Educational Goals and Philosophy :: Personal Narrative Teaching Education Essays

Philosophy Declining, decaying, and disappearing are just a few of the words that can be used to explain the emphasis put on art programs in schools. Art is not seen as a necessity. Standardized tests are now dictating not only what is taught in school but what is more important to teach. Seldom do you see a question pertaining to art or even art’s history on a standardized test. I think that art is a very important subject. Not only does it act as a creative outlet allowing students to express feelings that may be forbidden to act on, but art is deeply rooted in our history from the cave paintings first found in France to the modern uses in advertisement. Our world would be boring without art right down to our cornflakes because they would no longer have a rooster on the box. The fact that I think that art is important is just one reason why I would like to be a teacher. More importantly, I want to do what I love and teach others how to do it as well. As generic as it may sound, I want to broaden students’ minds by teaching them that art is a serious creative process. I want them to understand that they can use it to speak, especially when they think no one is listening. In fact until recently, I never wanted to be a teacher at all. I wanted to be a doctor. However along the way, I have had so very inspiring teachers who had a great impact on me. I want to do what I love. I want to be around people, and I want to be around art. I am pursuing a degree in Art Education K-12 and plan to get a masters degree in art once I graduate from Concord College. My ultimate goal is to teach at a high school locally. I feel that the rural schools in this area do not challenge their students enough and do not provide them with information on the various opportunities available to them after graduation. I also realize that the local culture can be blind to the value of art. Educational Goals and Philosophy :: Personal Narrative Teaching Education Essays Philosophy Declining, decaying, and disappearing are just a few of the words that can be used to explain the emphasis put on art programs in schools. Art is not seen as a necessity. Standardized tests are now dictating not only what is taught in school but what is more important to teach. Seldom do you see a question pertaining to art or even art’s history on a standardized test. I think that art is a very important subject. Not only does it act as a creative outlet allowing students to express feelings that may be forbidden to act on, but art is deeply rooted in our history from the cave paintings first found in France to the modern uses in advertisement. Our world would be boring without art right down to our cornflakes because they would no longer have a rooster on the box. The fact that I think that art is important is just one reason why I would like to be a teacher. More importantly, I want to do what I love and teach others how to do it as well. As generic as it may sound, I want to broaden students’ minds by teaching them that art is a serious creative process. I want them to understand that they can use it to speak, especially when they think no one is listening. In fact until recently, I never wanted to be a teacher at all. I wanted to be a doctor. However along the way, I have had so very inspiring teachers who had a great impact on me. I want to do what I love. I want to be around people, and I want to be around art. I am pursuing a degree in Art Education K-12 and plan to get a masters degree in art once I graduate from Concord College. My ultimate goal is to teach at a high school locally. I feel that the rural schools in this area do not challenge their students enough and do not provide them with information on the various opportunities available to them after graduation. I also realize that the local culture can be blind to the value of art.

History, Settlement Essay

As a city, Anchorage did not develop until relatively recently in American history. In fact, it was not incorporated until 1923. People had been living in Anchorage for many years before this, however. Like most of America, the area around Anchorage, Alaska was first populated as a trading post, due to the coastal waterways surrounding Anchorage. It was first populated as Captain Cook in 1778 was looking for the elusive Northwest Passage. The land upon which Anchorage stands was discovered on Captain Cook’s third attempt to find the Northwest Passage, and one of the arms of the inlet he mistook as a river, which he named River Turnagain. Later, George Vancouver renamed the inlet Turnagain Arm (Anchorage Chamber of Commerce, 2005). The Russians also heavily explored the area and setup trading posts throughout the area. The second factor for the location of Anchorage is the discovery of gold. In 1888, gold was discovered in the region, causing the Alaskan Gold Rush and bringing thousands of Americans to the area to find their fame and fortune. One of the most famous gold rush settlements was James Girdwood’s stake 40 miles south of Anchorage at the Crow Creek Mine. In 1912, Alaska became an official territory of the United States. The third reason for the present day location of Anchorage was the construction of the Alaskan Railroad. Anchorage was founded when the United States Congress commissioned the first railroad funded by the government and constructed across the Alaskan lands. In 1915 the route was established, and 2000 Americans flooded to the Ship Creek Valley to begin work on the railroad. On July 9, 1915 president Woodrow Wilson initiated the â€Å"Great Anchorage Lot Sale† where the first 600 plots of land in Anchorage were sold. Businesses spread along 4th avenue, and a school was built, thus creating the first metropolitan area of Anchorage (Anchorage Chamber of Commerce, 2005). In 1923, the Alaskan railway was finished, from Seward to Fairbanks, passing through Anchorage. The fourth reason Anchorage stands where it does today is because of the event of WWII and the threat of the Japanese and Russians. Anchorage and Alaska are strategically located close to Russia and Japan. In 1947 the government begins development of the Fort Richardson Army Post and the Elmendorf Air Force Base. During WWII, Alaska experienced a sharp growth in infrastructure and population during those years. Finally, the discovery of oil in Alaska in 1968 caused the most recent boom in Anchorage’s growth. In 1974 construction began on the trans-Alaska pipeline system, resulting in a modern day boom as the construction and engineering companies setup headquarters in Anchorage. Regional Context Anchorage is located in Southeast Alaska (see map below). It is bordered by the Chugach Mountains and glaciers to the east, the west and northwest by branches of Cook’s Inlet (the farthest north the Pacific Ocean reaches), Mount McKinley to the North, and the Kenai Peninsula to the south. There are over 40 active volcanoes to the Southwest of Anchorage, and the entire area is mountainous. In fact, in 1990, Mount Redoubt erupted, covering Anchorage in a 2 inch layer of volcanic ash (Anchorage Chamber of Commerce, 2005). Overall, the area of Anchorage is larger than Rhode Island.

The Veldt Essay

Literature often deals with the dangers of our reliance on technology and the loss of innocence in children. The Veldt, written in 1950 by Ray Bradbury heavily relates to today’s society through our dependence of modern science and its technology. Through the children’s capacity for violence we are able to get a deeper understanding of the idea in the text of the negative impacts of consumerism and how that relates to our lives today. George and Lydia own an automated â€Å"Happylife Home,† what they thought would be good for their children and their imagination. The house is wife and mother now, and nursemaid. † [†¦] â€Å"I’m beginning to feel unnecessary to. â€Å" The mother Lydia says this and both parents are now realising there is something wrong with their way of life. They discuss how they are now part of a virtual reality rather than being self-sufficient and doing usual chores themselves. George and Lydia discuss whether or not to switch off the house, however therefore ruining their children’s happiness and their beloved nursery. This connects to the idea of the negative impacts of consumerism and the dangers of our reliance on technology. The roles of father and mother have been replaced. The children rely on technology more than their own parents and appreciate the house more than them. They are essentially living in a false world, which relates to our lives today. In the 21st Century the roles of not only mother and father but of workers as well have been replaced with technology. Those who worked in factories have now been replaced with heavy machinery and the consequences are the loss of jobs. Also though, today we rely on technology to perform the simplest tasks consequently making our generation lazier than previous generations. Another idea in the text is that we children’s capacity for violence through the use of technology and therefore their loss of innocence. Both George and Lydia question as to why there was so much death in the African nursery. We can now see however that’s its because Peter and Wendy had been thinking of death all along. â€Å"Why, they’ve locked it from the outside! â€Å"Mr and Mrs Hadley screamed. † After being warned the house was to be switched off, the children then locked their parents inside the nursery. Once inside, the parents realised that the screams they heard, and they prey they saw the lions eat earlier were in fact them. Then in the last line of this short story Wendy offers McClean, the psychologist a cup of tea, proving how effortlessly it was to kill their parents in order to save the house. Through the death of George and Lydia we can see this relates to today’s society. Just like the parents, we as a society today are locked inside of technology and we allow it to eat us alive. It affects our physical state with addiction and constant need for more technology. The Veldt, through the main ideas of the negative impacts of consumerism and children’s capacity for violence we get a deeper understanding of the dangers of technology. This story shows us how we buy devices without worrying about what they might do to our lives. It shows us the severe consequences of technology and illustrates how we as a society need to recognise the dangers before its too late.

Dementia in the world Essay

Alongside traditional A Levels in Physics, Chemistry and Biology, QMC offers an A Level in Applied Science. This is an ideal course for pupils who have studied the GCSE Applied Science and who are interested in a science based career. COURSE ENTRY REQUIREMENTS General entry requirements are 5/6 GCSEs at C or above to include Double Science, English and Mathematics. WHAT KIND OF JOB/DEGREE CAN THIS SUBJECT LEAD TO? Success in the A Level will enable you to apply for work in science based companies, the NHS or apply for Foundation degrees at university such as: FdSc Applied Medical Technology FdSc Medical Imaging (Radiography Technician) FdSc Medicines Management (Pharmacy Technician) FdSc Oncological Therapies (Oncology and Radiography Technician) FdSc Paramedic Science, currently available at Portsmouth DURING THE AS COURSE YOU WILL STUDY THE FOLLOWING TOPICS: In the AS year you will be studying 3 units which cover all 3 sciences. Two of the units are assessed by portfolio with the third unit being assessed by examination. This course is therefore best suited to students who find producing a steady flow of written reports preferable to sitting several exams at the end of the year. The portfolio units look at how science is put to use in the workplace. You will visit a range of local organisations and see science in action. Back at College you will learn how to carry out some of the techniques that scientists use at work and write reports about issues relevant to the use of science. As you go you will build up a portfolio of evidence of your growing skills. The examined unit focuses on the use of science in healthcare. You will look at how the body’s circulatory and respiratory systems work, and how they can be monitored and investigated. This will include considering the ethical issues involved when diagnosing and treating illnesses. DURING THE A2 COURSE YOU WILL STUDY THE FOLLOWING TOPICS: In the second year you will be learning how to carry out an extended investigation and then choose one you would like to study in depth. This investigation, and a unit on the techniques involved in genetic engineering and biotechnology, are both assessed by portfolio. A final examined unit brings together all the skills you have developed during the course on working as a scientist, including collecting samples, developing methods for carrying out tests, working safely, analysing data, and ensuring accuracy and reliability in all you do. HOW IS THIS COURSE ASSESSED? AS Level A2 Level 3 Units. 2 units portfolio evidence, 1 unit examination 3 Units. 2 units portfolio evidence, 1 unit examination IF YOU REQUIRE ANY ADDITIONAL INFORMATION †¦ Please contact the Head of Department, Dr Eddie Grimble, on (01256) 417500

Introduction to Organisations and Management Essay - 6

Introduction to Organisations and Management - Essay Example In this work, we assess two organizations from the perspective of the science of organisations and management. As we make the assessment, we identify some of the most useful lessons from the module. The objectives of this work are as follows: 1. Compare two firms and use concepts and perspectives from the science of organisations and management that are useful for comparing and assessing the firms. 2. Analyze firm operations using perspectives from organisations and management. 3. Apply the relevant concepts and perspectives from organisations and management in forwarding recommendations on the how problems and situations articulated on the two firms can be addressed. In the discussion, we use a report rather than an essay format. In our analysis, we are also informed by the theories discussed in Module BB115007S conducted by Ms. H. McIntosh of the Anglia Ruskin University. 2.0. Overview on the Firms Being Compared 2.1. The two firms being assessed and compared in this work are Watso ns Engine Components and H&M Consulting. The two business organisations are disparate. 2.2. Watsons Engine Components is a family-owned company engaged in mass-producing parts for car engines. Its plant is in northeast England. The firm employs 200 people, comprising of 125 semi-skilled production workers, 15 clerical workers, 20 technical staff, and 40 managers. The plant is â€Å"highly unionised† with one union for the manual and clerical staff. There is a long history of poor relations between the union and management marked by industrial actions. Watsons has been described as successful in maintaining market share in the last several years. However, car manufacturing firms who are Watsons’ customers are in a highly competitive environment and have the option to get their supplies from abroad. Watsons is encountering the following challenges: order times are getting short, contract prices are becoming lower, and quality standards are becoming higher. Despite the ab ility to maintain a market share, maintaining its market share is a continuing challenge for Watsons in a globalized market. Watsons plant is small and â€Å"relatively old-fashioned†. Yet, at the same time, the firm is described to have â€Å"sufficient capital† to replace some of its machinery and technological systems. 2.3. Meanwhile, H&M Consulting is â€Å"a large global management, engineering and development consultancy.† The company has grown through merger and acquisitions. At first, H&M was established from the merger of two consultancy firms. Later on, H&M purchased several companies in the Romania, the Netherlands, and the USA. H&M Operations now cover 120 countries employing 13,000 staff. The company is in transport, energy, buildings, water, the environment, health, education, and communications. H&M Consulting caters to clients in both the private and public sectors. 2.4. A part of the explanation on why the two firms differ in their management an d organization is in their business orientation: one firm is global and the other tends to transact with local clients and belongs to an old industry in the United Kingdom. Of course, this does not mean that all firms oriented to the local market are managed along traditional lines. Students of management are exposed to various schools of modern thought. Unfortunately, some of the

Entrepreneurship in the Creative Economy Research Paper

Entrepreneurship in the Creative Economy - Research Paper Example The more significant aspect of this process has been the creativity and innovativeness of individuals in exploiting emerging opportunities in business. In doing so, they have improved their own welfare, and laid down an operational base upon which other people can build their social and economic livelihoods. The academia world has also moved fast to cover, encourage, and promote all levels of entrepreneurship, especially in the context of creative world economy.Entrepreneurship has been accorded significant attention in every level of entrepreneurial-based operations. Although entrepreneurship is associated with individual operations in relation to setting up and running business ventures, it has come to be a source of social and economic livelihood for massive populations around the world. Firms and organizations have embraced entrepreneurial function in many aspects of their operations, in a bid to exploit the creativity and innovativeness of entrepreneurs across the globe. The int egration of entrepreneurship in global business undertakings, and the subsequent advancement of entrepreneurial concepts have captured the attention of various scholars. Charlotte and Naudin (2006) consider curriculum design and development for the various creative industries, with specific concern on current attitudes and emerging issues in these creative industries. The enterprise curriculum considered in this text does not fail to treat entrepreneurship with utmost interest. Entrepreneurship is a key driver in today’s economy, at both national and international levels. The curriculum specifically tries to assess and evaluate the issues and attitudes that characterize the existing creative industries, entrepreneurship included. Entrepreneurship practices are guided by various attitudes, and also face diverse and dynamic issues from time to time. Entrepreneurs establish their operation for different motives, but are commonly guided by the need for social and economic success . In that pursuit, they work their way to satisfy variant market needs within the relevant industries that entrepreneurial ventures are established. The motive to succeed and at the same time satisfy market demands shapes the observed attitudes in entrepreneurial operations (Charlotte & Naudin, 2006). Emerging issues in the same context could be cultural, social, economic, or political in nature. However, the creativity, innovativeness, knowledge and skills that entrepreneurs exhibit counters the negativity of such issues. Cultural, social, economic, or political factors also influence entrepreneurship positively. Entrepreneurs have realized enormous encouragement and assistance for each of the mentioned factors in every level of entrepreneurial practice. Each of these factors has provided a favorable and efficient environment within which entrepreneurs thrive. Literature and academic sources have developed interest into entrepreneurial matters, resulting in the integration of entre preneurship and other enterprises into the development of curriculums for use in academic purposes. Green community entrepreneurship: creative destruction in the social economy Globalization has enhanced entrepreneurship practices around the world. This has been realized due to the ever rising industrialization, economic integration between economies, and state interdependencies across the globe in relation to

Compare and contrast Research Approaches and Methods from text Assignment

Compare and contrast Research Approaches and Methods from text - Assignment Example By comparing and contrasting historical methods with other methodologies, a substantive theory can be developed to form a conceptual framework. Such a framework can create a significant bridge between records characteristically produced by historians and the statistical and experimental models typically brought forward by high theorists. Historical research method versus other approaches Historical research can mean collecting information from conditions that have already taken place and carrying out statistical analysis on this information. One major difference between a historical research and other methodologies is majorly on the manipulation of data. Given that historical method depends on data from the past, it cannot be manipulated in any way. For example, studying older students’ data and those of younger ones may give some insight into the dissimilarities between the varying research methods, but it is impossible to manipulate the work experience. Therefore, historical research may often result in current experiments that try to look at what happened in the past. Apart from the variations, historical research method shares some similarities with other methods, most specifically utilized in business research. Historical Research versus Qualitative Methods Although there are differences between these two approaches, there are similarities as well. Historical research focuses on the narration and interpretation of past events. On the other hand, qualitative studies are focused on ongoing or current events. In historical research method, data sources are similar to those utilized in a number of qualitative studies. They include records, oral histories, documentaries, and eyewitnesses. History links a profession with its legacy and offers a sense of identity, both professionally and personally. However, it does not generally center on identifying social values. For instance, although nursing’s relationship to the whole world is described by his tory, it accomplishes this in an overall sense instead of ascertaining the meaning of the world for an individual (Clarke & Harsh, 2009). The neo-positivistic or positivistic discipline of historical research attempts to trim down history to universal laws. Innovation, verification, and classification of data are used to analyze information as well as an attempt to show cause-effect relations. Researchers in this historical research discipline though they use similar forms of analyzing data like those of the qualitative researchers, come out with very different conclusions (Harris & Brown, 2010). Some statistical analyses and survey methods may also be utilized to improve presentation of objective proof and in this sense too, historical work deviates from pure qualitative methods. The idealist school entirely uses experience and intuition as elements for interpretation. From this point of view, historical researchers perceive it is essential to get the occurrence and reorganize the thought of the inventor relating to the time in context and conditions to make sufficient historical interpretations. In a comparative point of view, one can consider that historical research interprets events in the past while qualitative research examines current events, putting in mind the impacts of history on the context. The interpretations of history and its impacts by the participants such as focus groups, however, are essential to the