Managing Strategy Essay Example | Topics and Well Written Essays - 1250 words

Managing Strategy - Essay Example Introduction PESTEL is a model that considers the Political, Economic, Social, Technological, Environmental as well as legal aspect (Thomson & Strickland, 1998). It is considered as one of the models that can be successfully used particular for groups that are considered to be more private focused. Such groups may be victims of being oblivious to the effect of the external forces since their focus is laid on the internal forces. In studying the European Tour operation, PESTEL had been exhaustively practiced to arrive at the current status of the industry. Discussion According to the study, Political factors such as Government policies and trading policies were central to the growth. A case in point is the outcome of the competition authority clearance which witnessed the merger between Thomas Cook and the British Competitor MyTravel, an integrated international group. The economic situations and trends were also awakened the industry, where players like TUI responded to the actions o f Thomas Cook by the acquisition and merger with First Choice. These home economic situations and trends tighten the competition in the European Tour and Operation Industry. The economic situation was also concerned with the Industry specific factors where the Thomas Cook adopted flights that gave the customers choices of chartering plans rather than DO It-Yourself and thus assured security and good value for the vacationers. Economic factors such as interest rates also influenced the operations of players like TUI. This was witnessed where an anticipation of a sustained weakness of the pound against the Euro and the expected increase in unemployment made TUI to cut summer capacity by 27% to the British travelers in 2009. These economic factors also saw Thomas Cook undergo reorganization after experiencing continuing decrease in revenue. On consideration of the social factors, TUI got involved in low cost airline which was expected to get to the average families as well. TUI also go t itself different brands all over Europe and world at large to present different images in different environment, which they successfully did through travel agents as well as having there different brands of Tour operator selling not only fully packaged tours but also individual travels components. Competing Technological Development also shaped the tours operations in Europe. The observation that call centers and online bookings combined, in 2005 accounted for 25% of the sale gave an indication that technology had given the business of Tour operation a new face all together. This is also observed when online Travel Agencies are noted to have been moving quicker than the traditional Tour Operators who were seen to be going down the hill. The Literature also elaborates that tours operators no longer competes exclusively amongst themselves but face competition from online channels. The maturity of technology seemed to have played a very significant role in the development of tour ope ration in Europe. When it comes to environmental factors, clearly, Consumer buying patterns played a role in the determination of the progress of the industry the fact that a number of structural changes between US and UK. This was grounded on the understanding of the differences between the US markets and the European markets. The study notes that the Europeans take more vacations than Americans and that US travelers tend to be more independent and

Why I Want to Become a Teacher Essay Example for Free

Why I Want to Become a Teacher Essay I always wanted to become a teacher. The main reason for this is that I want to do something to help the community, and give back some of the privileges that I enjoyed. Some of these privileges included a great education, and caring teachers. I could see myself accomplishing this task through teaching. New York City needs hard working, caring, and responsible teachers, and I want to become a part of it. I believe that to become a teacher, your heart really needs to be in it and you need to be committed and dedicated. I will constantly think of ways on how to improve things and how to help my students when I become a teacher. I have the motivation, and the potential to become a New York City Teaching Fellow. In this way, I will be influencing the futures of our next generation in a positive way. I have previously worked as an occasional per diem teacher in the year 2002 with the Board of Education of NYC. Actually, it was my first job right after college. I enjoyed my time working there and helping students out, who were in need of help with their math skills. Through this teaching job, I learned a lot of things. Most important was the behavior aspect of children. I completely understand how to motivate students, and how to get them interested in the coursework. Their enthusiasm and motivation is the key to a better future generation. Besides that, I have very strong math skills, which help me make a strong candidate as a teacher. These math skills were visible when I took Calculus 1, and Calculus 2 in senior year of high school. After that, I took statistics and other advanced calculus classes in college. This progress continued through graduate school. Therefore, I believe that my educational math experience and previous experience as a math teacher will help definitely ensure high academic achievement for my students. New York City has many high-need schools located in low income communities. I also come from a low income family. Therefore, I think of it as my duty to come forward and do something for the low income families. I understand the pressure these kids are facing and the daily hassles that they go through. Therefore, it will be a great opportunity for me to work with the children of a high-need school, while understanding their situation completely. In conclusion, I would say that it is my dream to become a teacher and give back to the community that gave everything to me. I have the experience and the right education to make me a perfect candidate for teaching. I know that I will be a part of the next generation even though I am not in it and that makes me excited. I will be able to help shape history by being a teacher by setting these children up for their future. I cannot wait to get into a classroom and impart my enthusiasm to kids. They will learn and I will as well and it will be a great accomplishment for us.

Relationship between Alcohol and Depression

Relationship between Alcohol and Depression The Complex Association between Alcohol Consumption and Depression Constantin Vintilescu Abstract Symptoms of depression are typically among those who abuse alcohol. Previous research has shown a positive correlation between alcohol consumption and depression exists; however, the exact nature of the association is complex. The purpose of this paper is to examine the relationship between the amount of alcohol consumption and severity of depression as described by the Alameda County Health and Ways of Living Study (ACHWLS) dataset. The raw data was aggregated, transformed, and used to calculate new variables. Correlation and curve estimation analysis was performed on the calculated variables. An overall positive correlation was confirmed, and previous research was upheld by demonstrating that abstainers and heavy drinkers have greater symptoms of depression than lite to moderate drinkers. However, a complex S-shaped pattern, with low symptoms of depression among very heavy drinkers, was determined to be the best fitting regression model. This finding has previously been undescribed , and may be due to the limitations of self-reporting by very heavy consumers of alcohol and the severely depressed. Further study is suggested, with screening performed by trained professionals, to confirm this finding. The Complex Association between Alcohol Consumption and Depression Alcohol consumption and depression are frequently co-occurring conditions. A cyclical pattern of escalating comorbidity has been described in people with both disorders, but previous studies have shown that the association is not a simple linear correlation. The aim of this paper is to conduct a secondary data analysis of the 1994 ACHWLS dataset to describe the relationship between alcohol abuse and depression. Research Questions Is there a positive correlation between alcohol consumption and depressive symptoms? Does a linear, quadratic, or cubic regression model explain the most variability between alcohol consumption and severity of depressive symptoms? Background Alcohol abuse is common and is often associated with depression. In a 2012 survey, conducted by the Substance Abuse and Mental Health Services Administration, of Americans over the age of twelve: 17.0 million reported heavy drinking, and 14.9 million were diagnosed with alcohol dependence (SAMHSA, 2013). According to the SAMHSA (2014), an estimated 43.7 million American adults experienced some form of mental illness; and an estimated 9.6 million adults had a serious mental illness, including major depression. Of these, 8.4 million people had co-occurring mental illness and a substance use disorder (SAMHSA, 2014). Of people with alcohol problems, 80% show symptoms of depression (Mclntosh Ritson, 2001), and 25% of those with depression also have an alcohol problem (Chick, 2002). An escalating cycle of comorbidity exists between alcohol abuse and depression: people with a mental health disorder have a higher likelihood of alcohol abuse when compared to people without mental illness (SAMHSA, 2014); people with concurrent major depression and a substance abuse disorder have more severe symptoms of depression than those without a substance abuse disorder (Ostacher, 2007); and greater severity of depression is associated with more drinking (Palfai et al., 2007). Thus, depression may augment alcohol use, which in turn, may increase symptoms of depression – creating an accumulative cycle of abuse and depression. Numerous studies confirm the positive association between alcohol consumption and depression (Alati et al., 2005; Dixit Crum, 2000; France et al., 2004; Hartka et al., 1991; Rodgers et al., 2000). However, the nature of the relationship is complex, as both the abstinence from and heavy consumption of alcohol are both associated with an increased risk of depression (Alati, et al., 2005; Blow, Serras, Barry, 2007; Rodgers et al., 2000). It is clear that the relationship is non-linear (Rodgers et al., 2000b), but there is uncertainty over its exact nature. Whether the association curve is J-shaped or U-shaped depends on the method of measurement (Graham, Massak, Demers, Rehm, 2007). Data Source The 1994 ACHWLS is part of a longitudinal funded by the National Institutes of Health, which began surveying a random sample of households in Alameda County, California in 1965. Alameda County was chosen because the diversity of residents closely resembled the population of the United States, and thus allowed for greater generalizability to the American public. The 1994 ACHWLS attempted to follow-up on all the respondents interviewed in 1965 and 1974 with a self-administered questionnaire regarding living patterns, health, and socio-demographics. No one question, on the ACHWLS, completely reflected the intensity of alcohol consumption, or the severity of depressive symptoms, exhibited by the respondent, so a strategy to represent a cumulative score for these variables was developed. Key questions regarding alcohol use and symptoms of depression were identified and aggregated in Table 1 and Table 2 respectively. Several responses to questions were reversed so that a higher numerical score reflected an increased severity of symptoms. Responses were subsequently transformed to a zero-based scale. Table 3 and Table 4 show the recoded values. Table 3 and Table 4 were each summated to calculate the new variables DRINKING and DEPRESSION respectively. Of the 2,729 respondents in the ACHWLS, only cases with complete responses to all items on both Table 2 and Table 3 were considered (N = 1,248). Included participants ranged in age from 46 to 95 years old (M = 63.1, SD = 9.79). The median income was $ 40,000-$44,999; the majority were male (56%); most had finished high school (90%), and had at least some higher education (66%). Race/ ethnic demographics are summarized in Table 1. Methods The distribution of DRINKING is slightly skewed to the right (skewness = 1.70). The histogram, mean score, and SD are shown in Figure 1. Possible values range from zero to 24. Similarly, DEPRESSION is also slightly skewed to the right (skewness = 1.48). The distribution is shown in Figure 2. Possible values range from zero to 18. The mean DEPRESSION score corresponding to each DRINKING value is shown in Figure 3. Being the sum of several ordinal values, it is important to clarify that DRINKING and DEPRESSION both represent continuous scales of intensity. Although their possible ranges are limited on this instrument, their values could theoretically be measured on an infinite positive scale of rational units. As such, parametric testing is appropriate; even though the data is not a perfectly normal distribution, parametric procedures are still valid because of the very large sample size (Ghasemi Zahedias, 2012). Pearson’s correlation was performed to test the overall relationship between quantity of alcohol consumption and of severity depression. Since convincing evidence has previously demonstrated a positive association exists between the variables in question, directional analysis was used to determine the p-value. This method increases the experiment’s statistical ability to discover an effect without changing the level of significance. To describe the nature of the association, non-linear regression was performed in SPSS. The curve was estimated using several models, including linear, quadratic, and cubic to determine the best fit. Results A directional Pearson Correlation was performed between DRINKING and DEPRESSION. The effect size was determined to be small, but significant, r (1249) = .091, p = .001. Curve fit analysis shows that linear (F 1, 1246 = 6.134, p = .013, R2 = .005), quadratic (F 2, 1245 = 7.789, p 2 = .011), and cubic (F 3, 1244 = 7.545, p 2 = .018) regression models were all significant. Figure 4 shows a comparison of all three models and the actual data. The cubic regression model was able to explain the highest degree of variability, accounting for .016 (adj. R2) of the variance in DEPRESSION. Figure 5 shows the cubic model along with the formula governing the curve. Discussion Although the Pearson’s correlation was a significant positive value, the effect size was small. This is an expected outcome because the nature of the association is non-linear. Negative correlations among abstainers and very lite drinkers served to negate much of the positive correlations among moderate and heavy drinkers. Segmented correlations or stepwise regression may be of value to determine the exact effect on depression for each of the following groups: abstainers, very lite drinkers, lite drinkers, moderate drinkers, heavy drinkers, and very heavy drinkers. Cubic regression was the best fitting curve, but only a small degree of variability was explained by this model. This may be due to possible limitations of the DEPRESSION variable. A more sensitive instrument to gauge depression severity may yield a higher R2. Also, due to the nature of very heavy drinking and severe symptoms of depression, persons with these afflictions may be under-represented in the ACHWLS survey. This possibility may be responsible for the low R-value. Screening performed by trained professionals may increase the correlation and variability explained by this model. Interestingly, the curve showed a complex S-shape, with very high alcohol consumption being associated with lower symptoms of depression. This observation may also be related to the sensitivity of the DEPRESSION variable, or it may be related to a reporting problem among very heavy drinkers. Although a maximum score of 24 is allowed by the screening instrument for DRINKING, the maximum score reported was only 18. This may suggest that very heavy drinkers were not accurately represented in the study data source. Very heavy drinkers and very depressed persons may not have responded to the survey or not have responded to all the items in Table 1 and Table 2 due to the nature of their alcohol problem or depression. A more focused study with screening performed by trained professionals may yield more accurate results than a generalized survey relying on self-reporting. Conclusion Correlations are weak; however, the over-all effect of alcohol consumption on depression is positive. The exact nature of the association is complex, with both heavy drinkers and abstainers showing greater symptoms of depression. The best fitting curve, for this dataset, is cubic with an S-shaped pattern. However, limitations among responders with very heavy drinking and severe symptoms of depression may be influencing the curvature. A focused study with screening performed by trained professionals is recommended. References Alati, R., Lawlor, D. A., Najman, J. M., Williams, G. M., Bor, W., OCallaghan, M. (2005). Is there really a J-shaped curve in the association between alcohol consumption and symptoms of depression and anxiety? Findings from the Mater-University Study of Pregnancy and its outcomes. Addiction, 100(5), 643-651. doi: 10.1111/j.1360-0443.2005.01063.x Blow, F. C., Serras, A. M., Barry, K. L. (2007). Late-life depression and alcoholism. Current Psychiatry Reports, 9(1), 14-19. Chick, J. (2002). Clinical depression in heavy drinkers of alcohol. Hospital Pharmacist, 9(1), 229-233. Dixit, A. R., Crum, R. M. (2000). Prospective study of depression and the risk of heavy alcohol use in women. The American Journal of Psychiatry, 157(5), 751-758. France, C., Lee, C. Powers, J. (2004), Correlates of depressive symptoms in a representative sample of young Australian women. Australian Psychologist, 39:228–237. doi:10.1080/00050060412331295054 Ghasemi, A. Zahedias, S. (2012). Normality tests for statistical analysis: A guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486-489. DOI:10.5812/ijem.3505 Graham, K., Massak, A., Demers, A., Rehm, J. (2007). Does the association between alcohol consumption and depression depend on how they are measured? Alcoholism, Clinical and Experimental Research, 31(1), 78-88. doi: 10.1111/j.1530-0277.2006.00274.x Hartka, E., Johnstone, B., Leino, E. V., Motoyoshi, M., Temple, M. T., Fillmore, K. M. (1991). A meta-analysis of depressive symptomatology and alcohol consumption over time. British Journal of Addiction, 86(10), 1283-1298. Mclntosh, C., Ritson, B. (2001). Treating depression complicated by substance misuse. Advances in Psychiatric Treatment, 7(1): 357-6. Ostacher, M. J. (2007). Comorbid alcohol and substance abuse dependence in depression: impact on the outcome of antidepressant treatment. The Psychiatric Clinics of North America., 30(1), 69-76. doi: 10.1016/j.psc.2006.12.009 Palfai, T. P., Cheng, D. M., Samet, J. H., Kraemer, K. L., Roberts, M. S., Saitz, R. (2007). Depressive symptoms and subsequent alcohol use and problems: a prospective study of medical inpatients with unhealthy alcohol use. Journal of Studies on Alcohol and Drugs, 68(5), 673-680. Rodgers, B., Korten, A. E., Jorm, A. F., Christensen, H., Henderson, S., Jacomb, P. A. (2000). Risk factors for depression and anxiety in abstainers, moderate drinkers and heavy drinkers. Addiction, 95(12), 1833-1845. doi: 10.1080/09652140020011135 Rodgers, B., Korten, A. E., Jorm, A. F., Jacomb, P. A., Christensen, H., Henderson, A. S. (2000b). Non-linear relationships in associations of depression and anxiety with alcohol use. Psychological Medicine, 30(2), 421-432. Substance Abuse and Mental Health Services Administration. (2013, September). Results from the 2012 National Survey on Drug Use and Health: Summary of National Findings, NSDUH Series H-46, HHS Publication No. (SMA) 13-4795. Rockville, MD: Author. Substance Abuse and Mental Health Services Administration. (2014, October 9). Mental and Substance Use Disorders. Washington, DC: Author. Retrieved February 15, 2015, from http://www.samhsa.gov/disorders Tables Table 1 ACHWLS Questions Related to Drinking Note: Responses appear exactly as they are reported in the 1994 ACHWLS. Table 2 ACHWLS Questions Related to Depression Note: Responses appear exactly as they are reported in the 1994 ACHWLS. Table 3 ACHWLS Questions Related to Drinking Recoded Note: Responses to items with IDs ending in â€Å"R† are recoded to reflect a higher severity with higher numerical value. All other responses appear exactly as they are reported in the 1994 ACHWLS. Table 4 ACHWLS Questions Related to Depression Recoded Note: Responses to items with IDs ending in â€Å"R† are recoded to reflect a higher severity with higher numerical value. All other responses appear exactly as they are reported in the 1994 ACHWLS. Table 5 Race / Ethnicity Demographics Note: Self-reported ethnicity / racial demographic data summarized from respondents of the 1994 ACHWLS who submitted complete responses to all question items listed on both Table 1 and Table 2. Figures Figure 1. Distribution of data for DRINKING variable. DRINKING is summation of responses listed in Table 3. Possible values range from 0 to 24. Figure 2. Distribution of data for DEPRESSION variable. DEPRESSION is summation of responses listed in Table 4. Possible values range from 0 to 18. Figure 3. Mean of all DEPRESSION scores corresponding to each DRINKING value. Figure 4. Best fit curve estimation for variables DRINKING and DEPRESSION. Mean data collected from the ACHWLS is shown in red. Figure 5. Cubic regression curve is given by the formula above. Mean data collected from the ACHWLS is shown in red.

Definition of Leadership :: Leadership Traits

In its simplest terms, leadership is the process of influencing the behavior of another person while fully respecting the freedom of that person (Encarta). Two aspects of this definition are important. First, a significant part of effective leadership is the close connection between the leader and the follower, which often determines the success of the leader's mission. Unfortunately, this leader-follower relationship cannot be created according to some simple formula. Without inspiration, involvement, and encouragement from both participants, the relationship can not be effective. Leaders, in particular, must give an extra effort to reach out to followers in order to initiate and develop this alliance that is so critical to the achievement of goals. The leaders face special challenges as they try to communicate and interact with their followers and potential followers to understand and know what they think and what they do. Developing their leadership style in response to diversity , and ethics will give them an edge as they build relationships with their subordinators. Secondly, leaders who begin to use force, coercion, and manipulation must later use more force, coercion, and manipulation precisely because their ability to influence - truly lead - is diminished. In my company I have never seen our lead to use any force to associates for achieving goals, because he’d like to be a true leader for a long time. I believe that there are times in the life of a team or organization when the formula leader appropriately exercises the authority of his or her position or deal with organizational issues. Leaders should know that creativity and innovation are the life blood of their organization. New ideas can lead to programs that are already going on or planned in the organization .So, the mission of every leader should be to search continually for ideas and programs that are superior to the organization is currently committed to. In a word, it's called progress. Leaders respect the dignity and worth of each follower. There are two behaviors which are keys to this. First, the director of our company has done everything possible to reduce status differentials in team, which had been based on socioeconomic factors and job titles. Secondly, he has made clear by his behavior that he valued and respected all followers, especially those who were less powerful, less healthy, less educated, younger, older, poorer, less skillful in communication, and different in race, language, religion, gender or sexual orientation from the majority.

My Philosophy Of Education Education Is About Caring Education Essay

I work in Universitas Terbuka ( UT ) , Indonesia Open University, as an academic staff who can be considered as a instructor. At UT, my pupils are early childhood instruction and besides primary instruction instructors. Actually, I ne'er had any dream to be a instructor. However, I think I do my occupation as a instructor merely following my inherent aptitude, even though I learn some cognition about how to learn when I did my unmarried man grade. Honestly, I got my unmarried man grade in learning without cognizing what and why I have to cognize my doctrine of instruction. But, I learn in SFU that my instruction is really influenced by my doctrine of instruction. My doctrine of instruction will be shown in my instruction as I learned that â€Å" how you teach is who you are † ( Hill, Stremmel, & A ; Hu, 2005, p. 25 ) . In learning I remember that I have to do lesson programs, Teach and so make the rating to prove the pupils. I know that I have to set pupils as the centre of my instruction activities. I understand it since instruction for me is the attempts for assisting people to make the best they can be, and to do them turn as human existences. However, I am ne'er certain whether the manner I teach has shown pupils as being at the Centre of my instruction. I am afraid my instruction is far from the manner it should be. I hope I can larn more about how to be a good and caring instructor while I am analyzing in SFU. For me instruction basically involves learning: everything is ( or can be ) learning. Therefore, my doctrine of instruction relates with the act of instruction, and in thought of my doctrine of instruction, I remember David Orr ‘s article in 1990. I was interested and besides compelled by Orr ‘s ( 1990 ) rubric of his article: â€Å" What is instruction for? † Orr ( 1990 ) , an conservationist, said that instruction will non vouch the alumnuss being nice, prudent, or wise. In fact, he said instruction has added many jobs to the universe. Orr had an sentiment that the environmental devastation on Earth resulted from educated people. He farther stated that to salvage the universe, we need instruction of a certain sort. We need larning that can do us a better people. What is the acquisition that help us to be better human existences? I think we need larning to care for others in order to forestall people from making injury to others. I besides remember that when I was still a pupil, I would larn more if my instructor showed his/her attending ; at least he/she knew my name, and wanted to listen to my troubles in analyzing the capable affair. So, a caring instructor will actuate me to larn. How can we larn about caring in instruction? This is a inquiry I wish to research in this paper. Based on my occupation as a instructor in my university, I have to larn about caring in instruction, and I want to assist my university pupil instructors aware of the demand of learning caring in their schoolrooms, whether in early childhood instruction, or in primary instruction scenes. I think that it is necessary for kids to larn about caring since their early old ages to assist them larn that their lovingness can salvage other people every bit good as themselves. Therefore, instructors need to larn or to assist their pupils or their kids to care for others, every bit good as for themselves, for the community, and for the natural environment. In this essay, I will seek to explicate my thoughts about lovingness, why lovingness is of import as the purpose of instruction, how lovingness can be shown in my work as a instructor and an academic staff in UT, and in conclusion, my decision will depict the deductions of caring in my work at Universitas Terbuka.What is Caring?In specifying lovingness, I am truly impressed by Noddings ‘s thought about caring since I think as human beings we have to care to each other. Caring as mentioned by Nodding ( 2005 ) is a caring relation ; a lovingness relation is â€Å" a connexion or brush between two human existences † ( p.15 ) who are â€Å" a carer and a receiver of attention, or cared-for. In order for relation to be decently called lovingness, both parties must lend to it in characteristic ways † ( p.15 ) . The word picture of lovingness is as â€Å" concentration and motivational supplanting † ( p.15 ) . Noddings describes motivational supplanting as the procedure of puting your attending on others when you listen, see, or experience, what the other attempts to convey ( p.16 ) . There is the attending on others and the desire to assist people, every bit good ( p.16 ) . As for concentration, Noddings says it is â€Å" an unfastened, nonselective receptiveness to the cared-for † ( p.15 ) : this quality of complete attending to the other. In add-on, a response, acknowledgment, and response seems to be had by the cared-for to demo that the lovingness has been received ( p.16 ) . Noddings besides references that we could non merely say that we care for something without demoing it ( p.17-18 ) . Caring can be learnt, instructors non merely have to make caring dealingss in which they are the carers, but they besides have a duty to assist pupils develop the capacity to care ( p.18 ) . Noddings references that human existences can care about thoughts or objects every bit good as attention for the rational affair ; these signifiers of caring are besides mentioned by Weil ( p.18, in Noddings, 2005 ) as rational lovingness and interpersonal lovingness. However, caring instructors listen and react differentially and unambiguously to their pupils and their assorted dispositions and demands. What Noding wants to convey in her thought about lovingness is that caring does besides include witting love, attending, seeing, listening, understanding others ‘ feelings, and assisting or prosecuting in action as needed. So, when I show my attending to my pupils, in the same clip I besides try to see, listen with empathy, demo a common apprehension, and engage in some actions as my lovingness response. I besides have to larn more about lovingness in order to do my caring meaningful for my pupils, and my pupils can besides care in the manner they teach their pupils. Further, Hill, Stremmel, & A ; Hu ( 2005 ) noted that â€Å" the lovingness instructor attempts to look through pupils ‘ eyes, to fight with them as topics in hunt of their ain undertakings, their ain ways of doing sense of the universe ( Green, 1988, in Hill, Stremmel, & A ; Hu,2005, p. 33 ) . This is empathy. Furthermore, Hill, Stremmel, & A ; Hu ( 2005 ) stated that caring instructors try to larn together with their pupils, and â€Å" be a spouse, nurturer, and usher in making multiple chances for larning based on relationship † ( p. 33 ) . By larning, instructors can understand their pupils, and understand themselves every bit good. In instruction, really, I believe that as a instructor, I am besides larning from my pupils, and if I have a good relationship with pupils I can larn more about my pupils, and my pupils can besides understand me as their instructor. Therefore, I can hold some feedback to better my instruction every bit good as I can give my pupils some remarks to better their acquisition. This common apprehension I hope can take to assist me making a better acquisition environment for my pupils to larn better and deeper. Here are more about the features of caring instructors, harmonizing to Caldwell ( 2008 ) from her research, and they are: Student-oriented instructor: dainty all pupils with regard, believes in me, listens, is patient, promote me to believe The work oriented instructor: is bases my class on more than prep and trials, is willing to set the work load if needed, is willing to give excess clip for finishing assignments, is willing to alter the schoolroom regulations when necessary, accepts more than one reply to a inquiry. The Teacher Who Engages Students: Is an expert in the topic, helps me to go independent, is willing to give excess clip for finishing assignments, provides chances for schoolroom treatments, offers â€Å" excess recognition † activities. The Active Teacher: Is energetic, has a sense of wit, tells narratives and uses illustrations, provides interesting assignments, bases my class on more than prep and trials. Students now ask for a instructor who has to hold some interesting schemes that can pull pupils ‘ attending. By going an active, energetic, and humourous instructor, pupils seem like a instructor who can besides entertain them. Possibly, by utilizing some wit, I can forestall my pupils from acquiring bored of larning the capable affair. However, I think I have to larn more about going a good entertainer in forepart of a category. I have to besides larn more about supplying my pupils with some interesting assignments. From the pupils who became Caldwell ( 2008 ) participants of her study, I see that caring can intend many ideal things that instructors should hold, non merely caring every bit mentioned as Noddings ‘ ( 2005 ) perceptual experience. Caldwell ‘s list expands upon and specifies the many ways in which lovingness can and should happen. And I am non certain whether I can use all of those thoughts into my instruction and my course of study since I have my restrictions as a human. For illustration, if I have a batch work to make, or if I am non in a good wellness, I am afraid I might non utilize all of my attending to my pupils, it means that I might non truly listen to and understand my pupils, or others ‘ . However, I will seek to utilize the thought as my footing cognition to be a caring instructor. Meanwhile, I will seek to larn more deeply about this thought of lovingness, particularly how to care for our communities and our environment. Noddings ‘s thought about caring besides included her thought of caring non merely for human existences but for all of things in the universe such as caring for the universe community and the environment. If we do non care for our environment, we can destruct our ain Earth. Particularly if the people who have no or less attention for the Earth are educated and powerful people. They can do more amendss to our environment in the Earth. And this is the phenomena that Orr observed, so he made a statement that we do non necessitate many educated people if that can give more amendss to our environment. In response to Orr statement about instruction, I argue that the universe ‘s environmental devastation comes from the people who do non care for themselves, their household, their community and their Earth. I think people are being nescient with respect to themselves, others, their community, and the Earth since likely cipher reminds them or learn them to hold the consciousness of and care for others. Therefore, in this affair I believe that instruction is of import for people to larn how to care for others, every bit good as to care for themselves, to care to the Earth, and to the environment. The educational challenge is to larn how to care for the Earth and environment by developing ecological literacy. What I mean by ecological literacy is a manner to state that â€Å" † everything is connected. † A survey of these interconnectednesss highlights our dependance on the healthy operation of the Earth ‘s natural systems which give us clean air, H2O, dirt, nutrient, and all the other resources we depend on. † ( Toronto Outdoor Education Schools, hypertext transfer protocol: //toes.tdsb.on.ca/ecological_literacy_resources.asp ) . In understanding the ecological literacy construct, I have to understand that I am non entirely in the universe, I am a portion of the large system running in the universe which consist of human existences and their communities and the environment. Each of us has the duties to take attention to each other in order to keep the map of the earth natural systems can work good.Caring as the purpose of instructionSimilar to Noddings ‘s end of instruction, for me, the purpose of instruction should be based on caring to forestall the alumnuss from being ignorant of other people, of their communities, of their environment, and all of these signifiers of ignorance lead to being nescient of themselves, since all of us in the universe are interrelated. This purpose of instruction besides supported by Littky ( 2004 ) who says that, â€Å" the existent end of instruction is if the pupils attention for others and can acquire along better with others † . Noddings has the thought of cari ng in instruction since she experienced and was impressed by many lovingnesss that she got from her instructors. Furthermore, for me, instruction should ever associate to and be inspired by caring since instruction is for assisting people, assisting pupils to turn to be a lovingness human being. If the pupils become caring kids they will besides care for others and besides for themselves, for the communities and for the Earth ; they besides can ever larn to better themselves. By being a caring instructor I hope I can assist pupils larn more efficaciously. If I care for my pupils I have to set a batch of attempt in assisting them prosecute in their acquisition in order to assist them larn more deeply about all the capable affair that they study. Therefore, I have to concern myself with my capable affair and my pupils ‘ lives so that while I am learning, really I besides am larning, every bit good. The chief point of caring in instruction for me is demoing our love to others and the EarthHow I can demo my caring into my work?I argue that people who are involved in giving or supplying an ins truction, either in formal school, or in the household, or in some non degree plans, have to ever be cognizant of their functions and their influence on their pupil, or their kids, as cared-for instructors. Teachers have to larn about caring since â€Å" learning happens in relationships of lovingness, contemplation, and common regard † ( Hill, Stremmel, & A ; Hu, 2005, p. 33 ) . Besides, I think I have to remind my pupils that each of us in the universe is interrelated with each other. If we care for others, hopefully they can care for others, every bit good. My thought is if instructors, introduce their pupils to care for others, in the long tally, I hope caring instructors and caring pupils will care for the universe, and it is hopefully can take to a better universe. Therefore, if all of us care for people, the community and the environment, so we can, side by side, seek to set a batch of attempt to develop a lovingness category, a caring school, and a caring community to salvage the people and the universe. I think I can larn from SFU in larning about caring in instruction. Even though I have been at SFU for merely seven months, there are some great feelings that I have received from SFU. I found that my instructors or professors or teachers at SFU have the spirit of caring in the manner they plan and implement their course of study in their instruction acquisition activities. I found, for illustration, that the professors can develop a flexible course of study and learning larning procedure to run into our demands as their pupils. I think my professors at SFU put a batch of attempt to assist us larn and prosecute in our acquisition. I besides find that on the SFU web site, it shows that SFU as a community cares for the environment, civilization and diverseness. I think I learn how to care in learning from detecting my professors, and how they design and carry out their instructions ; each professor unambiguously helps us go actively engaged with the larning stuff. In making my instruction, I have to be cognizant of my pupils needs while I am developing the survey plan course of study, and course of study for my learning learning activities, including planning, and implementing my course of study, and so, giving rating to my pupils. Since my work as a instructor in my module of instruction by and large are developing a course of study for my tutorials, composing some acquisition printed and not printed stuffs, developing some point trials, and make some instructions, so I plan to develop a flexible course of study for my instructions, but, I have to do certain that I can make that, in my on-line tutorial, since in my office there is a stiff process refering those sort of affairs. At least, I can hold a flexible course of study in my face to face tutorials. I besides want to add some stuffs about ecological literacy and lovingness for the communities into my course of study and in learning learning activities. Environmental jobs have already bee n a serious job in my state, so I think I need to convey it up the issues to my pupil instructors, so that they can learn their pupils to care for the environment. I think I will demo my pupils the 11th hr movie and allow it be the subject for my category treatment. Therefore, my course of study should assist my pupils to develop their lovingness for themselves, their ain communities and their environment. In making my instruction, either in face to face or in on-line tutorial, I can make some actions as follow ( based on my apprehension of Cardwell, 2008 ) , I would propose that as a lovingness instructor for all of my pupils I have to be a student-oriented instructor, so I have to utilize some instruction schemes that can do my pupils get involved and engaged in their acquisition, I besides have to handle all pupils with regard ; hence, I have to be careful in utilizing some words that can demo my regard to my pupils. In add-on, as a caring instructor I besides have to believe in my pupils, to listen and to be a patient instructor and to seek many attempts to promote my pupils to larn more deeply about the capable affair and to larn for salvaging the environment In making either in a face to face or in on-line instruction, I besides have to be a work oriented instructor who bases my pupils ‘ classs on more than prep and trials, has a willingness to set the work load if needed, has a willingness to give excess clip to pupils in finishing assignments, has a willingness to alter the schoolroom regulations when necessary, and to accept more than one reply to a inquiry, acknowledging multiple positions. Therefore, I have to supply many treatment for the pupils to larn from each others. This can be done in face to face or in on-line acquisition as I experienced in making dialogue cardinal. Additionally, I have to larn to be a instructor who can prosecute pupils in their acquisition. I can make this by larning more about my capable affair and seeking to be an expert in the topic by fall ining some seminars or workshops or taking extra grade related with my topic. I besides have to assist my pupils to go independent scholars who can provides chances for schoolroom treatments. My experiences that I learn while I am analyzing in SFU, I hope can assist me in assisting pupils engaged in their acquisition and assist them to larn more independently. Furthermore, in making some face to face tutorials, and based on my experiences, as a lovingness instructor, I besides have to be an active instructor who is energetic, has a sense of wit, tells narratives and uses illustrations. Furthermore, I have to besides larn about supplying my pupils with some interesting assignments that can do them motivated to larn. In making my learning learning activities, either in face to face or in on-line acquisition, I will utilize duologue as my of import manner to assist my pupils prosecute in their acquisition and do my pupils larning more deeply. Dialogue here is a learning procedure for pupils and the coachs which happens when there is an interaction between pupils, the coachs, and other pupils to gestate some significances, and when they try to use their current apprehension by building new statements, and lucubrating current apprehension by contemplation ( Scott et al. , 2008 ) . I will utilize duologue as my chief instruction acquisition activities since by utilizing duologue I can larn and I can seek to hold a common apprehension with my pupils. Based on my experiences, my pupils instructors truly like to hold duologue with me as their instructor. This duologue hopefully can actuate them to larn.Decision and DeductionEducation for me is a manner to assist pupils to be caring for others, their com munities and their environment ; and, caring instruction hopefully can assist me and my pupils to populate good in our topographic points, and to hold moral bravery to fall in the battle to do the universe habitable and humane. However, there are some considerations as my deductions that I have to set in my head about the undermentioned issues. How can we develop caring in distance instruction at UT? I think I want to use this lovingness thought merely for my ain instruction, since if I want to inform to some of my friends about this thought of lovingness, I have to hold some treatment with my dean of my module about the consciousness of including caring in our instruction plans. Possibly I can join forces with my other co-workers in my module to make a seminar or workshop about the consciousness of caring to some of my other academic staff, and administrative staff, every bit good as my pupils. I hope, this manner can give them an apprehension of the significance of caring and how to care for others and I can acquire aid from the audiences about how to develop caring in schools. I besides have to believe about how to do my pupils learn about caring in making their instruction in their ain schoolrooms. I think caring is truly an of import affair for early childhood instructors since for their kids the instructors like their parents. However, I know that this thought will inquire more clip of instructors to assist their pupils Bing a caring instructor will besides means that I have to supply more clip to be with my pupils. More frequently, I have to pass sometimes after my office hours to run into, to speak to and to hold duologue with my pupils about their demands. I know that for some instructors supplying more clip more than the official office hours is non easy, particularly if they have their ain household. Therefore, I have to advert about this job in order to do my pupils cognizant of the effects of being caring instructors. Will pupils appreciate being cared for? As a pupil, I know that I will hold more motive to larn if my instructor, he/she shows his/her attending and empathy to me, and if he/she asks me, if she/he wants to hold duologue with me and wants to assist me to work out my jobs, particularly in my acquisition. Another illustration is from Noddings. Based on her experience of the lovingness she got from her instructors made Noddings got the thought of supplying caring in the schools ( Smith, 2004 ) . Furthermore, based on my experiences pupils will truly wish being cared for. What are some of the challenges in developing a lovingness attack to instruction at UT? Actually, I merely want to use my caring instruction for myself. However, I have to see some challenges that I might hold. First, the challenges from the decision makers such as my caput of my unit, or my dean of the module ; possibly, they will oppugn me since I will necessitate more clip to assist my pupils in demands, and since sometimes I will hold some pupils waiting for me in forepart of my room. I think I have to explicate to my decision makers about why I do what I believe as my lovingness in instruction. Second, the challenge that I might confront possibly come from my other lectors, and the other staff of other units in UT. Possibly they will experience that I am unusual and it might go on that they will inquire the ground of my action about lovingness in my instruction, if this happens I can explicate about my believe of my instruction, but, I am trusting that my other co-workers will h old more understanding to my doctrine of instruction. Therefore, I believe that most of my academic friends have the same lovingness for their pupils, every bit good. The challenge that I might hold possibly come from my friends who are in charge in some units related with pupils ‘ personal businesss, for illustration, my friends who work in the enrollment or in the scrutiny unit. In UT some pupils sometimes have jobs related with enrollment unit or scrutiny unit. Therefore, I will frequently travel to the units inquiring for aid. Last, the challenges that I will confront in using my thought of caring are coming from my pupils. Even though my pupils largely are early childhood instruction instructors, or primary instructors, but I have to remind my pupils to perpetrate in acquisition and in practising this caring thought in their ain schoolrooms since their function as carers is really of import to their pupils ; possibly, to assist my pupils more, I can supply a batch of illu strations to give pupils the constructs and illustrations of how to make caring in their schoolrooms. In decision, I can state that implementing caring in my occupation as a instructor can assist me to care for others, and I believe by caring for others, I can assist others to go better people and, every bit good, I will larn to be a better individual. In the long tally, I hope, my pupils and I can assist to keep and to better our community to salvage our environment. And I hope by caring we can assist ourselves and our pupils go what Orr ( 1990 ) has in head in WHAT EDUCATION MUST BE FOR, which is to do more conciliators, therapists, refinishers, narrators, and lovers of every form and signifier. Therefore, by holding attention in my manner of life, I hope I can reply Orr ‘s inquiry about what instruction is for.

Protestant Reformation Essays

Protestant Reformation Essays Protestant Reformation Essay Protestant Reformation Essay The Protestant Reformation was considered as the ultimate revolutionary incident in the 16th century. This was the period when the Church occupied the seat of power. Because of the authoritative control over their constituents and their questionable practices, many people became discounted with the situation. As a consequence, they were forced to choose between the traditional Catholic Church or the new concept of Protestant Reformation.Their dissatisfaction was rooted from many flaws of the Church. First, the Church focused on the conduct of rituals which many perceived as an evasion from the Churchs original objective of helping their devotees to attain personal salvation. The Church sacraments became highly ritualized that they were no longer connected with the Europeans. Its meaning and significance have become senseless. Another major reason that induced the Protestant Reformation was the dispossession of the spiritual influence of the Church officials over their people which wa s caused by the manifestation of secularization. More criticisms commenced when popes and other high church officials adapted a king-like lifestyle wherein they lived in luxurious houses and palaces. More so, because of the acquired fortune of the Church, it instigated numerous forms of abuses which was unfortunately executed by representatives of the Church.As a result from all of these, many people have been driven to initiate changes in the doctrines and rituals of the Catholic Church( Kreis, 2006, â€Å"Protestant Reformation†). During the reformation, one man was bold enough to reveal the truth about the misconducts of the Church, he was Martin Luther. His incessant struggle to tell the truth amid constant intimidations and threat from the Church gave him leverage in gaining the interest and trust of the people. Also, he was able to capitalize on the brewing discontent of the Europeans that made it more difficult for the Church to manage and to put a stop on the dissensi on of the people (cited in everythingimportant.org, â€Å"What started the Protestant Reformation?†).;