and therefore course of study development commissions include members of all parties with involvements in the educational system. Identifying and sequencing the content can hold a more positive consequence on pupil accomplishment when it is combined with effectual instructional and assessment schemes every bit good as a supportive school environment. Therefore, the occupation of course of study development commissions is more extended than in the yesteryear. Curriculum development commissions must research effectual patterns in order to back up school environm ents that offer rich and varied acquisition experiences. They must reexamine policies and behaviours that foster community engagement and just chances for all. They must see professional development activities to back up the content, direction, and assessment outlooks. The outlooks of course of study development commissions cross some boundaries into what were antecedently defined as administrative functions. While some course of study development commissions might non hold the clip, resources, or power to presume all of these functions, they can see the importance of each of the issues raised in this papers and delegate related duties to others who can consequence these alterations.PremisesA quality course of study development procedure addresses what pupils should cognize, be able to make, and be committed to ( content ) , how it is taught ( direction ) , how it is measured ( appraisal ) , and how the educational system is organized ( context ) . Every facet of course of study development should pattern inclusive, learner-centered direction. In other words, territory course of study development commission meetings and territory professional development should mirror best instruction patterns. Curriculum development, direction, and appraisal should be unfastened, just procedures. Everyone involved must cognize the intents for every activity, the stuffs or procedures to be used, the definition of success, and the effects of failure. The end should be to promote persons to be independent, yet join forces efficaciously ; be self-evaluative yet take others ‘ perceptual experiences into history ; be rapacious scholars, yet commit themselves to a balanced instruction. Curriculum development should reflect the fact that pupils learn better when subjects and constructs are tied together through interdisciplinary course of study and thematic direction. Curriculum for educating and measuring immature kids should follow early childhood instruction guidelines and include engagement of parents and the early childhood community. The course of study development procedure must presume that pupils develop at different times ; degrees or phases must be looked at as scopes instead than specific class degrees or single-age classs. Educational answerability means that the territory has a clear statement of criterions and outlooks for pupils, instructors, instructional Plutos, parents, territory functionaries, and all others who participate in the peculiar instruction community. Both criterions and appraisals must be known and believable to the full community. Standards must be evaluated by a assortment of appraisals. Any rating procedure must place the measuring yardsticks ( procedures, instruments ) , the intents for measurement, the measuring points or forms, and the effects of meeting or non run intoing the stated outlooks. Professional development should be provided for the course of study development commission and, when implementing the new course of study, instructors and staff besides need professional development. A important investing in professional development must be an built-in portion of any course of study development procedure. The educational constructions must be flexible to let for the integrating of course of study across the subjects in instances where such integrating would better motive of the pupils and relevancy of the content. These premises must take to rethinking the conventional construction and agenda of schools in footings of school twenty-four hours, school twelvemonth, class degrees, capable countries, graduation demands, pupil grouping, and physical works. ( Chip McMillian )Te WhA?rikiTe WhA?riki is the Ministry of Education ‘s early childhood course of study policy statement. Te WhA?riki is a model for supplying tamariki/children ‘s early acquisition and development within a sociocultural context. It emphasises the larning partnership between kaiako/teachers, parents, and whA?nau/families. Kaiako/teachers weave an holistic course of study in response to tamariki/children ‘s acquisition and development in the early childhood scene and the wider context of the kid ‘s universe. This course of study is founded on the undermentioned aspirations for kids: to turn up as competent and confident scholars and communicators, healthy in head, organic structure, and spirit, secure in their sense of belonging and in the cognition that they make a valued part to society.This course of study defines how to accomplish advancement towards this vision for scholars in early childhood acquisition environments. It is about the single kid. Its get downing point is the scholar and the cognition, accomplishments, and attitudes that the kid brings to their experiences. The course of study is besides approximately early childhood scenes. Learning Begins at place, and early childhood programmes outside the kid ‘s ain place drama a important function in widening early acquisition and in puting the foundations for successful hereafter acquisition. Each community to which a kid belongs, whether it is a household place or an early childhood puting outside the place, provides chances for new acquisition to be fostered: for kids to reflect on alternate ways of making things ; do connexions across clip and topographic point ; set up different sorts of relationship ; and meet different points of position. These experiences enrich kids ‘s lives and supply them with the cognition, accomplishments, and temperaments they need to undertake new challenges. This is an early childhood course of study specifically designed for kids from the clip of birth to school entry, and it provides links to larning in school scenes. The larning environment in the early childhood old ages is different from that in the school sector. This acquisition environment, the restraints of age, and the particular nature of the early childhood old ages are elaborated on in this course of study. This course of study emphasises the critical function of socially and culturally mediated acquisition and of mutual and antiphonal relationships for kids with people, topographic points, and things. Children learn through coaction with grownups and equals, through guided engagement and observation of others, every bit good as through single geographic expedition and contemplation. This is a course of study for early childhood attention and instruction in New Zealand. In early childhood instruction scenes, all kids should be given the chance to develop cognition and an apprehension of the cultural heritages of both spouses to Te Tiriti o Waitangi. The course of study reflects this partnership in text and construction. ( Education )Research in course of study designIn general there are criterions set by regulating organic structures to guarantee that all kids get the same instruction. This includes when kids should get down larning certain constructs like generation, and at what ages they should hold a specified reading ability. Those who work on course of study design on a regular basis reexamine these criterions to do certain that they can be met, and do accommodations when necessary. Course of study interior decorators besides consider the pupils, and what types of course of study is best for their demands. This can be a hard accomplishment since pupils in most schools come from a scope of cultural and economic backgrounds. Teaching methods may be different depending on the basic make-up of the pupil organic structure, as some methods are more appropriate for certain types of pupils than others. A truly professional and experient course of study interior decorator will take these points into consideration. One besides has to believe about restrictions when be aftering new course of study. Restrictions include budget, clip, and pupil ‘s abilities. For illustration, non many schools could afford to take all their pupils to historical museums, but the parent of a place schooled kid may. Additionally, some constructs taught in a big school environment may hold to be broken into smaller pieces in order to give the instructor clip to cover the subject with his or her category. When topics are covered excessively fast many kids may non hold clip to absorb the information before new information is introduced. ( schools ) Curiculum design at — — — — – decidedly involves a research based attack. It has been identified that The grownups and instructors who work in the early childhood environment mostly construct the ‘language ‘ of the environment so it is of import that pedagogues understand this linguistic communication. It is our belief that a quality environment responds to the 100 linguistic communications of kids identified by Loris Malaguzzi ( pedagogist manager of the diary ‘Bambini ‘ and a cardinal figure in the development and publicity of the Reggio Emilia early childhood Centres ) in his verse form The 100 linguistic communications of kids. 3 The early childhood environment demands to state to childrenaˆÂ ¦ Yes! This is a topographic point for singing and understanding, a topographic point to detect, to contrive and to woolgather, a topographic point for listening and marvelling. We ‘ve identified three cardinal facets to any early childhoodenvironment as the physical environment, the interactive environment ( societal interactions within the environment ) and the temporal environment ( routines/time ) . However this paper merely attempts to analyze two cardinal countries of the physical environment – administration and aesthetics. We consider that these two key countries contribute significantly to the messages and cues given to kids by the environment ( If the environment is the 3rd instructor what linguistic communication does she talk? )Teachers PhilisophyFor a instructor pupils aretheir chief precedence and they are cognizant that each of them has different degree of proficiency when it comes to larning. They believe that by making a student-centred acquisition, their pupils will be able to take charge of their ain acquisition with small aid from the instructor. This will instill a sense of duty in them in footings of accomplishing their acq uisition end. As a instructor, one of their functions would be to train and ease them throughout the acquisition procedure by supplying information and giving utile guidelines in order for them to accomplish their acquisition mark. By being more resourceful, Teachers will be able to accomplish complacency and success in learning. Teachers ae normally unfastened to new thoughts and suggestions therefore they would wish to be more involved in educational activities, attend educational negotiations and take part in forums or conferences to farther spread out my cognition. Furthermore, being up-to-date with the latest information, maintaining in touch with planetary issues and acquiring their custodies on the latest engineering are some of the ways for me to better themselves. It is besides said, Teachers could integrate engineering into schoolroom pattern because, knowledge-wise, instructors should be at least two or three stairss in front of their pupils. Therefore I have to be well-prepared for every lesson by be aftering their clip and stuffs expeditiously to guarantee that a successful lesson takes topographic point. . Therefore based on the above it is apparent that course of study design is based on a instru ctors doctrine. At Te WhA?riki a similar doctrine is followed. ( Jamil, 209 ) A major influence on our thought has been the work of early childhood pedagogues from Reggio Emilia. We are interested in how the theoretical underpinnings of their attack has manifested in New Zealand and other Western states. The influence Reggio Emilia programmes have had on early childhood pedagogues ‘ believing – in the design of educational equipment, usage of coloring material, infinite and lighting in early childhood Centres, and the turning consciousness of the importance of aesthetics in educational environments, reinforces our ain belief that the Arts and aesthetics instruction are built-in to developing quality early childhood programmes. We have titled this paper ‘If the environment is the 3rd instructor what linguistic communication does she talk? ‘ because we believe the early childhood environment gives kids of import messages and cues. In other words, the environment ‘speaks ‘ to kids – about what they can make, how and where they can make it and how they can work together. â€Å" What is in a infinite, a room or a pace, and how it is arranged can impact the behavior of people ; it can do it easier to move in certain sorts of ways, harder to move in others. We do n't normally believe to take out a deck of cards at a dinner tabular array set for six, even though the figure and agreement suggest a fire hook game. The whole scene gives us prompt about expected behavior, and by and large we do what we have been invited to doaˆÂ ¦in a similar manner, peculiar scenes invite kids to affect themselves in peculiar activities, and the extent ofchildren ‘s constructive engagement i n the activity will depend in big portion on how good certain concrete, mensurable facets of the environing physical infinite run into their â€Å" hungriness, attitudes and interestsaˆÂ ¦ † ( Education )