Analysis of the Feasibility of Cultural Relativity, Ethical Subjectivism

The cultural relativity argument is based upon the following premises. (1) Societies differ in their standards of rationality on both empirical and normative aspects. (2) What counts as an empirical fact and a social fact and the bases by which societies were able to judge them as much(prenominal) are said to vary across societies. (3) Rationality is deeply intertwined with our cognition of the world. (4) Facts do not go beyond our capacity to know.such(prenominal) confidences lead to the expiration that there is no such thing as a common body of social fact that corresponds to a shared human standard of cognition. If such is the case, it therefore follows that there are several bodies of fact each relative to the standards valid to the society in question. In relation to this James Rachel contends that a lower limit conception of rationality requires that we try to guide our conduct by reason while giving equal weight to the interests of each individual (qtd in McNiven 131).The hatchway of such is evident if maven considers that (1) moral judgments must be based upon good reasons and (2) morality requires the impartial consideration of each individuals interests (McNiven 131). If such is the case, it thereby follows that since a relativistic world view is based upon a conception of relative standards for the validation of social views hence a relativistic material assumes that the different conceptions of morality since these must necessarily be based upon the structural framework of a culture.If such is the case, such a perspective thereby fails to tie down to the second provision of a minimal conception of reality, which gives credence on the aspect of impartiality. It follows from this that cultural relativism thereby fails to meet the standards of a minimum conception of morality.2. During the termination twenty years or so, a number of ethicists have found some value in ethical subjectivism, despite its flaws. How might some of its assumptions be helpful in making moral decisions?Ethical subjectivism is based on the assumptions that (1) there are no valid grounds to support the notion of the creation of objective moral truths and (2) moral conceptions of right and wrong are relative in nature (Mills and Polanowski 134). In a sense, ethical subjectivism may thereby be seen as enabling the renunciation of moral absolutism, which is based on the assumption that reason stands as the grounds for he formation of moral judgments.David Hume contends that such a perspective fails to account for the influence of desire in the formation of moral judgment. In relation to this, Mills and Polanowski contend that such an assumption shows the manner in which moral ideals achieve their reality only within consciousness as the subjective product of moral valuation (137). The importance of such is evident if one considers instances wherein rationality decrees the elimination of life whereas subjective morality opts for enabling the continuan ce of life e.g. cases of euthanasia.3. Gregory Pence claims the arguments against SCNT are weak. Do you agree? Why or why not?Gregory Pence claims that creating an embryo through the process of somatic cell nuclear transfer (SCNT) is deemed as problematic due to the practical harm that it may cause. much(prenominal) possible harms range from those considered as enabling harms to society or the institutions of the family (Pence 77). The main concern however lies in its effects upon the child physical harm as a product of birth defect and psychological harm, which is a product of the aforementioned method.At the onset, it is important to note that such harms are based upon preconceived and invalidated conceptions of possible outcomes in the future. In a sense, they may be considered as somewhat fictitious projections of possible occurrences as a result of a particular methodology that has resemblance to other methodologies that enabled or caused physical or psychological harm upon an entity. Pence, thereby argues that he failure of the aforementioned criticism may be traced to their assumption of either of the similarity of SCNT to other methodologies e.g. cloning which has led to the harm of entities or to the assumption that such a process will scar a child. Such assumptions against SCNY, however, as I reckon fails to consider Pences arguments.Works CitedMacNiven, Don. Creative Morality. London Routledge, 1993.Mills, Jon and Janusz Polanowski. The Ontology of Prejudice. U.S.A. Rodopi, 1997.Pence, Gregory. Brave New Bioethics. London Rowman and Littlefield, 2002.

Broad Political Theory Questions

Picking on materialism in Feuerbach, Marx claims sensuousness and actuality as the main objects of contemplation. This implicitly implies that man is interested on selfish issues which result to individual pleasure. Objectivity is also locatinged in regards to whether humanity can remain objective. Marxs pose is of critical greatness though the stand on whether it has changed the world system debatable. Lockes philosophy has played a big part in the present day events. A look at the American constitution serves as a pointer to this view.Even the unites nations charter on human rights seems to have do name and address to Lockes work in particular on property rights. Locke seems too be an advocate of a free society in which individuals get to benefit equitably. Though this has not been achieved, the society has made remarkable improvements towards attaining certain universal goals like the millennium development goals. The pursuit of objectivity as implied by Marx is frankincen se a unifying feature of the ii philosophers. Plato only interpreted the world eyepatch attempting to achieve his goal of indicating or underscoring the importance of the republic.Whereas, the pursuit if justice is of noble consideration, it remains to be seen whether, it has been achieved or whether it pull up stakes ever be achieved. The effect that the Plato philosophy has had remains persistent and unbroken. The academy the philosopher opened in Athens remains a pillar of the works undertaken by the scholar. The influences of Plato are known to have played a significant role in shaping various religious developments over a long s make passover of sentence. If justice is to be attained, then objectivity is a prerequisite, a fact observed by Marx. 2. Machiavelli used hypocrisy to lay siege on the Christian faith.The philosopher was always against morality apart from the support he gave to those intending to stand on its way. Christianity is based on what its faith call good m orals. As Machiavelli puts it, morality is not an issue if it cannot be justified. Machiavelli believed that its the end that justifies the means. Machiavelli saw every piece of religion as an act of propaganda. Machiavelli thought that the Christian faith would fracture before the world itself came to an end. Through social relativism, Machiavelli claimed the absence of the Christian god.In this construction, it was claimed that since God never existed to offer universal morals, then in that location were no morals top be followed. Socrates is believed to have carried a study on what constituted holiness. This in itself presented an act of impiety. While facing a case in Xenophon, Socrates twice objected to victimization a divine sign ass he prepared his defense. Socrates in another case chose to save Euthyphro instead of saving himself. In short, the prime centering rests on the accusation against Socrates as introducing new gods in the town. The deuce philosophers appeared to have veered off societal godly underpinnings.The fact that Socrates is accused of bringing gods to town serves as a pointer to the fact that there are respected and un-respected gods. Machiavellis rebuttal of the Christian faith also presents the philosopher as a person that objects to substantially crafted societal religious leanings. It is olibanum held that these two philosophers played a role in jeopardizing well regarded traditions during their time. 3. Socrates uses the human tendency to corruption to propagate his preferred sign of leadership. Socrates points to timocracy, democracy, oligarchy, and tyranny as unacceptable years of regime.Socrates finally submitted that if ruling was to attain the best for society, then it should be left to philosopher leaders. In Socrates thinking, the philosophers were the most just and least supersensitised to graft. The scholar augmented the mystify by claiming that the philosophers were in a position to order in pursuit of the go od for the city as inappropriate to for the self. In a legitimate society, there is no room for societal divisions all citizens should enjoy same level benefits. doubting Thomas Hobbes views on the best possible form or structure of presidency were premised on a society led by a powerful leviathan.Based on social contract theories, the focus remains on the creation of a strong centre of administration. This type of government as proposed by Hobbes go forth guarantee the security and welfare of the people. Any abuses that may arise as a result of the leadership by the leviathan must be accepted. This is premised on the fact that the people by setting up the leviathan, hold to cede their natural power. Socrates manages to drive to his peers that a government is a role played best by people disconnected with self interest.On the other hand, atomic issue 53 gets the impression that Hobbes was driving home the need to have a powerful leadership that was not answerable to people. I n the Socrates society individuals would have a say, while in the Hobbesian society, individuals would not hold a say on public issues. 4. Thomas Hobbes believed that human desires, selfish interests, pleasures and pains of a moment played a key role in decision making. These factors among others imply tat the human nature cannot be relied upon in passing judgment on a number of issues as distortions may occur.Hobbes focal point in relation to human nature remains premised on the concept of motivation. Hobbes saw man as a self centered and rationally calculating individual. It is thus highly unlikely that people will pursue common good. Individuals due to their selfish stances are thus destined top pursue personal goals even if this means putting the goals of the rest at stake. In Hobbes thinking, common good is thus an illusion. In reference to Plato, the pursuit of happiness had to lie with the observation of virtues and commonly accepted doctrines.Plato held the Sophistic view co ncerning knowledge which saw it as subjective and relative. This, in reference to Plato, undermined morality. It thus led Plato into believing that there was no infallible truth. Plato failed to see the point why a person who could not understand the self and rules of morality would be bouncing to look beyond the principle of self actualization. In short, if morality does not take solicitude of individual interests, then individuals are not bound to observe its dictates. Plato saw mans nature as rational and expected society to be organized in tandem with requirements of civility on rational principles.As a rational being, a human being knows or is in a position to evaluate every case scenario and pursues what best serves the interests sought after by the individual in question. 5. On the basis of Aristotle, happiness is not primarily premised upon an exercise of virtue but rather on the administering of an ideal state. In a nut shell, the interests of all are closely knit togeth er such that the interests of all resemble the interests of a single individual in the republic. In precise terms, all individual acts are for the common good. This altruistic stance remains questionable as it is difficult in practice top get down such states.Niccolo Machiavelli is famous for the advice given to the monarch with a view to power monopolization. Machiavelli advocated for policies that would discourage mass activism in political affairs. Machiavelli believed the citizenry was well exercising its energies in private practice in the process leaving out political and state activities. In his book, the Prince, Machiavelli urged the monarch to use violence and force to achieve the government goals. Machiavelli held the view that political aims could not be led by a single set of religious or moral ideas.From the above two positions, it emerges that there are interests to be protected by any state or society. The societal or state claims are wide varied as the control and the rulers may conflict on interests. Even if there were no conflicts, still issues regarding approach would arise. This puts the leaders, the few, against the ruled, the many. On this basis, Machiavelli sought to have the ruler have enormous responsibleness in making decisions as the many could spoil the aspirations of a republic. However, Aristotle envisaged a scenario whereby the interests are melted down to reflect a single position, a position difficult to reach.Hence this implied that the leaders had to take a position that they thought would serve societal interests. 6. Aristotle viewed natural justice as a special species of political justice. lodge this view, Aristotle believed that a society had to enlist distributive and corrective measures to ensure societal cohesion. Aristotle claimed further, that the best regime may not after all the champion that observes the rule of law in its operations. On the basis of Aristotle every civilized society had a set of rules and re gulations it used to govern behaviour.In Aristotles views, civilized society emerged as a result of the emerging need to develop laws to regulate certain aspects of life within different societies. Thomas Hobbes uses the term leviathan to capture the collective will of people. These people come together to form a government that retains the sovereign authority. To Thomas Hobbes, collective will is the major force behind the formation of a civilized society. The people realized that they had collective desire, to achieve the different desires they saw it worthy to establish an authority to take care of their needs.The biggest need being the planning of security so that each individual gets to go about their business without undue disturbance. The differences appear minute in this case as Aristotles view of a civilized society was based on the need for cohesiveness in society. On the other hand, the need for civility in reference to Thomas Hobbes rested on the drive to protect collec tive will. The act of protecting collective will is almost in line with regulating societal aspects so as to exact compliance. However, this should not be misconstrued to mean that the two mean the same thing as only similarities exist.7. Aristotle believed that family existed just for the sake of political life. tho to this, Aristotle supposedly viewed politics as practiced for friendship purposes. Contrary to this position, Aristotle discussed family relations as types of friendships which are used as designs of political rule. He thus obscures the fiat of the relationships that he advocates in politics. The practice of politics must observe friendly relations just as a family does. In the terms of Aristotle, politics is thus useful in strengthening family ties.The family integrates people into a family and thus aids the formation or the commencement of political life. John Lockes 2nd treatise of government aimed to show that there was a legitimate foundation between people and power. This was captured by the social contract theory. Locke believed that a political society is not a form of family. In this regard, Locke was trying to discredit the patriarchal kingship. Locke went further to claim that a magistrates position on a case could not be compared o a fathers on a childs case. Locke saw two distinct societies in this scenario.Locke further claimed that the creation of the two societies was different and meant to achieve different goals. In Lockes observation, the political societys end is to possess property unlike a familial one that aims at raising children. The major separation point between the two scholars is premised on the aims of the two societies and how they are formed. Whereas Aristotle assumed that the two societies pursue one aim, Locke understandably shows that the aims are distinct in the two societies. The reasons for formation are equally found to be different as opposed to the views posited by Aristotle. 8.Lockes position on bullio n is viewed in relation to the right to ownership of property. In Lockes opinion, each individual had the right to acquire property through gravely work. However, Locke only saw it necessary that an individual amasses what they only need and ensure that in that pursuit, their labor does not become destructive. In precise terms, what Locke stood for was acquisitions of needs. He was opposed to excessive accumulation of wealth which defines the current society. Locke appeared to assume that all things were naturally available to everybody and thus objected to the systems of accumulation.An accumulation beyond what one could use at the time amounted to acquiring an unfair share. Aristotle saw the necessity of money in human life. However, he made a number of proposals regarding currency. Aristotle saw money as a common measure of al things available for consumption. In a nut shell, Aristotle saw money as the surest way of equalizing all consumables. In Aristotles terms, money was nece ssary to ensure a just and fair exchange system. The philosopher thus argued that money came up in a bid to ease the problem of exchange.In Aristotles terms good money had to be durable, portable, divisible, and intrinsically valuable. On the basis of the above presentation, it is crystal clear that Locke saw money as a capability for unfair practices. It could only be fair if each individual would acquire a rightful amount so that everybodys interests are taken care of. In reference to Aristotle, money was good only if it could be used for constructive purposes. Aristotle did not envisage money to be used in a commercialized manner. This is because of what Aristotle perceived as the natures limited nature.

A Discourse Theory of Citizenship

A Discourse guess of Citizenship This article discusses the concept of citizenship and how citizenship as a form of public participation is crucial to democracy as a whole. The author, Robert Asen, presents a new view that citizenship is a dynamic mode of public engagement. The first section of the article discusses questions rough public beliefs and perspectives. The second section of the article discusses how citizenship is a mode of public engagement. The third section discusses how public engagement must be examined and what can be learned from that analysis.The final section discusses how the concept of citizenship can be extended through the authors Discourse Theory. The first part of the article begins by explaining how within the public and even within assorts every(prenominal) sets of views or values are non universal. This authority that it is a challenge to represent the views of groups. This also means that members of groups need to stand up for their views. For subject, if you are part of a human rights organization, but do not approve of their stated views on a especial(a) country, you should make your voice heard.This presents a challenge to group allureership because they have to make the groups stated views much general in establish to not alienate any of the participants. In addition, people do not have a general view on how decisions should be made. For example, the article mentioned how the activistic AIDS organization, ACT UP, had a great deal of trouble coming up with a consensus about whether or not they should testify in face up of Congress. These facts mean that the views and perspectives of a group of people, their subjectivity, is more of an ever-changing process than a static group of opinions and should be treated as such.This idea is significant to colloquy as a whole because it helps understand why it is important to constantly make sure that no ones views in a group are being marginalized. The next section discuss ed how citizenship is a mode of public engagement. It explains that citizenship is not a group of well-defined privileges that come with legally living in a country, but instead it is much more. It is a way of getting involved with the world around you. Citizenship is a process of dealing with the world that influences the views and beliefs of the public. It does not have to come from entirely voting it exists in multiple modes.Some of these modes include consumer choices, work habits, and volunteer work. These sorts of actions could be more important than voting alone. This is because voting does not show your views in great personal detail and therefore does not always help advance your personal beliefs into public discussion. Voting only ascribes your views to one of two general view sets, which most people do not generally agree with completely. The other forms of citizenship, such as volunteering at a soup kitchen, can more accurately represent your views and ideas of how the world ought to be run.This is because the public sees how you are acting to directly make a change in society and may decide to join you in your cause. As the article says, Democracys heart does not beat in the halls of Congress or in the voting booth, but in everyday enactments of citizenship (Asen, 197). The important communication concept that can be taken from this section, is that the power of democracy rests on form people and not on elected officials or bureaucrats. This makes it extremely important that ones views are expressed both in public treatment and in the way one lives their life.The responsibilities of living in a democracy do not only come once every two historic period for elections, but are present every day during human interactions. The next section discusses how public engagement in the form of citizenship must be examined. habitual engagement is not a static set of concepts, but instead a fluid, dynamic process of interaction that occurs at a personal t ake aim. Consequently, it is divers(prenominal) from person to person and must be treated specially. The dynamic nature of citizenship makes it impossible to make specific theories of how the public engages in citizenship.This means that there cannot be true experts in the analysis of human-to-human interaction. It does not, however, prevent qualitative analysis of public engagement in citizenship. This section also discussed how it is inherently risky to engage in citizenship. The risk occurs when an soulfulnesss views are known and the public becomes aware of ones beliefs. For example, participating in a Pro-Choice organization could evanesce some of your Pro-Life neighbors to dislike you for your views. On the other hand, there is a social benefit to this risk because it can expose you to people who share comparable views to you.This common bond of risk unites organizations and makes them stronger over time. The important communication topic in this section is that communicat ing your views involves risk, but that risk is worthwhile because it can lead to stronger social ties. The last section focused on how the definition of citizenship is expanded when the authors Discourse Theory of Citizenship is applied. The definition of citizenship is traditionally limited to the rights and privileges that are granted to man-to-mans who are legally living in a country.With the application of this new theory, the definition can be expanded in a fewer ways. First the, relationship between the citizen and citizenship has been reformulated. No longer is citizenship just the product of being a citizen, but instead it is a way of acting. Second, citizenship is not something that all citizens have equally. While every citizen can vote, the affect he/she has on public talk over also depends on power and money. For example, a rich individual can attend special interest meetings that require large donations in order to participate.This makes these people more capable of influencing what laws are ultimately passed. Another example is how in the past and still to a certain extent now, race can either help or hinder ones level of citizenship. The third expansion of our understanding of citizenship is through the analysis of hybrid cases of citizenship. Hybrid cases of citizenship are instances when normal everyday acts are also forms of citizenship. One example of this is if an individual spends more money at an organic food store because they want to support the organic food industry.The expansion of the definition of citizenship through the Discourse Theory of Citizenship allows for a better understanding of citizenship and how public communication in many different forms is responsible for maintaining an effective democracy. When communicating through citizenship, it is important to understand that the citizenship includes more than just voting. It also includes everyday person-to-person interactions, buying choices, and group memberships. By under standing citizenship through this expanded definition, it is possible to better focus public discourse in ways that can advance ones personal beliefs and goals.

Charles Dickens’ Satire of Victorian Culture in Oliver Twist

In the novel Oliver Twist, Charles Dickens ridicules Victorian society he focuses on the scurvy natural law system of rules, orphans, workhouses, and the characterization of Oliver and Nancy, using sarcasm, and the comparison between the real world and the world of Oliver. When Dickens was just a child, a lot of traumatic things happened to him. At twelve, his father went to prison. He then had to work in a shoe blacking factory. He k modernistic poverty and thats why he was cognisant of social problems and had deep feeling of social commitment. Dickens was one of the most important social writers of history.He criticized moral, social, and economic problems in the Victorian date of reference through his legend works (Charles 1. ) The emotional and symbolic representationizing power that Oliver Twist has is he value in Dickens life (Linsay 172. ) While writing the book, Victorian themes like poverty, injustice, remember characters, and punishment were all(prenominal) live issu es in the world. Dickens didnt like the 1834 New Poor Act, which criminalized the poor. He didnt like the harsh utilitarian moral philosophy of it. The Poor Law Board thought that people that could do work didnt get anything better than the poorest worker.Due to the emergence of trade unions, the Poor Law system fell into decline. There were liberal welfare reforms during the twentieth century it wasnt until 1948 when it was officially abolished. Illustrated in Olive Twist, Dickens showed the reading society the harsh symbol of realities in the Victorian era. In the novel, there are a lot of orphans. Dickens depicts them as poor, underfed, oppressed, and severely punished (Charles 1. ) The fear of destitution and poverty was unendingly present in the minds of adults, and children alike in Victorian society.There were many orphans, and one in fourteen of many towns population of children were classified as paupers in 1863. to the highest degree of the needy population relied on th e parish system through the Poor Law. A Board of Directors was elected, and in many occurrences, Dickens doesnt put them across as the best fit, even though the goal in the Acts was to help these paupers. Dickens uses sarcasm to write about the Board. It was once a Poor Law system that encouraged work ethic (Poverty 1. ) He describes them in the novel as very sage, deep philosophical men (Dickens 11.)Dickens talks how cardinal orphans, Oliver and Rose, are tried with adversity which teaches them the virtues for others and love. Its the life of pain and alienation that help them become pure characters, contrasting the fact of the stealing, wild paupers of the Victorian era (Baldridge. ) In the novel, Charles based the character of Oliver on eighteenth century traces. Charless daydreams of childhood were at bay, and it gave him an emotionally true picture of the exploited children of his own fourth dimension (Linsay 179. ) In the workhouses that orphans were sent to, there was stri ct discipline.They were given just barely enough food to survive, and were punished harshly if they didnt follow strict rules. In the novel, Dickens explains what happens to Oliver when he asks for more food. Please, sir, I want some more. The master was a fat, healthy man but he turned very pale. He gazed in stupefied astonishment on the small rebel for some seconds, and then clung for support to the copper. The assistants were paralyzed with wonder the boys with fear. Dickens shows the reader through Olivers hunger how bad it was for him.Everyone around the food master thought surely Oliver was to be hung for asking such an explicit question. Instead, Oliver is sent to immediate confinement, awaiting a new master. Laborers had tasks like stone breaking, oakum-picking, sack-making, and corn-grinding. Work conditions were tough, even though they were required to be moderately clean. Patricia Pulham and Brad Beaven explain in their article entitled Poverty and the Poor how in his jo urnal, Workhouse Words, Dickens investigates the conditions of the workhouse conditions.When he went to the workhouse debate in the 1850s, he witnessed poverty, misery, starvation, and all around death these defined the lack of the workhouse system. Dickens achieves the simplicity of the characters because the way he presents them and describes them doesnt contain any indistinctness. To some, Oliver might seem sentimental, and Nancy a prostitute with unsure feelings, but these depictions are conventional, and are the marks and representations of a tragedy. Oliver is looked at as an item of mortality who will be a new responsibility for the parish and is only worth selling to the general public when he misbehaves for 5 pounds.Society views Oliver, with its funds ethic, as a liability, for he really doesnt portray a soul or spirit in the Boards eyes. Olivers characteristic development might seem pompous, because he doesnt really act or talks like the other children. Dickens removes h im from the natural speech of all other characters, and gives him the emblem of susceptible innocence and exposure. Oliver is managed by anyone who comes in contact with him. Hes like a puppet, influenced beyond his view. Actually, through most of the novel, Oliver oft doesnt know where he is or who he is.Social order is shown through the rough unimportance of Olivers concealed humanity (Duffy 5. ) Oliver never learns how to juxtapose the oriental alabaster and pitch social vocabularies in his story in any way that he might earn about the realities of Victorian culture (Baldridge. ) Dickens depicts Nancy as forced into prostitution by poverty, her peers, and her corrupt environment. Dickens knew of the victimization of Victorian women and wanted to show that Nancys sweet character was corrupted by this and that she didnt deserve her fate (Charles 1.)Even at the cost of her life, Nancy feels change in her heart. She is loyal to her friends, and she goes to save Oliver and Rose. Dick ens isnt emotionalizing iniquity and crime. The truth of life is being represent (Al- Mahdi 3-4. ) Charles Dickens successfully takes the harsh realities of the Victorian era and employs them into the novel Oliver Twist. Through his satire and characterization, he creates a negative image of the cruel things that happened to people in workhouses, orphans, and children. Charles Dickens will always be remembered as one of the best social commentators in history.

Field Experience Report

General Outcome 1. 0 The educatee shall sp suppress 15 hours in observation in a school setting. Specific Measurable Learning Outcomes Upon successful bound of this unit, the scholarly person shall be able to 1. 1 Review an animated lesson plan prior to the lesson. later criticisming an existing lesson plan prior to the lesson slaying by your cooperating instructor, address the avocation 1) Record the subject, first floor level and the terminal of the lesson plan. 7th grade Civics. Goal 1. Identify the key issues discussed at the Constitutional Convention? . discover the problems and solutions that were turn to by the Great Compromise of the Constitutional Convention of 1787. How did this lesson plan differ from the required lesson plan of this line of credit? Much less detailed, in fact I would even call it vague. 2) Did the plan include an judicial decision? Not really, he had Evaluation and that was to be determined by scholars participation. Observe the implementat ion of the lesson and address the following 3) Did the actual teaching/ accomplishment cognitive operation take place as push throughline in the plan?Why or why non? The teaching process took place as outline, nevertheless the skill process is hard for me to gauge without a formal assesment. 4) Did the instructor feel as if the lesson was successful and the objective was met? Yes, he did, he seemed satisfied. But to be frank, I dont recall so. 5) Would you aim d cardinal any(prenominal)thing differently from the teacher? If so, what? Yes, I would definitely be more than than detail lie with my lesson plans. I take note his plans to be too vague for my liking. 1. Observe a cooperating teacher in prodigious and humiliated group instructional setting. After observing a cooperating teacher in a bountiful and micro group instructional setting, address the following Large group instructional setting 1) Did you fete any of the following instructional strategies integrated curriculum, thematic teaching, cooperative learning, critical view/problem solving, or differentiated instruction? He procedured differentiated instruction for a skilful student in integrity of the sectiones I observed.For example, he would delegate the same chapter from the Civics book for all the students, but he would assign the gifted students, additional questions to consequence at the end of the chapter, and in fact, they were what I would consider higher bless questions. 2) Describe what you observed. (If n whizz of the instructional strategies listed above were observed, describe what strategies you did observe. ) Small group Instructional setting 1) Did the cooperating teacher delectation small group instruction? If not, why do you think it was not employ?Yes, he did use small group instruction. In one of the secernatees I observed, in that appraise was 5 ESOL students, he grouped them together to get the extra help needed in reading chapters and comprehensio n of the corporal, with an ESOL teacher aide. 2) How could you use small group instruction with this family unit of students? It could be used by divinding kids into different small groups, I would divide them not by grouping readiness levels together, but by group different skill levels together. That way, they could collaborative learning could be implemented.If so, describe the teaching strategies in the small group. I would use collaborative learning and use higher order thinking skills as my primary goal in the small group. I would act more as a facilitator, guiding them on the journey. 3) What criteria was used to form the small groups? He sepereated the ESOL group, however you could also use small group instruction for differential instruction for gifted students. How did the instruction in the small group comp atomic number 18 to that of the large group? The small group was over more more interactive.The large group listened to a lecture, while the ESOL group participate d much more among the group and interacted much more within the small group, as compared to the large, which did not interact. 1. 3 Observe and describe the schoolroom learning environment. A student-centered learning environment is one that is safe, organized, inclusive, equitable, flexible and collaborative. Describe what you observed by addressing the following Did the teacher * provide an organized schoolroom with well-managed space?Yes, I believe so the provided thing I did observe was that there were not enough textbooks for all the students, so in one class intimately 4 students of all time had to share a book. This is not really more or lessthing that the teacher can control, but it did awe me. * convey high expectations to students? Somewhat. He always repeated to students that Civics is important, that in order to be good citizens, one must have an understanding of Civics. Also he discussed with them the importance to study and the need to study a lot for success. ma intain a climate of openness, inquiry, and fairness? Yes, I believe so. The students were never reprimanded without reason. Also, he did hike them to answer questions, even if they were wrong. * adapt the environment to accommodate different needs and diversity? Yes, he did analyze he would often separate the ESOL students so they could sit in a group with their ESOL aide. Also the teacher had a student who was gifted and he accommodated his needs by assigning him higher-order questions from the book. * model go through oral exam and written communication skills?Most times, though I do think at times he could have been even more clear, because neartimes the kids were completely lost as to what chapter they were on, and on what dates things were do. Obviously there is a miscommunication somewhere. 1. 4Observe the teacher use visibles in the teaching/learning process. Observe a lesson and describe the process that was used to utilize instructional materials by addressing the fol lowing 1) List the materials used in the lesson. He used a website called attached which is a website associated with the Civics book used.They also had a workbook that was used. 2) Did the materials enhance the lesson and stimulate interest? To some extent. Some of the kids did not have computers and or net profit access, so they were not able to utilize the ConnectEd website. The book is a standard Civics book, so the extent that it can stimulate interest is limited in my opinion. 3) Did the teacher use the materials for demonstration only or were children able to use the materials? Yes, children could use the website at home, if they had Internet access and/or computer, which not all did. ) Would you use materials differently or would you use different material? Explain. I would use different materials as well as more materials. The lessons could be boring since they were largely lectures and going over questions in the book. With Civics you could use creativity and hold a moc k election, or peradventure have the class write their own class constitution and so on I would implement those sorts of ideas to learn and make the classes more interesting for students. 1. 5 Observe the teacher learner and learner leaner interaction.Mutual respect and good communication between students and teacher are vital to an effective learning environment. Address the following that you observed in your cooperating teachers classroom 1) How did the teacher encourage open communication? He always waited patiently for students to answer the questions and never criticized students if there answer was wrong, he would say something like Noyou are getting there though so even if the student was wrong, there were not do to feel bad and this I believe created a sense of comfort and confidence in the classroom for the students. ) Was learner-learner interaction a vital part of the instructional strategy? Not in the large group, however he did have ESOL students that were separa ted into a small group, and there was a lot of learner-learner interaction in this setting. 3) Did you observe cooperative learning? No, this is not something I observed during this field experience, perhaps I pull up stakes next semester. 4) Was the teacher more of a facilitator or a lecturer? Explain. I think he was a little of both.He did seem to lecture a lot, but by the same token, even though he did lecture, he also asked questions of the students every once in a while, which gave them opportunities to do critical thinking and thus, in that sense, he became a facilitator. 1. 6 Read to individual children or groups of children. A. Choose the book recommended by the cooperating teacher. Develop at least one question from the higher order questions (Blooms taxonomy) to ask the children. Describe the experience. If you are at a middle or high school setting, you may discuss a current book, article, or perhaps a poem that a student has read.We read the Bill of Rights during my les son on the Constitution. One of the higher order questions I asked was What are some of the rights guaranteed in the Bill of Rights and how have these rights unnatural your life? Explain. 1. 7 Listen to individual children read. Discuss with your cooperating teacher some instructional strategies that you can use to concentrate on vocabulary skills, fluency or comprehension. What were the suggestions? Describe the experience. During one of my visits the class read forte a chapter in the book. Some students were better readers than early(a)s.The teacher makes a vocabulary list every week, base on the reading. He instructs the students to make vocabulary cards from index cards, with definitions for students to study hebdomadally. Then, on a weekly basis, they have a1 vocabulary quiz. 1. 8 Work with individual or small groups of students to provide a review on previously taught materials. Discuss with your cooperating teacher a review lesson that you could implement with an individ ual student or a small group of students. With approval, implement the review and reflect on your experience.I had the opportunity to do this performance with a student that had been out a couple of days because of illness. I went over some of the lessons in the chapter with him that he missed, than the cooperating teacher wanted me to work with the student to answer the questions at the end of the lesson. This went well, since it was just one student, it was nice to have the personal interaction with him. However he was quite shy and I did have to work to get more than a 2-word response from him. 1. 8 Reflect upon the educational theory and philosophical system observed in the field based school.Your textbook describes four philosophies that entrance todays education. The subject-centered philosophies are perennialism and essentialism. The child-centered philosophies are romanticism and progressivism . Have a watchword with your teacher about his/her guiding beliefs of how teac hing and learning occur in the classroom and address the following 1) Which philosophy comes through in the discussion? During our discussion he told me that he is almost influenced by the progressivism philosophy. He believes that students students learn best by doing. 2) Which best describes the verity of the classroom that you observed?In reality, the cooperating teacher seems to lean more toward perennialism or essentialism. Certainly not progressivism because I did not once observe them doing any work on their own, other than answering questions at the end of a chapter reading. He relies most on lecture, and some discussion. 1. 9 Review curriculum guides, teacher manuals, etc. Ask your cooperating teacher for an instructional reduce calendar or a teacher manual for you to review. After reviewing the selected material, address the following 1) What guide, manual or material did you review?He showed me an IFC (Instructional Focus Calendar) for 8th grade US History, which was n ot a class I observed, but that he has taught. 2) What information did your teacher retrovert you regarding the use of the material? He explained to me that it outlines for a teacher what their focus should be on every inclined week. For example, for weeks 2-3 of the school twelvemonth, the teacher should be focusing instruction on Early American Settlements up to 1625. 3) Did you find the material beneficial? Explain. I believe so, I liked that the IFC, outlines for teacher what benchmarks they should focus on, what topic should be covered and in what order.I think it helps make the job of a teacher easier in the sense that you always know what you should be covering and what benchmarks you should be focusing on. 1. 10 Select for observation and interview one of the following music, art, physical education, or exceptional education teacher guidance counselor speech pathologist or other professional staff. I was not allowed by the school to observe any other teacher other than my cooperating teacher, however in order to at least be able to answer the questions, I did observe the art teacher at my daughters preschool, she teaches an after-school enrichment art class Little Chagall.After the observation and speaking to the educator, answer the following 1) How is his/her instructional preparation different from the regular classroom teacher? She decides week by week what they will focus on (her class is held once a week). One week they might cover Picasso and Cubism and another she may do sculptures and the renaissance. She does not have a formal plan per se and is pretty much allowed free reign on what she would like to focus on. She also does not have to focus on benchmarks, nor does she have to worry about covering material for standerdized tests. ) Do the students respond differently in these settings? Absolutely. This class is completely different than my 7th grade class for Civics. Besides the fact that the students are 3 and 4, this is indeed a class wh ere the progessivism philosophys influence is seen. Children are encouraged to be creative, think for themselves and to experiment. 3) What methods are used to measure student progress? slight paint on the floor means that progress is being made (Just kidding ) She says that she mainly focuses not only on their creativity, but also on building their fine motor skills.Usually after the first year the students are much more adept at holding paint brushes and they even paint more neatly. The objects in the paintings become more recognizeable as the objects that they were painted to be. (I. E. faces will actually start to have more defined features, as opposed to blobs). 4) What resources are available to help include special needs students? Her class is quite small, only 5 students. So she is available to give a special needs student more attention if it is needed. 5) Describe the classroom management technique. If the kids are not paying attention she says 1,2,3 look on me She says it works well and helps bring the kids back to focus. 1. 11 If appropriate, attend PTA, faculty, and grade level/ subdivision meetings as well as participated in field trips. If you are able to participate in any of the listed activities, address the following 1) What was the activity or meeting? Faculty Council Meeting 2) List the date, time and duration. 11/8/12, 830 AM to 920AM 3) What topics were discussed? FCAT, Computer carts, outdated teacher laptops, mistakes when placing students (gifted student was set in a class for the earning disabled), lack of security (2 security guards for 1200 students). No response for student referrals. 4) Who was in charge of the meeting? Mr. Morrina (cooperating teacher). 5) What did you learn from the experience? I didnt realize that there were so umteen problems inside schools. The teachers feel very frustrated, especially with the lack of security, their outdated equipment, and the fact that when they refer a student for bad behavior, nothi ng is really done about it. 1. 12 Assist in the preparation of publicise boards, charts, transparencies, PowerPoint presentations and other instructional aids.Describe and discuss how you assisted the cooperating teacher in any of the above listed items. Discuss what you wise(p) from the experience. . I assisted with making a bulletin board using some projects the kids had done. While of public life I learned to be creative and such while doing the bulletin board, what I learned most was the value of doing a bulletin board with the students projects. They really enjoyed seeing their work displayed for the universe of discourse to admire. And that is not what I was expecting to take away from it initially. 1. 13 Provide assistance to the teacher by evaluate papers, record keeping, taking attendance, etc.Describe and discussed how you assisted the cooperating teacher in any of the above listed items. Discuss what you learned from the experience. 1. I assisted the teacher with tak ing attendance. He takes attendance by assigning each student a number, from 1 to however many kids are in the class, in this case 22. individually child calls out their number starting with 1, if there is a missing number, he looks up who the child is and marks them absent. To be frank, it seemed to me much easier just to make a seating chart or just taking roll. With this method, some times the students forgot their numbers and we had to stop and start over.It just became too much of a time waster. I think its more efficient just to quietly check attendance without making a group activity out of it. 1. 15 Know the policy and procedure in an exigency situation. Each school has a list of apprehension situations and emergency procedures. Obtain and read a copy of the schools emergency procedures manual. Address the following 1) Which of the identified emergencies occur most frequently? According to the schools emergency report, the incidents that occur the most are crime related e mergencies, for example, gangs, bullying or fighting. ) Write a shortened summary of the recommended procedures for a fire drill. When alarm sounds, teacher immediately direct their class to the nearest mutter as indicated in the fire escape route map in the classroom. There is no caterpillar track or talking while exiting the building. Teachers must take with them the attendance records and the lesson plan records as these are ordained legal documents indicating the number of students who are present at the time. Furthermore, teachers must be aware of students who are not in the classroom at the time of the alarm and must be able to obtain their whereabuts.If student is missing, an administrator must be contacted immediately. Classes should remain at the designated wait spot until given the All clear. 3) Write a brief summary of at least one other emergency procedure. In the event of a Hurricane watch being announced and students have not been picked up, at least devil staff m embers must remain until all students have been picked up. Students should be taken to areas with no windows, such as hallways. Once the building is empty, custodians should prepare and secure the building.

Itb Syndrome

My condition 3is called ITB syndrome Explanation ITB syndrome stands for Iliotibial Band Syndrome. This is a common thigh injury in the main associated with running. The band is crucial to stabilizing the knee during running. The irritation usually occurs over the outside of the knee joint, at the lateral epicondyle. The iliotibial band crosses bone and muscle at this point between these structures is a bursa, which should facilitate a smooth, gliding motion. However, when inflamed, the iliotibial band does not glide easily, and pain associated with movement is the result. SymptomsITBS symptoms range from a stinging one just higher up the knee joint (on the outside of the knee or along the entire space of the iliotibial band) to swelling or thickening of the tissue at the point where the band moves over the femur. The pain whitethorn not occur immediately during activity, but may intensify over time, especially as the pick strikes the ground. Pain might persist after activity. P ain may excessively be present above and below the knee, where the ITB actually attaches to the tibia. Who does this commonly affect? Endurance athletes are prone to developing iliotibial band syndrome.Athletes who short increase their level of activity, such as runners who increase their mileage, often develop iliotibial band syndrome. But some other activities that rump cause this are biking, hiking or weightlifting (especially when doing squats). Treatment The iliotibial band dope be rested, iced and slopped to reduce pain and inflammation, followed by stretching. Using a foam roller to loosen the iliotibial band can help prevent and treat ITBS. A compression wrap to mobilize the ITB where the tendon meets the knee is also key to reduce the inflammation.Another pain reliever would be a cortisone injection into the area, which is usually helpful, and it can also be curative. But for the more severe and treatment-resistant cases may require surgery to mobilize the band. stri pe Rolling out your IT band will help prevent this. While this exercise using a foam roller will help to alleviate IT band pain, it also helps prevent problems from starting in the first place. Its painful, especially if youre already having IT band issues, but after a week or two of consistent rolling, youll notice less pain. Also a lot of stretching can prevent ITB syndrome.

Bambara’s Short Story Called “The Lesson” by Toni Cade Bambara

The main character in Toni Cade Bambaras short story called The Lesson ironically is not even named until midway through the story. Sylvia is a tough girlfriend from the ghetto who uses her experience at the museum and the toy store to become more self aware. In The Lesson, Sylvia learns a grass about herself, just now nothing that she leave alone share instead she will use her knowledge inwardly to propel herself. What the reader knows about Sylvia is very little.Bambara provides no physical description of her although we suspect from the beginning that she is from the ghetto as she speaks very colloquially and talks of winos and pee in the hallway of her building. The reader can also garner this knowledge from the other characters in the story. Sylvia is stubborn and she keeps her true feelings inside(a). She is therefore a fairly closed person. nonetheless when she desires to know what a real boat costs, she will not directly ask Miss Moore because she doesnt want to give her the satisfaction of speaking to her.When they are in the toy store and Sugar yearningly runs her finger over the boat, Sylvia says, Im jealous and want to hit her. Maybe not her, precisely I sure want to punch somebody in the mouth (424). She is angry about the inequities of wealth in the world, but she doesnt want to appear that way to anyone so she pretends to be bored. She doesnt want anyone to think that these sort of social inequities bother her, especially since that is what Miss Moore is trying to prove. She is even angry at Sugar for expressing a lesson learned from this experience. This does not mean at all that she doesnt get it.She understands on the nose the ramifications of this experience. Sylvia is bright and she does pass water sort of an epiphany while entering the toy store. She says, except I feel funny, shame, as she enters the toy store, but he is not quite sure what she is shamed about. She is intuitive enough to spot that she cannot afford these thi ngs even though her family ploughs hard as well. As they ride home on the train, she keeps thinking about the price of these toys and what that money could buy. Thirty five dollars would pay for the rent and the piano mensuration too.Who are these people that spend that much for performing clowns and $1000 for toy sail boats? What kinda work they do and how they live and how come we aint in on it/ (424) Sylvia is resentful of the money exhausted on these extravagances and yet, angry that she doesnt have the money to do the same. She experiences shame over her social class, likely for the first time. Because she is earnn out of her own reality, the prices in the toy store hit her like a bucket of cold water in the face. She has just come face-to-face with the cold reality of what others have and what she does not.Her stubbornness will not let her admit any of this to Miss Moore or even to Sugar, but she feels in in her chest. She wont speak the truth that she knows aloud, but sh e can feel it inside her. What she does do is vow to be a strong person. She is determined as evidenced in her statement, But aint nobody gonna beat me at nuthin (426). The reader believes that she will use this new-found knowledge as a directive point in her life. She is stubborn and determined, and while she may not care about the flaws in the clay of wealth distribution like Sugar, she will make sure that she is no longer on the helplessness end of this equation.With her stubbornness and street smarts, the reader has no idea where this determined attitude will take herto a world of drugs or other illegal activities in order to make money or a more legal route. We do know that these words are deep inside her and will propel her toward the money she believes she wants and is entitled to. Sylvia is a round character as we can see the wheels turning as she contemplates new information and uses it to make her even stronger.WORKS CITEDLawn, Beverly, 40 Short Stories A Portable Antho logy, Bedford/St. Martins, Boston, 2004. pp. 419-426.