My dream and where it would take me Essay Example for Free

My dream and where it would take me Essay * Brain Storming: My Dream is a boat I am terribly fond of Write it in the past tense to give the impression of a memory Describe My Dream using personification: red birch, comparison to older lady, adventurous, eager to carve through the water Grandfather was very skilled in this domain, he had a gift Passed on passion for canoeing and I feel certain passion for the sport when he gives me My Dream Setting: Prince Edward Island, grandmothers house, no specific time although indications may show it is set in modern times. Reasons: keeping Nana company because grandfather passed away and I enjoy her company Grandmother is becoming more aged, her wrinkles are deeper, an invisible creature steels her energy and she is forced to stay in bed for long periods of time. She reads to me and as a result I enjoy her company. give background information on ancestors who were Native Americans and so it was necessary that they be able to manipulate a canoe quickly and quietly (surprise attacks) Storm arises, wind is fierce and swells are great. I am very alone and although before I appreciate the solitude, now I am terrified I feel blind, entirely helpless, requires use of new sense: touch and hearing Fog lets up and I am able to sight a protected inlet on shore I avoid the rocks and pull My Dream on to shore I reach land and leave it up to the reader to imagine how I get home, not vital to the topic/plot development I reach home, Nana is not worried, she knew all along that My Dream would bring me safely home * Plan: Introduction: Begin with a walk along the beach while describing some aspects such as sun, sand, wind, ocean etc. Then, I notice My Dream, impatiently waiting for me to let it spread its wings. Expose to the reader my feelings towards canoeing: sense of freedom, isolation from corruption of world, feel the presence of my grandfather. First Paragraph: Mention setting, grandmother (Nanas house) I am keeping her company for the summer because she lives alone on Prince Edward Island. Nana is an intellectual, she reads to me, I develop passion for reading. Second Paragraph: With some technical difficulty, I manage to slide My Dream into the water Describe my grandfathers gift for canoeing When I was younger we spent long afternoons, in the shade of willow trees, with cottages passing us by I would observe him, and he would observe nature (dolphins, eagles, rays, and turtles) We would always come back with an adventure to recount to Nana/parents Third Paragraph: Portray actual moment when passion began to surface Namely, fifteenth birthday, when finally I obtain the canoe I always wanted to be solely mine, My Dream Fourth Paragraph: Discuss in three or four lines the purpose of Native Americans during their attacks by canoe: surprise This required perfect skills that made no sound, a tradition that was continued in my family I begin to paddle, first stroke provokes happy/joyful sentiments No particular direction, wherever the wind chooses to take me, one should never contradict the wind, it is dangerous One must canoe at a safe distance form shore Family of porpoises approach (brings the reader back to theme of calm, beautiful sea, before setting up for storm the calm before the storm) Fifth Paragraph: Storm erupts, terrible wind and downpour, I dont have any extra clothes, pull hood over head for protection. I feel alone, vulnerable Fear of My Dream capsizing Sixth paragraph: I attempt to imagine how my grandfather might feel Put my faith in my boat and in myself, giving up was not in my nature. Seventh paragraph: I thought about my Nana and how worried she would be when she awoke Perhaps she would feel just as alone/scared as I was Eighth paragraph: It was hard to paddle against the strong current, all my work would constantly be undone by the enormous waves Mist lifts a little, I amble to distinguish a protected inlet on the shore line (no rocks) Steer towards it Conclusion: the focus shifts to Nanas house as I am entering She knew that I would come home, only slightly concerned for she understood that I was similar to grandfather and My Dream would bring me home. My Dream The sand, greeted by the rays of the sun, was warm and dry under my bare feet. Drowsily, I sauntered along to the edge of the water. The wind played with my hair and the salty mist of the ocean kissed me gently on the cheek. I was suddenly aware of My Dream. She had lay there all night and seemed restless for the waves teased her as they hit her bow. How I loved to look upon her. My Dream was composed of red birch, a strong, durable, closed-grained wood with a very even, smooth texture. She had the grace of an elderly lady, yet vibrant with life and eager for adventure and company. Her inviting nature made it impossible to resist the temptation to slide inside and paddle away. However, I could not stray too far from my dear Nana. She lived isolated from society on the north shore of Prince Edward Island and I had come from Toronto to offer her my camaraderie for the summer. Since the last time I had visited, I had noticed she had withered and grown grey. She had a fine sense of humour and so I enjoyed my time with her immensely. I adored the evenings where she would open a classical novel and read to me. This ritual had begun before I was able to read and as a result, I had developed a passion for literature. Oliver Twist, Tom Sawyer, David Copperfield, Bilbo and Frodo Baggins became my childhood friends. Then, her time spent awake grew precious. Her cot had asked for her company incessantly and she never refused such demands. Presently, Nana was resting and so would not miss me, but I would have to return shortly. With no little effort My Dream glided smoothly into the sea. She has been in our family for many generations, yet then she was entirely devoted to me. My grandfather had patiently instructed me in canoeing. He had a passion for it. To most people the ability to manipulate a canoe is a skill. This is too delicate a word to describe the way in which my grandfather paddled. He had a gift. When he sat in our canoe, it was as if man and canoe became one. I can recall the many afternoons of solitude and tranquillity as we travelled along in My Dream. I had the honorary position in front of but facing my grandfather. I would study how calmly and skilfully he manoeuvred the canoe in all sorts of seas, and he would study nature. Although he referred to them as mischievous beasts, he loved the hawk that soared defiantly at high altitudes with its magnificent wings spread wide. His eyes would light up at the spotting of a group of Steller sea lions. They would flaunt their nautical capacities and then would vanish into the ocean trailing their hind feet or flippers behind them. We would invariably return home to Nana and to my parents with an adventure or a sighting to recount. My grandfather had passed his passion for canoeing to me. I am most content when I am nestled in my canoe, gliding through water. Yet, I am not able to precisely pinpoint when this ardour had begun to surface. Surely, it was when my grandfather presented me with My Dream on my fifteenth birthday. He had sanded and polished her and her name had been repainted in gold letters. Rays of sunlight caused her to take on a youthful appearance. My ancestors were Native Indian and in order to triumph in times of war, they planned surprise attacks arriving by canoe. Their rhythmic strokes were at one with the water as they urged the young warriors onward towards their quest. One could only have heard their breathing. Our family has continued to practice such faultless paddling. I placed one of the long, aged paddles, which had been My Dreams comrade since her beginning, across the gunnels. I slid into the boat with ease. I did not have a chosen course, I would follow the wind. Many people endeavour to challenge the wind, but its dominating character will not tolerate such provocative behaviour. My first stroke was strong, steady and instantly I was euphoric. There was a certain distance one could travel from shore after which the swells were too large for My Dream to navigate safely. After I had reached this distance, I stopped paddling and lay in the abdomen of my guardian. I knew that the oceanic waves would quickly cause My Dream to drift into shore. A family of porpoises playfully approached. I had seen them only just last week. They had grown and soon they would venture off to satisfy their curiosity with the wonders of the ocean, whose manner, they would soon discover, was unruly. Something wet brushed against my cheek. I paid no heed, until yet another splash landed on my forehead. I sat up quickly. A dark, ominous cloud had cast a shadow on My Dream. It had begun to rain and there was no visible land in sight. The waves whipped against the side of the canoe and the spray of the salt water stung my eyes. A fog enveloped My Dream and with a shock, I realized I had forgotten my compass. The wind changed direction numerous times. I was forced to adjust the direction of the canoe to avoid being capsized by the strong wind and high waves. I was entirely dependant on my sense of hearing and touch. I imagined this was similar to being blind. I had always loved to canoe because it offered isolation from the pressures of life. Now, alone, I was terrified. The ocean was quick to anger when a storm came to torment it. I pulled my hood over my head and hoped that this would keep my head dry. I could hear the downpour on the water and on My Dream. The sound was terribly loud and consequently I couldnt think of anything else. I tried to consider how my grandfather would have reacted if he were here. He had been an excellent judge of weather, and probably would not have gone out at all on that day. My canoe lost all dignity as she was tossed about recklessly. We are here together, and I will never abandon you, I shouted to My Dream, who was showing every indication of being just as nervous and agitated as I was. I trust you, I whispered because I understood that the only way I was going to survive was if I had faith in My Dream and in myself. Suddenly, I had a vision of my Nana, sitting in her rocking chair, balancing back and forth gazing searchingly out of the window of the front parlour. Her face was melancholy and a tear paused a moment before streaming down her cheek. I supposed that she had felt lost and alone, just as I had in that storm. However, her cause was worthier for she had been frightened for me and selfishly, I had been frightened for myself. The current was strong, and trying to paddle against it was laborious and strenuous work. Each time I advanced by a few feet, an enormous wave would undo all my progression. I wanted to cry but I did not have the energy and no one would have heard over the tumult of the storm. My spirits had fallen, I was wet, cold and thirsty. I looked down and a flash of lightening revealed my callous hands. I had hardly noticed that the heavy mist had slightly lifted, and although the torrent continued, the thunder had ceased. The shoreline was hazy, but I could make out a protected inlet. It was not safe to approach the shore anywhere else because it was rocky and would certainly destroy My Dream. I navigated towards it. The waves, having had their fun, let me pass with little trouble. Before My Dream collided with land, I jumped out and pulled her safely on to the sand. Is that you? my grandmother asked as I gently closed the door behind me. I had expected her voice to be shaken and high pitched, as it had been when my grandfather had moved to Heaven. However, her voice was calm. I wondered why she was not concerned. Afterward, she explained that I was comparable with my grandfather in many respects. She had known that I would carve my way through the rough waters and that My Dream would deliver me unharmed to land. Yes, it is I Nana. I answered.

Citizenship Education Essay Example for Free

Citizenship Education Essay About the Citizenship Foundation The Citizenship Foundation is an independent educational charity that aims to empower individuals to engage in the wider community through education about the law democracy and society. We focus, in particular, on developing young people’s Citizenship skills, knowledge and understanding. Our work includes Citizenship resources for a wide audience from teachers to young offenders, national projects for primary schools, active learning initiatives for secondary schools, nationwide training programmes, and community-based projects to develop citizenship education as a collective responsibility beyond school and college boundaries. Theme 1 – Purposes and Values At the Citizenship Foundation we believe that the primary phase presents an important opportunity for children to make sense of the changing society and the shrinking world they live in. While primary school teachers have never found it difficult to think about what kind of citizens they would like their children to become, the opportunities for developing the children’s knowledge have, in recent years, been squeezed by the need to deliver the core subjects and the pressure of SATs. There are, at best, limited opportunities for teachers in English schools to cover social topics such as family or crime because, unlike the situation in many continental countries, there is no tradition of a social studies curriculum for this age group. B. B. 1. B. 2. The findings of the recent UNICEF report i underline the need to attend to pupils’ social well-being. For example the UK had the lowest proportion (43. 3%) of 11 and 13 year olds who described their friends as kind and helpful. We consider it of vital importance to cultivate in primary aged children a concern to act fairly, responsibly and with compassion. B. 3. We believe that Citizenship Education is essential to individual empowerment. Not only should it be statutory, it should be a core element of the primary  curriculum, integrating taught and experiential learning in a coherent way leading towards a full understanding of what it means to be a member of the community with rights and responsibilities. As part of our submission to the Education and Skills Select Committee’s investigation into Citizenship Educationii, we have called for the current joint PSHE and Citizenship non-statutory framework to be accorded statutory status The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 1 B. 4. ‘Every Child Matters’iii and the Education Act 2002 make it a duty to consult children. Children therefore need to be systematically taught and given opportunities to develop the necessary skills, language and confidence to enable them to participate fully in decision making processes. Citizenship Education provides an opportunity for broadening cultural, social and political horizons, particularly in respect to developing a sense of identity, and an appreciation of the diversity of our society. These important functions of a broad social education should not be relegated to the margins or the ‘optional’, as they are within the non-statutory programme of study. With the lowering of the age of criminal responsibility, it is important that children have the opportunity to establish a sense of social and moral responsibility and develop a clearer understanding of the nature of their legal and moral rights and responsibilities. Changing societal conditions and the earlier onset of adolescence have made it urgent for primary schools to do more by way of explicit social and moral education. For example, children are exposed to the media, and have access to the internet in a way that was not the case even at the time of the introduction of the National Curriculum. In 2003 the OECDiv placed the UK at the bottom of a league table of young people’s risk behaviours, which included drinking, smoking, bullying and sexual activity. At the Citizenship Foundation we believe that the primary curriculum should be broad enough to provide an intellectual foundation for choice, affording children the ability to make responsible decisions at later stages of their education. Citizenship Education supports children in their personal development, equipping them to investigate the wider social and economic world, and to develop personal aspirations for it. In addition it lays the foundations for their political literacy and promotes the skills of community engagement. It provides them with an early introduction to financial literacy and agencies offering welfare support, providing them with knowledge of where to go for help which is essential, in an increasingly complex world, to the economic well-being, both of the individual and the nation as a whole. B. 5. B. 6. Theme 2 – Learning and Teaching B. 7. We know that spoken language is a vital part of human learning in the first ten years of life, and that it is a strong determinant of children’s ability to handle the written word. Citizenship Education is a vital component in any holistic approach to literacy and oracy, providing children with opportunities to analyse, compare, evaluate, reason, argue and justify. The work of psychologists such as Mercerv demonstrates the educational importance of exploratory talk to address shared problems. Citizenship issues are rich in such potential because they are real and relevant. Dunnvi has shown that attitudes and social concepts are shaped from an early age. From Key Stage 1 Citizenship Education provides an opportunity for teachers to nurture the development of this understanding in the context of a variety of issues salient to the young people themselves, developing understanding and fostering empathy before attitudes become entrenched. B. 8. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007. 2 It offers a context through which children can develop critical thinking skills and emotional literacy in a coherent, integrated way. B. 9. Current educational practice, and the emphasis on target setting has led to more individualised learning, yet Vygotskyvii has identified learning as a social, interactive process that requires discussion, exchange and the sharing of perspectives. Citizenship learning provides opportunities for participation and active involvement. It is characterised by social thinking, and cannot be isolated or atomistic, as typified by much of the learning that currently takes place. Activities involving teamwork and enquiry skills, using Wallace’sviii TASC (Thinking Actively in a Social Context) model for example, build a sense of interdependence and community. B. 10. Recent research shows that children’s peers can be a powerful influence on their receptivity and motivation to learn. We also know that profound knowledge is acquired through the practical application of knowledge: we learn best through doing. Citizenship is rich in opportunities for discussion and dialogue between young people, and for applying their knowledge to make a difference to the world around them. The most effective Citizenship Education is built around pedagogical approaches that place active learning at the core. B. 11. Researchers such as Margaret Donaldsonix suggest that concepts presented in familiar contexts enable children to grasp ideas more readily than when they are concept free, yet there is still a tendency to teach the core subjects in a vacuum. The notion of curriculum breadth needs to be critically revisited, such that breadth is defined through a range of learning experiences rather than simply a collection of subjects. We also know that children are more likely to recall matters which are important to them. Citizenship Education can satisfy both these characteristics of learning, firstly by presenting a real life framework, or ‘big picture’, to help children make sense of new knowledge, and secondly by tackling issues of relevance and value to them such as fairness, bullying and responsibility for the environment. Indeed, Citizenship Education can provide a meaningful context for much of the primary curriculum, particularly aspects of learning in Literacy, History and Geography. It can also afford children opportunities to demonstrate their abilities across a wide range of intelligences, including inter-personal and intra-personal, which are currently not recognised and assessed through SATs. Theme 3 – Curriculum and Assessment B. 12. At the Citizenship Foundation we believe that primary education should try to achieve ‘Excellence and Enjoyment’ x across all subjects. Currently there is a tendency to focus on ‘excellence’ in the core subjects while restricting ‘enjoyment’ to the foundation subjects in the wider curriculum, as tends to be implied by the Primary National Strategy (PNS)xi. A more holistic, coherent and enriched approach is needed, with the children’s personal experiences, and their place and future in society, as a key focus. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 3 B. 13. During the primary phase children develop an increasing awareness of social and environmental issues. They are entitled to opportunities to develop more informed, reflective and balanced views on these issues. The curriculum needs to be constructed in a way which promotes a higher level of interaction and cognitive engagement, as opposed to teaching with low cognitive engagement leading to pre-determined answers. Citizenship, with its emphasis on oracy, active learning, and emotional literacy can play an important role in redressing the imbalance of an overly narrow curriculum, and in providing children with the opportunities to apply their knowledge in areas such as peer mediation, school democracy and community involvement. B. 14. Citizenship Education fosters social development and nurtures the social self, thus enriching the school community. ‘Citizenship-rich’ primary schools (where practices such as peer mediation, students as researchers and school councils are embedded) offer social learning activities which are shown to have maturational and behavioural benefits to the individual and for the whole school. These benefits have the potential to become widespread across all schools if Citizenship is made statutory. B. 15. Citizenship Education is currently under-recognised and under-developed in the primary phase. This is especially the case in Key Stage 2 where issues such as bullying, stealing, the role of the police, respect for law, and community cohesion issues are commonly addressed but not always from a Citizenship perspective or in a consistent manner. Yet this is the time when attitudes to authority figures are being shaped. Moreover, the risk is that key issues are overlooked. For example, whilst young people are criminally responsible by age ten, this significant fact and its implications, are not systematically communicated to primary school pupils as part of the statutory curriculum. B. 16. We believe that the core concepts and skills associated with Citizenship should be more precisely mapped and strengthened, and that there should be a clear pathway of progression, with identified cross-curricular links, from the Foundation Stage through to Year 6, bringing Citizenship Education into line with and providing a sound foundation for Key Stages 3 and 4. B. 17. With regard to formative assessment we believe that the most appropriate method of assessment at this stage of learning is one based on ‘success criteria’xii which leads to more focused teaching, and enables and motivates children to judge and improve their own performance in relation to the specific learning objectives which will have been identified above, for example objectives associated with enquiry and communication skills. B. 18. We are currently working with the QCA to develop an appropriate eight point assessment scale to support the teaching of Citizenship across the primary and secondary phases. This will be based as much as possible on the empirical work of developmental psychologists, including their work on concept and empathy development. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 4 Theme 5 – Diversity and Inclusion B. 19. In his recent review of Diversity and the Citizenship Curriculumxiii, Sir Keith Ajegbo highlighted the need to promote understanding between communities, and the importance of combating intolerance and religious extremism. He suggests that teachers should be prepared to tackle controversial topics such as immigration and the legacy of the British Empire, and that Citizenship lessons are the appropriate forum in which children can ‘discuss and debate their identities’. Whilst his focus was the secondary curriculum, we believe that this work should begin in the primary phase. B. 20. Indeed, from April 2007, upon the implementation of the Education and Inspection Act (2006), all schools, primary and secondary, have a statutory duty to promote social cohesion. Citizenship Education provides the logical curriculum response to this duty. B. 21. Citizenship Education is the subject which provides the most natural forum for discussion of issues relating to equal opportunities, diversity, faith and culture. Work around topics such as ‘similarity and difference’ and ‘rights and responsibilities’ helps children develop empathy, deepens understanding and builds greater confidence to express personal views. It supports them in developing a sense of who they are, what they can do, and how they belong. Thus it helps create social cohesion, which is essential for our personal well-being, and the maintenance of strong communities. Theme 8 – Beyond the School B. 21. Every staff and governing body needs to reflect on the purpose of their school, and its wider relations with the community. Active community engagement is central to the Citizenship Education programme. Citizenship Education has the capacity for building links between home, school, and the community in which they are situated. Parents and their children belong to the same neighbourhood, national and global communities, and Citizenship Education can promote meaningful intergenerational activities. When children participate in projects aimed at making a difference to their community, or become engaged in research about the views and responsibilities of people from a variety of social strata and professions, they begin to see themselves as active members of wider society Theme 10 – Funding and Governance B. 22. When Citizenship Education is appropriately represented within the primary curriculum, it will need to be resourced and funded accordingly. At the Citizenship Foundation we believe there to be a need for a coherent National Strategy for Teaching and Learning in Citizenship, fully endorsed by the DfES and QCA, and that this can only be implemented with proper training for headteachers and their staffs. This analysis is now supported by the report of the Select Committee. Equipped with the professional expertise, teachers will be enabled to recognise, nurture and develop The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 5 particular interests, talents and capacities to make it possible for each individual to flourish in our society. B. 23. We recommend that every school be required to establish a school council constituted largely of pupil representatives, and that pupil representatives should be invited to become associate members of their school governing bodies, in line with the new governing body regulations introduced in 2003. C. Conclusion C. 1. Citizenship Education has the potential to create more effective learners by promoting a reflective approach, enabling connection of knowledge, developing greater facility for shared learning with others, and increasing engagement and self-direction. Above all, Citizenship Education can play an important part in developing engaged and responsible citizens. The Citizenship Foundation has always argued that the failure to make Citizenship Education statutory in primary schools was a missed opportunity and results in developmental delay in this area. There are examples of excellent Citizenship practice in the primary phase on which to build but we argue that that current provision (based on a non-statutory joint framework for PSHE and Citizenship) is inadequate, and deserves a much higher profile. We recognise that primary schools and practitioners will need support for the implementation of the above developments, and in the light of this the Citizenship Foundation is campaigning for: †¢ A designated co-ordinator in every school, supported by an LA adviser; †¢ Citizenship to feature in a revised primary SEF form; †¢ NCSL primary programmes to include a primary dimension; We will be pleased to discuss any aspect of this submission with the review team. C. 2 C. 3. C. 4. The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 6 References: i UNICEF Report on Child Well-Being in Rich Countries (2007) Education and Skills Select Committee Report on Citizenship Education TSO (2007) Every Child Matters DfES (2003) ii iii iv OECD League Table of Young People’s Risk Behaviour. Programme of International Studies Assessment (PISA) (2003) Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. Routledge. Dunn, J.  (1988). The Beginnings of Social Understanding, Blackwell Publishing. Vygotsky, L. S. (1962) Thought and Language Cambridge,MA:MIT Press v vi vii viii Wallace, B. Maher. J. et al (2004) Thinking Skills and Problem Solving – An Inclusive Approach David Fulton Publishers Donaldson, M. (1978) Children’s Minds. Fontana Press ‘Excellence and Enjoyment’ DfES (1993) Primary National Strategy (PNS) DfES (2003) ix x xi as advocated by Shirley Clarke in Enriching Feedback in the Primary Classroom. (2003) Hodder Stoughton xiii xii Ajegbo, Sir K. Diversity and Citizenship Curriculum Review (2007) The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 7 About the Authors Marguerite Heath is an experienced Primary Headteacher who now directs the Go-Givers programme at the Citizenship Foundation. Go-Givers is a major new resource for teaching and learning about Citizenship in primary schools which is to be launched in June 2007. Don Rowe is Director, Curriculum Resources at the Citizenship Foundation and a co-founder of the Foundation. He has published and advised widely on Citizenship Education in Primary and Secondary schools. Tony Breslin is Chief Executive at the Citizenship Foundation and has published and advised widely on Citizenship Education and in a range of related educational fields. Ted Huddleston is a Project Manager at the Citizenship Foundation, and currently leads on the Citizenship Manifesto programme. He has published and advised widely on Citizenship Education. Elizabeth Griffiths is an experienced primary practitioner working on the development of Go-Givers at the Citizenship Foundation. Contact: Marguerite Heath The Citizenship Foundation, 63 Gee Street, London EC1V 3RS Tel: 020 7566 4148 Email: marguerite. [emailprotected] org. uk The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 8 The Primary Review submission from the Citizenship Foundation Citizenship Foundation, March 2007 9.

Personality Traits of a Successful Teacher

Personality Traits of a Successful Teacher When it comes to a career the skills and personality strengths required are surprisingly similar in many ways. However, each professional career has certain strengths they tend to look for. Communication and cooperation are two of the main traits required for all careers. When I found my Signature Themes I realized how they really relate to my future career, becoming an elementary teacher. When becoming a teacher there are certain personality strengths that are required and comes naturally to some people. Harmony, Consistency, Discipline, Communication and Positivity are my five signature themes. These are just a few strengths that teachers need. A few others are obviously the ability to teach, instruct, organize, make presentations and listen. These five signature themes contribute to my future goals by creating opportunities for me to move forward in life, with a lot of positive options and pathways. Positivity is a great quality for a teacher because teachers, especially elementary teachers, need to praise there students and encourage them to be the best they can be. A positive person always looks for the good in someone or a situation. In a lot of ways, Im the person who thinks of the glass being half full instead of half empty. This is an excellent trait for a teacher because students need a positive role model in their lives, and not all have the opportunity to h ave it at home. My family is very close and family oriented, they have all gone through some rough patches and have remained positive throughout everything. I think this plays a major role on me and how I conduct and live my life. My parents are very encouraging with everything and remain positive in almost every situation. I really dont think that being a positive person can have a negative effect on a anyone. Positivity is a good trait to have and it looked up upon, it is a rare trait to have and I know that my friends really appreciate that trait of mine. Positivity is the type of this that rubs off on people and most likely its there to stay. Harmony is a wonderful personality trait of a teacher! Teachers need to have the ability to see both sides of an argument, and be open to listening with an open heart to both parties. I feel that when you argue with someone you should try and keep it to the minimum, and steer them towards harmony and happiness. Teachers bring the good out in students fighting by making them talk about down-to-earth things, things which matter to everyone and they can come to a single agreement on! A teacher understands where a child comes from and theyre background. Maybe a child is brought up by arguing parents and confrontation and fighting is alright, well thats where I as a teacher would step in and come to an agreement and steer clear of debate. Again, my family influences me a lot and always encourages my sisters and I to work it out and to not argue. My mom is a horseback riding instructor and she also has many of these traits. She remains positive and never takes sides in an argument two of h er students may be having. When it comes to harmony hurting my ambitions in life, I dont see how that is possible in any situation. Harmony is a great trait to have, especially for a teacher. Not enough teachers have this trait and I think that those are the ones that everyone dislikes. Positivity and harmony go hand and hand in the teaching world. Communication was voted the number one required trait of a teacher. When you think of a teacher and classroom what is the first thing that pops into your mind? Bulletin boards, a colorful picture that draw your attention, and makes you want to read and find out more. Exactly, teacher and communication go hand and hand, they explain, describe, host, and likes to speak in front of groups of people. I am not afraid to express myself, or to let my opinion be heard. Teachers are known for bringing projects to life and to make them exciting and energetic. People respect teachers for being able to think on their toes and create things out of nowhere. I think this personality trait fits me perfectly; this is why I think I would make a great teacher in the future. In the past, I have had a very hard time with public speaking, I do not like to get in front of a large group of people and give a speech. But when it comes to kids and being very influential it doesnt bother me at all. As I getting older and more confident in my teaching ability I feel that standing up and talking all day and teaching kids valuable information will be very easy. Balance and consistency is important to any teacher. Teachers need to have the ability to not show favoritism, everyone is treated fairly in every situation. In a teachers eyes not one child is more important than any other. Rules apply to everyone equally, no matter what. In my everyday life balance and consistency is very important to me, things need to be consistent and orderly at all times. Consistency will help me with my future plans by being organized and having a known plan, keeping me on track to achieve my goals. Lastly, Discipline is a trait of teachers, and I dont mean spanking and punishing. Discipline simple means ordered and planned, or even predictable. Routines and structure are very important. Lists, short term and long term goals get you through your weeks. When children learn then need discipline, and need a structured environment where they can learn and focus. Teaching discipline to children at a young age drastically improves theyre studying and learning techniques for the rest of their lives. In my life, check lists, post-it notes and routines get me through my day. This helps me achieve deadlines and finish all of my homework on time. Children need discipline, when things are repetitive; you learn them quicker and in most cases, easier. Having discipline in your life in never a bad thing, it makes you have more respect for yourself and others around you. I know that when I achieve my goals and still have time left I feel great. Achieving goals is such a great feeling. These five personality traits are major qualities a teacher should have. All good teachers love children and have a need to improve their lives somehow. Harmony, Discipline, Consistency, Communication and positivity are just a few of my personality traits that go towards teaching and making the world a better place. In order for me to be successful in my future goals I have to be persistent and do my best in school, when it is time to do my internship in two years, and when it comes time for me to go out into the world and become an elementary school teacher and have a positive input on young childrens lives. References Do future teachers choose wisely: a study of pre-service teachers personality preference profiles | College Student Journal | Find Articles at BNET. (n.d.). Find Articles at BNET | News Articles, Magazine Back Issues Reference Articles on All Topics. Retrieved April 12, 2010, from http://findarticles.com/p/articles/mi_m0FCR/is_3_39/ai_n15384396/ McKay, D. R. (n.d.). Teacher Preschool, Elementary and Secondary School Teachers Career Information. Career Planning Career Planning Guide. Retrieved April 12, 2010, from http://careerplanning.about.com/od/occupations/p/teacher.htm ReidÂÂ  , R. K. (n.d.). StrengthsQuest. Onondaga Community College Students students.sunyocc.edu. Retrieved April 12, 2010, from http://students.sunyocc.edu/support.aspx?menu=596id=15462 Skills in jobs. (n.d.). University of Kent the UKs European university . Retrieved April 12, 2010, from http://www.kent.ac.uk/careers/sk/skillsinjobs.htm#TEACHERS

miscarriages of justice Essays -- essays research papers

The statement "It is better that 10 guilty persons escape than that one innocent suffer" summarises and highlights the mistakes and injustices in the criminal justice system. In a just society, the innocent would never be charged, nor convicted, and the guilty would always be caught and punished. Unfortunately, it seems this would be impossible to achieve due to the society in which we live. Therefore, miscarriages of justice occur in the criminal justice system more frequently than is publicised or known to the public at large. They are routine and would have to be considered as a serious problem in our society. The law is what most people respect and abide by, if society cannot trust the law that governs them, then there will be serious consequences including the possible breakdown of that society. In order to have a fair and just society, miscarriages of justice must not only become exceptional but ideally cease to occur altogether. A miscarriage of justice is basically "a failure to attain the desired end result of justice". In our society, every person should be treated equally and fairly as "our legal institutions are premised on the idea that our legal system is both neutral and impartial, and that all persons are equal in the eyes of the law". The country in which we were born, the language we speak, the colour of our skin and our gender should be of no relevance in deciding the outcome of justice. All these notions are part of "due process" and if this occurs in our society, why are there still miscarriages of justice? Our legal system is based on the fact that everyone deserves a fair hearing. In theory this is ideal, but due to human nature mistakes will always occur. The introduction of DNA into the courtroom ( which can free innocent people wrongfully convicted of a crime twenty years ago) and Anderson's view on allowing juries to ask questions and participate more in tria ls (by stating the evidence on which they base their convictions), on the surface appear beneficial to the outcome of justice, and in some cases this will be the result. However, justice will always be hindered by humans and their corrupt side. Unfortunately, this is part of human nature and even the people in high positions are not immune. When a person is accused of being "guilty", society must assume the person is innocen... ...ct that in less serious crimes the defendant will plead guilty in order to receive a better deal. The theories of Anderson, Hogg,Walker and Wilson are justified opinions and could be advantageous to the criminal justice system. However, even if these theories are implemented into our society, corruption will still always occur. Unfortunately, it is just part of human nature. It is futile to establish new methods of judgement without considering the fact that corruption occurs throughout all levels of society. Juries, police, and lawyers can all be persuaded and succumb to corruption if it suits their needs to do so. Likewise, DNA samples can be tampered with or plagued by human error. It is a vicious circle and until human beings change, miscarriages will continue to occur. Miscarriages of justice are definitely not exceptional and occur much more frequently than most people realise. They place a great burden on our society as a whole and cause injustices and hardships to many people. Just because we do not hear about them, does not mean they don't exist. As Walker states "s ince justice is applied by fallible, prejudiced human beings, miscarriages are inevitable".

Erewhon and Walden Two: Essay -- Comparative, Butler, Skinner

Close your eyes. Listen. What do you hear? Do you hear the gentle hum of a computer? Do you hear the noise of a distant radio or television? Do you hear the constant drone of a fan? Do you hear anything at all? Most likely you are near some sort of technological device. Whether that be the calculator in your desk, the watch on your wrist, or the light bulb giving you the ability to read this essay (typed on a computer, by the way). The plain fact is that it is almost impossible to escape technology. It cannot be debated that our modern society has accepted the role of technology in the future of just about all aspects of our lives. We can see it in the economy, the military, domestically and internationally. To many the integration of technology is a great convenience, to others a great mishap. Technology is a central idea presented in both Samuel Butler’s Erewhon, as well as B.F. Skinner’s Walden Two. However, the two authors take a very different approac h to their perception of technology in a Utopian society. The societies of Erewhon, and Walden Two, both recognize technology as a means to make life easier, however, their societal perceptions of technology and its affects on their future differ. Butler in Erewhon, and Skinner in Walden Two, both relate that technology is means to make life easier. And while, each utopia has a different view on the effects of that technology it is important to note this distinctive similarity. The society of Erewhon has a very distinct negative view on any type of technology. However, Butler is very careful to note that technology does help to improve a person’s condition and ability to succeed. For instance Gibbs translates one author’s view on machines as s... ...whon the key to the future of society is the repression of technology, the key to the future of Walden Two is embracing technology. In conclusion, technology is viewed by both of these utopian societies as a way to improve life. This in itself is not very ground shaking or surprising. However, it is essential to note in order to understand the great difference between the two Utopias. One embraces technology and encourages its exploitation, innovation and production as a way to further the individual’s and society’s happiness. The other on the other hand views technology as evil, something to be hidden and destroyed. It is seen as a danger not only to the physical attributes of society but also their future freedom. Thus, both societies understand that technology is useful, but differ in their views on societal perspectives and its effects on the future.

Copious Imagery within the Tragedy Othello :: Othello essays

Copious Imagery within the Tragedy Othello  Ã‚        Ã‚   In the Shakespeare’s tragic drama Othello there resides imagery of all types, sizes and shapes. Let us look at the playwright’s offering in this area.    In the essay â€Å"Wit and Witchcraft: an Approach to Othello† Robert B. Heilman discusses the significance of imagery within this play:    Reiterative language is particularly prone to acquire a continuity of its own and to become â€Å"an independent part of the plot† whose effect we can attempt to gauge. It may create â€Å"mood† or â€Å"atmosphere†: the pervasiveness of images of injury, pain, and torture in Othello has a very strong impact that is not wholly determined by who uses the images. But most of all the â€Å"system of imagery† introduces thoughts, ideas, themes – elements of the meaning that is the author’s final organization of all his materials. (333)    The vulgar imagery of Othello’s ancient dominates the opening of the play. Francis Ferguson in â€Å"Two Worldviews Echo Each Other† describes the types of imagery used by the antagonist when he â€Å"slips his mask aside† while awakening Brabantio:    Iago is letting loose the wicked passion inside him, as he does from time to time throughout the play, when he slips his mask aside. At such moments he always resorts to this imagery of money-bags, treachery, and animal lust and violence. So he expresses his own faithless, envious spirit, and, by the same token, his vision of the populous city of Venice – Iago’s â€Å"world,† as it has been called. . . .(132)    Standing outside the senator’s home late at night, Iago uses imagery within a lie to arouse the occupant: â€Å" Awake! what, ho, Brabantio! thieves! thieves! thieves! / Look to your house, your daughter and your bags!† When the senator appears at the window, the ancient continues with coarse imagery of animal lust: â€Å"Even now, now, very now, an old black ram / Is topping your white ewe,† and â€Å"you'll have your daughter covered with a Barbary horse; you'll have your nephews neigh to you; you'll have coursers for cousins and gennets for germans.†    After Brabantio and his search party have reached the Moor, he quiets their passions with imagery from nature: â€Å"Keep up your bright swords, for the dew will rust them.† The senator, thinking that his daughter has been â€Å"enchanted† by the Moor, employs related imagery in his confrontation with the general: â€Å"If she in chains of magic were not bound,† â€Å"foul charms,† â€Å"drugs or minerals / That weaken motion,† â€Å"practiser of arts inhibited,† â€Å"prison,† â€Å"bond-slaves and pagans.

Colonial history of the United States Essay

Test Review Chapters 1-3 Day 1 Review (Monday) * Website review: themes and learning objectives from Chapter 1 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter1/ * includes review Multiple choice and essay questions Topics to review: * Summarize the changes in European society that led to the era of exploration between 1400 and 1700. (pg. 9-12, 23-28) * Describe the Spanish Empire in the New World during the 1500s. Include political, military, economic, social, and cultural considerations. (pg. 11-20) * Discuss the economic and religious motivations that led to the establishment of English colonies in North America. (pg. 23-27) * Explain the French process of colonization and interaction with the natives. (pg. 27) Day 2 Review (Tuesday) * Website review: major themes and learning objectives from Chapter 2 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter2/ * Includes review Multiple choice and essay questions Topics to Review: * Compare and contrast the development of Virginia with that of New England. Consider social, economic, political, and religious differences (Page: 34–49) * Explain the underlying causes and the unfortunate consequences of Bacon’s Rebellion. (pg. 39-40) * Contrast the early years of Pennsylvania with the early years of Georgia. (Page: 52–54, 58–59) * Compare and contrast the religious, economic, and social cultures of the Puritans and Quakers. (Page: 40–49, 52–54) Day 3 Review (Wednesday) * Website review: major themes and learning objectives from Chapter 3 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter3/ * includes review multiple choice and essay questions Topics to Review: * Compare and contrast the institutions of white indentured servitude and African slavery in early colonial America. (Page: 66–67, 71–75) * Compare and contrast the lives of colonial women in the Chesapeake with those in New England. (Page: 69–71) * Compare and contrast the economies of the southern colonies with those of the northern colonies in the 1600s and 1700s. (Page: 77–89) * Compare and contrast the society found on a southern plantation of the late 1600s with that of a Puritan community of the same period. (Page: 83–87) * Explain how religion developed in the New England colonies during the 1600s and early 1700s. (Page: 89–91) * Compare the growth of education and organized religious thought in eighteenth-century colonial America. (Page: 89–94) Test Review Chapters 1-3 Day 1 Review (Monday) * Website review: themes and learning objectives from Chapter 1 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter1/ * includes review Multiple choice and essay questions Topics to review: * Summarize the changes in European society that led to the era of exploration between 1400 and 1700. (pg. 9-12, 23-28) * Describe the Spanish Empire in the New World during the 1500s. Include political, military, economic, social, and cultural considerations. (pg. 11-20) * Discuss the economic and religious motivations that led to the establishment of English colonies in North America. (pg. 23-27) * Explain the French process of colonization and interaction with the natives. (pg. 27) Day 2 Review (Tuesday) * Website review: major themes and learning objectives from Chapter 2 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter2/ * Includes review Multiple choice and essay questions Topics to Review: * Compare and contrast the development of Virginia with that of New England. Consider social, economic, political, and religious differences (Page: 34–49) * Explain the underlying causes and the unfortunate consequences of Bacon’s Rebellion. (pg. 39-40) * Contrast the early years of Pennsylvania with the early years of Georgia. (Page: 52–54, 58–59) * Compare and contrast the religious, economic, and social cultures of the Puritans and Quakers. (Page: 40–49, 52–54) Day 3 Review (Wednesday) * Website review: major themes and learning objectives from Chapter 3 * http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter3/ * includes review multiple choice and essay questions Topics to Review: * Compare and contrast the institutions of white indentured servitude and African slavery in early colonial America. (Page: 66–67, 71–75) * Compare and contrast the lives of colonial women in the Chesapeake with those in New England. (Page: 69–71) * Compare and contrast the economies of the southern colonies with those of the northern colonies in the 1600s and 1700s. (Page: 77–89) * Compare and contrast the society found on a southern plantation of the late 1600s with that of a Puritan community of the same period. (Page: 83–87) * Explain how religion developed in the New England colonies during the 1600s and early 1700s. (Page: 89–91) * Compare the growth of education and organized religious thought in eighteenth-century colonial America. (Page: 89–94)