Teaching - A Way to Make a Difference :: Education College Admissions Philosophy

Teaching - A Way to Make a Difference To me teaching is a way to make a difference in someone’s life. If it is emotional, knowledge base or physical, we as professionals should help the student be all they can be. The reason that I want to become a teacher is so that I can make a difference. I want to help students open many doors to their future. I feel that a teacher should be the person that twenty years down the road that we still inspire the student. I cannot say that I am basically just one of the philosophies. I feel that I am a mixture of many, of the philosophies. I believe in student’s freedom, using hands on approach, and focusing on what has happened in the past to cause us to study certain items. Teachers should be nontraditional, but still have traditional values. We as professionals should keep learning and to make learning exciting no matter what philosophy or theory we use. We are there to enrich the students’ life, to make learning exciting. The classroom will be set up in a way to make learning enjoyable not dreadful. I want to have centers for every type of learner that I have. The bulletin boards will informational but fun learning materials. I feel that a bulletin board should have items on it so that it catches the eyes of the student. By going into history as a professional I would like to see the students to have many different types of learning experiences. Students would do group and individual projects, so that they would learn how to work together and alone. In the classroom, I will set it up so that a student can rise to the sky like a balloon. When it comes to discipline in the class the rules and consequences will be posted and the beginning of the year. How they are set will be by asking the students what they feel the rules should be, and what should be done if they are broken. I feel that if they students feel they helped make the rules and consequences they will follow them more closely.

How would you perform the role of BottomIn Act 1 scene 2?

Bottom is one of the group called the mechanics and he is an important comic character and is the only mortal to enter the world of fairies. In this scene we are introduced to him for the first time and he is one of a band of workmen who offer a complete contrast to the world of fairies that we saw previously. In the scene a group of artisans discuss the play they are going to perform as part of Theseus's wedding celebration. The play is entitled, â€Å"The most lamentable comedy, and most cruel death of Pyramus and Thisbe. Peter Quince takes a roll call of the actors and hands out their parts. Bottom the weaver gets the leading role of Pyramus, which pleases him because he is super-confident of his acting abilities. Bottom's costume will reflect his status as a weaver, so therefore his costume might be torn or dusty. His dramatic status is important because he is a dominant, full of self-importance and eager to dominate the meeting of this band of amateur actors. I would also make his costume quite colourful, to reflect his happy, enthusiastic and quite over bearing character. My performance would be influenced by my physical appearance and vocal characteristics. I see Bottom as a tradesman in his forties, taller than the others and of portly build, in fact I would want him to be physically larger than life and his accent Devonshire in cadence and with a raucous singing voice. In this scene, my performance would have to reflect the rivalry between Bottom and Quince. In the beginning of the scene, Quince who is in charge, would walk in rather proud, with an upright posture, and with head held high, maybe greeting the workmen by shaking their hands and smiling, as he doesn't want to make enemies and wants them to do what he requires and to ignore Bottom. He would probably forget to acknowledge Bottom and walk straight past him to put him in his place. Bottom's first line†¦ You were best to call them generally, man by man according to the scrip,' shows that despite Quinces dislike for him, and the attempt to lower his confidence, he is still extrovert and larger than life. It was directed to Quince and in playing this part I would make my voice domineering loud and move in close to Quince trying to intimidate him, as he is smaller than me. Quince would also be centre stage, as he is almost the focal point and is meant to be in charge of the other actors, who would be sitting down, looking up to him. Bottom would stand up in order to compete with Quince and try to push him out of the way or maybe stand in front of him to block him completely. My intention would also to get people to like me and to establish a friendship with them by shaking their hands. I would then break off from doing this to say ‘First good Peter Quince, say what the play treats on.. ‘ in a forceful manner and then get closer to Quince, snatching the scroll out of his hand, as if to take over the rehearsal myself. There would be complete scuffle between them as they fight for passion of the script, and this could be created very comically using large exaggerated gestures and their voice could turn into a crescendo, getting louder to get their point across without the other interfering. As bottom I would sound very confident and sometimes almost quite patronising, as if I am talking to people far more inferior to me for example when I say ‘A very good piece of work I assure you, and a merry' almost as if my opinion is important and worth hearing. Also when I say ‘Now good Peter Quince, call forth your actors.. it would be in a very instructive but condescending tone, emphasising the word ‘good' as it would provoke an annoyed reaction from Quince. Even when Quince calls out my name, emphasising that I am just a weaver, I would respond enthusiastically, instructing him to tell me my part and to carry on with authority. Quince appears very powerful and ignores Bottom, so Bottom h as to re-establish his importance by ordering â€Å"masters spread yourselves' at this point I would reveal some dissatisfaction and pull up a chair and reluctantly sit down. At this stage I would want my audience to respond, by thinking Bottom a rather loud mouthed bossy individual and have them feel sorry for Quince having to put up with such a disruptive member of the group. When finding out that I am ‘a lover that kills myself most gallant for love' I will respond very dramatically, telling the actors how the audience will cry, as my acting will be so natural and emotional. I would hold my hands up to my heart to portray this and maybe pretend to hold out a sword to show how brave I am, even though I am just a lover and not a tyrant. I would also suggest other parts such as Ercles or a part to tear a cat in, to show my capabilities, and in doing this I would screw my face up to make me look vicious and claw my hands, frantically moving my arms back and forth as if I am attacking a cat. I can see myself in every role and when I recite my poem I walk around the whole stage, emphasising the words ‘raging' almost spitting the words out to show my fury, and ‘shivering' by holding my arms and trembling, with my teeth chattering. I would also push my hands out forcefully, thrusting my body forward, almost as if I was ‘breaking' the locks of the prison gates. ‘ Quince just ignores him and continues to issue parts to the other actors. I watch when Quince assigns the part of Thisby to the flute, the bellows-mender, which is the other leading role, and when Flute refuses the part as he has a beard coming, my faces becomes animated and delighted as I would love to play that part too, this would be shown by my raised bright eyes and my open mouth. I face Quince, even though he faces away and tell him how I could wear a mask, and speak in a monstrous little voice, where I would raise the pitch of my voice till it Is almost squeaky, and maybe use a feminine characteristic such as playing with my hair or holding out my hand as if I was carrying a basket. When Quince refuses to give Bottom both parts, Bottom doesn't show any disappointment and tells him to just ‘proceed. ‘ I continue to dominate the discussion and when Quince gives the lion part to Snug, I almost pounce like a lion and curl my fingers up like claws and raw in a deep husky tone. I go towards Quince and aggravate my voice and shout ‘I will roar, that I will do anyman's heart good to hear me.. ‘ and when I quote what the duke will say, I put on an articulate, upper class English accent when I say' Let him roar again, let him roar again. ‘ When Quince and the rest of the actors claim that I would scare the duchess and the ladies and they would end up hanging them all, I am not offended at all, and continue to suggest other ways of roaring such as ‘gently as any sucking dove' and whilst saying this I would say it in a feminine voice with a sweet and innocent expression on my face. When Quince responds, his voice becomes much more stern, and agitated when he says ‘you can play no part but Pyramus' I will the sulk and sit down on a chair, with my head down and my bottom lip drooping, like a child would do If they were upset. This may make the audience feel a bit sorry for Bottom or they might feel relieved that Quince has finally gained more courage and has power over him. When Quince sees this, he puts on a sympathetic tone and says ‘Pyramus is a sweet-faced man' lifting my chin up and gently stroking my face. I quickly recover myself by running energetically towards the wooden box filled with wigs and beards and open it rummaging through all the varieties of beards holding up the ones that might suit his character and throwing the ones that were not good behind him. I think Bottom quite likes the fact that Quince is almost pleading to him and saying how much he needs him to play the part and when Bottom says ‘Well, I will undertake it' he will say it proudly, expecting all the other actors to be relieved. In the end of the scene, when Quince suggests learning their lines the following night and rehearsing in the woods, he emphasises to the actors that they should not fail him. I as Bottom, will stand next to Quince, nodding my head up and down, and looking down at the other actors as I am in charge too and I will announce ‘ we may rehearse most obscenely and courageously' throwing my fist in the air with excitement and I will also make sure I have the last word when I say ‘hold or cut bow-strings,' which I will say firmly and sharply with authority. Overall I will try to irritate the actors and the audience, and make them feel sympathetic towards Quince. I also want the audience to realise that although I am very confident and make out that I'm very talented, I am not very good and don't really have the ability to act other parts, this makes it comical. I will intimidate the other actors on stage to emphasise my authority and I will make sure that I have Quince's attention throughout the whole scene, so if Quince turns his back on me or pushes me out of the way, I will get in front of his view and I will push him out of the way too. This way the audience can see our relationship clearer. There are lots of different levels of emotion when Bottom is acting and there is a lot of competition between Quince and him. Bottom is a very comical and melodramatic character to play.

Health Literacy Essay

This year marks one of the most significant years in the history of the United States of America. The election of 2008 will set in motion a new era for the US. With a lame duck president currently in office there is a 100 percent chance that things are going to change. One of the hot button issues during the campaign season is health care. However, in order to change health care, the United States must first be health literate. In order to do so the following should be known: the definition of health literacy, what health literacy skills are and why they are important, the history behind health literacy, and how health literacy affects the economy. First, to become health literate one must know the definition of this term. Being health literate does not mean hitting the gym everyday or trying the latest greatest fad diet. Health literacy can best be defined as â€Å"The degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions (2000). † It really is quite basic in definition but is somehow being overlooked in the United States today. The big problem is not that US citizens are making unwise choices when it comes to health care. The big problem is that US citizens do not know how to get the information about the right decisions, process a right or wrong decision or even understand basic information that relates the to health care and other health services. According to the National Network of Libraries of Medicine, health literacy includes the following: â€Å"The ability to understand instructions on prescription drug bottles, appointment slips, medical education brochures, doctor’s directions and consent forms, and the ability to negotiate complex health care systems (Glassman, 2008). † Be wary of the term literacy. Being health literate is not just having the ability to read. Health literacy â€Å"requires a complex group of reading, listening, analytical, and decision-making skills, and the ability to apply these skills to health situations (Glassman, 2008). † To know how to put health literacy to work in a country that is moving towards being centered on the consumer, the consumer must have health literacy skills. It seems as if every trip to the doctor’s office always starts with a stack of forms, questionnaires, and personal information sheets. From the outset the patient’s health literacy is being tested. Some other tasks that a patient must do are as follows: â€Å"evaluate information for credibility and accuracy, analyze risks and rewards, calculate dosages, interpret test results, and locate additional health information (Glassman, 2008). † It is easy to overlook some of these skills, but the fact remains that a big portion of people in the United States do no possess these skills. Miscalculating a prescription that cost $150 could get pretty expensive. However, in order to put health literacy skills to the test, the patient/consumer must be â€Å"visually literate, computer literate, information literate, and numerically literate (Glassman, 2008). † So where and when did this big push for the nation to be literate in health issues come from? In 1998 the American Medical Association (AMA) was the first group to advocate the belief that health illiterate patients affect medical diagnosis and treatments (AMA, 2007). The same article also stated that â€Å"poor health literacy is a stronger predictor of a person’s health than age, income, employment status, education level, and race. † Being health literate or illiterate can make you younger or older! The biggest push the make the United States a health literate nation might just come from this stat. â€Å"Individuals with limited health literacy incur medical expenses that are up to four times greater than patients with adequate literacy skills, costing the health care system billions of dollars every year in unnecessary doctor visits and hospital stays (AMA, 2007). † That is billions not millions! Billions of dollars are lost yearly do to patients missing a doctor’s visit and follow-up appointments, taking medications of schedule, and not being able to understand â€Å"take on an empty stomach† (Glassman, 2008). † Being health illiterate does not impact just the individual, but the society as a whole. Health literacy has a huge roll in the economy. The National Academy on an Aging Society estimated that additional health cost due to a low rate of health literacy was over $73 billion in 1998 dollars (NAAS, 1998). That number would be much larger ten years later. Also, those with low health literacy may have fewer visit to the doctor but end up using more hospital resources than those who are health literate (Glassman, 2008). Therefore, the more hospital resources used, the more expensive health care becomes. Each individual is not only affecting their own bank account, but they are also affecting someone else’s as well. It is quite startling that a nation as advanced as the United States could be this illiterate when it comes to an important issue like health care. Not being able to answer basic questions on a survey or medical history form is a big problem. Not being able to follow directions on a prescription bottle can end up costing billions of dollars. More importantly, not knowing how to read and follow simple directions like â€Å"take on empty stomach† can end up costing a life. Health literacy is a major issue in this country. It is an issue that has to be addressed. No longer can the United States afford to let billions and billions of dollars be spend foolishly in our health care systems. The evidence is there. Now it is time for a solution. It is time to begin educating people of all socioeconomic status of how to properly handle their medical matters. Continuing to ignore a health illiterate nation will only lead to more money being wasted and more people suffering. The time to start a positive change is now. Refusing to respond and educate people both young and old will only make United States even more broke and sick. Teaching proper health literacy will not cure any problems, but it can definitely help prevent them. References AMA Foundation, (2007, September 04). Health literacy. Retrieved January 30, 2008, from Health Literacy Web site: http://www. ama-assn. org/ama/pub/category/8115. html Glassman, Penny (2008, January 17). Health literacy. Retrieved January 30, 2008, from Health Literacy Web site: http://nnlm. gov/outreach/consumer/hlthlit. html The Center for Health Care Strategies and National Academy on an Aging Society, (1998). Fact sheet. Retrieved January 30, 2008, from National Academy on an Aging Society Web site: http://www. agingsociety. org/agingsociety/publications/fact/fact_low. html United States Department of Health and Human Services, (2000). Healthy People 2010. Retrieved January 30, 2008, from Healthy People 2010 Web site: http://www. healthypeople. gov/Document/pdf/uih/2010uih. pdf.

Help Ever, Hurt Never Essay

Everyone should act up to the motto: Help Ever, Hurt Never. Every educated person should engage himself or herself in selfless service to society with humility and a pure heart. All academic distinctions or even observance of spiritual practices are of no use if there is no love in the heart. Love and compassion are inherent in every person. Each has to share this love with others. Failure to share one’s love is gross ingratitude to society, to which one owes everything. One should give one’s love freely to others and receive love in return. This is the deep significance of human life. To purify the mind, one should nurture noble and sacred thoughts of service to others. One who does not hurt anybody and has feelings of love and compassion to fellow beings is the greatest of men. That is why sage Vyasa gave the essence of the eighteen Puranas (scriptures) in the aphorism: Help Ever, Hurt Never. Help rendered, however small, if it comes from the deeper urges of service welling in the heart is as good as the offer of life itself. Look about for chances to relieve, rescue or resuscitate. Train yourselves that you may render help quickly and well. Seva is the most paying form of austerity, the most satisfying and the most pleasurable. It springs out of Love and scatters Love in profusion. To help the helpless is the only way to please Him, to follow and reach Him. Serve people with no thought of high or low; no Seva is high, no Seva is low, each act of Seva is equal in the eye of the Lord. It is the readiness, the joy, the efficiency, the skill with which you rush to do it that matters. Train yourselves to serve God by serving man, in whom there is God installed in the heart. Convince yourself that the seva of man is worship of God. Efforts to serve must spring from agony at the suffering of others and the service must be genuine effort to get rid of that anguish. Do not worry about the result. Help as much as you can, as efficiently as you can, as silently as you can, as lovingly as you can, leave the rest to God, who gave you the chance to server. You should make every effort to avoid harming others in any circumstance. You are only hurting yourself when you hurt others. You should not use harsh words. When you develop human values, you can be free from diseases and even enjoy good health with God’s Grace. Ahimsa, the virtue of non-violence involves much more than abstention from injuring living beings. One should desist from causing pain to any living being not only by his deeds but even by his words and even in his thoughts. One should not entertain any idea of hurting or humiliating another. Service to man will help your divinity to bloom, for it will gladden your heart and make you feel that life has been worthwhile. Service to man is service to God. For He is in every man and every living being and in every stone and stump. Offer your talents at the Feet of God; let every act be a flower, free from creeping worms of envy and egoism and full of fragrance of love and sacrifice. If you have the talent, use it for the glorification of God and do it by uplifting man. A manishi (ordinary man) gets transformed into Maharishi (sage) by engaging in selfless service. You have to transform your life through service. You should give no room for arrogance or self-interest to the slightest extent in your service activities. Install in your heart the feeling that the service you render to anyone is service to God. Only then does service to man become service to Madhava. Hence you should scrupulously follow the maxim: HELP EVER, HURT NEVER.

Growth of Bacteria in Solutions Essay Example | Topics and Well Written Essays - 500 words

Growth of Bacteria in Solutions - Essay Example According to Levinson (2015), the scientific findings imply that the growth of both Staphylococcus epidermises and Saccharomyces cerevisiae is favored by low concentrations of NaCl. At 1% NaCl, moderate and high growth rates were observed for Saccharomyces cerevisiae and Staphylococcus epidermises respectively. Therefore, it means that even at hypotonic solutions, the growth rate of Staphylococcus epidermises faster than that of Saccharomyces cerevisiae. A similarity in growth behavior of the two bacteria was noted in 1% NaCl whereby both solutions turned cloudy. As the concentration of NaCl continued to increase, the growth of both bacteria decreased. According to Queck and Otto (2014), the growth of Staphylococcus epidermis can be experienced in NaCl concentrations of up to 10% but no growth can be experienced in 15% NaCl. On the hand, Saccharomyces cerevisiae showed scant growth in 15% NaCl. Scientific findings on the ability of bacteria to grow in solutions of different concentrations provide facts about the growth of Staphylococcus epidermis and Saccharomyces cerevisiae in 1%, 7% and 15% NaCl.It was noted that growth of the two bacteria decreased as the NaCl concentration increased.These findings support the argument that both Staphylococcus epidermis and Saccharomyces cerevisiae thrive in low concentrations of NaCl. The study showed that it was only Saccharomyces cerevisiae able to survive in 15% NaCl while the growth of Staphylococcus epidermis was limited to 10% NaCl.

Staying on Course to Your Success Essay Example | Topics and Well Written Essays - 750 words

Staying on Course to Your Success - Essay Example As an adopter of ‘on course’ principles, I wish to elaborate the ‘on course’ elements and how they can be incorporated to bring positive results, and thus, success in daily activities and thoughts. For success in one’s education, he or she must be willing to perform the creation role, as opposed to the victimization role. What does this mean? Being a creator implies that one acknowledges and takes responsibility for their course of actions or thoughts. In other words, a person adopts self-responsibility as aforementioned. As an elaboration, ‘on course’s’ self responsibility as an element requires one to perceive the primary causes of their experiences and outcomes as self. This, as opposed to seeing oneself as a victim, helps in guiding the person to focus on ways of changing their course of actions to make their situations better than they currently are. Contrary to victims, creators (the self-responsible ones) do not blame extern al factors like luck, fate, or other powerful individuals as the cause of their predicaments. Applied in education, creators are able to own their dissatisfying academic results, with an optimism of revising more and discussing with their classmates in an attempt to improve their grades. Such students also identify where they could have gone wrong previously to warrant such wanting results, maybe they missed classes, or failed to consult their instructors. The outcome of such self-analysis and meditation results in creators outlining their success activities. Victims, on the other hand, will fault family problems, errors in marking and ex cetera for their diminished performances. It is ones mandate to choose whether they prefer being a creator to being a victim. My advice for those who aspire to be successful is to opt for creator roles. Many successful stories have been linked to positive self-image. This implies that for one to succeed, they must believe in themselves and posses h igh levels of self-esteem. How can this lead to a success story? Positive self-image implies that one perceive themselves worthy as individuals. This has a great impact on their attitude towards life and its challenges thus they are capable of transforming negative situations into positive ones. Often, self-esteem and mastery of self-management go hand in hand. As such, individuals with high self-esteem also know how to plan for their activities geared towards achievement of their dreams and goals. In contrast, people with low self-esteem do not consider themselves worthy individuals; instead, they doubt their personal worth as well as their competence. Such people will always doubt their ability to make their outcomes and experiences desirable, and appear frustrated and depressed. In addition, those with low self-esteem show tendencies of failing to plan effectively for their actions. Consider the cliche that ‘no man is an island’ However outdated it seems, this phrase holds true if success is to be achieved. One must develop interdependence in order to achieve their goals. This is helpful because through sharing, one learns new things, as well as teaches others what they know. As such, interdependence brings mutual benefits that are crucial in the steps towards success. In addition, forming supportive relationships brings with it the satisfaction of helping others with one‘s knowledge. That in itself helps in enhancing self-esteem, in that one will view him or herself capable of creating a positive impact in life.

Applying Learning Theories Essay Example | Topics and Well Written Essays - 1500 words

Applying Learning Theories - Essay Example The Behavioral Theory or behaviorism stresses on the learning of facts and skills as stated by the authorities. For example, school board and the teachers. Behaviorist believes the environment is a great influencing factor in the process of learning. The theory of behavioral learning also contends that contiguity and reinforcement, whether positive or negative, are essential to the learning process. Characteristics Behavior, which is positively reinforced, will occur again; discontinuous reinforcement is particularly successful. Information must be presented in small proportions so that responses can be reinforced ("shaping") Reinforcements arouse similar stimuli ("stimulus generalization") producing secondary conditioning. Principles Practice takes in the form of question (stimulus) - answer (response) frames which expose the student to the subject in gradual steps The learner must make a response for every frame and receive immediate feedback There is a gradual introduction of diff icult questions to get positive response and thus leading to positive reinforcement. The good responses must be followed with the positive reinforces such as verbal praise, good grades etc. 2 B.F.Skinner’s Behaviorist theory works on the similar grounds of conditioning theory as proposed by Pavlov and Watson. They observed that the formation of behavior is essentially related to the external environment .Pavlov established the classical conditioning paradigm. Watson studied overt behavior and concentrated on the conditioning of emotions. Skinner model of behavior is based on observation, he studied environment control on the behavior and explained operant behavior rather than respondent behavior played greater role in life. An Operant conditioning can become a means for behavior modification. â€Å"When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. The distinctive characteristic of operant conditioning relati ve to previous forms of behaviorism is that the organism can emit responses instead of only eliciting response due to an external stimulus.† (B.F Skinner) Reinforcement is main constituent in the Skinners S-R Theory and a rein forcer is anything that strengthens a response. Good grades, a verbal praise, feeling of accomplishment are all positive rein forcers. There are negative rein forcers that refer to adverse stimulus or response. A great deal of attention is given to schedules of reinforcement and their effects on establishing and maintaining behavior. Behaviorist theory and Instruction Design The Behaviorist theory is involved in the following. Behavioral objectives movement; the teaching machine phase; the programmed instruction movement; individualized instructional approaches, computer-assisted learning and the systems approach to instruction. Based on operant conditioning Skinner's teaching machine required the learner to complete or answer a question and then receive feedback on the correctness of the response. Skinner demonstrated his machine in 1954.Programmed instructions concentrated on the hardware than on the course development. Individualized instructions are used in reading science, math .Computer assisted learning is much a drill, and practice controlled by program me developer rather by the learner. The system approach is employed in the language laboratories, teaching machines, multimedia presentations etc. Most systems approaches are similar to computer flow charts