buy custom Curriculum Domain essay

buy custom Curriculum Domain essay The domain of curriculum calls for the maintenance of professionalism and the establishment of accountability standards that ensures that the graduate acquires the appropriate behaviors and skills for a fruitful practice in the real world of curriculum work, which is significant to the success of the schools in the implementation plan. Numerous department and colleges dealing with educators has the responsibility of providing the necessary leadership and help schools in improvement initiatives by the establishment of criteria for the emerging specialists in curriculum. Knowledge bases are integral factors of disciplines. They assist in the development of frameworks that would identify the main components responsible for characterization of disciplines, which help the scholars and practitioners in accessing the basic knowledge in a certain discipline. There has been existence of significant transitions as efforts for identification of the knowledge base that could be operational. The knowledge bases that relevant to curriculum studies could be conceptualized as classical research domains; topical categories, and paradigms of education for the teacher. Knowledge bases encompass varied way for identification that are necessary for professional educators that are essential for practice. This knowledge base could be developed from numerous source documents including textbooks, which summarizes the main principles and the available concepts from theories, researches, and practices. The knowledge bases are responsible for the provision of theoretical frameworks, which comprises of the fundamental knowledge, and current researches. Philosophical Perspective of Curriculum There are four cardinal philosophical perspectives employed in the enhancement of educational curriculum. Each of these educational philosophies has a close relationship with either one or many of the existing world philosophies. These educational, philosophical systems are presently utilized in every classroom in, the entire world. The existing philosophical perspective in education includes; Progressivism, Perennialism, Reconstructionism, Essentialism. All these philosophies greatly emphasizes on the content that should be taught, and their curriculum aspect. The Reconstructionist Curriculum Reconstruction curriculum was employed after the identification of the problem that the students faced as far as interpretation and evaluation of social problems is concerned. There was the need for commitment of the issues that were being discussed and encouraged in the taking of action as concerning constructive changes. The curriculum was based on economic and social factors as well as the social services. Reconstruction meant that the curriculum had involved the students in the critical analysis of the international, local, and the international community. The issues that were involved included; environment degradation, crime, poverty, political oppression, war, hunger, and unemployment among others. This policy was prompted after the realization of the numerous injustices that are in the society and the prejudices in terms of gender, socioeconomic status, and race. The schools has the responsibility of training the students against the practice of these injustices and even go a step further in the providing the resolution of the existing problem. The students should be equipped with the necessary information that would assist them in the courageous examination of the controversial issues. The students were expected to be equipped with the necessary skill of coming to consensus on various issues, thereby encouraging the implementation of group work. This curriculum was expected to be changing constantly to accommodate the developing issues in society. The students should be equipped with the necessary awareness concerning the global issues and the relationship between countries. The curriculum should emphasize on issues that enhance the global cooperation and mutual understanding. In order to deliver effectively on the existing intention of the curriculum, teachers are the prime agents of any social change, internationalism, and the renewal of various cultures. Therefore, reconstuctionist curriculum played an extremely vital role in emphasizing on social sciences than it did on science. These social sciences included; ethics, history, philosophy, sociology, religion, political science, poetry, and economics (Tanner, 1980). The Progressive Curriculum The progressive curriculum gives much emphasis on the social and the study of natural science. The teachers have the responsibility of introducing their students to the social developments, technological, and new scientific studies. The teacher should be able to broaden the learners personal experience; this can be enhanced by employing the use of the present community life in their teaching. The curriculum is centered on ones abilities, interests, and experience since; it is believed that one is better placed to understand the content of whatever they are being taught if the content is relevant to an individuals life. The teachers are expected to plan their lessons more so, if the lessons that they are about to teach would heighten the students curiosity and even prompt the students to think outside the box and knowldge construction. For instance, apart for the normal reading of books by the students, the students should be engaged in fieldworks, which sharpen their interaction with the society and nature (Heslep, 1997). The teachers should come up with ideas that would help in the enhancement of students interaction with each other. This helps in the development of social virtues that could include tolerance and cooperation with it comes to the difference in peoples point of view. The curriculum also advocates on the importance of teachers diversity. The teachers should not only be confined into doing a single discrete discipline at a given time but, also should introduce other lessons that would mix numerous different subjects. The teachers have the responsibility of exposing the student to curriculum that is seen to being more democratic and acknowledges the citizens accomplishments regardless of their cultural background, gender, and race. Progressive curriculum aims at making schooling both useful and enjoyable to the students, as well as the teachers. The school, home, and workplace should blend in the generation of persistent, useful learning skills in life. Progressivism intends to end the bo redom and monotony that have existed for many years. The students are expected to deal with the problems that exist in real life. Essentialism Curriculum Essentialism emphasizes on instilling the students with the essentials of the required knowledge in academics as well as developing ones character. William Bagley used this educational philosophy in the 1930s, later in the 1950s it was again used Admiral Rickover and Arthur Bestor. It gained numerous criticism after its introduction in the USA with the argument being on it rigidity. The fundamentals essentialism curriculum calls for the teaching of mathematics, literature, history, foreign languages, and natural science. This curriculum goes against the teaching of life adjustment, vocational and various that could be seen to watering down the academics content. The students who are in the elementary level are expected to be equipped with skills on writing, measurements, and reading. The students are not expected to dwell much in the subjects that deal the development of ones creativity such as music and art. The curriculum expects the student to have a deep understanding concerning a body of data and fundamental techniques, which gradually truncates from less to skills that are more sophisticated and detailed understanding. The student can only proceed to the next class after proving to competent with the required material (Hunkins, 1998). This curriculum is rigorous academically, for either the slow or the fast learners. The students are provided with a set of common subjects, which does not consider the students interest or skills. The system also advocates for long school day, as well as the academic year. There is also in the cooperation of challenging textbooks. It goes further in calling for classrooms orientation by teachers, who have a role of being the students intellectual and moral role models. The system advocates of the teacher-centered operation. The teacher has the full mandate of deciding the most significant area to teach regardless of the students interest since it diverts attention and time from learning the subjects that are academic. The teachers put more emphasis the results of the tests scores, they then use this in their evaluation of the students progress. The students are taught with the aim of making them culturally literate, which helps to possess a working skill about the events, ideas, people, and institutions that are crucial to society. It is the expectation of the essentialists that once the students are through with their education, with will has possessed the necessary skills and disciplined with practical minds with will help them in the application of knowledge in the setting of the real world. There is immense emphasis regarding discipline for the smoothing learning of the school situation. The students are equipped with necessary discipline in re gards to the authority governing the society and the school. Finally, the teachers should possess a high level of maturity and education, for effective transmission of knowledge to their students. The 19th Century Educators In the 19th century, there was the development of nationalism in Europe. This development brought along the belief that the power of education could be employed in the shaping of individuals and nations. They eventually came up with the development of the national school systems. It also helped in the changing of the attitude that people had towards women, and by the end of the 19th century, some countries had introduced secondary schools for women. These countries include Germany and France. The issue of coeducation was only among the extremely liberal educators. In the 19th century, small children who after the age of 10 or 11, most of them stopped schooling only attended the European elementary schools; the only ones who continued with the school were the few bright ones. The common subjects that were studied were reading, religion, arithmetic, and writing. This education was of low quality since the teachers did not have the required experience; most of the people who taught did so since they could not access any otheer job. The concern of various educators in the 19th century for individual development and welfare soon encompassed the children were had been considered uneducated initially. The Italian physician Maria Montessori introduced a school for the mentally retarded children in the year 1870 to 1952. The materials and the technique she employed were so effective that most of the children were able to learn on how to read and write just as the other children. In the early 1900s, Montessori was assigned to run childrens houses; it entailed children of ages between 3 to 7 years old. Here, she gave much emphasis to individual development and freedom. As regards to freedom, the children would be independent of other people as much as possible. The children were taught on practical tasks; for instance, cleaning their classrooms and dressing themselves. They were also provided with materials that would help them to see and correct their mistakes, making them independent of their teachers (Mackenzie, 200 7). Curriculum is affected by numerous factors. All these factors are aimed at meeting the requirements of the 21st century learners, which is both for the corporation learning centers and organized academic learning. The required curriculum calls for the selection of learning goals, and coming up with knowledge delivery models and at the same time developing assessment methods for a group and individuals progress. The effect of politics on a certain curriculum comes in where the government funds the public and private, educational institutions. The funding also helps in hiring of qualified personnel, establishment, and maintenance of equipments and facilities. The environmental effects include the world's awareness concerning revision and abolishing pollution persist affecting curriculum growth. The existing approaches to curriculum development are divided in two aspects. The first aspect of curriculum development involves the individuals initiative. This is whereby one an individual is self-driven into driving a faculty into greater heights without any external support. The second approach is a collective means of developing the curriculum. Here, it becomes every person initiative to pursue the faculty into greater heights. The process of changing a curriculum is not an abrupt process but rather it is a gradual effort where the involvement of numerous faculties, planning time, and professional development comes in handy. One of the most effective approach of by a certain faculty developing dialogue and access positive feedback from other faculty members, at this point, they might come up with probable goals and go to the extent of suggesting their final solution. Once a certain faculty is cognizant with the set targets and solutions, they can invite a professional who could be in charge of increasing the faculty understands about schooling and sustainability. Another method could be through accessing the available disciplines and grade levels and requesting the educators on the identification of a method that could be employed in the addressing of concepts, attitudes that could have a relation with sustainability, and skills required ( Glatthorn, 2009). Once there is an agreement about changing of the curriculum, time is extremely essential. The faculty requires the administrational support where it should agree on improving the existing curriculum. They also need to set aside enough time for planning. A mandatory commitment of 3 to 5 years timeline in charge of various transformations and allocation for time for planning and professional growth, which enables the faculty to use collaborative and thoughtful methods to avoid unexpected additional burdens (Wiles, 2009). In conclusion, numerous department and colleges dealing with educators has the responsibility of providing the necessary leadership and help schools in improvement initiatives by the establishment of criteria for the emerging specialists in curriculum. They assist in the development of frameworks that would identify the main components responsible for characterization of disciplines, which assists the scholars and practitioners in accessing the basic knowledge in a certain discipline. The common philosophical perspectives in education include Progressivism, Perennialism, Reconstructionism, and Essentialism. Reconstruction curriculum was introduced after the identification of the problem that the students faced as far as interpretation and evaluation of social problems is concerned. This curriculum dealt on the economic and social factors as well as the social services. The progressive curriculum gives much emphasis on the social and the study of natural science. Here, the teachers ha ve the responsibility of introducing their students to the social developments, technological, and new scientific studies as well as broadening the learners personal experience. Finally, essentialism curriculum, calls for the teaching of mathematics, literature, history, foreign languages, and nature? Its curriculum goes against the teaching of life adjustment, vocational and various that could be seen to watering down the academics content. The teacher has the mandate of deciding the significant area to teach regardless of the students interest since; it diverts attention and time from teaching the subjects are required. The teachers put more emphasis the results of the tests scores; they then use this in their evaluation of the students progress. Buy custom Curriculum Domain essay

Cognitive-Behavioral Play Therapy

Cognitive-Behavioral Play Therapy Free Online Research Papers Cognitive-behavioral play therapy is an approach to treating young children that adapts cognitive and behavior therapies in developmentally sensitive ways. Like adult-based cognitive and behavior therapies, cognitive-behavioral play therapy is psychoeducational in nature. However, the learning experiences designed to bring about cognitive and behavioral changes are transmitted through play activities through the use of both verbal and nonverbal forms of communication. Cognitive-behavioral play therapy is based on cognitive and behavioral theories of emotional development and disorder. CBPT is structured, directive, and problem-focused. CBPT involves the child in the treatment through play, using art materials, stuffed animals, puppets, and other toys. The childs thoughts and feelings are the focus as the therapist provides a strategy for developing more adaptive behaviors and thoughts. Rather than being open-ended, CBPT is goal oriented, directive, and structured. A primary goal of cognitive therapy is to identify and modify maladaptive thoughts associated with the patients symptoms (Bedrosian Beck, 1980, as cited in Knell, 1997). Cognitive therapy assumes that there is a relationship between thoughts, feelings, and behaviors. Mutual influences exist such that changes in one of these areas of functioning will result in changes in the other two areas. Cognitive behavioral therapy recognizes these influences while trying to modify a childs emotional, cognitive, and behavioral functioning. There are both similarities and differences between cognitive-behavioral play therapy and traditional play therapies. The similarities are the establishment of a positive therapeutic relationship, communication through play, creating a safe container for the child, and the therapist gathering clues to understand the child. The therapist observes how the child may view him or herself and others, problem-solving approaches, and conflicts and fantasies. Some of the ways in which CBPT differs from traditional play therapy include the establishment of specific goals, the therapist playing an active role in selecting materials and activities, using play to educate the child, and using praise to encourage positive behaviors. Before beginning treatment, the therapist may want to obtain the childs self-statements, assumptions, and beliefs. The therapist can obtain this information from parents, observation, and various psychological tests. After a thorough assessment of the child, the cognitive-behavioral interventions can be presented through role-play, positive reinforcement, and modeling (Knell, 1997). A child with school phobia might role-play the experience of going to school while using new coping skills, such as positive self-statements. The therapist might reward the child for using newly acquired skills to cope with school phobia. Modeling is used to demonstrate adaptive coping methods to the child. During treatment, problem situations are reenacted to help the child learn alternative ways to respond to or perceive various situations. The therapy must be designed to facilitate generalization. Therapeutic play scenarios should parallel the childs real-life situations. When working with children, it is important to help them develop the skills necessary to take what they have learned in therapy and apply it to a variety of settings. Significant adults in the childs life should reinforce the new behavior and be involved in the treatment. Relapse prevention should be included in the treatment in order to prepare the child and family for the possibility of later problems. The therapist can teach the child and his or her parents how to learn from these setbacks while accepting the belief that setbacks are part of the learning process (Knell, 1997). The therapist and family might identify high-risk situations and facilitate problem-solving and coping skills to manage these situations. REFERENCES Knell, Susan M. (1997). Child-centered play therapy. In Kevin J. OConnor Lisa Mages Braverman (Eds.), Play therapy theory and practice: A comparative presentation (pp. 17-45). New York: John Wiley Sons, Inc. Research Papers on Cognitive-Behavioral Play TherapyThree Concepts of PsychodynamicEffects of Television Violence on ChildrenThe Relationship Between Delinquency and Drug UseStandardized TestingInfluences of Socio-Economic Status of Married MalesGenetic EngineeringPersonal Experience with Teen PregnancyThe Effects of Illegal ImmigrationHip-Hop is ArtIncorporating Risk and Uncertainty Factor in Capital

Italian Vowels - Pronunciation Examples

Italian Vowels s Italian vowels ( le vocali a i u e o The approximate English equivalents are as follows: a is like a in the English word ah! Italian / Englishcasa  Ã‚  houseantipasto  Ã‚  appetizerama  Ã‚  lovesbanana  Ã‚  bananasala  Ã‚  hallPapa  Ã‚  Popefama  Ã‚  famepasta  Ã‚  pasta; dough; pastry e is sometimes like e in the English word they (without the final i glide). Italian / Englishe  Ã‚  andbeve  Ã‚  drinksme  Ã‚  mefede  Ã‚  faithvede  Ã‚  seesmele  Ã‚  applessete  Ã‚  thirstpepe  Ã‚  pepper e is sometimes like e in the word met. This is the open e. Italian / Englishà ¨Ã‚  Ã‚  islento  Ã‚  slowbene  Ã‚  wellfesta  Ã‚  party; holidaysedia  Ã‚  chairpresto  Ã‚  soonvento  Ã‚  windtà ¨Ã‚  Ã‚  tea i is like i in machine. Italian / Englishlibri  Ã‚  booksbimbi  Ã‚  childrenvini  Ã‚  winesviolini  Ã‚  violinstini  Ã‚  vatspini  Ã‚  pines o is sometimes like o in the English word oh!. Italian / Englisho  Ã‚  ordono  Ã‚  giftnome  Ã‚  namesolo  Ã‚  aloneposto  Ã‚  placetondo  Ã‚  roundvolo  Ã‚  flightmondo  Ã‚  world o is sometimes like o in or. This is the open o. Italian / Englishmoda  Ã‚  fashiontoga  Ã‚  togano  Ã‚  nooro  Ã‚  goldposta  Ã‚  mailbrodo  Ã‚  brothcosa  Ã‚  thingtrono  Ã‚  thronerosa  Ã‚  roseolio  Ã‚  oil u is like u in rule. Italian / Englishluna  Ã‚  moonfungo  Ã‚  mushroomuno  Ã‚  onelungo  Ã‚  longfuga  Ã‚  fuguemulo  Ã‚  muleuso  Ã‚  usetubo  Ã‚  tube

Labor Unions and Their Impact on the Economy Essay - 1

Labor Unions and Their Impact on the Economy - Essay Example As the report declares the state employees are not happy with the proposal of the governor that they would have to make a contribution of 5.8 % of their salary towards schemes of pension along with the payment of 12.6 % of their insurance premiums for health. In this report of the research paper, various arguments in support of the union’s protest will be presented.This paper highlights that on  February 15, 2011, the public employees, community supporters and union activists in a number of more than 15,000 jammed at the Capitol Square in Madison for protesting the governor’s plan to band the rights of the workers and demolish jobs of middle class community of the society. The governor denied making any changes in his plans and has mentioned that if the bill is not passed by the state legislature, he would compel massive layoffs along with hampering of state services and thus would cost several jobs.  The move of the governor has been demonstrated as a way of politi cal business that is interested in taking the rights away from the people. The appeal of a few protestors is such that they are in complete support to the governor’s activities for balancing the budget but not at the sake of the worker’s rights, as evident from the views of a retired Communications Workers of America member.  The protestors mentioned that the governor was imparting the bad effects of a budget bill by setting up such a policy that would take away the general rights of the people.

Crisis at Canoe Essay Example | Topics and Well Written Essays - 500 words

Crisis at Canoe - Essay Example ordinance will be the primary means used to measure how food handling, storage, and preparation are carried out at the Canoe premises, although some other general observations will be made. When I arrived at the Canoe location, I observed how busy the kitchen was when preparing for the lunch service. This tends to suggest that demand in the local area is high and Aqua can adequately keep up with high demand. Furthermore, all of the kitchen staff were dressed in bright, clean uniforms. Appearance is everything when it comes to making food, even if many of the cooks are never seen by the patrons. Unfortunately, this is where the successful practices stopped. I felt a little warm while in the kitchen, and so took off my coat only to realize that the kitchen thermometer read 73 degrees F. What I witnessed next shocked me completely; a large frozen turkey was defrosting in a dish on the counter. This violates two components of the LA county restaurant grading ordinance. The first is that the temperature should have been no higher than 70 degrees F. The second is that the ordinance only allows frozen food to be thawed under running water at no higher than the previously mentioned temperature. This is in gross violation of the ordinance, and could result in severe penalties if an inspector witnessed this event. Apart from the issue with the turkey defrosting on the counter, the assistant head chef was preparing a chicken casserole and beef vegetable soup when I noticed that the woman did not wash an instrument when switching from preparation of one type of meat to the other. Once again, this violates the ordinance in two instances; equipment must be cleaned between uses and the temperature should not be in the danger zone (40 degrees F to 140 degrees F). One positive action that I witnessed was that the chef and all his assistants were wearing gloves, yet none of them were wearing hair nets. The ordinance requires safety hair nets, gloves, and clean uniforms at all

Nuclear Program of North Korea Essay Example | Topics and Well Written Essays - 3250 words

Nuclear Program of North Korea - Essay Example First of all, North Koreans could be trying to create a new relationship with the United States. On the other hand, this country could have been engaging in such a program in order to deter the United States. (Coughlin, 2000) In fact during the past, some people have asserted that the reason why North Korea has been doing this is so that they could foster trade agreements or other economic aids. On the other hand, the west would have the ability to restrain weapons made by past communist governments in North Korea. Not all people believe that this is the latter statement is the truth but it is difficult for one to determine whether it is the former assertion that is more convincing than the latter. (Niksch, 2002) It should be noted that North Korea has given its arguments in the past for engaging in nuclear programs. They asserted that there was a need to protect themselves from any sort of aggression especially from Japan, South Korea or even the United States. The North Koreans assert that they have no way of fully understanding what the real intentions of the US and other countries are towards them. Consequently, the nuclear program is a way in which North Korea can deter the security threat that can be presented from any of the above countries. While members of this country feel that this could actually be a valid argument, one cannot help but notice how insufficient it is. All the latter mentioned countries have communicated their intentions to North Korea; consequently, it becomes very difficult to know whether North Korea's arguments hold water or not. (Minchoel, 2003) Relevant historical information The nuclear program began as far back as the early nineteen sixties. At that time, the North Korean government felt that there was a need to create a fortress around North Korea by militarizing this country. This decision led to the creation of an atomic energy complex. (Bill, 2001)The country obtained students who had received their education from the Soviet and it latter placed them in training programs located at Yongbyon. At that time, the country opted to create a nuclear research centre to be located in the latter mentioned town. Here, the country was working hand in hand with the Soviet to carry out their nuclear related activities. (Albright & O'Neill, 2001) It should be noted that in the year 1965, the Soviet built a research reactor on behalf of the North Korean centre. This was the year which marked a steady supply of nuclear enriched fuel elements that were supplied to the North Korean region. This pattern of cooperation continued between the Soviet and North Korea until 1973. It should also be noted that the latter program could continue quite successfully owing to the fact that there are about four million tons worth of uranium found in North Korean mines. During the nineteen Seventies, North Korea largely focused on the process of understanding the nuclear fuel cycle. Here, they dwelt on converting, refining and fabrication of this element. Also, in that decade, North Korea was particularly effective in creating a nuclear reactor that closely resembled that one in the Soviet and other related countries through a

Swimming Essay Example | Topics and Well Written Essays - 1000 words

Swimming - Essay Example In addition, a literature review allows for the experience of swimming to be further examined and then related back to the interviews in order to provide more context for the act of swimming laps. Introduction and Literature Review The sport of swimming is defined by the luxury of water as it creates sensations of pleasure through the defined experiences of the physical exertion of swimming. In addition, there is a social component as public swimming areas provide a temporary, but somewhat closed system of society in which a natural hierarchy is experienced. The following literature review provides context for the exploration of the topic of pleasure as it relates to the event of swimming through primary research that has been done from interviews with two female swimmers who participate in the event of swimming on a regular basis. The discovery of pleasure centers in the brain give some meaning to the experience of pleasure as it is felt within biological creatures. Pleasure and sen sation are not the same thing because pleasure is a definition of a type of sensation. The philosophy of pleasure is tied to the physiology of sensation, but sensation is not always required for pleasure. Puccetti (1969) conducted experiments trying to define the pleasure centers and concluded that pleasure was within the brain and could be located. Despite the fact that he also found the center of punishment, and that a monkey would deteriorate quickly if the punishment center was stimulated repeated over the course of hours, indicates that there is more to punishment and pleasure through physical understanding of the event than can be found in philosophical discourse. Without the development of a way to understand how and why something creates pleasure, the idea that a physical component is involved is almost moot. Pleasure is a discourse as much as an experience (Puccetti 1969). It is the framing of ideas that result in something that extends into the social and cultural experien ce. For the purposes of this study, understanding that the physiological concept of pleasure is less important than the philosophical informed the research on the meaning of the experience over the sensation. The researcher could discern the difference between understanding why it create a feeling in contrast to what is involved in creating the sensation of pleasure in reference to the event. According to Busch (2007), the Hudson River is a place of deep history. In the late 1990s a team of scientists decided to create a sonar map of the river bed floor in order to investigate data relevant to marine life habitation. However, what they discovered was more than 200 wrecks that catalogued centuries of history from the time of the American Revolution, through the subsequent river tragedies. In addition, a 3000 year old wall that had been built at a time when the river was at a lower level was also found. In placing oneself into the water, leaving one’s own DNA trailing behind as one cuts a path through the water, a connection is made to the past and to the future. Each side of the river can be defined through space and time. The bank that one leaves is gone as the body moves through the water, reaching and striving for the other side in order to make a statement that