Essay 4 Example | Topics and Well Written Essays - 1000 words - 1

4 - Essay Example Aptitudes that apply to numerous various types of parts are known as transferable or delicate abilities. Ponder a few errands which happen on an ordinary working day. You may have exhibited your exploration in a Graduate class, which serves to sharpen your relational abilities. You may take a shot at a provision for a travel gift, providing for you some knowledge of securing and financing for your examination experience. On the other hand perhaps you persuaded your administrator to set aside a few minutes to peruse a paper you wish to submit for distribution, therefore utilizing arranging aptitudes (Webcache.googleusercontent.com, 2014) (BusinessDictionary.com, 2014) Transferable aptitudes can likewise be produced outside of a scholarly setting. Consider a portion of the exercises you get included within your extra time. Contemplate the sorts of obligations that individuals in more senior positions have – both in a scholastic environment and non-scholarly parts – assignments, for example, overseeing staff, getting financing or plan approbation, creating associations with outside contacts, etc. These all oblige certain levels of supposed transferable aptitudes like correspondence, association, arrangement, and so forth. When you want to make your next profession move, not just will you need to persuade potential superintendents that you have these transferable aptitudes, you will likewise need to utilize these abilities consistently with a specific end goal to succeed in your picked career. For a few professions, particularly in the event that you are considering moving out of the scholastic environment where your work is less incli ned to be well-known, transferable abilities can get much more critical to the accomplishment of your requisition. Superintendents anticipate that you will have to show a number of accompanying groups living up to expectations, energy and drive, interpersonal and relational abilities and

Explain how to establish and maintain a safe and supportive learning Essay

Explain how to establish and maintain a safe and supportive learning environment - Essay Example The physical needs of students are essential in that they enhance even the health of students. To ensure that they are met, one needs to ensure that the learners engage themselves in physical activities. This creates a relaxed environment and full participation from learners. The social need and learning needs come in handy. This is because while trying to meet their physical needs, the spirit of team comes in which requires them to interact social can even learn from each other freely. Ideas are created from themselves and each one feels the urge to participate openly. Adjustments in sitting positions in class can also be made according to the strengths of different students. Students with diverse positions are likely to boost each other as their strengths are placed differently so each one of the wills to learn from the other according to their areas of weakness.Teachers and students do not have much in common. This makes it hard for the teachers to build a rapport with their students. They should therefore be trained on educational psychology (Jane Thungu, 2008). Rapport does not result to learning but is a key to the good conditions of a learning environment. It can be built through respect. Respect is a two way traffic and therefore teachers and students must have it for each other. Teachers must also create an approachable atmosphere where the students are made free to consult. Honesty is a virtue in a learning environment. For students to learn they must be told clearly but not brutally of themselves. To build rapport teachers should look interested. Students must be able to tell that their teachers care about them and their learning. A sense of humor is also of importance. (Granitz N.A, 2009). Teachers have to make professional judgment on student through each course. They should therefore always ensure that the students know what is expected of them at the end of the course. Randomly assessing them is however of importance.

Roles, Responsibilities, and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities, and Relationships in Lifelong Learning Essay Roles, Responsibilities and Relationships in Lifelong Learning In this assignment I will be addressing the role of a teacher, their responsibilities to their learners and the relationships a teacher has with other professionals. I will also look at my own role and responsibilities in the lifelong learning sector and how I can meet the needs of my learners while working within the boundaries of the role of a teacher. This assignment will explain how to meet the needs of learners through referral to specialist professionals and how to promote appropriate behaviour in a safe and supportive learning environment which values equality and diversity. Government legislation dictates certain behaviour and actions to be taken by a teacher in given situations. The Special Educational Needs and Disabilities Act 2001 (SENDA) provides legal rights for disabled students whom are at a ‘substantial disadvantage’ that the responsible bodies require reasonable steps to be taken to prevent that disadvantage. These steps could include physical changes to the educational establishment, delivering course material relative to the needs of the learner and providing learning material in different formats. The Equality Act 2006 was passed to establish the Commission for Equality and Human Rights (CEHR). The CEHR has a statutory remit to promote and monitor human rights; and to protect, enforce and promote equality across the nine protected grounds age, disability, gender, race, religion and belief, pregnancy and maternity, marriage and civil partnership, sexual orientation and gender reassignment (EHRC 2013). This makes sure that discrimination on the grounds of religion or belief within public functions, education and several other areas. They also place a duty on public authorities to promote equal opportunities between men and women. These legislations, along with many more, place responsibility on me as a teacher to be able to deliver the same criteria to learners regardless of gender, social background and ability. Working in a young offender’s institute I only deliver lessons to males aged 15 to 18. These young people however are at different levels of education, have varied social backgrounds and ethnicity. It is my responsibility to ensure these learners can all complete the necessary tasks to achieve a qualification. If I do not feel I have the resources personally to meet the special needs of an individual learner then I can refer them to any of the more specialized staff within the establishment such as SenCo for special educational needs or YOT for help getting the learner into further education when their sentence is fully served or during their sentence if possible. The learners can display negative attitudes towards other young people or staff of differing social backgrounds or ethnicities. It is my responsibility to challenge these negative attitudes in an attempt at changing the perception the learner has about these people by discussing the effects that their opinions have on individuals. If I feel I am not reaching the learner and their views are not changing I can refer them to the chaplaincy or their keyworker who can provide relevant courses that are aimed at these specific areas. It is important that I promote the relevance of equality to the learners so that they feel comfortable sharing a work space with others of differing race or gender. Through this the learners will then learn to value and respect diversity in people and what a person from differing backgrounds can offer, rather than use it as a barrier to their own learning. In my role as a teacher it is my responsibility to identify and meet the needs of my learners. I can identify some of their needs before I have any contact with them by asking for any information ESS or SenCo have about any learning needs I should be aware of such as dyslexia so I can adapt learning material for them. Once I am aware of the learner’s specific needs then I can talk to them about achievable targets to set which they agree to and set these targets out in their ILP (Individual Learning Plan). I find that learner’s are more receptive to targets that they have agreed to rather than targets they have forced upon them. This can help if a learner has problems with authority as they see they are working with the teacher towards their own goals. Everyone wants structure in their lives, and no more so than your most poorly behaved students (Cowley 2005). Keeping problems from inappropriate behaviour to a minimum is important for all in the class as it is disruptive for all learners. It is important that I set out what is appropriate behaviour once a learner has started on my course. We discuss what they think is expected of them and what I expect of them and sign an agreement which outlines these expectations. Now the learner is aware of how they should behave during their time with me I positively reinforce their good behaviour with praise during the lesson for good work, at the end of the lesson I point out a few things they did well and at the end of the week I have well done slips I give to learners who have produced good work and behaved well all week. These slips allow the learner points to spend on items from the shop on their wing and when issued are recorded as positive behaviour on C-Nomis to make other professionals aware that the learner has performed well. And if your students do choose to push the barriers you have given them, you must be prepared to sanction them accordingly (Cowley 2005). However if a learner is misbehaving during lesson time I will remind them of the agreed behaviour expected of them, if their behaviour fails to improve I will ask them if they have any issues outside of class that could be causing them to ‘act out’ and if I cannot help with these issues I will refer them to another professional who can help such as their personal officer. If their poor behaviour continues I can record this on C-Nomis to make other professionals aware that this behaviour needs addressing. In teaching in a prison keeping on top of learner behaviour helps maintain a safe learning environment as if I allow certain poor behaviour to go unchallenged it could lead to dangerous situations. Also each learner is made aware of various health and safety issues they may face during class time as when they start the course they need to complete a health and safety unit. This covers areas such as spotting hazards, using fire extinguishers and working on portable access equipment safely. Involving the learner in identifying risks and hazards within the class environment helps them realise these dangers. Within a safe learning environment each learner can focus on their individual tasks and I can focus on their individual needs. When each learners needs are being met and the learners feel they can ask for help from their teacher a supportive environment has been achieved. As a teacher in the lifelong learning sector I must be responsible for having the relevant skills and qualifications to fulfil their role. Having appropriate levels of skill in literacy and numeracy means I can produce materials for the learners to use and keep record of the progress the learners are making. Most worksheets and lesson plans are produced using a personal computer; this would not be possible if I was without the necessary ICT skills. Various interpersonal and life skills are required to be a good teacher such as; being adaptive, committed, confident, creative, decisive, diplomatic, enthusiastic, focused, honest, intelligent, patient, organised, positive, professional, reliable, responsible and supportive. These skills and many more enable me to create a positive learning environment where learners can achieve their potential and as I evaluate myself I can ever improve the learning experience. When teaching a subject it is important that I have the relevant skills, qualifications and experience within this subject to be able to deliver quality lessons. It is imperative that I identify the needs of each individual learner so the learners feel valued and can receive appropriate tutorials and assessment for their level of ability as they achieve. I must also meet the needs of the organization I work for by following the code of conduct the organization has produced. I will continue to attend CPD (Continual Personal Development) events to further develop and expand my skills to the benefit of my learners. In my role as a teacher I have a responsibility to other professionals to keep my lesson punctual so it does not over run into another teacher’s lesson and that I inform other teachers or colleagues of any behavioural problems with specific learners so appropriate measures can be applied to remedy this. While I like to keep my learning environment relaxed and friendly it is important to be aware of the boundaries in my role as a teacher. These boundaries mean I should not become over familiar with my learners which could be detrimental to the learning environment and deal with learner’s emotional problems in a professional manner referring them to other professionals who are there to accommodate these needs. These boundaries differ from other professionals as they are specific to a teaching role and are vital for keeping a teacher safe in their practice. In summary a teacher has many important roles and responsibilities to learners choosing to continue their personal development in lifelong learning and must always strive to improve the learning environment within current legislation.

Music Therapy :: essays research papers

rynjulf Stige is the first Coordinator of the music therapy education program at Sogn og Fjordane University in Sandane, Norway, where he is an associate professor. With diverse experiences as a music therapist using a community based approach, Stige has written numerous articles and books on music therapy and music education. He is editor-in-chief of the Nordic Journal of Music Therapy, and co-editor (with Carolyn Kenny) of Voices: A World Forum for Music Therapy. He is one of the most insightful thinkers working within the music therapy profession. He believes that humans cannot escape culture. Through culture, we are provided the tools we need to deal with challenges of everyday life. Stige believes that culture has not been focused on enough and in his book, Culture-Centered Music Therapy, he brought the culture to the music therapy world. His book is divided into four main parts excluding the introduction, preface, etc. Part One of the book, outlines premises for the argument, examining basic concepts such as culture, humankind, meaning, "musicking," and the nature-nurture debate. Part Two highlights how culture-centered music therapy may be practiced. The scope varies from community music therapy (aimed in part on cultural change in the community), to ecological music therapy (focusing on communication at micro- and mesosystem levels), to individual music psychotherapy (considering the individual in cultural context). In Part Three, implications for describing and understanding music therapy are discussed, including a chapter on how to define music therapy as a practice, discipline, and profession. A culture-inclusive model of the music therapy process is also proposed. Part Four suggests approaches to music therapy research within a culture-centered context. A call for increased reflexivity, the ability to reflect upon one's social and cultural position, is at the heart of the discussion, along with a continuing theme of this book: the relations and tensions between local and more general perspectives on music therapy. Focusing more on Part I, the first three chapters that make up that section educate the reader on key premises that arise throughout the rest of the text.. The first chapter explores an integration of themes from biology, history and culture. It opens with a concise and scholarly history of the concept of culture, discussing etymological roots and noting different uses and misuses throughout history. Reference is made to the disciplines of anthropology and ethnography, the latter playing a significant part throughout the text.

My Dad and the Flat Earth :: Personal Narrative Profile

My Dad and the Flat Earth Today my father tells us the earth is flat. He sits us down, the five of us, sits us down on the couch in the living room and tells us the earth is flat. It's not like he says, "Boys. The earth is flat," and then walks away. It's not like that at all. What he does is he takes the time to explain it to us. Even gives us visual aids. His hands become the earth. With his hands out before us he shows us the exact shape of the earth. It's not flat, really, but saucer shaped. Almost bowl shaped. He shows us with his hands. His fingers bend up slightly and his thumbs bend in towards each other, so that his hands make a kind of bowl. "Where do we live?" my oldest brother Sam asks. "Here," says my father. "in the bowl." "Really?" "Yeah," he says, with total confidence. "Look." He starts pulling his slightly cupped hands upward towards the ceiling, slowly. He doesn't say anything as he performs this move. He wants us to watch it for a while. He doesn't look at his hands, he looks at us. Our reaction. We don't react. "This is how the earth moves," he says. "it travels constantly upwards." "Upward?" says Len, my other older brother. "Yes. Upward." "Towards what?" It's me asking this time. I figure it's my turn to speak. My father looks at me for a moment and I think he's angry. I'm sorry I asked the question. Then this weird smile comes across his face and I'm not sorry anymore. Now I'm nervous. About my father. The thought occurs to me that my father has lost his mind and that this strange half-smile is the half-smile of a madman. "That's a very good question, Rand." "It is?" "A very good question. It shows you're using your mind." "Losing my mind? Why?" "Using," she says. "Oh. Using." "The earth travels upwards but it's not important where." "It isn't?" I was confused. He had just said that it was a good question, now he seemed to be saying it wasn't. "No," he answers. "What is important is what the earth moves in relation to.

Organization of Buddhism Essay

Buddhism is the religion founded by Siddhartha Gautama Buddha in Indian about 500 B.C.   Buddhism is the chief religion of Burma, Sri Lanka, Thailand, Japan, Korea, Mongolia, Kampuchea, Laos and China. Buddhism is one of the oldest and biggest religions of the world. Its central deity was Buddha, â€Å"the Enlightened One†. It was founded by Siddhartha Gautama who was born 563 B.C. in Kapilavastu, just inside the borders of what is now Nepal. Buddhism beganin India as a revolt against Hinduism. The origin of the religion is described in the article Buddha. Buddha himself did not leave any writings, and his teachings were not written down until several hundred years afte rhis death. Like Christianity and Islam, Buddhism is a missionary religion. Within 300 years after Buddha’s death, it had spread throughout India and reached Ceylon (Sri Lanka).   Monks and travellers carried it to other parts of Asia. Japan adopted it about the seventh century A.D. About the same time the religion reached Tibet. Here it was combined with native religions. The two major divisiobs of Buddhism probably developed in Indian monasteries before 100 A.D. A. The Life of Buddha Siddhartha Gautama was born in Kapilavastu, India (now Nepal) in about 563 BCE. At his birth, legend says, a wise man told his father that Siddhartha would either become a great ruler or a great holy man, depending on what he saw of life. Determined that his son should rule after him, his father did all he could to shield Siddhartha from the problems of the outside world. Siddhartha grew up in great luxury in his father’s palace. He married a beautiful princess and had a son. Despite this, he felt that something was missing from his life. At the age of 29, Siddhartha had an experience that changed his life. On a secret chariot ride outside the palace, he saw a sick man, an old man and a dead man. It was the first time that he had seen people suffering. Then he saw a holy man who was happy and content, despite being poor. Siddhartha vowed to give up his luxurious life and become like the holy man. That night, he left the palace and began his search for the answer to the suffering he had seen. After many years of fasting and hardship, Siddhartha came to the village of Bodh Gaya. Sitting under a great tree, he closed his eyes and began to meditate. There, at last, he gained enlightenment and became the Buddha. He realized that people suffered because they always wanted more than they had. The Buddha spent the rest of his life as a monk. He traveled around India with a group of followers, teaching people how to overcome suffering. He died, aged 80, in the town of Kushinagara in India. B. Its History –  Buddhism Buddhism began in India as a revolt against Hinduism. The origin of the religion is described in the article Buddha. Buddha himself did not leave any writings, and his teachings were not written down until several hundred years after his death. Like Christianity and Islam, Buddhism is a missionary religion. With 300 years after Buddha’s death, it had spread throughout India and reached Ceylon (Sri Lanka). Monks and travelers carried it to other parts of Asia. Japan adopted it about the seventh century A.D. About the same time the religion reached Tibet. Here it was combined with native religions and developed into Lamaism o  Ã‚   Buddhism According to Buddhism, liberation is attained through understanding and practice of the Four Noble Truths: 1. There is suffering in life. 2. Suffering is caused by desire for pleasure, existence, and prosperity. Suffering and rebirth cease when one ceases such desires, leading to enlightenment, or Nirvana, a blessed state in which peace, harmony, and joy are attained. 4. The way, or path, to Nirvana is the Eightfold Path, summarized as: –  Right understanding – Right thoughts – Right speech – Right conduct – Right occupation – Right meditation – Right mindfulness – Right effort The Eightfold Path is also called the Middle Way—because of its emphasis on avoiding such extremes as following sensuous pleasures on the one hand, and self-punishment on the other. The Buddhist must at all times observe the high moral principles described in the Eightfold path, which emphasizes nonviolence and the brotherhood of all. Perhaps the best-known Buddhist scriptures are the Tripitaka (â€Å"Three Baskets†), first written down in Ceylon (Sri Lanka) in authoritative edition was prepared by the Sixth Buddhist Council at Rangoon, Burma, in 1954-56. The three Pitakas are about four times as long as the Bible. C. Other Beliefs of Buddhism Buddhism’s beliefs and teachings are derived from Hinduism although there may be some slight variations in some concepts. Karma is a Sanskrit word of â€Å"action†. The action refers to volitional acts (thoughts, deeds or spoken words that are in the control of a person) as well as the forces that arise resulting form these acts. The law of Karma describes the connection between actions and the resulting forces, like good action results to good Karma while bad action results to bad Karma. Good actions are described in a Buddhist belief in the Noble Eightfold Path. A Noble Eightfold Path is a path of life that has eight stages or phases. This path consists of the right views, right aspiration, right speech, right conduct, right livelihood, right effort, right mindfulness and right concentration. Furthermore, the law of Karma states that there is a connection between the moral quality of man’s action to the resulting condition or states. The life he has now is largely dictated by what he said and did in his past life while his next life will be determined by what he is doing and saying now. In other words, the Karma of past, present and future events are connected by the law of cause and effect. For example, if one does something wrong like hurting or killing another human being; he will have to suffer the negative consequences of these actions in his present life or another lifetime. Similarly, if he does something right he will enjoy the positive consequences of that deed in his present or subsequent lifetimes.   It is important to note that the law of Karma is final. No one (including divine intervention) or nothing can stop the law of Karma from operating in a person’s life. In other words, man’s destiny is dictated only by the law of Karma itself. Rebirth as the name implies, is a process of being born over and over again (unless a person attained Nirvana or release from the cycles of birth). In simpler terms, rebirth is nothing more than a movement from one’s old body at death to a new body at birth or conception. Rebirth is necessary for the execution of Karma which needs more than one lifetime to be completed so that it can be rightly said that rebirth is nothing more than the transmission of one’s karma. Only when all accumulated karma is paid for and craving is rooted out from a person’s life that one can enter the stream that leads to Nirvana. But as long as there is delusion, greed, and aversion, which consequently fuels the desire to live, man generate karma. The Buddhists idea of Rebirth, like Karma, is derived from an Indian philosophy of Hinduism. However, the Buddhist concept of rebirth is different from Hinduism because in the Hinduism theory of rebirth there is a transmigration of souls while the Buddhist denies the existence of self or soul (the immortal version of self).   In Buddhism the idea of self or soul is merely an illusion for perceptions, consciousness, mind and body that makes up â€Å"self† is changing. The Buddhists argue that how can there be a self when in fact its composition is not permanent. Furthermore, Buddhists explained that the body is mortal and when it dies, consciousness and all mental activities cease, hence there is no more self and consequently there is no soul. According to Buddhism, liberation is attained through understanding and practice of the Four Noble Truths. First, is that there is suffering in life; Second, suffering is caused by desire for pleasure, existence and prosperity; Third, suffering and rebirth cease when one ceases such desires, leading to enlightenment, or Nirvana, and joy are attained; Fourth, the way or path, to Nirvana is the Eightfold Path summarized as; right understanding, right thoughts, right speech, right conduct, right occupation, right effort, right mindfulness and right meditation.

Ray Douglas Bradbury Essays - Mars In Fiction, Free Essays

Ray Douglas Bradbury Essays - Mars In Fiction, Free Essays Ray Douglas Bradbury Ray Douglas Bradbury was born in Waukegan, Illinois on August 22,1920. He was the third born son of Leonard Spauldling Bradbury and Esther Marie Moberg Bradbury. In the fall of 1926 the Bradbury family moved from their home in Waukegan to Tucson, Arizona. However, their stay there only lasted until May of 1927 when they moved back to their original habitation. Bradbury began writing his own literature on butcher paper when he was 11 years old. Ray and his family moved again moved to Tucson, Arizona and back to Waukegan, Illinois again in 1932. This rapid movement was initiated when Leonard Bradbury was laid off from his job installing telephone lines, only to be rehired later in the year. In 1934 the Bradbury family moved yet again, but this time to Los Angeles, California. Ray attended high school in Los Angeles. He graduated in 1938, finishing his formal school career. Bradbury decided that in order to further his education, he would spend his days at his typewriter and his nights at the library, reading. Since he needed a way to make some money to get by, Ray took a job selling newspapers on Los Angeles street corners. His first published story was ?Hollerbocher?s Dilemma,? which was printed in an amateur fan magazine in 1938. In 1939, Ray published four issues of Futuria Fantasia, his own fan magazine, in which he contributed most of the published material. Bradbury?s first paying gig, was ?Pendulum,? which was published in Super Science Stories in 1941. Finally in 1942 he discovered his distinctive style of writing after writing ?The Lake.? By 1943 he had given up selling newspapers, and began a full-time job as a free lance write for many periodicals. In 1945 the magazine Best American Short Stories, selected Bradbury?s short story ?The Big Black and White Game,? to appear in an issue of the magazine. Bradbury?s most significant published works up until the present include: Dark Carnival in 1947, The Martian Chronicles in 1950, Fahrenheit 451 in 1953, and many short stories, screenplays, essays and poems which are too numerous to name. Ray Bradbury?s writing has been critically acclaimed and heralded as some of the most influential media in the Science-Fiction genre. So far is his lifetime Ray has received the O. Henry Memorial Award, the Benjamin Franklin award in 1954, the Aviation-Space Writer?s Association Award for best article in an American Magazine in 1967, the World Fantasy Award for lifetime achievement, and the Grand Master Award from the Science-Fiction Writers of America. Also his animated film about the history of flight, Icarus Montgolfier Wright, was nominated for an Oscar, and his teleplay of the Halloween Tree won an emmy. Presently, Ray Bradbury resides in San Diego, California, where he still writes and gives lectures. The Martian Chronicles The book of Bradbury?s creation that I read was the Martian Chronicles. Initially, I was intrigued by Ray Bradbury?s implementation of elaborately descriptive settings. Each chronicle takes place during a different month and year, arranged in chronological order, from January 1999 to October 2026. Since the story spans over a long period of time, there are several locations in which the events occur. The major settings of the story include: Ohio, a small town next to the rocket launch pad, a large desert on Mars, with canals, that is a harbor to the ?dead cities,? a town on Mars which is the home of Yll and Ylla , the Martian landing site next to one of the canals, a Martian insane asylum, a town, that seems almost dreamlike in a sense, because it is the memories of the flight crew projected onto the Martian landscape, a luggage shop, and a city surrounded by rural farm area, that has only one house left standing. These settings are used as a device to move the novel along from each individual story to the next. I think that this was a very interesting concept, because there are no main characters in the book. However, there are main characters within each chronicle. Ylla is the first Martian introduced in the book; she is friendly, kind, and has an outgoing personality. James Stupple indicated in his book The Past,