Higher Education Essay

In Classical vs. Modern Education: The Principal Difference article from the second issue of Classical Homeschooling Magazine, Patrick Carmack compares and critizes the both classical and new modern education models in terms of effectiveness and ethics. Within the samples from Socrates’ classical education understanding, the article points out that altering education system becomes an inanimate occurrence which ignores the soul of human beings and considers them as a sort of computer, a creation solely having a brain to use as a data storage. As the author clarifies at the article by giving definitions of either type of education, education is much more complex than it seems, not merely gain information but also widen self’s horizon and learn to differentiate between good and bad, then being able to aim to goodness. Therefore the basic content of the education, what Carmack claims, should involve feelings, emotions – the most mentioned in the article is love- in order to have ‘‘well-rounded, cultured gentlemen and ladies, capable of addressing any problem or situation in life with the maximum likelihood both of success and personal happiness’’ (para.5). Carmack also touches upon the homeschooling issue, in a positive perspective in consequence of children who is educated or continue it by their family -except paramount situations- in a habitual, loving environment. Despite many obstacles and disadvantages author considers homeschooling as ‘‘the single greatest advantage’’ of progressive education. Another point is, the adoption of the German kindergarten model has lessened the early home formation years of children’s. Moreover this has received the chance from kids to learn culture of their homes. As Carmack mentions at the beginning, since every individual has distinct features and characteristics, it should be taken into consideration that not everyone has the same IQ, interests and culture. Thus, it is essential for a child to know self’s own culture in the cause of built their own identity solidly and this can be only learned in an environment which provides the necessary cumulative cultural factors. All in all, writer engages attention to Socratic way of educating love and, defends it against the modern, in another words progressive education, clarifies the misunderstanding about the education’s aims and, emphasizes the necessity of consideration on individuals which have diverse characteristics; IQ, learning type, interests, culture, etc.

characters we call gunfighters essays

characters we call gunfighters essays The period following the Civil War was a time of great uneasiness. It was an era that gave rise to the Western outlaws. They were bandits, gunfighters, and men guilty of hundreds of crimes, but they were also important in shaping American folklore. Two important factors contributed to the making of these legends. The transition that these men under went from solider to ranch hand or cowboy, and the making of their legends through the media molded the way we perceive gunfighters today. I feel that the media had a major role in creating the characters, legends and hero's that we learn about in history. The Civil War gave many young men a taste of conflict and killing. Many that fought the War were a very tender age and very impressionable. According to an article written by Mark Sufrin called "The Western Gunman", he said that the "Civil War soldiers were to much in love with killing after years of violence to settle down"(23). After the Civil War many of the men were hired by ranchers as ranch hands which paid little for their hard work. Many of the young cowboys found themselves craving the life they had lived for four years of violence and killing. It was these impulses that caused them to run rampant across the west, robbing banks and holding up trains. As the west was growing so was the need for law and order. Town sheriff's and U.S. Marshal's took on that role. This would pave the way for the so called "gunman and gunfighters". According to the Encyclopedia Britannica, "One example of this was a young man named Jesse James who fought in the Civil War when he was fif teen. He and his older brother Frank were in the pro-southern guerrillas led by William C. Quantrill. After the war, Jesse formed a highly successful gang. They held up banks, stagecoaches, and trains until 1876 when the gang was shot to pieces by the folks of Northfield, Minnesota when they tried to rob two ban ...

Business Essay Example | Topics and Well Written Essays - 250 words - 32

Business - Essay Example The future of being an Educator is great as it provides ways to get involved in the field of study directly, a direct interaction with the students helps to gain awareness about the perspective of the young generation and how the future of the world is going to change according to their mindsets. Now coming to the challenges faced. Professional careers aim is to provide the best of the services one is specialized at without any issues. A decade ago education was not considered a professional job but in today teachers are appreciated to prepare themselves before entering a class. Similarly in coming 4 to 5 years, the level of studies would enhance and a simple explanation won’t be enough to clear the doubts of students. A teacher has to face such challenges and give a logical reasoning and prove his point of view with examples to convince the students. The greatest strength of being a teacher is his knowledge, being a specialized teacher in the field of economics particularly is a benefit in itself. Development is needed in every profession, but specifically for an educator, knowledge of new advancements and discoveries are a must to deliver it to the students. To be a successful educator, a clear way of talking that is easily understandable for all students. Secondly knowledge and skill to teach needs a constant revision. Where as in the coming year I need to enhance few areas to participate and develop professionally. Firstly an educator has to continue his studies as well a professional masters degree in my field of study, secondly adopting the latest way of teaching i-e through presentations and multi-media and lastly to prepare oneself before a particular lecture. All these areas need development to enhance the present as well as future jobs as an educator. The graph of success in a professional career faces sets backs

TOPIC FROM PERSONAL EXPERIENCE MUST BE FIRST HAND EXPIERENCE WRITTEN Essay - 1

TOPIC FROM PERSONAL EXPERIENCE MUST BE FIRST HAND EXPIERENCE WRITTEN IN OWN OWRDS USING THE PRONOUN I - Essay Example I happen to have a very good handwriting, too bad it never helped me in getting good grades when it came to Algebra. I looked around to see a whole lot of people were busy talking and laughing. Some were hard at work and some were simply copying stuff from the others. Thinking that I should also get to work now, I turned my attention to the textbook. I turned the book few pages back to look up some pointers on cyclic equations. Sitting right behind me, Kimberly and Amy were comparing notes about how to best avoid split ends in hair. I tugged at my ponytail, groaning inwardly at their frizzy texture. Suddenly, I realized I had been staring at the same page for past ten minutes, contemplating uselessly on hair care. Bracing myself, I got back to work and resolved not to get distracted again. To my surprise, the first few steps of the problem went well but halfway through I found myself stuck again. Mike, from the other row, chose the moment to disrupt the class with his famous imitation of buzzing bees. Fuming inwardly, I tried to concentrate but to no avail. I ended up spending another five minutes making tiny flowers around the page number and a face right above the Exercise heading. â€Å"This looks better now†, I thought looking at the page number. I looked around to find a completely engrossed Hannah, sitting next to me, had solved the problem and was already jotting down the next one. I felt the usual wave of frustration building up inside me at the difficult nature of this subject. Irritated with my lack of concentration, I compared my work with Hannah’s and learnt that the reason I was stuck with very wrong looking values was because I had made a few dumb mistakes. Taking the lead from her, I set about correcting my work. I was confident that I will be able to solve it then. Hannah was kind enough to explain the equation functions to me. Patiently bearing my occasional spacing out due to noise distractions in

Comparison between american and japanese army in world war 2 Research Paper

Comparison between american and japanese army in world war 2 - Research Paper Example It is worth noting that in the beginning of the war, with Japan bombing Pearl Harbor, Japan can be considered as having air force capabilities that were considerable in 1941, even as the United States was in a state of trying to accelerate its air force program through a rapid buildup in capabilities. What prompted this hasty buildup was Germanys invasion of Poland two years before the Pearl Harbor invasion, with Hitler signaling its ambition to take on Europe by force. At the time of the Polish invasion the American Air Forces consisted of less than two thousand aircraft and just 26,000 people. The US War Department signaled its own intent to radically beef up its air force capabilities with the establishment of the AAF, or the Army Air Forces, making it equal in stature to the ground forces of the US Army (Craven and Cate; Weinberg; US Air Force; Weider History Group). After 1941, it became clear to the US that the war could not be won without the necessary radical expansion of its air force capabilities, and the manic buildup process resulted in the United States eventually producing the largest air force fleet in the world, eventually overcoming the air forces of the Germans and the Japanese. The capabilities of the US Air Forces at the height of that buildup ran through a wide array of tactical functions and uses, from reconnaissance to bombing to attacking, personnel training, and transporting. At its height, the US Air Forces had an inventory of more than 80,000 aircraft with different capabilities and uses, while its personnel count reached more than 2.4 million people. A sampling of the inventory of aircraft used in the war effort included the B29 Superfortress, the B17 Flying Fortress, the C47 Skytrain, and the P51 Mustang (Coakley; Adams 1994; US Air Force). The final year of the war saw the complete overpowering of the counterpart US air forces of the Japanese, capped by

Understanding and Using Inclusive Essay Example for Free

Understanding and Using Inclusive Essay 1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own experiences and consider how these experiences influence the way they learn. 1.2. There are a number of strengths and limitations of learning approaches when teaching. For example, a strength can include an activity and/or a demonstration in pairs or groups, a questionnaire and a power point presentation. The limitations could be when working in group sessions, a shy person can hide in a group, more confident people can take over and there could be a possible clash of personalities. Using all learning styles need to kept to a minimum as previously stated not all students learn the same, some students may ‘switch off’ at certain times and become less interested in the subject, this will hopefully ensure that all students can relate and keep concentration in the subject that is being taught. 1.3. Providing students with the functional skills within the chosen subject will be in ways which the students will be reading, speaking and listening as the demonstration I will be giving will be from power point but will also include listening to instructions and watching myself with a volunteer. The students will have only have a certain length of materials to use so they will need to calculate these when carrying out the activity themselves. To incorporate ICT, students will need to use their own mobile phones to download an app and at the end of the lesson. Once the students have completed the lesson, they can use all of the skills out of the classroom and into their everyday life. 2.1. Creating an inclusive learning environment benefits all students to enable effective learning to take place. The environment in which you are teaching the subject can sometimes be restricted but teaching can take place anywhere not necessarily just in a classroom, for example, colleges, learning centres, the workplace, prisons are to name just a few. When teaching you would need to consider the venue, rooms and resources but also your attitude and support as this can also have an impact on the students in which they will learn. 2.2. It is important to select a number of teaching and learning approaches as individuals can face a number of barriers causing them difficulty to learn. Maslows (1987) Hierarchy of Needs shows that if all five aspects of this theory are met, which are, self actualisation, self esteem recognition, safety/security and physiological it creates a healthy environment for learners to progress and achieve their goal. 2.3. Motivation is what causes us to act, it is either intrinsic (from within) which means to learn for your own fulfilment or extrinsic (from without) which means they may be an external factor motivating the learner. To help motivate learners you can set targets, be professional, create interesting and relevant tasks or activities, engage students and give them the opportunity to learn. 2.4. Ground rules can be set by having a group discussion. To have the ground rules mutually set between the teacher and the students it makes it more likely for these to be followed and adhered to. As a teacher certain ground rules need to apply to allow all students to be treated equally and fairly, for example, punctuality, respect for others, mobile phones off or on silent, no abusive language, no racism and no discussing politics. 3.1. See Micro Teach session plan 3.2. Using my selection of teaching methods covers the three learning styles  which people have (VAK). The power point presentation and demonstration covers the visual and auditory learning styles whereas the demonstration and group activity/task covers the kinaesthetic learning style. Handouts will also be given which are reflective tools; this will help the students to remember important information that is being delivered. 4.1. The teaching approaches that I am using helps the students engage by connecting the subject to real life, it will teach self monitoring skills and information will be presented in multiple formats. As all three learning styles are being covered this will also help keep the students motivated and interested. 4.2. Communication is a key point in all aspects in life, communication with students is essential for them to ascertain progress and identify where improvements could be made. For communication to be effective teachers need to speak slowly and clearly and by only using words in which the students should be able to understand, however communication is a two way process, the teacher could ask questions to ensure the students have understood. 4.3. There are a number of ways to give constructive feedback to your students, when giving feedback to students, teachers need to be positive, open and honest, be clear and specific, be balanced, be motivating and also invite self assessment. Gray and Smith (2000) pointed out that students want consistent, genuine feedback because they do not want to ‘carry on doing it wrong’. References http://www.flinders.edu.au/teaching/quality/teaching-methods/inclusive-teaching/strategies-for-inclusive-teaching.cfm http://www.functionalskills.com/Functional-Skills/Functional-Skills-faqs.php http://www.anngravells.co.uk/sitebuildercontent/sitebuilderfiles/SampleD9001.pdf http://www.sagepub.com/upm-data/39528_Pages_from_Green_ch1.pdf http://livingsta.hubpages.com/hub/Establish-ground-rules-with-your-learners-PTLLS http://livingsta.hubpages.com/hub/Explain-and-justify-the-reasons-behind-your

Representation of Political Scandals in the Media

Representation of Political Scandals in the Media Political Scandals Interim Submission The question that I have chosen to answer for my essay is: ‘How fair and balanced has the coverage of political scandals been in the British media?’ By selecting this question I can explore the different political affiliations in the British press during times of scandal and how each news media reported on it depending on their relationship with the political party at the centre of the controversy. Firstly, to begin my essay I will provide some background information on how the press functions in UK politics for which I have conducted some research on for the interim submission using the chapter titled Judging the Media: Impartiality and Broadcasting in the book Politics and the Media Harlots and Prerogatives at the Turn of the Millennium (chapter written by Eric Barendt and edited by Jean Seaton). I have found that it is common knowledge that UK newspapers are, of course, free to support whichever party its editor or proprietor, chooses, and to take sides on political issues. With this power they are not expected to be impartial or balanced in their coverage of contentious political matters such as General Elections and political scandals. For example, The Sun itself claimed credit for the surprise victory of the Conservatives in the General Election of 1992 with the notorious front-page headline Its The Sun Wot Won It on Saturday 11 April 1992, according to John Curtice in hi s research piece: Was it the Sun wot won it again? The influence of newspapers in the 1997 election campaign (http://www.crest.ox.ac.uk/papers/p75.pdf). Because of this ahead of the 1997 election, Tony Blair in opposition assiduously courted Rupert Murdoch and the editors of his newspapers. It is unlikely that the Labour majority in 1997 would have been so large, had the Sun not decided to support it six weeks before polling day. These freedoms are essential aspects of the traditional British understanding of ‘press freedom’, also constitutionally guaranteed in many other nations including the USA by the First Amendment (http://www.law.cornell.edu/constitution/first_amendment). To show that I know what I am writing about and avoid misinterpretations by settling on a single understanding of key terms I will define terms such as: ‘fair’, ‘balanced’ ‘media’, ‘power’ ‘popular’, ‘success’, ‘failure’, ‘disaster’ and of course ‘scandal’. Defining terms ensures that I am talking about the same things as the reader. For example, I could define ‘fruit salad’ as containing, pineapples, yellow apples and bananas. By doing this, the reader will not object when I later write that fruit salad has vital red deficiencies. By defining ‘power’, I would demonstrate that I am aware of other interpretations of the term. It will actually often not be essential to state what the other explanations are, except if the distinction is an essential aspect of the argument. I will be structuring my essay chronologically covering seven scandals over a ninety-one year period in Politics from the Marconi scandal in the summer of 1912 to the Iraq War and the apparent suicide of Dr. David Kelly in July 2003. Furthermore, one of the scandals I will be researching will be an overseas scandal: the Lewinsky scandal, which involved former US president Bill Clinton. I will use the scandal for comparison with the John Profumo sex scandal. In addition, I am going to use a wide range of sources for the essay including: books, newspaper articles, journals, academic research and blogs. All these historical scandals have their own historiography. I will look at the way that they have been written in the press over time (during the scandals and during the present day), the occasional conflicting objectives pursued by journalists and academics on them over time, and the way in which such details form peoples understanding of the scandals. These different sources are important because they will help me: To gather information so that I can develop and enhance on my own political knowledge and understanding of particular scandals and how they were reported in the British media. To identify, build and support arguments or research in the essay which will help demonstrate the understandings that I have acquired. I have listed the scandals that I will be covering, the scope of research that I have conducted for them, the different sources that I have referred to for my research and a provisional list of sources that I plan to use in the final essay below. Moreover, I have included a rough word count for each scandal. THE MARCONI SCANDAL 1912 Centered around allegations that members of the Liberal Government, under Herbert Asquith’s premiership, had profited by inappropriate use of information about the Governments plans with respect to theMarconi Company: knowing that the government was about to issue a lucrative contract to the British Marconi company for theImperial Wireless Chain, they had bought shares in an American subsidiary. The allegations included the fact that Isaacs brother,Godfrey Isaacs, was managing director of the Marconi company. Although the political repercussions were in fact minor, theNew Witnessdrew conclusions about fraud in British politics. SUEZ CRISIS 1956 Anthony Eden becomes Prime Minister in 1955 high sense of optimism. Hailsham – ‘a real post-war government, led by a PM who represented contemporary manhood, rather than the pre-First World War generation.’ Optimism about: progressive ideas in domestic affairs, his belief in property owning democracy and industrial partnership. However, all Eden’s career had been foreign affairs and not domestic politics. Ironically his downfall was foreign affairs Suez Crisis. Ends in disaster, military operation called off in humiliating circumstances as Britain withdraws due to American pressure due to economic reasons. Outcomes: Political crisis – Eden seemed weak, lost in a policy he was supposed to be the master of. Came under heavy attack from Labour in parliament and sections of national press e.g. Manchester Guardian. By lying to Parliament about collusion with France and Israel, Eden had tarnished his image and prestige. Chancellor Harold Macmillan leading the campaign with Eden’s cabinet for Britain to abort Suez. Demise of Eden – never recovered from Suez (though resigns due to poor health in 1957). Replaced by Macmillan. PROFUMO AFFAIR 1963 Scandal which was a personal disaster for Harold Macmillan. Given sensational treatment by the press. Political impact of the affair was actually short lived but the image of Macmillan as old and out of touch was reinforced. Significance: Ideal excuse for press to go after every detail Press became less deferential, more intrusive previous tactics used by government to prevent publication of sensitive or embarrassing information no longer worked. Booker – â€Å"after years of uneasy indulgence, the people were restless and dissatisfiedwild rumours of strange and wild happenings in the country villas, of orgies and philandering..brought the capital into a frenzy of speculation and contempt aroused by the Government in the hearts of the great mass of the people† LEWINSKY SCANDAL 1998 (USA) [COMPARISON] 1995—Monica Lewinsky hired as a White House intern. Series of 10 sexual encounters. Kenneth Starr investigates. Michael Isikoff, Newsweek reporter, investigates, but magazine delays publishing. First public report of the scandal seen on Drudge Report. Clinton denies allegations. Extremely detailed Starr Report released. Lewinsky allegations dismissed in Paula Jones case, but coverage is still pervasive. Rumors circulate on the internet. 24/7 cable news networks. Decline of gatekeeping sensationalist journalism. Salience and dumbed-down news. Pressure on news outlets to report on rumors. Public’s â€Å"right to know†? Drawing the line between news and drama/entertainment. JOHN MAJOR AND SLEAZE 1990s Growing internal divisions in the Conservative Party after 1992 Major – an ‘unlucky PM’? Exhausting battles began to drown out the positive achievements in a sea of party infighting and political setbacks. Between Black Wednesday and the 1997 election, Major suffered a slow political death. Major’s tribulations can be summed up as: Easy target for satirists and cartoonists: Private Eye, Rory Bremner, Spitting Image’s grey man. None of this Satire vicious and Major remained personally more popular than his party, but the image of Major as a well-meaning but bumbling and inadequate leader stuck to him. Blatant actions by anti-Europe elements in own party 1993 Maastricht Treaty was initially blocked by rebel MP’s. Major won the vote in the end but authority was damaged. â€Å"Do we want 3 more of the bastards† accidentally recorded press, e.g. Daily Mail, speculating as to whom Major was referring to speculation as to whether a leadership challenge would occur. It did not but the threat was damaging enough. Major tried to reshuffle his cabinet in 1994 with little impact. Press speculation continued about possible challengers for leadership from disaffected cabinet members 1995 Major called for leadership election so that he could be re-elected to do his own job (Back me or sack me). Sleaze – press coverage key here: sensationalist and intrusive and a contrast with Major’s ‘Back to Basics’ campaign 1993 (call for return to traditional moral values). Examples include Yeo and Mellor (sex scandal, resigned), Scott Enquiry 1994 (illegal selling of arms investigation, Tory’s ‘economical with truth’), Archer and Aitken (perjury). Major became easy target, respect declined – gave press fuel. Sleaze similar impact as Profumo Affair on Macmillan 1962. Seen as out of touch, untrustworthy, too preoccupied with own traumas than those of Britain in comparison to a reinvigorated Labour. Further press and opposition hostility due to ammunition – easy target. Sleaze ran all way to 1997 election – factor in Labour’s 1997 victory? POLITICAL IMPACT OF IRAQ/ DEATH OF DR. DAVID KELLY 2003 Iraq War and Blair-Bush relationship is argued to be the defining issue of Blair’s second term. Blair had to fight two wars over Iraq one against Saddam Hussein one to win over political and public opinion at home Media: initially supportive. Continually supportive of â€Å"our lads† but not of the governments/countries who led Britain into Iraq. Method: Intelligence dossier on weapons of mass destruction idea Hussein had biological and nuclear weapons. Failed to convince those who though WMD had been exaggerated/overrated. Questions over why Alastair Campbell played such a large role in drafting dossier – ‘sexed up dossier’ (Gilligan, 2003) to exaggerate the threat from Saddam and that it was intended for political purposes. Accusations dossier was about political presentation rather than hard evidence. Impact of WMD: No WMD were found. Death of Dr. David Kelly (weapons expert at MoD) further damaged the governments reputation as the case dominated the national news, rocked the government, and put the doubt into the British public’s mind about whether this dossier had indeed been exaggerated. The role of critical and sensationalist press had a profound effect Lord Hutton’s Enquiry– absolved the government from blame and criticised the BBC but the damage was done.