Reaction response 13 Essay Example | Topics and Well Written Essays - 250 words

Reaction response 13 - Essay Example For instance, when students Face book in class instead of listening to the facilitator, there is a reduction on attentiveness and the focus is on the face book or social media. The ability to link with others in the society has been affected by the advent of social media. Therefore, the future of face-to-face communication is bleak and focus should be on communication improvement to ensure change in behavior. For example, in the speech Turkle discusses lady who lost his baby and was talking to a robot instead of being consoled by her friends and relatives. This scene indicates the challenge social media has brought to the society. The focus is on the new media which limits face-to-face communication and changes how we relate in the society have adverse effect on development of personal image (Macy and Thompson 93). Social media has been viewed as the best platform because it allows individuals to present themselves the way they want compared to real communication which allows the listener to develop a perspective about the presenter. Macy, Beverly and Teri Thompson. The Power of Real Time Social Media Marketing:How to Attract and Retain Customers and Grow the Bottom Line in the Globally Connected World. McGraw-Hill Professional.,

Leadership in organisations (Reflective journal assignment) Essay

Leadership in organisations (Reflective journal assignment) - Essay Example Similarly, while it’s important to recognize one’s weaknesses as a leader, I also believe that it’s important to recognize one’s strengths and play into them and work towards further strengthening these aspects of one’s personality. In these regards, I scored fives in the trustworthy, outgoing, and friendly categories. In these regards, I will attempt to cultivate these traits in becoming a more effective leader. In examining my personal assessment scores on the page 64 questionnaire I found it illuminating in terms of the comparisons that can be made among the divergent skills. In these regards, my Technical Skill score was 21, while my Human Skill score was 28, and my Conceptual score 19. Similar to the questionnaire on page 34 these varying scores function to demonstrate areas to me wherein I can work to improve my weaknesses; clearly my Conceptual score is significantly lower than my Human Skills score. While I recognize that it’s important to work towards improving one’s weaknesses, I also believe these scores can be used in leadership when it comes to delegation. A strong leader will have a working knowledge of themselves and areas where it would be more beneficial to the objective to delegate these responsibilities to others. Finally, the questionnaire on page 85 gave me increased self-knowledge into my leadership traits, as well as others perception of me. In these questionnaires I scored in the moderately high range for Tasks with a 39 score, and then scored in the high range for Relationships with a score of 42. While both of these scores relatively high, I recognize that they both leave room for improvement. They also speak towards my type of leadership style in indicating that I tends more towards relationship oriented leading, than simple task based. In these regards, I could change the style by

Reggio Emilia and Montessor Pedagogy Approaches

Reggio Emilia and Montessor Pedagogy Approaches The purpose of this essay is to critically analyse two curriculum pedagogical approaches. The two approaches that will be discussed in this essay are Reggio Emilia and Montessori. There will be an in-depth analysis of the two philosophies and how they are different or similar to each other. It will also include the differing views on the image of a child, role of the teacher and the inclusion of parents and family. There will also be some discussion on the critics of both approaches and the relevance to Te Whariki. Reggio Emilia (RE) is a small city in the Emilia Romagna region of Northern Italy. After the Second World War the people of RE urgently needed to build their lives, not only materially, but also socially and morally. In this time there was a powerful force behind the development of early childhood services (Thornton and Brunton, 2005). The women wanted to build a preschool to provide a new form of education that the next generation would not tolerate inequality and injustice. There was a strong sense of hope for the future arising from the adversity of the past (Thornton, 2005, p4). The Reggio philosophy was developed and shaped by the social and cultural influences in the area. Loris Malaguzzi was the inspiration behind the educational experience in Reggio Emilia. Maria Montessori was born in the year 1870 in Central Italy. According to Standing (1957, p45) Montessori was a strong minded, vivacious and determined child, displaying the kind of independence so highly valued in Montessori schools to this day. Montessori graduated as a doctor in 1896 and was the first woman in Italy to do so. In her early clinical experience she became a supporter of social reform, mainly as it related to the well being of women and children. She argued that enhancing the quality of the environment in which children lived was a way of eliminating poverty, inequality, illness, and criminality. This argument became the foundations of Montessoris lifes work. In 1907 she opened a school for slum children. The school was called Childrens House. It was an environment in which in children from the slums were advancing rapidly in learning. She than decided to abandoned her medical/academic careers and devoted her life to promoting her educational method (Feez, 2010). Malaguzzi was a social constructivist and was influenced by some of the most renown progressive educators and psychologist such as Piaget, Vygotsky, Bruner, Rousseau, Pestalozzi, Montessori, Dewey (Edwards, 2003). Malaguzzi includes Vygotskys concept of Zone of Proximal as crucial to the foundations of children teacher relationships. There is also a value for the operation of thought and language together in building symbolic representation of thoughts, ideas and feelings (Berk, 2007) Malaguzzi believed that children were social from birth, full of intelligence and active explorers (Gandini, 1997). Montessori was influenced by the work of Rousseau, Pestalozzi, Itard and Seguin. Montessoris interest was more practical than theoretical, but her theoretical view was based on Rousseaus work. Like Rousseau she argues that children think and learn differently then adults. Montessori education gives children freedom to explore the environment through their senses but they are given little external guidance on what to pay attention to and how to think about discoveries (Feez, 2010). To find an approach that provided opportunities for freedom and at the same time helping children adapt to society, Montessori looked at the work of French doctor Itard and Seguin. It was Seguin method which Montessori used successfully to teach deficient children in the 1980s, and when she used the same approach in 1907 to educate street children she was amazed at what unfolded. The RE philosophy was influenced by Malaguzzi. Malaguzzi emphasises that the theory which provides the underpinnings for the Reggio approach requires ongoing communication and dialogue, teachers as co-researchers alongside children, and revisiting ideas, guides and practice. Children are seen as a community of learners. It recognises the importance of ways in which children learn and consider each child as gifted. Children with disabilities have the full participation into the structure and are spoken to as children with special rights (Gandini, 1997). In the Reggio approach there is no predetermined curriculum. Short term and long term projects are developed from childrens interest, first hand experiences and their working theories about the world (Rinaldi, 2006). Children are encouraged to grow in competence to represent and symbolise ideas, feelings through any of the hundred languages. The teacher follows the childs interest and do not provide instructions for reading and writing, however they promote emergent literacy as children manipulate and communicate ideas and feelings. As children progress through the infant-toddler centre, or preschool, they stay with the same teachers. This provides opportunities for a strong relationship between the staff, children and their families to be nurtured over the long period. The RE approach identifies the environment as a third teacher between children, parent and teachers. Malaguzzi describes the physical environment and the availability of resources as the product of complex interactions, many of which can be realised only when the environment is a fully participating element (Thornton, 2005, p43). Teachers in a Reggio centre provide amiable environments which encourages exploration, exchanges, and communication. Montessori believed that her pedagogy was based on logical, scienctific inquiry. According to Montessori, from birth to three is the time of the unconscious absorbent mind whereas age three to six is considered as time for the conscious absorbent mind. In both these times, the child seeks sensory input, regulation for movement, order and freedom to choose and explore deeply with interpretation in a carefully planned environment which encourages the child to choose well. In a Montessori classroom children are in mixed groups spanning from birth to three years and teachers move with the child through the three year cycle (Feez, 2010). The exercises of practical life skills are an important part of the curriculum. It is based on ways people in the culture relate to each other socially, as well as ways in which they complete everyday tasks. Language also relates to the exercises of practical life, as children use it in different ways to interact and communicate with others. In a Montessori view any resource that is unrelated to the educational purpose of material has a potential to distract and confuse the child (Feez, 2010). Children have limited freedom to what they can and can not do in a Montessori classroom, for example to be disruptive, aggressive and disorderly. The Montessori environment is planned ahead of time to ensure that children have as much freedom and independence as possible. The approach emphasises on real things in the environment which requires hands on interactions. A Montessori classroom allows opportunities for meaningful learning in self chosen activities, and purposeful activities which requires concentration (Feez, 2010). The Reggio view of the child is central to its philosophy. The child is referred to as a rich in potential, strong, powerful and competent. At the centre of the pedagogy is the child who is confident in building relationships; who holds his or her own values; who wants to be respected and valued for himself as well as holding a respect for others; who embodies a curiosity and open mindedness to all that is possible (Thornton, 2005). Children are encouraged to develop their own working theories of the world and to explore this in greater depth. Children ideas are respected so that children feel unafraid to make mistakes or reconstructing their ideas. Self confidence and self image is fostered through discussion which promotes creativity. The notion of the hundred languages was Malaguzzis interpretation of recognising the value of all forms of expression and communication in which children interpret the world and represent their ideas and theories. Montessori philosophy view children as intelligent, active, reality based self regulating and self righting. Montessori believed that in order for them to live a quality life, they need to be prepared as competent, responsible and adaptive citizens who are life long learners and problem solvers. Childrens free chosen activity is regarded as work. Through a Montessori lens childrens works is seen as orientation towards future achievements and play that involves purposeful effort and concentration. Montessoris view on punishments and rewards to make children pay attention were regarded as forced and unnatural. She saw it as a form of slavery from which children needed to be released (Feez, 2010). The teachers in both approaches share a common goal in childrearing. They both regard themselves as nurtures, partners and guides to children. They depend on the environment as a pedagogical tool which is carefully prepared and aesthetically pleasing. Partnership with parents is highly valued in both approaches. However their contrasting view on a childs learning has lead them act different roles in a classroom. Reggio teachers are seen a learner, enthusiastically seeking new knowledge alongside children. Children and teachers are seen as co-researches in everyday process rather than a specialised activity. They provide tools, materials, resources and provide help when needed. Each class has two teachers who work collaboratively as a team. The teachers plan in collaboration with the pedagogista and the aterlierista. The pedagogista helps maintain high quality standards whereas the aterlierista promotes expression through different forms of media and symbol systems (Vecchi, 2010). Malaguzzi suggest that once children are helped to perceive themselves as authors and interventions, and to find the pleasure of inquiry, there motivation and interest will expand (Edwards, Gandini, Forman, 1998) In a Montessori classroom teachers are considered as directors which refers to someone who guides and draws others together. The role of the director is to provide a prepared environment and connect children with it. Montessori also emphasised the role of an educator as an observer rather than teacher. The method of observation still remains an important component of Montessori teacher training till this day (Torrence and Chattin-Mc Nicholas, 2009). The aim of the teacher is to help and encourage children to be independent, gain confidence and disciple so that there are minimal reasons for teachers to intervene (Feez, 2010). Teachers give children lessons (also called presentations) to show children how to use materials or how to act in the environment. Children are free to choose activities after they have had a lesson on how to do the activity. They intervene as little as possible to allow children to make good choices. In both approaches parent/families play an important part in their childs learning and development and are seen as partners alongside teachers. They are included in all decisions concerning their child and their input is highly valued. Parents receive extensive description about their children daily life and progress. Portfolios and other forms of children work maybe displayed and sent home as key intervals and transitions (Edwards, 1998). Respecting relationships are considered one of the most essential components of the RE approach. The relationships established between parents, children and teachers are key elements in supports childrens learning and development. Relationships are built on reciprocal, requiring mutual trust and respect. The Reggio term the pedagogy of listening emphasises listening as openness and wiliness to value the point of others. The first preschools were founded by the parents as a symbolic of hope and desire of better futures for their children. Therefore parental participation has always been important part of the Reggio approach. At the time a child enters an infant-toddler centre/preschool, the parents are considered as active participants in the ongoing educational process. The programme is designed to make families feel at home and an important part of the structure. This gives educators the opportunity to get to know families and understand their unique perspective of their own child. The Montessori approach includes parent/families in learning that concerns their child. Strong relationships are established between teachers and parents to follow the childs progress in home and classroom. Regular dialogue and written feedback gives parents information about their childs experiences and learning. Teachers provide suggestion on how parents can continue to use the Montessori approach at home. Parents are welcome to borrow resources and books and have many opportunities to learn about the Montessori philosophy and practice. One criticism to the RE approach is regarding the role of teachers as co-researchers along side children. Malaguzzi called this open review method a circle of idea. The idea that children learn through interactions and exploration of ideas with educators is regarded as thinking critically about difficult questions rather than problem solving. Another criticism is placed on the importance of the environment in the Reggio approach. The environment is referred to as the third teacher. It is argued that if the Reggio focus is on children and interactions and the use of space further encourages and supports this interactions and that the curriculum is adaptable to the changing interest to the child, so too does the design and environment change. Therefore the environment is a ship of motion rather than an unchangeable landmark (Rinaldi, 2006). It is argued that Montessori education does not allow children the opportunity for learning to learn. In a Montessori view a child had learned when they correctly finished the activity. It is an end state reached when the task is mastered. According to Crain (2011) in the real world children need to learn how to learn, to quickly adapt to changing environments and to create new environments. The Montessori approach does not allow for critical thinking or exploration it is rather a method of perfection. Freedom for initiative and creativity is limited. Teachers have firm rules about how tasks are done, and a child finds a way to manipulate the material which they are happy with, the teacher would not consider this satisfactory. The teacher will then encourage the child to keep working on the same activity until is completed the way it should be. This hinders children imagination and creativity (Gardner, 1966). Finally, both approaches make significant links Te Whariki. The principles of Family and Community and Relationships shows relevance to both approaches as parent/family are considered partners in the learning of their children. The strand of well being and belonging is evident in both approaches, as teachers support each individual child learning and development. Well being (Goal 1) supports the Montessori practice of practical skills where the children learn self help and self care skills (Ministry of Education, 1996). The strand of Contribution supports RE practice to explore as groups or individuals. Each child has the opportunity to express their idea. Group projects encourage children to learn with and along side others. The strand of Communication relates more to Reggio Emilia, than it does to Montessori practice. Communication and dialogue is an important tool which teachers use to extend childrens learning. Teachers support and allow children to be creative and expressive. This goal of non verbal and verbal communication shows relevance to the Hundred Languages (Edwards, 1998). The strand of exploration is also more relevant to the Reggio Emilia approach than Montessori, as Montessori is more structured and tasks are demonstrated on how it should be done, therefore it does not really allow for exploration. Exploration is seen a vital concept in the Reggio approach as teacher recognise the important of spontaneous play and allow children to follow their interest in more depth. Teachers become co-researchers with children to develop working theories and make sense of the world (MOE, 1996) In conclusion, RE and Montessori are both child-centred approaches and have many similarities as well as differences. Both approaches were established to turn away from violence/war and to give children the opportunity to realise their full potential as creative, intelligent individuals. In both approaches children are viewed as active partners in their own development and learning. The environment serves as a pedagogical tool for teachers to provide an aesthetically pleasing environment which provides children with freedom and opportunities for exploration. The teacher plays an important part in both approaches; however their contrasting views on the nature of children and their learning lead them to act different roles. A Reggio Teacher regards themselves as co-researchers alongside children, whereas a Montessori teacher sees themselves as a director or observer. In both approaches parents are seen as equal partners in their child learning and development. Overall, the Reggio Emili a approach provides children with opportunities for open ended exploration, whereas the Montessori approach is more structured and aims to provide opportunities for children to chose freely and gain independence.

Emerson And Thoreau Essay -- essays research papers

“Dance to the beat of your own drummer:'; A piece of advice that I have been told my whole life, and have tried my hardest to follow. The words were taken from Thoreau’s quote, “If a man does not keep pace with his companions, perhaps it is because he hears a different drummer.';   Ã‚  Ã‚  Ã‚  Ã‚  Ralph Waldo Emerson and Henry David Thoreau changed our lives. How? Well, the answer is not so simple as the statement. To understand fully how they affected our lives, we have to understand the philosophy of Emerson and Thoreau, and the relationship between the two. So let’s begin with the relationship between Emerson and Thoreau.   Ã‚  Ã‚  Ã‚  Ã‚  Emerson was born in 1803, into a family of ministers. He went to Harvard where he studied theology and philosophy, among other subjects. It was at Harvard where Emerson discovered transendentalism, and his career shifted paths. He started to give lectures on his philosophy of life and the human spirit. It was at one of these lectures that a young, influential man by the name Thoreau first was introduced to Emerson.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Thoreau, born in 1817, was the son of a pencil maker. His mother ran a boarding house where she hosted many of the intellectuals of their time. Thoreau attended Harvard as well, and that was where he was introduced to Emerson. He became fascinated with Emerson’s philosophy while sitting in o...

Theo 104 Biblical Worldview Essay

Worldview Biblical Essay Theology 104 Ericka Morales Introduction: The term â€Å"image of God† occurs three times in the Bible. In Genesis 1:26-27 and 9:6, we find out that man is created in the image of God. In 2 Cor. 4:4 we see the phrase used in reference to Jesus who is the â€Å"image of God. † There is no exact understanding of what the phrase means, but we can generalize. It would seem that the first two verses refer to God's character and attributes that are reflected in people.The term cannot be a reference to a physical appearance of God since Jesus says in John 4:24 that God is Spirit, and in Luke 24:39 Spirit does not have flesh and bones. Therefore, we can conclude that the image of God deals with humanity's reflection of God in such things as compassion, rationality, love, hatred, fellowship, etc. God exhibits all of these characteristics, as do people. Example 1: A good starting point is to respect others because God said to.For example, we read in the B ible that husbands and wives are to respect their spouse and the wife must respect her husband Ephesians 5:33. Husbands, in the same way are considerate as you live with your wives, and treat them with respect 1 Peter 3:7. The same principle applies to other relationships. Peter wrote that we should show respect to everyone. You can respect your spouse, child, parent, boss or others because of their position. Acknowledge that others have weaknesses. Everyone is imperfect.Be careful not to let their failures erode your respect for their good qualities. Look for things that you can respect. You can find something to respect in anybody if you look hard enough. Respect others as children of God. I work in a retirement community and everyday I interact with residents, families, doctors and nurse’s and my bosses the administrator and executive director and co-workers. I find that by showing respect to every person I come in contact with not only serves God’s plan for me, but my plan for my self.I have a resident who comes into my office several times a day and she does not remember coming in five minute’s before and even though I have work that needs to be completed I stop what I am doing and take the time to show this resident respect and listen. Sometimes it may even be that she doesn’t need my assistance with anything, she just wants a friendly face and a good listener. I hope when I am older a need a friend someone will be there for me as well. I stopped and listened to show respect to my elder and that what she had to say was meaningful and valuable.Example 2: God wants us to have a heart of compassion for others. Compassion involves feeling, but it involves so much more. If we only feel, then we are sympathetic. If our sympathy motivates us to act, then it becomes compassion. True compassion feels and it acts. Notice that compassion begins with feeling. Without feeling, there is no compassion. Feeling is not enough, but it is a plac e to begin. If we do not weep for those who are hurting, how can we minister to them? We must be about the Savior’s preoccupation with people.I believe that if we serve hurting people, encourage those in despair, help those in need, and hurt with those in pain, we will have not only enriched their lives but have done exactly what God would want us to do. People don’t go where the action is; people go where the love is. I have worked in the geriatric nursing field my entire adult life and the most important impact on the lives that I touch is my ability to be compassionate. I find that when a spouse or children lose their mother or father it is the one of the most traumatic times in their lives.Every person handles grief differently so each time I have consoled a spouse or family member it is different. I’ve held there hands, given them a hug, shared God’s word with them, prayed, and in some cases just been a shoulder to cry on. But if can I can be there f or a person in their time of loss and offer compassion and hope and remind them that God is with them, I think it makes a big difference. I have family members and spouses that years down the road have seen in and thanked me for helping them through one of the roughest days of their life.I may not be able to help everyone but the ones I can help I think God would want me too. I have found that by helping others it has created a reward in my life that is immeasurable. Conclusion: Finally, because everyone is made in the image of God, then everyone should be treated with proper respect and honor because they reflect God. Of course, we know that many people are full of evil and hatred and we must guard ourselves and others against them. Still, we are to treat others with respect. During His time on earth, Jesus was the embodiment of God’s compassion.Scripture frequently tells us that Christ was â€Å"moved with compassion† by the suffering of the people Mark 6:34, 8:2. Si mple acts of compassion make a difference in every area of life. When our children run through the house and fall down, they need a hug or a kiss to make everything all right. When a friend finds themselves in a tough situation, a listening ear makes all the difference in the world. When someone is sick, a call or a card can brighten their day. By showing respect and compassion everyday you can enrich your life and the life of others.

Ibn Battuta in China Essay

At a time when most men cover distance astride a traveling animal, 75,000 miles of travel in a span of 30 years is an amazing achievement. When asked to name this historical individual who covered such great distance during the medieval period, most will likely point a credit to Marco Polo who is the well-known traveler of his time in Hakooki. com. But somehow, another person who has traveled longer and earlier than Marco Polo has actually covered this distance and visited 44 countries throughout the world. Ibn Battuta’s travels have almost been delegated into the oblivion if the world continued seeing history through the western view. Marco Polo, being European is far known than Ibn Battuta. Even his visit to China is virtually unknown in comparison to similar books of travel written by Marco Polo despite the fact that even to this day there remains lingering, unresolved questions as to whether or not Marco Polo truly visited China. However, if the myth sounds interesting enough, it will eventually be reported as fact. In the case of Marco Polo, the man has become a mythical folk hero and when a person ascends to such lofty heights in the public’s eye, criticism, scrutiny and a healthy dose of reality will usually fall by the wayside. Marco Polo’s travels will still remain famous regardless of the controversy that surrounds his journeys and the equally lengthy debate among scholars. It will be the goal of this essay to shift scholarly and historical directions and seek to shed light on the subject by comparing Ibn Battuta to Marco Polo’s travel in China. It is not uncommon for influential people from history to be seemingly erased from the documented chronology. In the United States, history is chronicled from a western perspective with Western Europe being presented as the epicenter of the world. As such, individuals from other cultures and parts of the world are often viewed in a peripheral manner and not provided with the same depth of historical coverage. Marco Polo was a hero whose birth origins are in the Western World. Because of this, his feats are given great credibility of honor in text. In the case of Battuta, a Moroccan by descent, his achievements will not be glossed over despite spending 17 years in China in comparison to Marco Polo’s travel which could have distinguished itself in many areas such as extent of land and historicity. In order to understand the work of Ibn Battuta, one must examine his early biographical years to as to put his life’s work into a certain context. Muhammed ibn Abdullah ibn Battuta or Ibn Battuta was born in Tangier, Morocco in a Muslim family in 1304 and started his travels when he was 20 years old and lasted almost 30 years of his life according to Dunn (2004, 14). Battuta according to Francis in consequence belongs to the religious upper class of the Mohammedan community and received usual religious and scholastic education from theologians (1997:2). His travels started in 1325 when Ibn went on a pilgrimage to Mecca that continued on until he had covered 75,000 miles in Kegan (1929:1). He had stopped on most Muslim cities along his route and paid homage to holy sites in Damascus, Syria, Hebron, Jerusalem and Bethlehem in the face of many obstacles he met along the way as related in Monteil (1930:30).