Hamlet Betrayal - 1216 Words

The worst feeling of pain anyone could feel is when you are betrayed by some who you though loved you. Betrayal is an act of disloyalty and it is violating someones trust. In the play Hamlet by William Shakespeare, betrayal is a reoccurring action between many characters. This play shows the audience different types of betrayal that are imaginable, from a husband betraying his wife, a boyfriend betraying his girlfriend and a mother betraying the son and father. These actions of betrayal hurt the people that are most loved and destroys them where it most hurts in the end. Betrayal is one of the strongest and most important themes in Hamlet. The entire play revolves around the murder of King Hamlet. Betrayal is expanded even further, there†¦show more content†¦Hamlet kills Polonius and Gertrude becomes scared as to what is going to happen with Hamlet. Claudius betrays her trust by taking advantage of it and takes matter into his own hands. Claudius solution to the problem is t o have Hamlet sent to England, where he is going to be safe from the law and will not have to deal with any consequences for his actions. O Gertrude, come away! The sun no sooner shall the mountains touch. But we will ship him hence, and this vile deed. We must, with all out majesty and skill, Both countenance and excuse (4.1.28-32). Claudius makes Gertrude believe he is setting this up because he wants to protect Hamlet. But even though the audience knows the real reason as to why he is doing this. He is sending Hamlet to England to be killed. By letters congruing to that effect, The present death of Hamlet (4.3.66-67). In the final act of the play Claudius reveals he does not love Gertrude and that his love had been dishonest the whole time. This is shown when Gertrude picks up the poisoned wine glass. He knows she will dies once she drinks from it. Yet Claudius does nothing to stop her to save her life. Gertrude do not drink...It is the poisoned cup. It is too late (5.2.286-288 ). Claudius did not love her enough to save her life and think of her before himself. He let power and his selfishness take over him. Claudius is the brother of late King Hamlet who is the father of Hamlet. Even though Claudius is not Hamlets father, they areShow MoreRelatedLoyalty and Betrayal in Hamlet1157 Words   |  5 PagesLoyalty and betrayal in Hamlet Loyalty is a significant theme in ‘Hamlet’ because Hamlet himself judges people by their loyalty or disloyalty-his mother, Ophelia, Rosencrantz and Guildenstern, Horatio and he acts accordingly. The significance of the betrayal theme is that many of the major events in the play result from the betrayal of one character by another. The most significant act of betrayal is that of Gertrude-whose marriage to Claudius after two months of widow-hood has such a traumaticRead MoreBetrayal In Shakespeares Hamlet1395 Words   |  6 Pages â€Å"The saddest thing about betrayal is that it never comes from your enemies.† Presumably, family and friends should be people whom you can trust for anything. Right? However in the William Shakespeare s tragedy, Hamlet, he exposes the few wicked relationships within different character s transactions. This essay expresses how without support or a backbone in a relationship can be detriment to any self growth for the future. Shakespeare devotes his scripting to narrate the hideous ironic deathRead MoreTheme Of Betrayal In Hamlet1228 Words   |  5 PagesIn Hamlet Shakespeare shows the theme of betrayal through the change of tone and mood he uses either when speaking of or to Gertrude. Hamlet feels that her choices are morally wrong and speaks frank of his feeling of the u nforgiving betrayal he sees his mother has committed. Throughout the play, Hamlet tends to take on drastic changes when the person he interacting with changes. Shakespeare does this as depth to Hamlets character by showing how he expresses his emotions and how he reacts to hisRead MoreTheme Of Betrayal In Hamlet1610 Words   |  7 Pagesbetrayed through some who you thought loved you. A betrayal is an act of disloyalty and it is violating someones trust. In the play Hamlet by using William Shakespeare, betrayal is a reoccurring action among many characters. This play indicates the target audience unique types of betrayal that is imaginable, from a husband betraying his wife, a boyfriend betraying his lady friend and a mother betraying the son and father. These moves of betrayal hurt the human beings that are most loved and breakRead MoreRevenge And Betrayal In Hamlet1531 Words   |  7 PagesThe play, Hamlet by William Shakespeare, surrounds the central idea of revenge and betraya l. Revenge drives the characters and determines their actions throughout the play, which results in several instances of betrayal. With revenge, the friendship and loyalty of characters are tested and conflicts are established between characters. Hamlet’s father, the king of Denmark, was helplessly poisoned by his own brother, Claudius. Hamlet, the protagonist, becomes aware of his father’s death and finds himselfRead MoreMadness, Betrayal, And Madness In William Shakespeares Hamlet2009 Words   |  9 PagesShakespeare’s Hamlet is a tragic tale filled with madness, betrayal, and revenge. The treacherous death of King Hamlet leads to a series of events that causes Hamlet to present an â€Å"antic disposition† to deceive the people around him and avenge his father’s death. However, beneath his methodical and logical mind, there is an underlying current of mental instability. Although at first he feels that the idea of an act of madness is a good one , it becomes clear throughout the play that even Hamlet begins toRead MoreHamlet, By William Shakespeare1088 Words   |  5 PagesShakespeare writes in a way that is difficult to understand for anyone that speaks the modern language. His story Hamlet is understood through the emotions felt by his characters. Hamlet is the main character who is conflicted with revenge and conspiring friendships. Hamlet returns home from Germany for his father’s funeral only to find far more troubling things. Hamlet is a conflicted character but that doesn’t stop him from knowing what he wants. Revenge is the main cause of his confliction butRead MoreWilliam Shakespeares Hamlet1284 Words   |  5 Pagesretaliation. Shakespeare’s Hamlet contemplates revenge throughout the story. Madness and revenge are similar themes in the movie, The Lion King, where the main character, Simba, is faced with the death of his father, leading him to do whatever it takes to seek revenge. This is where madness usually is introduced as a problem within a character, and this problem leads to the character doing things that they don’t usually do, sometimes dangerous things. The fathers of both Hamlet and Simba die, and theRead More Hamlet, the Existentialist Essay1082 Words   |  5 PagesShakespeare’s Hamlet is a tragic play about murder, betrayal, revenge, madness, and moral corruption. It touches upon philosophical ideas such as existentialism and relativism. Prince Hamlet frequently questions the meaning of life and the degrading of morals as he agonizes over his father’s murder, his mother’s incestuous infidelity, and what he should or shouldn’t do about it. At first, he is just depressed; still mourning the loss of his father as his mother marries his uncle. After he learnsRead MoreHamlet, Shakespeares Spectacle Essay990 Words   |  4 Pagesmurder, and betrayal are all very captivating and together have the makings for a daytime soa p opera. In this case, however, they are a part of the tragedy of Hamlet. The most regaling aspects of this play, despite the entertaining and compelling qualities just mentioned, are the revenge and the surprisingly unappealing nature of the main character, Hamlet. Throughout the play, Hamlet makes stupid choices that will ultimately lead to his own death, and the death of many around him. Hamlet should not

Reflective Essay Cultural Heritage- MyAssignmenthelp.com

Question: Describe my key issues while living in a culturally diverse country like Australia. Answer: The purpose of this reflective essay is to describe my key issues while living in a culturally diverse country like Australia. I will explain our family's cultural origin and cultural heritage. The essay will give detail on the place from where our family migrated to Australia. It will describe the level of prejudice, discrimination and racism faced by our family. It will also identify the influences that lead to the formation of our own cultural heritage in relation to the theoretical frameworks of cross-cultural counseling. It will create an understanding of the complexity of living in a multicultural environment. The essay will explore how the cultural heritage has impacted me and my cultural identities. This section will give a detail about my family history and the cultural heritage. I belong to a family which is a mix of Irish Catholics. My family was originally based in Ireland and an orphan from the family migrated to Australia following a potato famine in Ireland. The first generation women of our family moved to Australia and married an English soldier who then worked on the railway lines. They were subjected to prejudice and discrimination as they were Catholics living in a Protestant colony. They led a hard life due to poverty. One of their children was my great grandmother who married a coal miner and had children. One of them was my grandmother, and my grandfather was a World War 1 soldier who ultimately committed suicide. Our family suffered due to poverty, racial discrimination and domestic violence. Since my grandfather committed suicide, the Roman Catholic Church also discriminated them as they regarded suicide as a mortal sin. Even my mother was subjected to discrimin ation because of low social background and low education levels. The manual workers were paid very low wages, so there was great job stress. I have been influenced by a tolerant family who is not racist. I feel the women in our family were very hard working, and they were very resilient. My mother suffered a lot but as she was an unmarried mother, this also increased her shame and discrimination. But still, the female members of our family were very dedicated to their children and ensured that they get the proper education to improve their future. They were very compassionate and helped peoples in distress. I am associated with arranging community programs and my parents helped me in organizing meals on wheels and youth programs. I personally feel that my mother is a natural social worker, and my parents were always involved in assisting homeless, unemployed youth. I have been profoundly influenced by families culture, and I would not be working on community programs had I not been influenced by the social nature of my family. All my extended family always looked after disadvantaged people in society, and I am what I am t oday because of them. Living in a culturally diverse country like Australia, I feel that development of my own cultural heritage has been influenced by factors like racism, prejudice, discrimination and privileges. Australia has it special cultural status. Originally multiculturalism in Australia was understood as members of Australian community coming from different cultures. However, it is related to rights of migrants living in Australia to express their cultural identity. So any migrant living in Australis will be influenced by the level of independence they get regarding cultural identity, social justice and economic efficiency (Phillips Spinks, 2012). Since 1945 more than 7 million migrants have settled in Australia. Our ancestors had suffered a lot due to discrimination in Australia. The White Australian were also discriminated and till 1970 there was a great restriction on people immigrating from non-European countries. But I feel today the immigration policies are not racially discriminatory. No w anyone can apply for visa irrespective of their origin, race, religion or gender (Hollifield et al., 2014). This section will describe my family's experience of living in the multicultural environment. After analyzing my familys history, I feel that Australia has not been tolerant of ethnic diversity in the past. My previous generation faced decades of discrimination in different forms like job stress, social deprivation, etc. My ancestors suffered from mental health and faced challenges in developing their identity regarding the economy, employment and many other factors. I feel that migrants coming from diverse cultural background have a different way of interpreting and responding to life experiences. The cultural values and personal circumstances of individual decide how they will be reacting to certain situations. I feel that my parents are now involved in supporting disadvantaged people because of their own suffering in life. They were subjected to racial discrimination and so they know the problems that migrants can face (Edge Newbold, 2013). While living in a multi-cultural environment, people like my own ancestors experience stress due to cultural shock. From my family cultural history, I can say that immigrants suffer from stress due to challenges they face in adjusting to a different social structure, values, beliefs, practices, political system and practices. Clash in view occurs, giving an advantage to one section and depriving outsiders of privileged of society (Schmitt et al., 2014). My family faces challenges in arranging for housing and another service to settle down in an unfamiliar environment. Despite several problems, they never compromised on our education and tried to give better lives in future. In a multi-cultural environment, language also acts a barrier. People migrating to different countries may have problems interpreting local dialect. Many immigrants to Australia experience unemployment or poverty. My grandmother also suffered from domestic violence and poverty. They faced limited job opportunities due to social stigma existing in society. Now also I have seen immigrant in Australia suffer unemployment issues due to language skills or because of cultural or religious limitation. These problems lead to isolation and builds insecurity among people. Difficulty in communicating, limited finances and poor access to basic amenities of life has made life very complex for immigrants. My past generation also suffered for a long time because of limited opportunity to improve their personal situation. The sense of isolation is also magnified if anyone is living in sparsely populated areas (Scott Scott, 2013). I have this thinking that multi-cultural environment also has an impact on women. In many cultures, women mainly keep contact with their own home and family. But when one migrates to another country, the connection of extended family network breaks down. So women are more isolated than men. The routine changes and woman feel that they have to work further aggravating the problem. My first generation of ancestor also had to come from a workhouse in Ireland to Australia. She was an orphan, and she was forced to do so because of the potato famine in Ireland. So she was a peasant with no skills and found it hard to get jobs from colonial people of Australia. She was a Catholic and living in a Protestant family contributed to racial discrimination. I feel that as she moved from her own native country, she would also have experienced a similar type of isolation apart from other fundamental problems mentioned above (Delaney MacRaild, 2013). Many people migrating to Australia are also survivors of war, natural disaster or social torture. People are coming in loads to Australia due to these unusual circumstances in life. Similar kind of experience was also faced by my family. My grandfather was World War 1 soldier and suffered trauma due to war and ultimately committed suicide. There are also people who are the survivor of war or natural disaster. This injury led to a development of mental illness including depression and post-traumatic stress disorder. Such people have difficulty in concentrating on the task, feeling of powerlessness, panic attacks and guilt. Migrants also suffer long-distance suffering due to media reports of war. This happens when people suffer because of other in their homeland (Helleiner, 2015). Social issues are also rampant in youth. I am also a fifth generation of young Australian belonging to Irish migrant family who moved to Australia after a potato famine in 1845. I had my own cultural values, and I experienced a different set of culture while living in Australia. So I was caught between two sets of cultural standards and values. Many youths also feel pressurized because of their parents. This is because when their children try to adopt Australian values and customs, they feel that it is a loss of their own traditional culture. Such youth like me face challenges in counterbalancing perceived permissiveness in Australian society (Belot Ederveen, 2012). My transition in life became difficult to negotiate because of my Catholic culture views on sexuality, relationship, education and employment. As I belonged to an ethnic minority group, I had difficulty in maintaining friends because of bullying and my difference in cultural background. Youths migrating to different coun tries also suffer from social isolation. Such life situation may lead to different outcomes in different people. My familys cultural experience has made me what I am today. I always found my parent assisting unemployed people, so I also developed this interest from them to serve the community and make lives better for them. That is why now I work for arranging Community Programs. There are some young people whose life also deteriorates due multi-cultural influences. There is increased the risk of suicide and risk-taking behaviors like vulnerability to alcohol, drugs, anxiety and poor self-esteem (Moran et al., 2014). I have also described the level of prejudice, racism, discrimination and privilege experienced by my ancestors. My original descendant home was Ireland, and they moved to Australia only after potato famine (Beaumont et al., 2013). There was the anti-Irish sentiment in Australia which referred to racism, bigotry, oppression and discrimination against Irish in Australia. My descendants were subjected to prejudices because of our Catholic origin. As they were living in a Protestant colony, so they were discriminated in terms of employment opportunity. My grandmother faced discrimination and prejudice after the death of my grandfather due to her social position and stigma in the family. According to my own experience living so far in Australia, I also feel that racism has contributed to the mental stress of many immigrants. This kind of attitude devalues individual identity and lowers their confidence and self-esteem. I have seen many people who avoid social contact just because of racis m. The immigrants leave their home country and come to a new place in hope of new ways of living and livelihood. But racism further increases people depression and anxiety (Forrest et al., 2014). My family was also a victim of mental illness causes due discriminatory behavior. According to the Racial Discrimination Act 1975, it is illegal to discriminate any person racially in terms of access to desired employment, services or goods, education and housing facilities. I personally experienced this during my college my life when people refused to associate with me because of my racial origin. Other forms of racist behavior that I have experienced in Australia include wearing clothes with signs of particular cultural groups, broadcasting negative material about the particular cultural group through slogans and pamphlets. I saw Australians mocking me because of my Irish Catholic origin. In an extreme case, people were also physically assaulted just because they belonged to a particular cultural group or practice certain religion (Wrench, 2016). It is often seen that when youngsters migrate to new places, they acquire the culture of the new place and forget their own culture. Therefore two kinds of circumstances arise. Either they identify with their culture or distance from their family's cultural background. I particularly identified with my cultural background, and it had its influence on my upbringing and what I m today. My parents used to help unemployed people, and I also acquired that quality from them of serving the weaker section of my community. Irish Catholics are now found in many countries around the world. The population of Catholics dropped following the famine of 1840. More than four thousand young female orphans were shipped from Irish workhouses to Australian colony at the time of famine. My first generation of ancestors belonged to those groups. Some were greeted with hostility while some were exploited or abused by the employers. As far as I have analyzed, religion has always remained a cause of different iation for Irish in any part of the world. It had the greatest impact on our cultural identity and Irish people faced problems of the socioeconomic condition in each new country (Miller 2014). One particular event that is an expression of our Irish identity is the St. Patricks Day. It is an emblem of our culture. But this assemblies and expression of Irish culture were not permitted by Australian initially. The situation, however, changed after the growth of wealthy Irish Catholic emancipist and Irish Catholic Priest. Apart from great atrocities faced by my ancestor in the past, I feel now the situation has far improved now. Now Irish comprise 10.5% of Australian population according to 2011 census. Though I live in Australia, still I follow my Irish culture. The Australian government also played a part in relaxing migration policies (Hutchinson, 2012).So currently Australia has become one of the most culturally diverse countries and the popular destination for migrants. My Irish culture has a sense of informality, and we encourage transparent approach between people both in public and private space. I am very emotional, affectionate and attached to my family. I have got t his quality from my parents only. Literacy and verbal acuity are valued in my culture. What set us apart from another culture is our informality, reciprocity and egalitarianism attitude (Sexton, 2013).We don't hesitate in sharing food and other things to people. Our social boundaries are indistinct and permeable. Our relative wealth and social class influence my choices. My familys social status and their experience in life have affected my life decisions. After the analysis of my ancestor's life history, I was able to counsel myself in cross-cultural levels. I found that different attributions help in understanding how changes occur in the cross-culture environment. The first attribute is how far an individual believes that he is responsible for the problem and the extent to which any person believes in personal responsibility to solve the problem. This framework helps me understand my familys behaviors across cultures. Although they suffered discrimination, late generation recovered from it. My parents too suffered a lot, but they chose to find solutions to the problem themselves. It is the result of those striving that has made me independent today (Ang Van Dyne, 2015). Through the analysis of my family history and cultural heritage, I can conclude that immigration has a severe effect on migrants life. It changes their life totally when they have to leave their own native country and settle down in new places. I saw how people life change and they suffered from mental trauma and distress. The economic status deteriorates and migrants have to face many kinds of discrimination in places due to their diverse identity. But the situation changed and if anyone seeks to find the solution to the problem, then life can improve. My family also had this attribute which made my life easier. The essay is a valuable reflection of the values of cultural heritage and identification with family background. Reference Ang, S., Van Dyne, L. (2015).Handbook of cultural intelligence. Routledge. Beaumont, J., Geber, J., Powers, N., Wilson, A., Lee Thorp, J., Montgomery, J. (2013). Victims and survivors: stable isotopes used to identify migrants from the Great Irish Famine to 19th century London.American journal of physical anthropology,150(1), 87-98. Belot, M., Ederveen, S. (2012). Cultural barriers in migration between OECD countries.Journal of Population Economics,25(3), 1077-1105. Delaney, E., MacRaild, D. M. (2013).Irish Migration, Networks and Ethnic Identities since 1750. Routledge. Edge, S., Newbold, B. (2013). Discrimination and the health of immigrants and refugees: exploring Canadas evidence base and directions for future research in newcomer receiving countries.Journal of Immigrant and Minority Health,15(1), 141-148. Forrest, J., Johnston, R., Poulsen, M. (2014). Ethnic Capital and Assimilation to the Great Australian (Homeownership) Dream: the early housing experience of Australia's skilled immigrants.Australian Geographer,45(2), 109-129. Helleiner, J. (2015). Recruiting the culturally compatible migrant: Irish Working Holiday migration and white settler Canadianness.Ethnicities, 1468796815610354.

21st Century Curriculum Essay Example

21st Century Curriculum Essay Educational theories are essential guidelines that entails enhancement of educational means of teaching. The sides of education are important as well since this is one of the primary building blocks in the society. Education is viewed as an intrinsic need by every individual, institution and country. The conditions of educational theories vary and it evolves the same way the world grows. It follows the trails of man’s civilization from the streets of Aristotle, the classrooms of Scholasticisms up to our current teaching universities. Various theories of education revolves in these events thus, tackling these principle proves to be essential.Synthesis of Theories that have influenced 21st century CurriculumFormulation of theoretical framework for a curriculum planningThrough out history, education has developed little by little in a systematic and chronological way matching the needs and evolution of man’s society. In the past, education theories are already evident espe cially in the classes of Aristotle, Plato and Socrates (the famous Greek philosophers). These people utilize various styles of educating their students and guided by early theories of education. However, time is not stagnant and it continues to flow, and part of it is man’s society.The dynamic civilization of human kind of varying cultures, have influenced the development and evolution of these theories as well. The Aristotelian mode of concept has been modified during the renaissance period by the scholastics and, the Platonian principles are adapted by various scholars. This situation has led to further development of education systems as well as principles until its development reach the current state, which is the 21st century.Read also   ANALYSIS OF OUR SECRET BY SUSAN GRIFFINIn the current civilization of man, education has been regarded as the utmost treasure that everybody needs to possess.   The theories of education principles have been integrated and modified in order for these theories to adapt in the current situations. These theories are well utilized by various educational systems in order to maintain standard education criteria.Some of the classical theories are also maintained in order to support and stand basis for the current theories established. However, problems and sometimes inconsistencies occur along with this these theories since, the body and context of these principles are still considered theories and not facts. It is part of the molding and dynamic process involved in this theory.As we go through the discussion of these theories, we shall employ analysis, interpretation as well as implementation of the theories concerned. The theories are not meant to act as the imposed rule of teaching but rather evident guidelines in order to establish appropriate teaching approach. The paper shall limit its study in the following question.What are the educational theories present in the 21st century? Discuss all the educational theo ries that have influenced 21-century curriculum.How does each theory influences the 21st century curriculum? Synthesizes all the theories by showing the commonalities and differences in all the educational theories and formulate a theoretical framework that can be used for a curriculum planning. Lastly, explain the benefits of this framework in the 21st century curriculum.The research paper shall focus in these queries alone since the main objective is also the presentation of these educational theories that have influenced 21st century.Main Educational Theories of 21st CenturyAll people require variety of learning needs, which is a desire or a requirement to know something that is presently unknown to the learner. These needs include new intellectual knowledge but also include physical, cultural, social and spiritual form of knowledge. Kozier (2004) defines learning as,Learning is a change in human disposition or capability that persists and that cannot be solely accounted for by g rowth. Learning is represented by a change in behavior and the important aspect for a person to learn is the individual’s desire to learn and to act on the learning.This connotes that learning is not only obtained by mental capacity of a person but it goes on all perspective angles of the individual’s characteristics. Moreover, compliance to such educational modes are not enough, acting is another factor to be considered.There are various theories proposed that traces how and why people should learn and be educated. These theories have served as guideline protocols in order to establish educational approaches, learning interventions and curriculum formulation for educational institutions. These theories have originated even from the past and are now being used in order to enhance teaching and learning processes. The modification of these theories has occurred due to the evolution of man’s technology and growth of civilization.BehaviorismThis theory was originall y promulgated by Edward Thorndike, whose primary contribution is the teaching based on behavioral manifestations of the individual. Behaviorism deals with learning and it acknowledges this subject as a factor that affects personality of a person. The theory includes analysis of the person’s personality as a whole and characteristics, and uses this to formulate strategies of teaching and education (Weiner et.al, 2003 p.135).Behaviorism takes into account the environment of the individual, not only physical but as a whole itself. The theories views environment as an extremely essential influence in the development of learning. However, ironically, behaviorists are not concerned in mental processes since they rely mostly on those objective data that are observed and rationalized by human capacity.B.F Skinner, another important persona in behaviorist theory, considers â€Å"emotions† as fictitious product of behavior that can be assess through stimuli-response mechanism (F ogiel, 1999 p.501). The main emphasis of this theory is the behavior of a person that primarily promotes the learning.Arising now is John Watson, another important persona in the field of behaviorism, who started the use of behavioral conditioning. Watson has utilized animal specimens such as rats, pigeons, dogs and cats in order to test behavior functioning. During the procedures, Watson has discovered that these animals are capable of learning-behavior principles (Weiner et.al, 2003 p.135-136). The utilization of behavior as a means of pattern in order to formulate the right educational approach is the primary principle of the theory.According to Gordon (2003) in her book, Beginnings Beyond: Foundations in Early Childhood Education, learning occurs when an organism interacts with the environment, and through experience, behavior is modified or changed. In the behaviorist’s eyes, three types of learning occur:1.  Ã‚  Ã‚  Ã‚  Ã‚   Classical Conditioning2.  Ã‚  Ã‚  Ã‚  Ã‚   Operant Conditioning3.  Ã‚  Ã‚  Ã‚  Ã‚   Observational learning or modelingThe first two categories are based on the idea that learning is mostly the development of habit. The continuous and frequent routine that an individual confers with induces the habits that in turn produce behavioral modifications. The third is actually based on social approach, such as family social conditions, peer socializations, etc. Guided by these three principles, education systems employ rewards and consequences as the primary molding characteristics of educational approaches.In application of such theory, we can see this being done in a simple standard educational system known as grading. In such case, the instructor assesses an individual’s performance based on criteria imposed by the institution. The grading system indicates how well the student performs during the span of an activity or the entire education program it self. The instructor provides high grade is the performance of the st udent is well conforming and appropriate to the instruction given. This type of rewarding reinforces the individual to again strive and initiate efforts in order to attain the said mark. However, if the student fails to comply in the standard imposed by the instructor, the student now gets a low or failing grade. This is a form of negative reinforcement in the part of the student. The response of the student, however, should be the same, which is to study harder and try to comply the next time.However, there are cases wherein this kind of negative reinforcement, based on the example, triggers negative action. Instead of the attitude of perseverance, the mindset of depression and intimidation settles in. The education approach should consider this type of response among varying students.HumanismThe theory of humanism utilizes the belief that human cognitive function and learning are not driven by information processing theory, nor by the enhancement of schemas through the creation of new knowledge structures nor by conditional responses to various stimuli. Rather, human thinking and learning are driven by the growth of the self as a whole, mature and complete human being, who has a strong character and an ability to make decisions that positively influence others (Keating, 2003 p.53).The humanistic theory centers on both cognitive and affective angle of a person. The main contributors of this theory are Abraham Maslow and Carl Rogers who have introduced essential humanistic theories that is used up until today in almost every aspect (Kozier, 2004 p.448).Hierarchy of Needs. Abraham Maslow has formulated the triangular model of levels of man’s need according to priorities. The base part of this triangle portrays the basic level, thus considers as the most essential needs of man. The physiologic needs comprise of food, shelter, clothing, water and the physical requirements in order to live and maintain body homeostasis. The next level involves the level of safety needs, which includes protection, security, order, law, limits and stability that are part of the community. Love and belongingness is the next level after the latter – family, relationships, commitments, attachments, peers, social circles- that provide the emotional, cognitive and social stability of an individual. Self-esteem follows and this level portrays the needs of self-gratification as resulted by achievements, status, responsibilities and good reputation. Lastly, the self-actualization pertains to the personal growth and fulfillment of a person (Chapman, 2001).Student-Learning Approach. The theory of Carl Rogers regarding the student focused learning has a great impact in the teaching strategies at various curriculums in our current generation. The primary focus of this concept is the student body itself wherein the needs of the students are prioritized above all. This theory suggests that learning is achieved is the students are the ones being targeted as the main recipient in all educational programs implemented by the educational bodies, such as administrators, instructors and etc. The design of teaching curriculum, syllabus, course description and learning approaches are needed to be in favor of the students and not the administrative body.In this theory, a goal of educational approach is being set, the stand or the set function of the teacher is being identified, students are being reinforced positively, learning assessment is being done and lastly, student participation is greatly encouraged (Burnard 2002, p.72). Unlike in the classical way of teaching wherein the instructor is the one who directs everything to the students more like â€Å"robot teaching†, participation and interaction in this principle does not only come from the teachers but from the student as well. It encourages collaboration between the two sides in order to achieve maximal learning.Humanism focuses on the internal aspect of an individual as persons and not as sole information bank. This theory takes into consideration the emotions and attitudes of learners, the importance of the individual in identifying learning needs and taking the responsibility over these learning tasks.Humanism also motivates the student to act as part of the learning process, encouraging independence as well as self-reliance. This greatly negates the concept of education spoon-feeding approach since the students, even if the theory is student-centered, still this does not conclude that sole information are given directly to them by the teachers. Building up educational independence and education responsibility are the primary goals of this theory.CognitivismLearning in this theory principle gives more emphasis on the learning process itself than any other means. Organization of the learning approach and modified mental representations are the key in this type of learning process. According to the book of Uden and Beaumont (2006) entitled Technology and Prob lem-based Learning,Cognitive learning is equated with discrete changes between states of knowledge rather than with changed in the probability of response. In cognitive learning, the issues of how information is received, organized, stored and retrieved by the mind is important. Learning is concerned not so much with what learners do, but what they know and how they came to acquire that knowledge (p.6).In this theory, the main emphasis is the process itself and not the outcome. From the point of information delivery up to the cognitive reception of this information, the learning is assessed. If learning is achieved then it only means that the process is appropriate, however, if otherwise occurs, then it means the education approach needs to be re-evaluated.This type of theory has been utilized in various forms of institutional approach such as in the process of health teaching. One example is when the health care provider utilizes a health care plan accompanied by teaching plan. Par t of this systematic education approach is the re-evaluation of plan until the set goal is met. The focus mainly is not on the response but the means of teaching or the cognitive approach.The major contributors of this theory are jean Piaget, K.Lewin and B.Bloom. The cognitive theory by Jean Piaget, sensorimotor stage, pre-operational stage, operational stage and formal operations, gave patterns of educational development according to age development from infant to adulthood (Kozier 2004, p.448).Lewin states that learning involves four different types of learning particularly, cognitive structure, change in motivation, change in one’s sense of belonging to a social circle, and gain control over one’s self. Lewin has focused on changes, and this led in the discovery of the theory of changes that contributes greatly in Cognitivism. The three basic stages involve are unfreezing, moving and refreezing (Ziegler, 2005 p.211).Lastly, Bloom has identified three domains of lear ning particularly the cognitive, affective and psychomotor. Each category pertains to different learning specifications that guide the whole planning of educational approach. Cognitive domain talks about the intellectual, concept, principles and theoretical knowledge incorporated in the plan of teaching. Affective domain pertains to the emotional side, affect and mood, attitude and the totality of values that is incorporated in the teaching plan. Lastly, the psychomotor theory, which emphasizes on the physical, developmental and skill enhancement incorporated as well in the teaching approach (McDonald 2002, p.34).These theories are the molding clays of the cognitivism thus, considered as the framework of the said theory. Cognitive theory has its primary attributes that also recognizes the developmental levels of learners and acknowledgements of learner’s motivation and environment (Kozier, 2004 p.449).Other Theories that Influences Educational CurriculumOther than the three f ramework of today’s educational curriculum, there are still contributing theories that needs to be taken into account especially if pertaining about aspect of educational systems. These theories have been formulated recently but have gain influence in the education curriculum already.PerennialismThe emphasis of the theory is more inclined in the philosophical and logical analysis of student’s origin and environmental contributors. The theory is primary based on idealism as well as realism in terms of philosophical perspective. It states that learning is universal and uniform for every individual that desires to learn. Education is regarded as essential truth and a preparation for life. Fundamentals are encouraged more than the complexities of the concepts since; these basics are regarded as the finest knowledge (Segall Wilson, 2004 p.156).ReconstructionismThe theory characteristics talk about its radical disposition and views education as a vehicle for influencing fun damental social change, especially in the realm of socio-political, economic and cultural organization. For Reconstructionists, progressive education is too slow or too â€Å"soft† ever to lead to change in the existing social order. It suggests that major constructive deliberations and even revolutionary actions are needed in order to solve such issue (Gwelle Uys, 2005 p.8).EssentialismThe theory of essentialism focuses more on the intrinsic nature of an individual as well as the classical educational principles. The theory suggests that the educational systems should maintain appropriate mental discipline among the students. Essentialists believe that educational process relies on the teacher itself rather than the student (Lantolf, 2000p.237).ProgressivismThis theory takes into account that education itself is not a means to earn living but rather a lifestyle to live on. It focuses more on the value-principle aspect in terms of education. Learning is achieved as the stude nt becomes interested in the subject matter and the teacher’s role is not to give sole instructions but to propose advice that facilitates learning. Competition is disregarded and educational cooperation is encouraged since, this theory aims to enhance the free expression of ideas, thoughts and personalities of the students in order to enhance and promote learning (Griffin Nasta 2000 p.31).Comparisons Educational TheoriesAs implicated in this study the educational theories still proposes similarities and differences, which is common since these theorists have various perspectives that influence their view in terms of education systems. The similarities as well as differences greatly centers in the focus of educational system. Each theory suggests the main contributor of educational intervention. However, the learning principle and guidelines are almost similar with all the theories. The detailed differences are specifically indicated in the above analysis of these theories.H owever, looking at the broad angles, we can see the similarities that group these theories and the differences that negate the proposed concepts of these educational principles. Behaviorists, humanists and essentialists are mainly student-centered than education systems. They emphasize on the intrinsic and outward response of the individual itself and patterned their theories in the individual’s characteristics as well as output from the stimuli.On the other hand, cognitivism, perennialism, reconstructionalists and progressivism connotes the educational process and the environmental contributing factors that surround the client, such as instructors, educational support systems, etc. They believe that the primary influence in the educational development of the student lies on the external etiologies rather than the internal, where in the latter groups are more favorable.Theoretical FrameworkThe formulation of this theoretical framework takes into account the theories discussed in the above portion of this paper. Such theories are all synthesized based on their important points in order to come up in an enhanced educational principle. As per analysis of various points involved in these theories, we have come up in an educational approach that is applicable for educational curriculum.The focus of behaviorism, particularly the behavior of the person itself, can be utilized to serve as guide in maintaining appropriate teaching methods that are suitable for student needs. The assessment of these behaviors and attitudes can help the instructor understand the needs of these students rather than understanding the needs of system bodies. Guided by the student-centered learning approach by Carl Rogers, we can utilize the principle of education putting the student as the center of focus. The education requirement must be based on the student’s need and not of the institution. Only this way can learning be maximized and achieve. In addition, we have to consid er the wholesome aspect of the student in which, humanism have given emphasis. The individual’s educational needs should not be based on specific areas but rather the wholeness of the individual. We need to take into account the domains of learning provided by the theory, specifically psychomotor, cognitive and affective aspects.Moreover, the planning of the theory needs to consider the educational process itself in order to ensure proper learning is obtained. The cognitive theory emphasizes on the educational processes itself. It needs to coincide in the needs of the client as assessed through various intrinsic factors present in the client as described by behaviorism and essentialists. The formulation of educational approach needs to consider external criteria involve in the student such as, the background, racial culture and attitudes.After the formulation of educational approach, it is necessary to instill the values of education especially the purpose of having this proc ess, as indicated by Progressivism. Upon implementation of this learning approach, we have to consider and aim for the changes that Lewin has implicated. The change in the client signifies the effectiveness of learning. However, if the opposite results are attained, then reassessment and re-evaluation is needed until the target goal of educational approach is achieved. 21st Century Curriculum Essay Example 21st Century Curriculum Essay Educational theories are essential guidelines that entails enhancement of educational means of teaching. The sides of education are important as well since this is one of the primary building blocks in the society. Education is viewed as an intrinsic need by every individual, institution and country. The conditions of educational theories vary and it evolves the same way the world grows. It follows the trails of man’s civilization from the streets of Aristotle, the classrooms of Scholasticisms up to our current teaching universities. Various theories of education revolves in these events thus, tackling these principle proves to be essential.Synthesis of Theories that have influenced 21st century CurriculumFormulation of theoretical framework for a curriculum planningThrough out history, education has developed little by little in a systematic and chronological way matching the needs and evolution of man’s society. In the past, education theories are already evident espe cially in the classes of Aristotle, Plato and Socrates (the famous Greek philosophers). These people utilize various styles of educating their students and guided by early theories of education. However, time is not stagnant and it continues to flow, and part of it is man’s society.The dynamic civilization of human kind of varying cultures, have influenced the development and evolution of these theories as well. The Aristotelian mode of concept has been modified during the renaissance period by the scholastics and, the Platonian principles are adapted by various scholars. This situation has led to further development of education systems as well as principles until its development reach the current state, which is the 21st century.Read also   ANALYSIS OF OUR SECRET BY SUSAN GRIFFINIn the current civilization of man, education has been regarded as the utmost treasure that everybody needs to possess.   The theories of education principles have been integrated and modified in order for these theories to adapt in the current situations. These theories are well utilized by various educational systems in order to maintain standard education criteria.Some of the classical theories are also maintained in order to support and stand basis for the current theories established. However, problems and sometimes inconsistencies occur along with this these theories since, the body and context of these principles are still considered theories and not facts. It is part of the molding and dynamic process involved in this theory.As we go through the discussion of these theories, we shall employ analysis, interpretation as well as implementation of the theories concerned. The theories are not meant to act as the imposed rule of teaching but rather evident guidelines in order to establish appropriate teaching approach. The paper shall limit its study in the following question.What are the educational theories present in the 21st century? Discuss all the educational theo ries that have influenced 21-century curriculum.How does each theory influences the 21st century curriculum? Synthesizes all the theories by showing the commonalities and differences in all the educational theories and formulate a theoretical framework that can be used for a curriculum planning. Lastly, explain the benefits of this framework in the 21st century curriculum.The research paper shall focus in these queries alone since the main objective is also the presentation of these educational theories that have influenced 21st century.Main Educational Theories of 21st CenturyAll people require variety of learning needs, which is a desire or a requirement to know something that is presently unknown to the learner. These needs include new intellectual knowledge but also include physical, cultural, social and spiritual form of knowledge. Kozier (2004) defines learning as,Learning is a change in human disposition or capability that persists and that cannot be solely accounted for by g rowth. Learning is represented by a change in behavior and the important aspect for a person to learn is the individual’s desire to learn and to act on the learning.This connotes that learning is not only obtained by mental capacity of a person but it goes on all perspective angles of the individual’s characteristics. Moreover, compliance to such educational modes are not enough, acting is another factor to be considered.There are various theories proposed that traces how and why people should learn and be educated. These theories have served as guideline protocols in order to establish educational approaches, learning interventions and curriculum formulation for educational institutions. These theories have originated even from the past and are now being used in order to enhance teaching and learning processes. The modification of these theories has occurred due to the evolution of man’s technology and growth of civilization.BehaviorismThis theory was originall y promulgated by Edward Thorndike, whose primary contribution is the teaching based on behavioral manifestations of the individual. Behaviorism deals with learning and it acknowledges this subject as a factor that affects personality of a person. The theory includes analysis of the person’s personality as a whole and characteristics, and uses this to formulate strategies of teaching and education (Weiner et.al, 2003 p.135).Behaviorism takes into account the environment of the individual, not only physical but as a whole itself. The theories views environment as an extremely essential influence in the development of learning. However, ironically, behaviorists are not concerned in mental processes since they rely mostly on those objective data that are observed and rationalized by human capacity.B.F Skinner, another important persona in behaviorist theory, considers â€Å"emotions† as fictitious product of behavior that can be assess through stimuli-response mechanism (F ogiel, 1999 p.501). The main emphasis of this theory is the behavior of a person that primarily promotes the learning.Arising now is John Watson, another important persona in the field of behaviorism, who started the use of behavioral conditioning. Watson has utilized animal specimens such as rats, pigeons, dogs and cats in order to test behavior functioning. During the procedures, Watson has discovered that these animals are capable of learning-behavior principles (Weiner et.al, 2003 p.135-136). The utilization of behavior as a means of pattern in order to formulate the right educational approach is the primary principle of the theory.According to Gordon (2003) in her book, Beginnings Beyond: Foundations in Early Childhood Education, learning occurs when an organism interacts with the environment, and through experience, behavior is modified or changed. In the behaviorist’s eyes, three types of learning occur:1.  Ã‚  Ã‚  Ã‚  Ã‚   Classical Conditioning2.  Ã‚  Ã‚  Ã‚  Ã‚   Operant Conditioning3.  Ã‚  Ã‚  Ã‚  Ã‚   Observational learning or modelingThe first two categories are based on the idea that learning is mostly the development of habit. The continuous and frequent routine that an individual confers with induces the habits that in turn produce behavioral modifications. The third is actually based on social approach, such as family social conditions, peer socializations, etc. Guided by these three principles, education systems employ rewards and consequences as the primary molding characteristics of educational approaches.In application of such theory, we can see this being done in a simple standard educational system known as grading. In such case, the instructor assesses an individual’s performance based on criteria imposed by the institution. The grading system indicates how well the student performs during the span of an activity or the entire education program it self. The instructor provides high grade is the performance of the st udent is well conforming and appropriate to the instruction given. This type of rewarding reinforces the individual to again strive and initiate efforts in order to attain the said mark. However, if the student fails to comply in the standard imposed by the instructor, the student now gets a low or failing grade. This is a form of negative reinforcement in the part of the student. The response of the student, however, should be the same, which is to study harder and try to comply the next time.However, there are cases wherein this kind of negative reinforcement, based on the example, triggers negative action. Instead of the attitude of perseverance, the mindset of depression and intimidation settles in. The education approach should consider this type of response among varying students.HumanismThe theory of humanism utilizes the belief that human cognitive function and learning are not driven by information processing theory, nor by the enhancement of schemas through the creation of new knowledge structures nor by conditional responses to various stimuli. Rather, human thinking and learning are driven by the growth of the self as a whole, mature and complete human being, who has a strong character and an ability to make decisions that positively influence others (Keating, 2003 p.53).The humanistic theory centers on both cognitive and affective angle of a person. The main contributors of this theory are Abraham Maslow and Carl Rogers who have introduced essential humanistic theories that is used up until today in almost every aspect (Kozier, 2004 p.448).Hierarchy of Needs. Abraham Maslow has formulated the triangular model of levels of man’s need according to priorities. The base part of this triangle portrays the basic level, thus considers as the most essential needs of man. The physiologic needs comprise of food, shelter, clothing, water and the physical requirements in order to live and maintain body homeostasis. The next level involves the level of safety needs, which includes protection, security, order, law, limits and stability that are part of the community. Love and belongingness is the next level after the latter – family, relationships, commitments, attachments, peers, social circles- that provide the emotional, cognitive and social stability of an individual. Self-esteem follows and this level portrays the needs of self-gratification as resulted by achievements, status, responsibilities and good reputation. Lastly, the self-actualization pertains to the personal growth and fulfillment of a person (Chapman, 2001).Student-Learning Approach. The theory of Carl Rogers regarding the student focused learning has a great impact in the teaching strategies at various curriculums in our current generation. The primary focus of this concept is the student body itself wherein the needs of the students are prioritized above all. This theory suggests that learning is achieved is the students are the ones being targeted as the main recipient in all educational programs implemented by the educational bodies, such as administrators, instructors and etc. The design of teaching curriculum, syllabus, course description and learning approaches are needed to be in favor of the students and not the administrative body.In this theory, a goal of educational approach is being set, the stand or the set function of the teacher is being identified, students are being reinforced positively, learning assessment is being done and lastly, student participation is greatly encouraged (Burnard 2002, p.72). Unlike in the classical way of teaching wherein the instructor is the one who directs everything to the students more like â€Å"robot teaching†, participation and interaction in this principle does not only come from the teachers but from the student as well. It encourages collaboration between the two sides in order to achieve maximal learning.Humanism focuses on the internal aspect of an individual as persons and not as sole information bank. This theory takes into consideration the emotions and attitudes of learners, the importance of the individual in identifying learning needs and taking the responsibility over these learning tasks.Humanism also motivates the student to act as part of the learning process, encouraging independence as well as self-reliance. This greatly negates the concept of education spoon-feeding approach since the students, even if the theory is student-centered, still this does not conclude that sole information are given directly to them by the teachers. Building up educational independence and education responsibility are the primary goals of this theory.CognitivismLearning in this theory principle gives more emphasis on the learning process itself than any other means. Organization of the learning approach and modified mental representations are the key in this type of learning process. According to the book of Uden and Beaumont (2006) entitled Technology and Prob lem-based Learning,Cognitive learning is equated with discrete changes between states of knowledge rather than with changed in the probability of response. In cognitive learning, the issues of how information is received, organized, stored and retrieved by the mind is important. Learning is concerned not so much with what learners do, but what they know and how they came to acquire that knowledge (p.6).In this theory, the main emphasis is the process itself and not the outcome. From the point of information delivery up to the cognitive reception of this information, the learning is assessed. If learning is achieved then it only means that the process is appropriate, however, if otherwise occurs, then it means the education approach needs to be re-evaluated.This type of theory has been utilized in various forms of institutional approach such as in the process of health teaching. One example is when the health care provider utilizes a health care plan accompanied by teaching plan. Par t of this systematic education approach is the re-evaluation of plan until the set goal is met. The focus mainly is not on the response but the means of teaching or the cognitive approach.The major contributors of this theory are jean Piaget, K.Lewin and B.Bloom. The cognitive theory by Jean Piaget, sensorimotor stage, pre-operational stage, operational stage and formal operations, gave patterns of educational development according to age development from infant to adulthood (Kozier 2004, p.448).Lewin states that learning involves four different types of learning particularly, cognitive structure, change in motivation, change in one’s sense of belonging to a social circle, and gain control over one’s self. Lewin has focused on changes, and this led in the discovery of the theory of changes that contributes greatly in Cognitivism. The three basic stages involve are unfreezing, moving and refreezing (Ziegler, 2005 p.211).Lastly, Bloom has identified three domains of lear ning particularly the cognitive, affective and psychomotor. Each category pertains to different learning specifications that guide the whole planning of educational approach. Cognitive domain talks about the intellectual, concept, principles and theoretical knowledge incorporated in the plan of teaching. Affective domain pertains to the emotional side, affect and mood, attitude and the totality of values that is incorporated in the teaching plan. Lastly, the psychomotor theory, which emphasizes on the physical, developmental and skill enhancement incorporated as well in the teaching approach (McDonald 2002, p.34).These theories are the molding clays of the cognitivism thus, considered as the framework of the said theory. Cognitive theory has its primary attributes that also recognizes the developmental levels of learners and acknowledgements of learner’s motivation and environment (Kozier, 2004 p.449).Other Theories that Influences Educational CurriculumOther than the three f ramework of today’s educational curriculum, there are still contributing theories that needs to be taken into account especially if pertaining about aspect of educational systems. These theories have been formulated recently but have gain influence in the education curriculum already.PerennialismThe emphasis of the theory is more inclined in the philosophical and logical analysis of student’s origin and environmental contributors. The theory is primary based on idealism as well as realism in terms of philosophical perspective. It states that learning is universal and uniform for every individual that desires to learn. Education is regarded as essential truth and a preparation for life. Fundamentals are encouraged more than the complexities of the concepts since; these basics are regarded as the finest knowledge (Segall Wilson, 2004 p.156).ReconstructionismThe theory characteristics talk about its radical disposition and views education as a vehicle for influencing fun damental social change, especially in the realm of socio-political, economic and cultural organization. For Reconstructionists, progressive education is too slow or too â€Å"soft† ever to lead to change in the existing social order. It suggests that major constructive deliberations and even revolutionary actions are needed in order to solve such issue (Gwelle Uys, 2005 p.8).EssentialismThe theory of essentialism focuses more on the intrinsic nature of an individual as well as the classical educational principles. The theory suggests that the educational systems should maintain appropriate mental discipline among the students. Essentialists believe that educational process relies on the teacher itself rather than the student (Lantolf, 2000p.237).ProgressivismThis theory takes into account that education itself is not a means to earn living but rather a lifestyle to live on. It focuses more on the value-principle aspect in terms of education. Learning is achieved as the stude nt becomes interested in the subject matter and the teacher’s role is not to give sole instructions but to propose advice that facilitates learning. Competition is disregarded and educational cooperation is encouraged since, this theory aims to enhance the free expression of ideas, thoughts and personalities of the students in order to enhance and promote learning (Griffin Nasta 2000 p.31).Comparisons Educational TheoriesAs implicated in this study the educational theories still proposes similarities and differences, which is common since these theorists have various perspectives that influence their view in terms of education systems. The similarities as well as differences greatly centers in the focus of educational system. Each theory suggests the main contributor of educational intervention. However, the learning principle and guidelines are almost similar with all the theories. The detailed differences are specifically indicated in the above analysis of these theories.H owever, looking at the broad angles, we can see the similarities that group these theories and the differences that negate the proposed concepts of these educational principles. Behaviorists, humanists and essentialists are mainly student-centered than education systems. They emphasize on the intrinsic and outward response of the individual itself and patterned their theories in the individual’s characteristics as well as output from the stimuli.On the other hand, cognitivism, perennialism, reconstructionalists and progressivism connotes the educational process and the environmental contributing factors that surround the client, such as instructors, educational support systems, etc. They believe that the primary influence in the educational development of the student lies on the external etiologies rather than the internal, where in the latter groups are more favorable.Theoretical FrameworkThe formulation of this theoretical framework takes into account the theories discussed in the above portion of this paper. Such theories are all synthesized based on their important points in order to come up in an enhanced educational principle. As per analysis of various points involved in these theories, we have come up in an educational approach that is applicable for educational curriculum.The focus of behaviorism, particularly the behavior of the person itself, can be utilized to serve as guide in maintaining appropriate teaching methods that are suitable for student needs. The assessment of these behaviors and attitudes can help the instructor understand the needs of these students rather than understanding the needs of system bodies. Guided by the student-centered learning approach by Carl Rogers, we can utilize the principle of education putting the student as the center of focus. The education requirement must be based on the student’s need and not of the institution. Only this way can learning be maximized and achieve. In addition, we have to consid er the wholesome aspect of the student in which, humanism have given emphasis. The individual’s educational needs should not be based on specific areas but rather the wholeness of the individual. We need to take into account the domains of learning provided by the theory, specifically psychomotor, cognitive and affective aspects.Moreover, the planning of the theory needs to consider the educational process itself in order to ensure proper learning is obtained. The cognitive theory emphasizes on the educational processes itself. It needs to coincide in the needs of the client as assessed through various intrinsic factors present in the client as described by behaviorism and essentialists. The formulation of educational approach needs to consider external criteria involve in the student such as, the background, racial culture and attitudes.After the formulation of educational approach, it is necessary to instill the values of education especially the purpose of having this proc ess, as indicated by Progressivism. Upon implementation of this learning approach, we have to consider and aim for the changes that Lewin has implicated. The change in the client signifies the effectiveness of learning. However, if the opposite results are attained, then reassessment and re-evaluation is needed until the target goal of educational approach is achieved.

The Northern Snakehead essays

The Northern Snakehead essays The Northern snakehead....a modern day fox in the henhouse. The introduction of the snakehead species into the U.S. could become far more serious a problem than most people would like to believe. These fish well kill and eat anything that moves basically....and a lot of it. Entire marine ecosystems are at risk if these extreme predators are allowed to run rampant. All together there are 28 species of known snakeheads; three are indigenous to Africa, the other 25 to Asia. All are air breathers and can live on land for at least three days. All 28 are voracious predators and truly viscous. Some types even kill more than they can eat. One species, the bullseye snakehead, has not only established itself into southern Florida waterways but is thriving! However, there has been little evidence of the impact on local wildlife. Fortunately this species is restricted to water temperatures of 40 degrees and higher, so cannot survive the winters of Northern Florida. We have not seen, and we dont anticipate, that the presence of the snakehead in Florida will have a catastrophic impact, said Shafland. But its like throwing trash out of a car window; it cant be good. Unfortunately, the northern snakehead is nothing like its cousin in Florida. Basically the bullseye is the Chihuahua of the family and its northern cousin is the Pit Bull. Around ninety percent of the northern snakeheads diet consists of other types of fish and they grow at an amazing rate; fingerling to twenty four inches in under a year! They can survive anywhere from freezing to 85 or so degrees Fahrenheit, and they can survive under the ice all winter long. They can grow to over four feet long and have rows of sharp teeth. In short, a well designed, efficient predator. In its native country of Burma, it is known as freshwater shark. With the discovery of one of these real life monsters in Maryland, th...

Meaningful career implications Essay Example | Topics and Well Written Essays - 250 words

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Biography of Prof. Joseph Kahamba

Biography of Prof. Joseph Kahamba BIOGRAPHY OF Prof. JOSEPH KAHAMBA Dr. Joseph Kahamba is an Associate Professor in Neurosurgery at Muhimbili University College of Health Sciences (MUCHS) in Dar es Salaam, a Consultant Neurosurgeon and acting Head of the Neurosurgical department at Muhimbili Orthopedics and Neurosurgical Institute. He holds a Doctor of Medicine (MD) of the University of Timisoara-Romania, a Master of Medicine (MMed) in General Surgery of the University of Dar es Salaam, a Master of Science (MSc) in Neurosurgery of the Universities of Zurich, Ulm and Dar es Salaam (a sandwich program), and FCS-ECSA (Fellow of the College of Surgeons of East, Central Southern Africa) and MBA (Master of Business Administration) program of the University of Dar es Salaam. CHILDWOOD Born September 1 1964 in Bukoba, Tanzania, Prof. Joseph Kahamba was raised in a hard working middle class family with Ten siblings–four brothers and six sister. His mother was a farmer and father a Secondary teacher. He grew up mainly in three kind of environment, Gangster, Quiet, Energetic and loud .During his childhood years his family lived first in Katoke and then shifted to Ishozi, Bukoba. When they were living in Katoke he had many friends. He liked making friends. He was with them all the time. They went to many places and parties together, and they even went to the Disco or play soccer together and he really enjoyed this these moments. His best friends ware Stanley, Mjuni, Peter, Ester and Salma. He really enjoy be with them, because they were so nice that sometimes talk about all in his life, and when he had a problem they always help him. Childhood influences: The first book He remember reading for fun was called ‘Maisha Yetu’. He probably read it three times a day. He also liked Greek mythology since he was in middle school. He used to read mostly fantasy and science fiction in high school, and then got interested in mysteries when He got to Universities. Since his father was a teacher. He grew up in a very artistic family. His Dad was an inspiration professionally and his Mum was always there to talk to. His Dad taught him many values that define who he is now — the values of honesty, integrity and sincerity. They were teachers to him and his mother was always scout him to school when he was very young. She used to read for him stories every night that he can remember many of the stories and have even got quite a few of the books she read to him. Her Mum had a sing-song voice that he once told her but she thought he was criticising her and she got a bit humpy with him. His dad read to them when we were older but he helped them a lot with writing and studying. When sitting together with his father, they spent long hours talking about the world, politics, books and football. His father was also very funny, very good at jokes and could speak several languages. All this influenced his carrier. EDUCATION PRIMARY SCHOOL He received his primary education at Katoke Primary School between 1970 and 1973; his middle school education at Kanyigo School from 1974 up to 1978. Durring his Primary education his favorite subject were Science (especially biology and chemistry!), He loved them and he was never horrible at any subject, but he definitely hated History because he never liked writing essays since he didnt find it interesting. His favorite teacher was his Math’s teacher Ms.Salome, when he was in the fifth grade. As he described her as being very loving, caring, inspiring and almost like a mother to them. SECONDARY AND A-LEVEL After graduating at Kanyigo School in (1978) he was selected among 50 best students and been transferred to a Seminary government Secondary School (Kashasha Seminary) which it was 56 Kilometers’ away from his virrage. In 1978, Prof.Kahamba enrolled to Kahororo Seminary Secondary School for (O A-level) education between 1978 to 1984. While there much had happened routinely in the Seminary, each day had its own rhythm and he also noted that the seminarians had a varied schedule. They used to begin each day in the chapel, with either Morning Prayer from the Liturgy of the Hours at 7:30 a.m. After breakfast,Which sometimes made him to sleep in class .But in class He was often knowing how to do complex math problems before the concept had even been introduced to his class. In his second year the young Prof.Kahamba participated in student body government as Sports Minister in my second year. In this time, He worked for 2 years as the Scout President at a School camp. He liked most about school were the after-school athletic activities and least were Mandatory attendance and Learning superfluous subjects. Also he often knew how to do complex math problems before the concept had even been introduced to his class. He also did some extracurricular activities by Participating in Gym, Sports and Society clubs. He engage in the social life with other students mostly in parties. In 1984 his family returned to Ishozi, and Prof.Kahamba within a short time graduated from high school in the first division. UNIVERSITY In 1984, He enrolled at the University of Timisoara-Romania for his undergraduate study in Medicine (MD).In his first year in medical school he had been participating in new types of medical research. Since arriving in April he was been able to participate in two different research projects – one qualitative and one quantitative. In University, He was also involved in few outside activities. While there, and to enhance his meager income, He organized a Helping Hand Club and even served as its Vice president. After a handful of jobs , He finally went for different Projects to work for a large investment films. There He continued the trend of just meeting his potential, only taking on new challenges when enything was brought to his attention that it could be perfect opportunity for him. After graduating and reserved the certificate in Doctor of Medicine (MD) of the University of Timisoara-Romania, He then went back to his hometown and worked as Pharmacist assistance for the village local Institute Dispensary and a few Pharmacies in and around his hometown. In the meantime, He spent 1 year before Master school as a Soldier at Kanyigo Military, Bukoba serving for his county. During his time there, they moved into different largest military in the county for training. They also moved into the new country military base of Lugalo. One of thing he learned was simple. It doesnt matter if you can [do something] or not, you will. Just get it done. Going Master school had always been in the back of his mind, and he finally headed again across the Ocean to enroll in a Master of Science (MSc) in Neurosurgery at the Universities of Zurich in (1990). Early in 1992, he was transferred as a medical student to Zurich Medical cumpus to gain greater clinical experience, were he become Senior Laboratory Assistance at the University. He began his career as an ICU fellow at the Katoke Hospital Center where he worked in a variety of critical care settings before coming to the Clinical Center in 1999. At the Clinical Center he began his career as a Senior Clinical Researcher in the Medical Intensive Care Unit. His clinical research specializations included health behavior and health disparities research with special emphasis on methodology and measurement in end-of-life care, integrative health and vulnerable populations. After that, His wife and him moved to Bugando, Mwanza. Were they lived there for two years and managed to teach Bugando Medical University for almost 1 year. Then they had two daughters, Eunice and Nelly, and we moved back home to Dar es salaam. were he enrolled for MBA (Master of Business Administration) program at the University of Dar es Salaam.While there he used his extra time to teach at Muhimbili University College of Health Sciences (Neurosurgery). Professional Recognition In November 2003, Prof. Kahamba was recognized by the Tanzanian Society of Orthopedics with the Dedicated Service Award. This award honors dedicated volunteer service to the Society marked by his outstanding performance. Between 2000 and 2006,He served as President of the Medical Association of Tanzania (MAT) at Muhimbili Orthopedics and Neurosurgical Institute. The Association that aimed to compliment the government efforts in reaching its desired objective of promoting the health and wellbeing of all Tanzanians. Marking the 45th Anniversary Medical Association of Tanzania (MAT) in 2008.Professor Joseph.F. Kahamba was presented with MAT Fellowship certificates for their distinguished contributions to the promotion of the medical profession and nurturing of the Medical Association of Tanzania. FAMILY In 1990, He met a pretty woman at a Staff Board meeting. He could feel that she was the right one for his eternal life. In 1991, He married Dr. Godelive Kagashe,Lecture in College of Health Sciences (MUCHS) in Dar es Salaam when he was 27.The wedding took place in Church, one month from his 28th birthday, Gogelive was 25, who spent her childhood in Morogoro, Tanzania. They have four childrens,One boy, Innocent 21 and three Daughters, Eunice 23, Nelly 22 and Karen 17. Eunice lives in the Mikocheni area. Shee works for a Clothing business company. Whenever they visit each other, they have a great time and many laughs. She also guides, teaches , and has been a great role model.Nelly is a Postgraduate in Medicine at Bugando Hospital,Mwanza.While Innocent is undergraduate in Civil engineering at Arthi University. When he was young, He sometimes did something very horrible that he then regret doing. One at which he would get other children to laugh at someone. He made fun of that person and got others to join in. In the rare hours when he’s not at Work, He enjoy running, reading, watching news. He’s very excited about moving back to his village in next year’s. About his Haya and Christianity background he said â€Å"its important because its how and why my parents behaved in the way they did. If I try to break that down into exactly what, all I come up with is things like the particular way in which they told stories about their family and their childhoods. At age of 50, He honestly think that reading has been one of the pleasant constants in my life. Reading truly feeds his soul. Looking ahead 20-30 years, He will fear losing his eyesight more than any other senior ailment. What the heck, he could enjoy reading The Adventures. Among of the worst or most embarrassing experience of his career as had been to identify his younger brothers body at a local municipal morgue. Employment and Professional Activities 1986-1987 Research Laboratory , University of Timisoara-Romania. 1988-1990 Postdoctoral fellowship, Institute for Advanced Study, Mwanza. 1991-1992 Senior Laboratory Assistance, University of Zurich. 1996-1997 Assistant Professor, Bugando University, Mwanza. 1997-1998 Associate Professor, University of Dar-es-salaam. 1998- Professor, University of Muhimbili, Dar-es-salaam. 1997-1998 Staff of Katoke Hospital Laboratory,Bukoba. 1998-2000 Director of MOI Physical Laboratory 2002-2004 Head of the Neurosurgical department at Muhimbili Orthopaedic and Neurosurgical Institute. 2000-2006 President of the Medical Association of Tanzania (MAT). 2007- Associate Professor in Neurosurgery at Muhimbili University College of Health Sciences (MUCHS),Dar-es-salaam