Dr. Noddings Philosophy of Education Essay -- Education Teaching Nodd

Dr. Noddings' Philosophy of Education Nel Noddings is a name unfamiliar to most people outside the educational community; but within it, even at 78, she remains one of the most influential voices. Her central passion which has carried her through 23 years of public school teaching, 10 children, a masters and Ph. D. degree, and over 20 years as a member of the faculty at Stanford can be summed up in one word: care. She writes of it, speaks about it, and practices it. What does Noddings mean when she writes of guiding teachers, â€Å"toward greater sensitivity and competence across all the domains of care.† Does it have a practical methodology behind it? Is it an appeal to pathos? It is difficult to thoroughly unpack all the Noddings has said about caring, but we can initiate our exploration of her concept by reading Maxine Greene's summary of the idea: â€Å"...the caring teacher tries to look through students' eyes, to struggle with them as subjects in search of their own projects, their own ways of making sense of the world.† (129, Philosophical Documents†¦) The idea appears exciting and innovative at first glance, but upon further analysis (as well as comparison with competing educational philosophies) we see that it is a modern form of one of two predominant, competing paradigms within Western tradition. The first paradigm tells us that a welleducated person is, as Locke puts it, â€Å"produced† (55) by the educator. The second paradigm is apparent in Reed and Johnson's summary of Aristotle, â€Å"...to assist human beings in developing their unique capacity to contemplate the world and their role in it.† (18) Noddings compels her reader to the furthest corners of the â€Å"assist† paradigm. For a teacher to â€Å"care† as Noddings prescrib... ...ed about just as much as theirs. Bibliography Noddings, Nel. â€Å"Renewing Democracy in Schools.† Phi Delta Kappan. Bloomington: April 1999. Vol. 80, Iss. 8; pg. 579, 5 pgs. Noddings, Nel. â€Å"Educating Whole People: A Response to Jonathan Cohen.† Harvard Educational Review: Summer 1999. Vol. 76, Iss. 2; pg. 338. Noddings, Nel. â€Å"Teaching Themes of Care.† Phi Delta Kappan. Bloomington: May 1995. Vol. 76, Iss. 9; pg. 675, 5pgs. Noddings, Nel. â€Å"Thinking About Standards.† Phi Delta Kappan. Bloomington: Nov 1997. Vol. 79, Iss. 3; pg. 184, 6 pgs. Noddings, Nel. " Two Concepts of Caring." Philosophy of Education Yearbook. May 29, 2007 http://www.ed.uiuc.edu/eps/PES-Yearbook/1999/noddings.asp>. Reed, Ronald; Johnson, Tony W., ed. "Aristotle,† and â€Å"Maxine Greene." Philosophical Documents in Education. 2nd ed. Vol. 77. Addison-Wesley Longman, Inc., 2000.

Heroism in Ayn Rands The Fountainhead Essay -- Ayn Rand Fountainhead

Heroism in The Fountainhead  Ã‚         The Fountainhead is a story about heroism. The novel is a triumphant cry of protest against all those who insist that life is about mediocrity. That man is destined to suffer. The greatness of The Fountainhead lies in its ability to inspire hope and confidence in its readers, to show how much is possible. For more than fifty years now, people all over the world have been looking towards this great book for support and sanction, for encouragement and hope, for ideas and answers. The Fountainhead applauds strength and greatness in human spirit, giving its readers a hero they can admire, respect, idolize and love. Howard Roark -- the hero, the ideal man, the human being. When Roark said in the courtroom, "Independence is the only gauge of human virtue and value, what a man is and makes of himself, not what he has or hasn't for others", he summarized the whole philosophy in these handful of words. To Roark, independence meant everything. From this one value of his arose all his other values and qualities. To him, there was no substitute and no alternative to independence. He held no authority above the judgement of his mind, he held no one higher than himself. Roark felt a fundamental indifference towards others -- he cared two hoots about what the world thought of him. The people Roark chose as friends and comrades all shared this basic quality - independence. His teacher, Henry Cameron, was a fiercely independent man. So were Steven Mallory, Austen Heller, Mike Donnigan and Gail Wynand. Roark's only hallmark of a man was his independence, or the lack of it. His 'enemies', the men who hated Roark, yet recognised his greatness, were all dependents and parasites. Peter Keating thirsted... ...ife as Keating and Toohey saw it. A choice between life as it "ought to be" and life as it is. The Fountainhead is more than a story about heroism. It is a story about a way of life. It will continue to be the most inspiring book of all times and will continue to hit readers with its immortal philosophy and tremendous courage. It will continue to offer answers. The choice is ours. Works Cited and Consulted Berliner, Michael S., ed. Letters of Ayn Rand. By Ayn Rand. New York: Dutton, 1995. Maslow, A.H. (1968) Toward a Psychology of Being. New York: Van Nostrand. Peikoff, Leonard. The Philosophy of Objectivism, A Brief Summary. Stein and Day, 1982. Rand, Ayn. The Fountainhead. New York: Plume, 1994. Rogers, C.R. (1980) A Way of Being. Boston: Houghton Mifflin Walker, Jeff. The Ayn Rand Cult. Carus Publishing Company, 1999      

Juvenile and False Confession

I have heard the police repeat the Miranda right time and again in television movies involving police and crime suspect. Prior to my MS in forensic psychology program in Walden University, I had not the slightest idea that the words embedded in Miranda rights are actually legal right, I thought they were mere lines used in movie acting and I never envisaged its importance; even Police in Nigerian movies recites this right to crime suspects even though the Nigerian constitution is silence about such right.Historically, Miranda right was a landmark decision of the United States Supreme Court which passed 5-4 in 1966 in the lawsuit Miranda v. Arizona, 384 U. S. 436. Miranda rights gives suspects the right to remain silent when arrested, the knowledge that any statement made can be used against them in a Court of law and an understanding they have the right to an attorney and they reserve the right to waive this right and succumb to interrogation by the police. Research abound that addre sses the inability of juveniles in fully comprehending the implication of waiving Mirada rights.Ferguson, Jimenez & Jackson (2010) conducted literature review of relevant research studies and lawsuits to establish the fact that juveniles are not properly developed to make informed decisions when it comes to upholding their right to remain silence in the wake of police arrest and their competence to stand trial. Studies has confirmed the fact that age an IQ level of juveniles is related to juveniles’ ability to comprehend Mirada rights (Goldstein, Condie, Kalbeitzer, Osman, & Geier, 2003).Grisso (1997) also noted that juveniles’ limited understanding of legal terminologies leads to increased risk of waiving their Miranda rights. Ferguson, Jimenez and Jackson further reviewed articles on cognitive and psychological abilities in juvenile citing the MacArthur Foundation Research Network on Adolescent Development and Juvenile Justice. The foundation’s study indicated that adolescents and adult differed significantly in psychosocial abilities.The most important result of this research work which symbolized a compilation of findings from literature reviewed on competency to stand trial and vulnerability to false confession which is of immense value to the police setting is the finding by Kassin and Norwick (2004) which indicated that innocent individuals were more likely to waive their Miranda rights than guilty individuals because of their faith in the legal system. Another important finding was gotten from the review ofViljoen, Klaver and Roesch (2005) study which revealed that defendants aged between 11 to 17 years, older ones remained silent while younger ones were more likely to confess. This was in consonant with Redlich and Goodman (2003) who assessed false confession between 3 age groups: 12 to 13, 15 to 16 and 18 to 26. the 12 to 1 age group were more prone to false confession. Older juveniles were however more prone to false confession when presented with â€Å"evidence. † Overall, the research found juveniles between the age of 12 and 16 were practically vulnerable to false confessions.The various results reported is of immense value in police settings. The police using the results of this research must pay particular attention to defendants who refuse to waive their Miranda rights because as Kassin And Norwick (2004) study has revealed, innocent defendants are quick to waive their Miranda rights. However, care must be taken by police to find out the waiving of rights by defendants is due to psychological immaturity on account of age of the defendant (Goldstein et al. , 2003) or is due to the defendants’ lack of understanding of legal terminologies (Grisso, 1997).The results of this research also revealed that juveniles between the age of 16 to 18 may give false confession when presented with â€Å"evidence. † The police must explore other ways of interrogating juveniles to obtain reliable an d correct information other than presenting false evidence which influences juveniles negatively thereby leading them to make false confession. Knowledge gleaned from Eckhardt, Norland, and Bradley(2004) study is that sometimes, offenders’ maladaptive behavior is specific to the individual characteristic of the perpetrator.Forensic psychology professionals working in police setting must understand juveniles on account of their age lacks the capacity to understand legal terminologies which may be one of the reasons they more readily waive their Miranda rights (Grisso, 1997). Forensic Psychology Professionals in police settings must therefore work with juveniles with the understanding that their stage of psychosocial development is below that of the adults. REFERENCES Eckhardt, C. , & Norlander, B. (2004). Anger Hostility and Male Perpetrators of In- Timate Partner Violence: A Meta-Analytic Review. Clinical Psychology Rev- Iew 25, 119-152Ferguson, A. C. , Jimenez, M. M. & Jacks on, R. L. (2010) Juvenile False Confessio- ns and Competency to Stand Trial: Implication for Policy Reformation and Research. The New School Psychology, 7 (1) Goldstein, N. E. , Condie, L. O. , Kalbeitzer, R. , Osman, D. & Geier, J. L. (2003). Juvenile Offenders’ Miranda Rights Comprehension and Self-Reported Likelihood of Offering False Confession. Assessment 10 (4): 359-369. Grisso, T. (1997). The Competence of Adolescents as trial defendants. Psycholo- Gy Public Policy and Law, 3 (1) 3-32. retrieved from http://www. apa. org/ Pubs/journals/law/ Kassin, S. M. & Norwick, R. J. (2004).Why People Waive ther Miranda Rights: The Power of Innocence. Law and Human behavior, 28 (2), 211-221. Ret- Rieved from http://www. springer. com/psychology/law+&+psychology/ Journal/10979 Redlich, A. D & Goodman, G. S. (2003). Taking Responsibility for an act not Committed: The Influence of Age and Suggestibility. Law and human Beh- Avior, 27 (2),141-156 DOI: 10. 1023/A:1022543012851 Viljeon, J . L. & Roesch, R. (2005). Competence to Waive Interrogation Interroga- Tion Rights and Adjudicative Competence in Adolescents Defendants: Co- Genitive Development , Attorney Contact, and Psychological Symptoms. Law and Human Behavior, 29(6):723-743

The Simple Gift Character Anaylasis

English- The Simple Gift Billy Belongs: †¢Bendarat- ‘Bendarat is the perfect town. A friendly librarian, a warm McDonalds, luxury train accommodation. ’ (p. 39) †¢Westfield creek- ‘I learnt all I need to know in books on the banks of Westfield creek, my favourite classroom. ’ (p. 6) †¢In his train carriage 1864- ‘I close the door and make a home in Motel Bendarat. ’ (p. 28) †¢When he reads books in the library at Bendarat- ‘That’s me, on the deserted island of a soft lounge in Bendarat Library. ’ (p. 4) †¢With old bill- ‘I hugged old Bill like I’ve never hugged a man before sure that he’d saved my life. I hugged him in the Main Street with the office workers walking by, and the shopkeepers staring, and the two old laddies at the bus stop†¦ I thanked him once and thanked him a hundred times. ’ ( p. 172) †¢With Catlin- ‘This morning I woke and I knew where I wa s going for the next few months – to the library to McDonalds to the river and home here to the Hilton – a circuit of plans with Catlin at the centre, and me a badly dressed satellite spinning crazily in her orbit. (p. 70) Doesn’t Belong: †¢At his home with his Dad – ‘gave me one hard backhander across the face. ’ (p. 15) †¢In ‘nowhersville’ – ‘this place has never looked so rundown and beat. ’ (p. 4) ‘the rocks bounce and clatter and protest at being left in this damn place. ’ (p. 4) ‘each deadbeat no-hoper shithole lonely downtrodden house in Longlands Road Nowhersville. ’ (p. 4) †¢At school – ‘it’s the only time my school bag has come in handy. ’ (p. 2) †¢Bendarat library – ‘not like the librarian at home. She hated kids touching books.She ran the perfect library because no-one ever went in there to disturb the books. â₠¬â„¢ (p. 25) He starts at a place where he has no sense of belonging except for Westfield Creek. He wasn’t able to connect at all in nowhersville. His Dad was horrible the librarian was horrible and he didn’t belong until he got on the train and met Ernie. Ernie was nothing like Billy’s Dad and Billy points that out ‘There are people like Ernie and people like my father’. Ernie was the one who suggested he get off at Bendarat. A suggestion from a nice person.When he was in the town the only negative thing that happened was that a school bus full of kids yelled out at him calling him a hobo. He was safe from his dad in his carriage small secure and a place where Billy can feel safe. Billy wants to help old Bill because he believes he could be old Bill in the future so Billy helped him to stop drinking Alcohol and he would bring breakfast every morning to old Bill even though Old Bill shrugged him off. Old Bill repays the favours Billy has given him l ike taking Billy to the Canary to earn money, helps with the welfare agency and gives him the house to live in.Ernie was the first adult who helped Billy and was kind to Billy after he ran away. Then the librarian was also nice when Billy was expecting her to be mean from his past experiences with the librarian’s from nowhersville. These two people played a big part in changing the way Billy feels about people, it is because of these two people that Billy helps out Old Bill. There are people like Ernie and then there are people like Billy’s father in the world. Ernie has all the reason to not help Billy but he did, and his dad had all the reasons to help him but didn’t.Kindness shown by Ernie and Irene helps Billy establish a sense of belonging at Bendarat. These people helped Billy trust people more. Catlin Belongs: †¢With Billy – ‘so well mannered, so unlike every boy at Benderat Grammar, or any school boy I’ve ever known. ’ (p. 42) ‘Billy has become the diary entry of my days. He holds the secrets of every long session of Maths and crushing boredom of Science on Thursday afternoon, and as I tell him all this I don’t feel poor, or a schoolgirl, or a McDonalds worker, or anything but lucky, simply lucky. ’ (p. 06) †¢In Billy’s carriage – ‘it was like a little cave, a warm, safe little cave†¦Billy’s cave. ’ (p. 62-63) †¢With her friends – ‘I watch Petra flirt madly†¦she’s such a show pony, but I like her. ’ (p. 44) Doesn’t belong: †¢At home – ‘I can’t wait for university so I can leave home. ’ (p. 37) ‘in this house this big ugly five bedroom million dollar brick box that we live in. ’ (p. 108) †¢School –‘I wear the tartan skirt and the clean blouse and I shine my shoes every week and wear the school blazer on sports day, and I feel like a real dork. (p. 36) †¢Parents – ‘dad is too rich for his own good. ’ (p. 36) †¢Rich snobby lifestyle –‘ Works at McDonalds, Parents spoil her, Rich, Attends a private school, Not judgemental, Rebellious, Observant, Intends to go to university, intelligent, large house, generous, doesn’t want to live a rich snobby life, Caring/Thoughtful, has good morals, mature and can’t trust her friends but can trust Billy. Old Bill Belongs †¢With Billy and Catlin ‘I like that kid, I like his company. ’ (p. 11) ‘I hadn’t thought of anything but how pleasant it was to sit with these people and to talk with them. ’ (p. 125-126) †¢In his carriage – rail yard ‘ †¢Family †¢Old house †¢Bendarat Doesn’t belong †¢Society †¢House Alcoholic, rude, unemployed, depressed, used to be a lawyer, smokes, intelligent, generous, lonely, lost everything – grieving, ho meless, doesn’t need to work, has money, withdraw from society, keeps house but won’t go inside Old Bill ‘The saddest man in the world. ’ A sum up that old bill is sad.Billy helps old bill stop drinking and smoking ‘so maybe just maybe I’ll work on less beer for the kids’ sake. ’ (p. 137) Old Bill has a very big closeness with Billy and Catlin to let them live in his house because he sees that billy and Catlin belong together and wants them to be happy. Billy gave old bill the simple gift of friendship Old Bill repaid what Billy did for him by showing him where to get work and in the end giving him the house. Has had chosen to not belong in Bendarat or in society in general. Techniques Form – The simple gift is verse novel.A free verse text allows the author to get into the personality of each character- his/her thoughts, emotions; insecurities and ambitions. The verse novel form allows the author to tell the story from a number of perspectives with an economy of words. It allows each character to tell the story in his/her own language from his/her language. Structure – At the beginning of each chapter there is a picture and a quote from a poem in that chapter. Style †¢Free verse poems are told from the perspectives of the three main characters. Billy 16 year old runaway-Catlin girl from a wealthy family -old bill homeless alcoholic †¢The first person narrative recount allows the responder to directly engage with each of the characters. †¢Flashbacks – Billy (p. 15) Talks about the time when billy breaks the window kicking a ball and the father hits him. This tells us that the billy and his dad are not connected. Shows how isolated he is. –Old Bill (p. 96) utter desolation †¢Notes – farewell note to his father, shows how disconnected he is to his father. †¢Direct speech/conversations – p. 109 old bill’s regrets

Unit I Essay Example | Topics and Well Written Essays - 1500 words

Unit I - Essay Example It was formed 15 years ago and has had stable growth till the last three years when it started incurring high costs. The company feels that issues like unexpected temperature drops, outbreak of pests and rising labor costs has lead to the increase in costs in recent years. Moreover, the company intends to expand its facilities and so it must address this major issue of employee turnover. In the recent past employee turnover has increased and key personnel are leaving. This is having a broad effect on internal costs. The acts of hiring new employees, training them, enabling them to grow as professionals all incur huge costs. This is evident by the statistics presented which indicate that company growth is stable at 5% but costs have been rising at an average of 2.5-4% in the past 3 years. If this trend continues then ultimately JRT will head towards major financial losses. Such losses can be very heavy for a consumer product company which needs to invest substantially in marketing and advertising. However, losses would mean slashing advertising budgets. Moreover, JRT’s reputation in the industry will be effected which will lower the moral of the existing employees and in turn reduce their productivity. Key personnel turnover can occur if managers feel dissatisfied and do not see opportunities to grow. The most basic problem arises when senior managers feel their productivity is reaching a stage of stagnation. This could be possible if they feel their job is not challenging enough, or perhaps if they consider it monotonous and boring. For this purpose it will also be important to talk to as many people as possible to gauge the nature and extent of the issues involved. Several in depth interviews need to be conducted in order to find the main cause of dissatisfaction at work To get a better hold of the issue we also need to survey and analyze existing financial documents of JRT. This would include

OUTLINE HOW AND WHAT TYPES OF RESEARCH METHODS ARE IMPORTANT TO Essay

OUTLINE HOW AND WHAT TYPES OF RESEARCH METHODS ARE IMPORTANT TO CRIMINOLOGY - Essay Example In criminology, most research methods are quantitative, that is methods that record social life variation in attributes or numbers. Qualitative methods focus on the interpretation of observation therefore subject to bias. Quantitative methods include observation, surveys and interviews. This paper aims to discuss research methods in criminological research, their merits and demerits. This is research conducted in a way that a subject’s behavior is monitored without any influence. This can be done by studying criminals in confined places and in the field. Field researchers usually get an in-depth view of the subject matter and reach an unusually comprehensive information. There are many disadvantages in regard to this method. First, most criminal activities will be inaccurately measured since some will go unnoticed or reported by other people. Secondly, observing criminals by pretending to be part of their world is highly dangerous and may not work in most situations. This method is highly involving and time consuming, demanding a lot of time from the researcher. The observer also faces dual dangers of over identification with the group under study often testing the limits of the researcher’s commitment to objectivity (Hagan, 2011). Participant observation method is ideal since a lot of detail is availed to the researcher and is less influenced by prejudgments. This method is highly flexible and less unnatural because it enables the researcher to observe subjects in their natural environment. However, the measurements made by a researcher can be inferred differently by another researcher (McBurney and White, 2011) Surveys can be used as a measurement of crime where people are asked about their attitudes, beliefs, values and characteristics and experiences with crime. This can be done by sampling, where a number of subjects who are

Leadership (Task oriented and People oriented) Essay

Leadership (Task oriented and People oriented) - Essay Example People-oriented leadership is quite different from task-oriented leadership, involving a focus on interpersonal relationship development between leader and subordinates. There is an emphasis on team-building and facilitating an open system of communications in order to motivate employees. People-oriented leadership works to create positive psychological or sociological connections with employees, a type of transformational leadership, with much more human resources-based policies and practices designed to gain commitment and ensure that there is no resistance to change. Having defined both task-oriented and people-oriented leadership styles, there are several circumstances where each would be applicable. Task-oriented leadership would be most relevant within an organization where there are strict quality standards and performance expectations. For instance, Toyota, a leader in quality, would be concerned with compliance to specific rules and regulations associated with production and achievement of quality outputs. A task-oriented leader would develop rigorous schedules in order to produce quality results. In this type of production environment, there would be established important quality expectations that are expected to be met, creating a system of rewards or punishments for failing to produce quality products along the production system. The task-oriented leader at a company such as Toyota would have strict deadlines in place to ensure timely delivery of quality products and then working to monitor and evaluate whether the employees have met with delivery and performance expectations. A people-oriented leader would be relevant within an organization where service delivery is highly important for ensuring business profitability. This people-oriented leader would begin emphasizing training importance and working as a coach to help individuals in the organization become self-actualized, the achievement of their maximum potential. It is about building a positiv e organizational culture where focus is placed on building self-confidence, better inter-organizational relationships, and where social belonging is an important part of building a team necessary to carry out positive customer service models. To develop this type of culture, the manager must be visible throughout the organization, role model positive behaviors related to service delivery, and open effective and regular lines of communication for shared decision-making (Fairholm 26). Task-oriented leadership is also found outside of the workplace, such as in academics when students are granted opportunities to coordinate and lead a team of study or in special academic projects. Many universities establish strict deadlines by which a team is expected to return a positive end result after collaborating with one another. A task-oriented leader would develop specific job roles required to achieve a group project, such as delegating research efforts, conducting market research, and the ac tual writing of the project to different members. It would then become a step-by-step process with clearly defined roles and then establishing a system by which to monitor and control activities to ensure maximum productivity. People-oriented leadership is also relevant outside of the workplace and an appropriate example of this would be when working as a grief counselor at the local charity. Individual staff members