Willy as both Victim and Volunteer
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For your final discussion on the play, discuss how Willy was both a victim and volunteer in his fate:
VOLUNTEER – Willy brought all his problems on himself. He has psychological issues that he chose to ignore etc. he also chose the affair and to ignore other signs that he was not in the right business etc.
VICTIM – This was not Willy’s fault. The “delusional” American Dream clouded his vision and made him believe something that wasn’t real. The era the play was set in was a rapidly changing time and those who could not keep up were left in the dust.
Discuss both sides using examples from the play.
This discussion counts twice as much as the others. Argue! Persuade! Pontificate!
At least one thoughtful initial post and two full responses to others.
Please watch the play provided and answer the questions in the inbox below
An elevator car and cable can cover 33 stories (109 m) in a skyscraper. A winch on the 34th floor
pulls the car up by rolling the cable around a winch and lowers the car to the ground by unrolling
the cable from the winch. The winch has a radius of 0.75 m, a maximum angular velocity of 5
rad/s and angular acceleration of 5 rad/s2
. Starting from the ground floor when someone enters the elevator, how long does it take to cover the full 33 stories. Consider the
cable as an idealized cable with no mass or size of any consequence and ignore deceleration at
the 33rd floor.
Northwestern College Chicago Elevator Problem
Identify a current health issue of interest to you e.g diabetes, HIV/AIDS, heart disease etc. On the basis of current epidemiologic evidence, explain the factors that have contributed to the following: the observed trend in mortality rates for this disease, the changes in survival; the changes in incidence. A key concept in epidemiology is that of the levels of prevention. As a community health nurse, describe primary, secondary, and tertiary prevention interventions related to this health issue. Are there modifiable factors, such as health behaviors that lend themselves to better prevention efforts? Use an example that is different than the postings of other students. REFERENCE AND APA
Stratford University Diabetes Epidemiology Discussion
The Montessori Method early childhood
The Montessori Method early childhood. Introduction The Montessori Method was conceived in the early 1900’s by Dr Maria Montessori, and was developed as an alternative method of early childhood learning. (Stevens, (n.d.) Montessori centres became established and recognised internationally including within Aotearoa NZ. Basic to Montessori is the premise that children are deemed individuals and need to be understood and given the freedom to be guided or directed through the system as opposed to being instructed. Learning should be determined by, and adapt to the needs, as they change through childhood. (Chattin-McNichols, 1992) Emphasis is placed on the use of specific equipment and other designated resources. The whole environment of a Montessori centre is designed to capture interest and lead to self learning, self discipline and fulfilment of a child’s potential. (Montessori, 1912) As with other countries, a sociocultural aspect has been introduced here, and along with the introduction of Te WhÄriki, brings modifications to the original dogma. Although long controversial, the method is in demand as a valid means of alternative education and a wide variety of literature presents a valuable source of theoretical and practical knowledge. (Shuker, 2004) Background Early years Maria Montessori (1870 – 1953). She graduated as a doctor of medicine with honours in 1896 from the University of Rome. Her CV in the following few years included research work at a psychiatric clinic where her interest in children was sparked. She studied the works of academics and practitioners such as Seguin, Rousseau, and Froebel and undertook courses in anthropology, philosophy and psychology. Tests and experiments in the 1900’s at a school for the retarded children successfully helped develop her theories. This was followed in 1907 with the successful application of her methods at a new school in the slums of Rome. With success came global fame and acclaim for her and her system, followed by the establishment of centres globally. (Hainstock, 1997) Montessori in NZ In Aotearoa New Zealand, Montessori started in 1912, continuing till the 1950’s when there was a decline. A revival started in 1975 continuing to this day. (Shuker, 2004) Montessori terminology A few examples of Montessori terminology integral to the system are as follows: didactic materials, discovery of the child, liberty, normalised child, order, prepared environment and sensorial exercises. (Hainstock, 1997) Overview Purpose The essence and essential purpose of Montessori is well encapsulated in the following statement. “If young people are to meet the challenge of survival that faces them today, it is imperative that their education develop to the fullest extent possible for their potential for creativity, initiative, independence, inner discipline and self confidence.” (Lillard, (1972) p. 138) Written in the 1970’s, the statement is timeless in concept, being just as applicable today as it was then. Environment Montessori believed that the most important factors in achieving her ideal concept were the environment and the teachers. Apart from being organised and free from clutter, the environment had to be supporting, encouraging and foster a self belief in the child that would reveal his personal attributes and interests. The indoor and outdoor environments provided activities that were meaningful learning experiences. This environment contained only resources and materials that were specifically made to Montessori’s standards; chairs, tables, equipment, all made in regard to the child’s size and strength. (Lillard, 1972) Two very important pieces of furniture that could not be done without were a long low cupboard for the resources, and a set of colourful drawers for the child to put their belongings in. (Montessori (1912) as cited in Shuker, 2004) Teacher’s role The role of the teacher is to be able to understand from observation, the child’s individual learning needs and the changes in those needs as they occur. This leads to directing or facilitating, the child’s interest in and use of the didactic materials, exercises and games. The teacher is simply a link and therefore needs to be Montessori trained so as to be knowledgeable in the use of all the materials, techniques and processes to be used. (Montessori, 1988) Curriculum delivery and content The delivery of the curriculum is fed through observations to five essential stages: practical life, sensorial education, language education, mathematics and the cultural area. The materials used in these areas all helped the child’s “perception using size, shape, volume, colour, pattern, odour, sound and texture. Later materials help the children in discoveries relating to mathematics, language and literacy, art, music, science, and social studies” (Chisnall, 2008, web-based) The practical life experiences cover all the everyday routines and how to cope with them; tying shoelaces and opening and closing drawers. Sensorial education covers the use of the five senses: smell, touch, taste, sight and hearing. Language development encompasses reading and writing and learning how to use good speech. This area is closely attuned to the sensory training, for without knowing how to feel and hold a pencil; a child cannot learn how to write. The mathematics stage teaches the child the fundamental decimal system of counting up to and in groups of 10. The cultural aspect is shown through pictorial material, along with a globe of the world, puzzles and similar resources. (Hainstock, E.G. (1968) Discussion There are few similarities between a Montessori Method and a traditional mainstream approach while the differences are many. Some examples of both are as follows: Similarities Montessori believed that each child is unique with a potential that needs releasing. (Montessori, 1912) The Te WhÄriki Curriculum takes this approach and states that children learn through “individual exploration and reflecting.” (Ministry of Education, 1996, p. 9) Montessori encouraged parents and caregivers to visit the classroom at any time; however, they were not allowed to distract the children or the teacher. (Montessori, 1912) Parents and caregivers are encouraged to visit the mainstream classroom and take an interest in their children. “Parental involvement and understanding are necessary ingredients to realising the full potential of a Montessori education.” (Hainstock, 1997, preface) Montessori believed that every child had a right to an education regardless of class, culture, race and ability. (Montessori, 1912) Te WhÄriki states the curriculum assumes that their care and education will be encompassed within the principles, strands and goals set out for all children in early childhood settings. (Ministry of Education, 1996) Differences Montessori’s method was to stand back, observe, and let the child solve the problem themselves regardless of time taken. (Montessori, 1912) Education is different today. Teachers have to use the New Zealand curriculum which dictates what and when they have to teach. (Ministry of Education, 2007) There is still a certain amount of flexibility; however, the teachers are unable to leave children for a long time. Montessori grouped children into three age groups which they stayed in until they were old enough to progress to the next group. She did not have a new entrance class. (Montessori, 1912) Our education system insists that children are put into aged related classrooms. (Ministry of Education, 2007) Montessori was a great believer in children working individually or in small groups. (Montessori, 1912) Today’s’ children are taught in classroom group situations. (Hainstock, 1997) Influences Controversy and confusion, mainly through misunderstanding, misinterpretation, and partial application of the method were common over the years. Other influences impacting include: mainstream resistance, political and philosophical vagaries, and funding problems, statutory and regulatory impositions. Cultural elements have also been introduced into the curriculum and modifications have occurred. The shortage of Montessori trained teachers had a detrimental effect as well. (Shuker, 2004) Contribution to educational setting The whole concept, philosophy and application of the Montessori Method obviously confine it to an alternative role in the field of education in Aotearoa New Zealand. Enthusiastic pioneers of the system such as Martha Simpson and Binda Goldsbrough have been followed by equally enthusiastic and committed parents. The formation of a Montessori movement, teacher training standards, and the evolution to higher education levels shows there is an enduring and well supported demand for the Montessori approach. The survival of Montessori for over 100 years is due in some part to its portability, culture sensitivity to its resident country and adaptability. (Shuker, 2004) Conclusion Personal reflection by Catherine Mitchell Maria Montessori was ahead of her time. She had the children’s best interests at heart. However I feel had she been able to accept criticism in a constructive way then her methods would have had more of an influence in society today. Montessori’s methods were built on her observations of the children and were adapted to meet their needs. I will use a lot of Montessori’s methods in my teaching, as I agree with her approach. Each child is an individual; we should be embracing this and allow the child to develop at their own pace. It is important as a teacher that you do what is best for the children in your care. My own attitudes have not changed; instead they have enforced my beliefs that each child is unique. Personal reflection by Faye Winter What to make of Montessori? With no real previous knowledge, apart from being aware that is was an alternative education centre, this study has been extremely interesting and revealing. The credibility of the method is well supported by the founders’ wide academic background allied with her actual experience and observations with both special needs and mainstream children. In this regard, the method is well founded. Although there is a wide range of literature on the subject, acceptance or otherwise of the approach invites further in-depth study, preferably along with hands on experience. As a staff member at an early childhood centre, I can see the potential for the introduction of certain elements, in particular, the use of Montessori didactic materials. Montessori once said she had “discovered the child.” This may well be the key to her method. The Montessori Method early childhood
Leadership Improvement Plan Example
essay writing service free Leadership Improvement Plan Example. Part A: Program Overview and Session Plan The Leadership Improvement Plan is an excellent tool to utilize as a self-assessment plan for the manager of the future. An individual can assess or evaluate his or her strengths and deficiencies that would aid him or her in transforming themselves into the ideal manager in the future. In completing the self-assessments provided with the book, I ensured that I completed all of them so that I could receive a well-rounded analysis of my personality and my leadership potential. I took the liberty of approaching the Leadership Improvement Plan as I would a SWOT analysis of my organization. I ensured that I employed Porter’s SWOT analysis to every aspect of my assessment. Typically, SWOT stands for strengths, weaknesses, opportunities and threats. A key to an effective SWOT analysis involves being realistic about your company’s strengths and weaknesses, analysis should distinguish between where your organization is today, and where it could be in the future. I avoided grey areas, always analyzed my current status in relation to my ideal vision of a manager i.e. better than or worse than the ideal. I attempted to keep the analysis short and simple and ensured that the Leadership Improvement Process just like the SWOT process should avoid complexity and over analysis and that it is subjective. Part B: Analysis The assessment evaluates team development behaviors in five areas such as diagnosing team development, managing the forming stage, managing the storming stage and managing the performing stage (Stoner, 2007, 18). The score ranges from 18 to 108 and it can help measure my aptitude at building and leading a team in comparison to a group of 500 students. My score on this assessment was 86, placing me in the second quartile (72-94). A score of 95 or above would have placed me in the top quartile. A score of 60 or below is the bottom quartile indicating a deficiency in effectively managing and leading a team. I believe that I am well versed in the different stages of development that teams undergo in their life cycle from initiation to disbanding. Also, I am knowledgeable about guiding the team during the trying stages of forming and storming. My experience as a team leader in a Six Sigma project and Six Sigma Black Belt certification from the American Society for Quality is considerable. One of my strengths is that I give immense feedback to team members regarding their performance and help them hone their skills and facilitate unfettered exchange of ideas. One of my weaknesses is that I often cannot exude a certain charisma or passion required to communicate an exciting and passionate vision of what the team can achieve. Some action I can take is to practice yoga and meditation on a regularly in order to focus my mind on the positive and gain a sense of optimism for the future. I can also review how successful managers exude their charisma and passion to obtain buy-in from their employees and team members. One of the books I can read is ‘Creating Optimism: A Proven, Seven-Step Program for Overcoming Depression’ written by Bob Murray and Alicia Fortinberry. By doing exercises in the book, I will gain a new positive outlook of life. I wish to learn and experience new and more positive ways of looking at my past, at my relationships, at my work, at my family. Part C: Leadership Style Talking about my personal self, I believe that two qualities in particular characterize my leadership style: the ability to establish a clear vision and the ability to set an example. Establishing a clear vision up front allows me to convey a sense of purpose and responsibility to every member of my team. A clear vision also provides a roadmap for setting goals and developing action plans. As each action plan is implemented and each goal is accomplished, project milestones are reached and overall progress is observed. The impression of progress — as well as evidence thereof — is key to maintaining a motivated and productive team. (Tichy, 2002, 25) Once a clear vision has been established, I seek to set an example for my colleagues. Specifically, I work to gain the respect of my team through action. People are more apt to mobilize after they have observed another person in action. When team members realize that I am willing to put in the effort, they feel compelled to act accordingly. In addition, they become more responsive to my leadership and more confident in their own work. (Schein, 1995, 187; (Topping, 2002, 26) In order to become a more effective leader, I need to improve my skills in both management and organization. The proper management of resources can make or break a project operating under a tight financial or personnel budget, while efficient organization promotes resource management. A leader who understands organizational philosophy will be a successful resource manager. (Arnold, 2001, 21) Since my primary role has traditionally been a resource rather than a manager of resources, I have had few opportunities to practice these skills. These skills will become a necessity as I step into positions of increasing managerial responsibility and organizational leadership. Part D: Group Dynamics Group dynamics is an important theory that has enabled me to understand my own approach to interacting with others. People work in-groups quite frequently and in many different areas of their life e.g. at work, school/college, sport, hobbies. A group can be defined as ‘two or more people acting interdependently in a unified manner towards the achievement of goals’ (Bateman, 2004, 98). There are different types of groups; they can be primary or secondary. A primary group ‘consists of members who come into direct contact’ (Bateman, 2004, 98), e.g. project teams, small department teams, sports teams. A secondary group ‘are larger, less personal, and lack immediate direct contact between members’ (Robbins, 2002, 28) e.g. long assembly line. This is where there is little interpersonal communication. Groups can also be formal or informal. Formal groups tend be created by management deliberately. Management will pick the members and the methods of doing work. However informal groups are usually established by people who have things in common and they will decide members, methods etc. (Covey, 2004, 54) There are different stages of group development. If people are put together then it doesn’t automatically mean that they will form into a successful group. (Covey, 2004, 54) developed a theory that looked at the stages of the development of groups. The first stage is forming, this is the stage where ‘members choose, or are told, to join a team’ (Covey, 2004, 54; Nicolaides, 2002, 45) The people in the group will come together and start communicating with the other members to find out more about them. Information exchanged between members tends to be superficial because people are trying to establish their position within the group. The second stage is known as storming. It is at this stage that people’s views and opinions start to show and this is when conflicts among the members can arise if these differ. The third stage is Norming. (Daft, 2002, 08) This is when the differences are excepted and people start to try to work together. People’s roles will be established and so will shared norms and values. The next stage is performing; this is when the group has bonded and interacts with each other to get the set task done. The last is adjourning; this is when the group has completed their objectives or if they agree that the group is not going to work. (Daft, 2002, 08; Nankervis, 2002, 26) In my experience with groups I have found that at times group work can be very difficult. While at college we had to get into groups of 5 to do an assignment. We were all friends so I had no doubt that we wouldn’t get on. However it was a lot different to what I had expected. We started at the storming stage because we already knew each other; this is where the disagreements began. It was at this stage that I realised that we had a conflict of opinions on how the assignment should be carried out and by whom. Finally after a lot of disagreements we got to the Norming stage through interaction and communication. It was decided that a voting system needed to be established. This worked because it allowed all of us to view our opinions and then take votes on it. This interaction and communication allowed us to complete the assignment. There are many theories on leadership style and behaviour. There are 4 main styles of leadership. One is authoritarian, this type of leader is the ‘absolute authority on all matters, and little attention is paid to the views of others’ (DuBrin, 1989, 21; Myers, 2002, 14)). Participative or democratic style is when a democratic leader will consult those involved or who will be affected by the decision and ‘delegates authority to others, encourages participation, and relies on expert and referent power to influence subordinates’ (Kets de Vries, 2001, 47). The third style of leadership is laissez-faire. This leader does not really direct people and lets them get on with the task based on some guidelines given. The last is a charismatic leader who ‘influences and motivates others because they have outstanding personal characteristics’ In my experience I have found that this kind of leadership doesn’t always work. I have worked (Kotler, 2003, 15). Part E: Moving Forward/ Next Steps My leadership improvement plan would comprise of varying facets of professional and personal adjustments that would enable me to prepare and align with my vision of an ideal manager. In summarizing my results, I discover that I need a well-rounded approach to tackle some of the deficiencies I have. I have to attend emotional intelligence workshops, take courses in ethics, read books, and consider enrollment in management training programs. Additionally, I need to hone my skills in the areas I have competence or mastery in order to avoid having them dull over time. I believe that evaluating my strengths, weaknesses, opportunities and threats continually in the future as I have done so with the Leadership Improvement Plan here will greatly aid me in my aspirations of realizing and sustaining a successful and effective managerial position. References Arnold, K.A., Barling, J. and Kelloway, K.E. (2001), Leadership and organizational development journal, vol.22, Pp 21-65 Bateman, T.S. and Snell, S.A. (2004), Management: The new competitive landscape,6th ed, McGraw Hill, New York, Pp 16-98 Covey, S.R. (2004), The seven habits of highly effective people, 3rd ed, SimonLeadership Improvement Plan Example
Hello:) I am looking for help on the following assignment. This is part 3 of an essay of which I Essay
Hello:) I am looking for help on the following assignment. This is part 3 of an essay of which I completed parts 1 and 2 of (in attached). This needs to be in apa format. The topic of this essay is the impact of the US on the South African Apartheid. Due: 9/18/21 at midnight EASTERN TIME Overview: Throughout Modules Three and Four, you have continued to work on your Project 1: Writing Plan assignment, which you will formally submit for completion at the end of Module Four of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission. Prompt: Module Three: Communicating Historical Ideas has considered how historians communicate their message to a specific audience. Return to your submission for Progress Check 2 and identify an audience that would be interested in your event and research question and describe how and why you would tailor your message to that audience. You will also describe primary and secondary sources you could use to research your historical event. Specifically, in this assignment, you will submit the following elements of your Project 1: Writing Plan for review by your instructor: In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 2) in the webtext, you completed the following element: I. Describe the historical event that you selected. Why is this event significant? II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your event? What was your thought process when you were searching for sources? How did you make choices? III. Describe at least two primary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: How do these sources relate to your secondary sources? What do they add to your understanding of the event? What makes them appropriate and relevant for investigating your event? In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 3) in the webtext, you worked toward the following element: IV. Based on your review of primary and secondary sources, develop a research question related to the historical event you selected. In other words, what would you like to know more about? Create a thesis statement based on your research question. This will help you address these two critical elements later on: V. Identify an audience that would be interested in your historical event and research question. For example, who would benefit most from hearing your message? VI. Describe how and why you can tailor your message to your audience, providing specific examples. For example, will your audience understand historical terminology and principles associated with your event, or will you need to explain these? How will you communicate effectively with your audience? Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 1 Guidelines and Rubric. You will need to add finishing touches to this progress check submission to prepare your final writing plan for submission in Module Four. Rubric Guidelines for Submission: The Writing Plan Progress Check 3 must be submitted as a 1-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Follow the formatting of the example included in Module Three: Communicating Historical Ideas, learning block 3-4 (page 3) in the webtext and include identifying information (name, course code and title, assignment title, name of university, and date) as well as section headings (preliminary writing plan, sources, thesis statement) as appropriate.
*BOOK: THE FLEXIBLE CLASSROOM: PRACTICAL TOOLS FOR DIFFERENTIATED INSTRUCTION IN GRADES 4-8 NEEDED (Chapter 1-2)* TCTX 6005: Critical Reading and Writing ALL PARTS NEED TO BE FOR 4-8 GRADE If you do not show evidence of having read the required reading, you WILL NOT RECEIVE A PASSING GRADE.
4-8 GRADE (Chapter 1) 1.How will you foster the reading writing connection in your classroom? Be sure to discuss examples that best meet the needs for your selected grade level. 2. How will you provide opportunities for choice and differentiated instruction? What stuck out in the course textbook that would work best for your grade level? Support your answers with examples. 3.What is an area you want to learn more about? What specific practices do you feel you need more information on in regards to teaching students the reading/writing connection and providing choice? Create a plan that would allow you to grow and gain more knowledge in your chosen area. https://docs.google.com/presentation/d/e/2PACX-1vS0lgaeNxuVyQjNZ4ir0o7p51YELKPl4Qgrnd7-Mjy6KZZH4WyXV6BifKD6CX0VnmJnxSM9LhollRNf/pub?start=false
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