My Teacher - Free Essay Example

Sample details Pages: 9 Words: 2594 Downloads: 7 Date added: 2019/02/05 Category Education Essay Level High school Tags: Teacher Essay Did you like this example? The teacher I choose to conduct my analysis on is a professor that left an empowering impression on me. He made me question how a teacher could and should conduct a class. It was so encourage to bare witness to how he conducted his class that I found myself wanting to replicate his style if I ever found myself leading a class. Don’t waste time! Our writers will create an original "My Teacher" essay for you Create order This professor was of course, Andy Wood. I had the distinct honor of taking one of Andy’s class here at San Jose state. He takes each day with glee and enthusiasm that resonated throughout the class that everyone hangs on to his every word. He’s very entertaining to say the least. Andy’s teaching style and the personality he brings to class, is my ideal teaching style I would like to emulate in my classroom as an instructor. And when I found out that we needed to shadow a teacher lead interaction for this assignment, I knew exactly who I wanted to observe. Dr. Andy Wood is a professor in the SJSU Communication Studies department where he teach courses in rhetoric, visual arts, and media studies. His research focuses on omnitopia, which is an environment build for students, scholars, and anyone who recognizes the odd and frightening pleasures of urbanity (directly quoted from his website). In my analysis, I will incorporate concepts I found very relatable to Andyà ¢â‚¬â„¢s style of teaching from the 3 days I have observed him conduct his Humanities Honors class. In order to understand who Andy is as a professor, I will also be incorporating and interview I had the honor of having with Andy. Q) How long have you been teaching? Since 1998 at San Jose State. Thought for 3 years prior while working on his masters and doctoral program. 23-24 years Q) What made you want to be a teacher? He came out of the navy and knew he needed to get a college education. The teacher he has in his public speaking class was inspiring, engaging, and overwhelming that he couldnt stop listening to her. And it was at that point he decided to become a teacher as well. Q) Is there a particular lesson that you’re planning on having and do you follow-up with? Not on this class. On my other classes, i typically have one. I have sovereign in my domain and I can decide what’s important in class. But general I try to stay on the path i’ve followed throughout the years. But Humanity Honors class, we are a faculty of 4 professors that take turn giving out l ectures and it doesn’t work that way. And if I dont know what that lecture was, it’s a lot of impromptu. Now if you know Andy like I do, you’ll know that he loves to talk! This brings me to my first concept. Concept #1 In chapter 5 of Dannel’s book, it’s mentioned in Research Guidance: Engaging Students, student engagement involves the use of humor in the classroom (p. 97) If you’ve ever taken one of Andy’s classes, you would know that Andy loves to talk! That’s one thing he knows he’s guilty of, but he does it in the most entertaining way that you can’t help but just hang on to every word he says. Either he loves it or hates it, this man can talk up a storm, jumping from one subject to the next. All the while building up support for whatever point he’s trying to make. He will occasionally speak in the 3rd party addressing himself from himself, but in a comedic way. Sometimes he’ll contradict himself from something he just said, or point out flaws he has about himself in order to catch the class’s attention. Whether people are actually laughing with Andy or at him, one thing is for sure, It’s catching people’s atten tion. And as a teacher, being able to capture and entire classes attention could be a difficult task on its own. Something I’ve noticed Andy has very little difficulty doing. Q) What do you like best about teaching? The life unexpected moment. When a student says, â€Å"I’ve never seen that,† that’s the moment I live for. I want to have that too. I want to create moments that I can be surprised. This brings me to my next concept I found relatable to Andy’s way of teaching. This is also my favorite attribute that resonated with me from meeting Andy and observing his class. Its that he admits to his vulnerability by saying he’s not perfect and we shouldn’t expect it from him. Concept #2 In Chapter 7 of Rudick’s book, vulnerability can also be a powerful method of leading students towards cultivating a reflexive ethic (p. 84-85). Whenever Andy goes on a long lecture which incorporates himself as an example of a thought or lesson he is trying to drive across the class, depending on how relatable it is to himself, he does admit on his weakness and shortcomings. He admits in a few occasion that he’s not perfect and has his flaws, then turns around and ties it to a point he’s trying to make in regards to the daily lesson. By doing so, Andy makes himself more relatable. We all know we’re not perfect, and as student’s we’re not academically complete in that regard, but to under the guidance of someone who’s on the same level as ourselves is comforting. Andy does not come off as overbearingly superior to his students. One common phrase that I did find Andy saying more often than not, is, â€Å"_____ I didn’t know that ,† It’s said many different variations, but always leading to the concept that he isn’t perfect and doesn’t know everything. And that’s something I feel some teachers fear admitting to their class in order to now lose their respect for them. Andy however keeps his communication, his attitude, and his personality to a level of relatable. And his constant admittance that he’s not perfect solidifies that. By exemplifying that he too can learn something from his students makes him relatable, and in return, students are more intrigued to what he’s saying during his lectures, thus their attention is more glued to his presence in the classroom. Q) What are your greatest concerns about teaching? The fact that students don’t have time to do the things that I took for granted when I was a student. They’re willing to do the work and they grasp the importance of a higher education, but they are pulled in sort of different directions. Either they’re working 1 or 2 jobs, taking care of children, etc. They’re not going to come into class ready to learn because they’re exhausted. It’s unfair that students have to multitask things in a magnitude that I never had to when i was a student. I find myself genuinely respectful of how hard students work and i wish they had more bandwidth to enjoy their life and not just for the sake of the grade. Andy’s genuine care for the well-being of his students inside and outside of the class is obvious. You can hear it in his voice when he talks to you. This leads me to my next concept. Concept #3 Chapter 9 of Dannel’s book goes over how teacher’s can make a difference. One particular concept that is exemplified by Andy Wood is Bell Hooks and Engaged Pedagogy. To teach in a manner that decenters authority and creates self-empowering conditions, teachers must be aware of their location in history and society and understand the relationship between power, ideology, knowledge, differences, and identity (p, 208-209). This concept was something I knew before actually observing Andy’s class that he had. But it wasn’t until actually having that one on one interview that my assumption was confirmed. Andy genuinely cares about his students. Having been a former student of one of his classes. I have personally witness Andy alter lesson plans, agendas, even test questions on the fly just to make sure that his teachings were fair and equal to everyone. He understands how difficult it could be for some students to not only study for a class, but to also manage their personal lives as well. Things are more hectic now with new generations. Andy is right, there are things we, as newer generation of students have to do just to get by that previous generations, such as Andy himself, might have taken for granted when they were a student. Q) What do you feel that students need to do to be able to communicate with you better? There’s really nothing else I would ask from them. I take students more or less as they are. I dont think I require that they need to translate their thoughts to professor friendly. And sometimes I will try to translate what they are saying to what is connected to the class. So I’m willing to do that work. I would prefer that students, as they communicate with them, that they are honest. I have had students ghost the class and see their grades plummet and I would email them every week. I tell them that it’s nothing personal but you’re walking into an electric fence. If they communicate with me that they are having a personal problem and can’t quite negotiate the problem, I would tell them that I can’t solve their problems, but I can show them resources that can help. So when they communicate their problems or concerns with me, I take it as my first priority to see if I can help them. But if they don’t communicate with me, I can’t help them but see them suffer and wish I can help. Andy sometimes feels that he can only do as much as he can do in his position. As a professor, he can only do so much. Ultimately it is the student’s responsibility to reach out to him for help if they need it. This leads t o my next concept. Concept #4 In chapter 5 of Rudick’s book. â€Å"First, students should feel invested in the classroom. Relationships are not healthy when only one person is invested in making it work (p. 56-57). Each day I came to observe Andy’s class, he pays very close attention to the time when he can start teaching. Always waiting till the very last moment to give enough time for students who may be running late to get there in time and not miss out on any learning. He also occasionally does this at the end of class, when he states he only needs the last minute or two of class to delivery a message either about the content of today’s learning, or something regarding a lesson for later date. But regardless of what he is addressing, he’s always kept it on the time he’s promised. Andy makes sure that if students are there to learn, that they get the most of what they came for by using every minute of his class time to bestow knowledge upon them. I knew that Andy understands that he can’t force a student to be in class when they don’t want to. But at the same time, Andy genuinely concerns when attendance starts to affect a student’s grade. He can only do so much, but ultimately, can’t force someone to show up to class. During my observations, I witnessed Andy making alteration on his schedule to allow students more leniency on their workload. A lighter workload from the class could help prevent students from omitting class attendance here or there just to catch up with class work. Q) What is your greatest disappointment and greatest achievement as a teacher? My greatest disappointment is, from the first semester on to today is learning student’s name. It’s a damn near impossibility for me. I remember a young lady from my first quarter, she expressed a deep seeded story of sadness and woe, and she’s experiencing pain. And i’m pretty good at being present and being performatively engaged. So I’m thinking we’re having a genuinely authentic moment. Where she’s sharing her concerns and i’m hearing and planning on how I can help her. But then she stops in the middle and said, â€Å"You don’t know my name do you?† And she was right. I k new she was a human being and I knew that I care, and I knew I was there to help. So name and faces has always been a nightmare for me. And i’ve always struggled with that. My greatest achievement are moments of serendipity, when students reveal things about the world that I didnt know.It happens enough that I want to keep doing this for another 10 or so years. The pleasure of the unexpected surprising experience where we can be teaching each other something is what keeps me coming back. And this leads me to my last concept that relates back to Andy’s way of teaching is exemplified each day he teaches. And that’s Making a Difference. Concept #5 In Dannel’s book, making a difference is not about emulating your best teachers or rejecting your worse teachers. It is not about doing exactly what the research recommends or avoiding its cautions. It is not about blindly accepting one philosophy or turning away from another. Making a difference is about learning to be Michelangelo: chipping away the parts of the stone that not you and bringing what is left your distinct gifts to the classroom; teaching. Out loud (p. 212). Each day of my observation, Andy speaks to the class like a symphony. Everyone hanging on to each one of his words as if it’s music. And by doing so, each word affects the student significantly. Either positive, or negative, that’s for the student to translate. But regardless of that, it sparks a change to the student. You’re left encouraged to do more than your fair share simply by how Andy speaks to his class. During my observation, I witnessed students giving above and beyond speeches that more than fulfilled the assignment. Students felt compelled to really get into the subject, tackle it, and show more effort than what was required from them. At first I thought it may have been just the student’s natural strive to be an overachiever, but when multiple students started to show the same trait, it then becomes a reflection of the instructor’s teaching. When I asked andy what his greatest achievement was as a teacher, to which Andy replied, â€Å"moments of serendipity, when students reveal things about the world that I didnt know†¦. The pleasure of the unexpected surprising experience where we can be teaching each other something is what keeps me coming back.† It was at that moment I myself came to the realization on why I choose Andy as the teacher I wanted to observe. As one of his former students, Andy’s teaching style resonated with me since day one. He didn’t just stand in front of the class giving lectures full of words, he gave ideas, concepts, perceptions, things that made you think not only about the content, but our own self actualization.

Sexuality Teaching Sexual Orientation - 1844 Words

Sexuality has become a touchy subject due to the major increase in gays, lesbians, and transgender. The considerable amount of young students who are claiming these titles are an even more sensitive subject which has grasped society. When it comes to the youth of the nation every one becomes concerns. The way students are being taught is already in question, it brings more concern to society when people want students to start learning about sexuality in schools as well. I will review four main issues on teaching sexual orientation in schools. First, there are those people who feel that teaching a child about sexuality or orientation is a matter for the parents. These parents discuss with their children the aspects of sexuality in hope to†¦show more content†¦Third, there are those who feel by teaching about sexual orientation the amount of bullying and harassment in school, and homelessness and suicide outside of school will decrease. Concerned educators have developed ways to prove teaching sexuality is worth a try. Believers have formed groups in schools such as the Gay Straight Alliances, to help protect LGBT students in hope that protection would soon follow. Forth, there are those who believe that teaching sexuality is not a problem. The problem who will teach it, what will they teach, and when will it be taught? These people come from all groups: educators, parents, christians, and political leaders. Sexual orientation is basically the attraction of one person to another in terms of gender. When deciding whether or not one is straight, gay, or lesbian it is difficult to know who you can trust. Parents feel that teaching about sexual orientation in schools takes away a mother’s and father s natural rights. When a person’s rights are violated it should not be allowed. Every parent dreads the day they have to have The Talk, with their pre-teen. At the same time by the end of the conversation they know what has been explained is in the best interest of the child. Parents must be open with children and discuss sexual options from the beginning. They must be able to explain all choices with the child (Gordon). Because most adolescents do not inform their parents of how they feel or what they are doing when it comes

Decision Tree free essay sample

Despite this trend surprisingly few good, clear introductions to basic decision tree concepts are available. The present work attempts to meet that need by offering a concise primer for novices. Acknowledgments The author gratefully acknowledges instructor Meryl Natches, CEO of TechProse, for invaluable editing, guidance, and patience. The author also thanks the Technical Communication 1 class participants at UC Berkeley Extension during the spring semester 2007 for review and comments. Rosana Francescato tested the material for clarity and provided helpful feedback in the development of this project. CJ Kalin, Ph. D. , introduced me to the decision tree method in a Project Risk Management class at UC Berkeley Extension. Her real-world examples demonstrated how the decision trees technique helps solve complex project management problems. Despite the aforementioned contributions the author accepts responsibility for any errors or omissions herein. A decision tree is a method you can use to help make good choices, especially decisions that involve high costs and risks. Decision trees use a graphic approach to compare competing alternatives and assign values to those alternatives by combining uncertainties, costs, and payoffs into specific numerical values. If you are a project manager, business analyst, or a project decision-maker, this primer is for you. If you are interested in cognitive science, artificial intelligence, data mining, medical diagnosis, formal problem solving, or game theory, this primer provides an introduction to basic concepts of decision tree analysis. 1. 1 Advantages of using decision trees Decision trees offer advantages over other methods of analyzing alternatives. They are: †¢ Graphic. You can represent decision alternatives, possible outcomes, and chance events schematically. The visual approach is particularly helpful in comprehending sequential decisions and outcome dependencies. †¢ Efficient. You can quickly express complex alternatives clearly. You can easily modify a decision tree as new information becomes available. Set up a decision tree to compare how changing input values affect various decision alternatives. Standard decision tree notation is easy to adopt. Revealing. You can compare competing alternatives—even without complete information—in terms of risk and probable value. The Expected Value (EV) term combines relative investment costs, anticipated payoffs, and uncertainties into a single numerical value. The EV reveals the overall merits of competing alternatives. Complementary. You can use decision trees in conjunction with other project management tools. For example, the decision tree method can help evaluate project schedules. †¢ †¢ 1. 2 About this primer This primer offers an introduction to basic decision tree analysis. After studying this material for an hour, most users will be able to understand and apply decision tree analysis to solve simple and even moderately complex decision problems. You can readily construct and analyze simple decision trees such as those found in this primer with pen, paper, and a calculator. However, a spreadsheet such as Microsoft Excel can dramatically facilitate setting up and modifying decision trees. A number of other software applications are also available. These range from low-cost Microsoft Excel plug-ins to more expensive dedicated applications. For the purposes of this primer, a pen, paper, and calculator are sufficient. 1 Decision Trees A Primer for Decision-making Professionals 1. 3 To use this primer You can use this primer in several ways. If you prefer to get started immediately with drawing and using decision tree notation, then begin with the Decision Scenario, an exercise that puts you in the role of using a decision tree in step-by-step fashion. If you are more comfortable learning by first seeing how a process works, then start with Basic Concepts. Whichever way you begin, make sure to review both of these sections. The Glossary defines underlined terms. After you review the concepts and use the scenario exercise, you can find external references in More to Explore. Icons indicate items of special interest: †¢ †¢ †¢ †¢ Example Exercise Note Tip 2 Decision Trees A Primer for Decision-making Professionals 2. 0 Decision Scenario Consider the following scenario. Really Big Ideas, Inc. a small company that develops inventions for the consumer market, has recruited you as a consultant to make a recommendation on a critical business decision. At 10:00 a. m. , you meet Adam Smith, the Vice President in charge of product development. Smith expresses his wish for an outside opinion on a decision the company must make soon. Your job is to supply such an informed opinion. Smith tells you that a short meeting will pr ovide all the information needed and introduce the project managers for two possible (and competing) products. As Smith ushers you into a conference room he also mentions that he expects your analysis by 11:00 a. m. , scarcely an hour from now! You are given pen, paper, and a calculator. At 10:05 a. m. , you and Smith enter a small meeting room. Smith explains that Really Big Ideas has a three-month window of opportunity to develop a new product using new pattern recognition software the company recently created. Surprisingly, the software adapts easily to different applications. Really Big Ideas only has the resources and time to develop one of two projects, or to develop none. Project Managers Aisha Ali and Ben Bertrand arrive. After brief introductions, Aisha Ali launches her pitch. She says that a smoke and fire detector is the best project to make. The detector goes beyond ordinary smoke detectors. It can detect flames as well as smoke. It will cost $100,000 to develop, and if it succeeds the Business Analysis department says it will generate revenue of $1,000,000. Not to be outdone, Ben Bertrand announces that a motion detector device is the best project to develop. The motion detector, which uses conventional household lighting, will only cost $10,000 to develop. He adds that the analysts expect such a device to generate $300,000 in revenue. Smith asks if you have any questions, so you carefully ask about the chances for success. Both project managers agree that Samiksha Singh, the Director of the Business Analysis department, has that information. Smith initiates a conference call with Samiksha Singh. Singh informs the meeting that the smoke and fire detector has a 50% chance of success, and that the motion detector has an 80% chance of success. Smith thanks all the participants and ends the meeting. It is now 10:30 a. . Smith announces that he’ll return within the hour to see if you have decision analysis. Smith leaves you with your notes, paper, pen, and a calculator. Can you help Really Big Ideas to decide which product, if either, to develop? How can you evaluate the alternatives in a measurable way given the various uncertainties involved? You can use a decision tree to describe and then to evaluate the decision alternatives. 3 D ecision Trees A Primer for Decision-making Professionals 2. 1 Describe decision alternatives and outcomes You can now start your decision tree. A decision tree is a diagram of nodes and connecting branches. Nodes indicate decision points, chance events, or branch terminals. Branches correspond to each decision alternative or event outcome emerging from a node. 2. 1. 1 The first decision (root node) Start by drawing a small square on the left side on a piece of paper. This is called the root node, or root. The root node represents the first set of decision alternatives. For each decision alternative draw a line, or branch, extending to the right from the root node. Allow a generous amount of space between the lines to add information. Some branches may split into additional decision alternatives or outcomes. You can also â€Å"bend† branches so that the lines line up horizontally. These techniques make keeping track of alternatives easier. (See figure 2. 1. 1) Label each branch with the decision and its associated investment cost. Write that the smoke and fire detector will cost (-$100,000) to develop. Similarly, write that the motion detector will cost (-$10,000) to develop. Write $0 at the third branch corresponding to the alternative to develop neither product. Tip Show the costs as negative values since they represent a â€Å"preliminary loss. Any future gross revenue will be offset by costs. Showing costs as negative values simplifies the calculation of payoff. Figure 2. 1. 1 The root node is the small square at the left. Branch lines emerge from the root towards the right. Each branch represents one decision alternative. 4 Decision Trees A Primer for Decision-making Professionals 2. 1. 2 Chance outco mes In the Really Big Ideas scenario each product development effort can have one of two outcomes: each project can either succeed or fail. Draw a small circle, or chance node, at the end of the branch for the smoke and fire detector. Draw a chance node at the end of the branch for the motion detector. From each chance node draw two branches towards the right; one branch represents success and the other represents failure. Label the branches accordingly. Figure 2. 1. 2 Chance nodes, shown as small circles, lead to two or more possible outcomes. Draw each outcome as a branch from the chance node. 2. 1. 3 Endpoints and payoffs You can now complete all the branches with endpoints, since there is no further branch information to represent. Draw a small triangle ( ) at the end of each branch to represent the endpoint. Write the payoff value at the endpoint. In business applications the payoff is usually a monetary value equal to the anticipated net profit, or return on investment. Net profit (or net loss) is the difference between the investment cost and the total revenue. A positive value indicates a net profit, while a negative value indicates a net loss. In other words, if revenue exceeds investment, then the effort is profitable. Otherwise the effort is a net loss, or a breakeven result if the payoff is zero. For Really Big Ideas, a successful smoke and fire detector project will earn $1,000,000 in gross revenue. The resulting net profit therefore equals the sum of the gross revenue and the investment cost. Recall that cost can be represented as a negative number. The calculation is therefore $1,000,000 + (-$100,000) = $900,000 net profit, or payoff. Write $900,000 at the end of the branch for success of the smoke and fire detector. 5 Decision Trees A Primer for Decision-making Professionals However, if the smoke and fire detector project is not successful, then no revenue will be earned and all the investment will be lost. The calculation for this event is $0 + (-$100,000) = (-$100,000), a loss or negative payoff. Write (-$100,000) at the end of the branch for failure of the smoke and fire detector. Perform a similar calculation for the success and failure payoffs for the motion detector. Your results should show a $290,000 payoff if successful, and a (-$10,000) payoff (a loss) if it fails. Write these values at the endpoints of their respective branches. The payoff for the decision branch to not develop either project is simply $0. See figure 2. 1. 3. Figure 2. 1. 3 Use endpoints, shown by small triangles with one point connecting to the branch, to indicate that there are no further outcomes or decisions to consider. Write payoff values for each terminated branch to the right of the endpoints. This concludes the basic structure of the decision tree for the Really Big Ideas alternatives. We can now incorporate the likelihood of success and failure and use that to analyze the decision alternatives. 6 Decision Trees A Primer for Decision-making Professionals 2. 2 Incorporate uncertainty (outcome probability) You can now incorporate the relative outcome probability, or uncertainty, associated with each chance event. You can express probabilities as percentages or as decimal fractions.

Reflection on the History Systems of Psychology Essay Essay Example

Reflection on the History Systems of Psychology Essay Essay Pre-modern. modern and postmodern frames of mention have all helped form of import. modern-day psychological theories and issues. In this paper I will try. in a brooding mode. to walk through and revisit the countries we covered in class. the terminal purpose being to derive a step of penetration into where the field of psychological science bases today. peculiarly with respect to oppressive signifiers of ethnocentric monoculturalism. In footings of pre-modern positions. in the class we foremost discussed historical issues refering the mind-body job. I stated the nature of the relationship between organic structure and head and whether they are one and the same or two distinguishable substances. which is the centre of the argument between monists and dualist. Descartes. the most good known dualist. argued for a separation of head from psyche and organic structure. Besides an interactionist. Descartes held the head influenced the organic structure every bit much as the organic structure impacted the head ( Goodwin. 2009 ) . Plato. his predecessor from antiquity. was besides a dualist and an interactionist arguably. and believed the organic structure and soul/mind were temporarily at one during life ; each came from a wholly different topographic point. the organic structure from the material universe and the psyche from the universe of thoughts. At the minute of decease. the organic structure withered off in clip a nd infinite. the psyche or head returning to the universe of signifiers and there recognizing cosmopolitan truths ( Wozniak. 1992 ) . We will write a custom essay sample on Reflection on the History Systems of Psychology Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Reflection on the History Systems of Psychology Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Reflection on the History Systems of Psychology Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Diging deeper into pre-modern positions of the mind-body job I touched upon Spinoza. Spinoza. a modern-day of Descartes. dismissed Descartes’ two-substance position in favour of what is called double-aspect theory ( Wozniak. 1992 ) . Double-aspect theories hold the position that the mental and the physical kingdoms are changing facets of the same substance. For Spinoza. that individual substance is God. perceived as the cosmopolitan kernel or nature of everything in being. In Spinoza’s position. there is no divider of head and organic structure. hence. Alternatively they are of a individual substance. in a pre-established coordination. reflecting the Godhead kernel. In contemplation. I continue to side with Spinoza and double-aspect theory in footings of pre-modern positions. I do believe that there is a pre-established coordination between head and organic structure that is brooding of the godly creative activity. â€Å"I am hence I think† is my continued respon se to Descartes. In footings of modern positions in the class we examined the beginnings of psychological science as a capable subject. During the class I stated that psychological science foremost appeared as a capable subject in 1879 when Wilhelm Wundt started a psychological science lab in Germany at the University of Leipzig. The research lab devoted itself to the analysis of witting thought in its basic elements and constructions. which was uncovered through a procedure of self-contemplation ( Gross. 1996 ) . What differentiated this ‘new psychology’ at the clip from doctrine was its usage of measuring and control every bit good as its accent on the scientific method to analyze mental procedures relevant to human consciousness. Due to his influence on Edward B. Titchener. Wundt’s frame of mention arguably helped give birth to structural linguistics. Indeed Wundt’s adherent. Titchener. is credited with developing and labeling structural linguistics in an 1898 paper called â€Å"The Postulates of a Structural Psychology ( Goodwin. 2009 ) . In the paper he compared and contrasted structural linguistics with functionalism. which he claimed infested most US universities. salvage Cornell where he was cultivating what would come to be called the â€Å"the Cornell school of psychological science. † Notwithstanding. Goodwin ( 2009 ) has stated that Titchener and the Cornell position of psychological science was highly narrow mostly because of its insisting on self-contemplation and due to Titchener’s attitude that his manner was the lone manner. a place that frequently does non portend good in academe. In this vena and possibly arrogantly so. Titchener. likened structural linguistics to anatomy. its purpose being analysis he surmised — whereas functionalism he likened to physiology. saying that functionalists examine how the head is able to accommodate one to his or her said environment. which to Titchener was a waste of clip without a deep apprehension of construction. As one needs to cognize the Immigration and Naturalization Services and outs of human anatomy before being able to to the full dig into physiology. so therefore was the functionalist at a loss. in his position. without the ability to sketch the constructions of human consciousness via a extremely hard procedure of systematic. experimental self-contemplation as stipulated by him in about cult like exclusivity. which spawned unfavorable judgment. Consequently. his motion neer gained the impulse it needed to win American Black Marias and heads. falling into the ashcan of history in favour of functionalism. Nevertheless. in malice of Titchener’s unpopularity in the US. his digesting part is that he helped make a topographic point for the lab and experimental psychological science in all colleges and universities with plans in psychological science. While functionalists were besides interested in looking at mental procedures such as consciousness in so far as measuring human behaviour in footings of how it aided people in accommodating to ever-changing environments. they did non. unlike followings of Titchener. stress self-contemplation ( Goodwin. 2009 ) . Psychologist James R. Angell. a follower of John Dewey. the laminitis of functionalism in America. became its most vocal interpreter. knocking Titchener and pulling a crisp contrast to him in a 1907 popular paper called â€Å"The Province of Functional Psychology. † It was a damnatory response to Titchener’s 1898 paper. For Angell. the structuralist was interested in the â€Å"what? † of witting idea. whereas the functionalist psychologist wished to cognize the â€Å"how? † and â€Å"why? † of it. inquiring what is consciousness for? ( Goodwin. 2009 ) . This manner of sing psychological science in footings of its practical applications. became an of import influence in modern times. because it led to the survey of subjects such as developmental and unnatural psychological science. in add-on to analyzing the single differences of head. ( which Titchener and the Cornell school unusually had no involvement in ) . When inquiring how psychological science can be used to work out mundane jobs in a practical manner. we are taking from the functionalists and their motion. Possibly the most outstanding motion in the field of modern twentieth century psychological science was behaviourism. Behaviorism began basically due to the work of Ivan Pavlov. Pavlov who did non see himself a psychologist. but. instead a physiologist interested in the procedure of digestion in Canis familiariss. was awarded the Nobel Prize in 1904 ( the twelvemonth B. F. Skinner was born ) in Physiology and Medicine. In the class of his research. Pavlov observed that the Canis familiariss would frequently get down salivating before any nutrient being given to them. when they would see the nutrient or the food’s container. or when they heard the footfalls of the lab helper who was on his manner to feed them. His observations led to the survey to what we now call classical conditioning ( Gross. 1996 ) . The first effort to use Pavlov’s findings on conditioning to worlds was made by John B. Watson in a doubtful and arguably unethical experiment on a little male child named Albert. demoing that the fright of rats can be intentionally induced ( Watson and Rayer. 1920 ) . The experiment served to popularise a new behavioural attack to psychological science that would within a decennary become the dominant force in America. Watson its laminitis. propagator and publicizer ( Goodwin. 2008 ) . To the modernist Watson ( 1913 ) . psychological science is an nonsubjective natural scientific discipline. its theoretical end the anticipation and control of behaviour. Wundt and Titchener’s position on self-contemplation has no topographic point in its methods. nor is consciousness addressed or studied. There is no pronounced boundary line between people and animate beings. Due to Watson’s input and influence cats. Canis familiariss. rats. and pigeons became the major beginning of psychological informations. As ‘psychological’ now meant ‘behavior’ instead than ‘consciousness. ’ animate beings that were easier to analyze and whose environments could be more readily controlled could replace people as experimental topics ( Gross. 1966 ) . B. F. Skinner. besides a behaviourist and modernist. went stairss further than Pavlov and Watson. projecting behaviour in a more synergistic visible radiation. He made a differentiation between respondent and operant behaviour and argued that most carnal and human behaviour is non brought approximately in the manner Pavlov and Watson indicated and surmised. Skinner. like Edward Thorndike before him. was interested in how animate beings operate on their environment and how this operant behaviour brings about peculiar effects that can find the likeliness of that behaviour being repeated. In experiments he used a fluctuation of Thordike’s puzzle-box. a Skinner box. which was made for a rat or a pigeon to make things in. instead than flight from. Fundamentally. Skinner saw the scholar as much more actively involved than did Pavlov or Watson. for whom behaviour was due to stimuli. innate stimulation before acquisition and conditioned stimulations after larning. In add-on to behaviourism. modern positions of psychological science took turns and bends. As a reaction to both Titchener’s structural linguistics and Watson’s behaviourism. the Gestalt psychologists of the 1920s and 1930s in Germany and Austria were chiefly concerned with perceptual experience and held that perceptual experiences could non be deconstructed in the manner that Wundt and Titchener wanted to make with idea. and that behaviourists had sought for with behaviour. Their belief could be compactly stated as follows: ‘the whole is greater than the amount of its parts’ ( Gross. 1996. p. 3 ) . The whole is basically destroyed when you break down perceptual experience and behaviour into parts. the Gestalt psychologists held. There are forming rules of perceptual organisation which were voiced by Gestalt’s laminitis Max Wertheimer. These rules are often highlighted in units on perceptual experience in general psychological science text editions and are as follows: the rule of propinquity. the rule of similarity. the rule of continuance. All of the forming rules have in common what is called the jurisprudence of simpleness or what Gestaltists term Pragnanz. This refers to the inclination for perceptual experiences to mirror world every bit closely as possible ( Goodwin. 2009 ) . In the class I gave an illustration of gestalt thought. which in contemplation I would wish to return to as it clearly remains in head. I used the illustration of a coach halting at a coach halt in one’s vicinity. On a given twenty-four hours the coach stops at the same corner the individual is accustomed to. and is recognized to be that coach. The individual gets on. but has made a error. She did non recognize that there was a path alteration that forenoon and the coach she took was numbered otherwise. What gives? Is it merely a affair of non paying attending? In Gestalt inspired. top-down conceptually goaded processing. we begin with one’s anterior cognition. motives. outlooks and beliefs. In the coach illustration. the inability to see and decode or register a different figure on the coach and acquire on it. means it was recognized it to be the customary coach due to top-down processing ( Danner. 2009 ) . If one were to detect the different coach figure. nevertheless. that would imply bottom-up processing. because such processing is data driven. The different figure is perceived in footings of information in the centripetal input. in concurrence with top-down processing. uncovering to the individual that it is non the customary coach. Possibly after recognizing her error. the individual in the illustration will be more careful following clip. thereby exerting more bottom-up processing. If Austria was home to some of Gestalt’s most outstanding members and disciples. it was besides place to Sigmund Freud. the male parent of depth psychology. Freudian psychoanalytic theory was the first to province the significance of innate thrusts and specify unnatural and normal behaviour in relationship to the function of the unconscious head. Its importance is that the theory of personality popularized contextualizing human behaviour in footings of the Idaho. self-importance. and superego. notating development in five psychosexual phases. Each phase was marked by displacements in what Freud believed were the underlying manners of satisfaction: unwritten. anal. phallic. latency and genital ( Glassman. 2000 ) . In contemplation. I continue to happen virtue in Freud’s construct of phases for certain. I would still prefer to name them development phases. nevertheless. and non needfully set a sexual significance on them. as Freud and his protagonists have done and go on to make. There is no demand to detail the well-known restrictions and unfavorable judgments of Freudian theory. which harmonizing to Glassman ( 2000 ) are its falsifiability. the great trade of accent put on instance surveies. and its cultural prejudice towards adult females. Regardless of such naysaying. his protagonists would passionately reason for and be inexorable about such a sexual narration of the human individual. which if non fresh fish. surely has amusement value. In fact. Freudian theory is intriguing to me mostly due to the dramatic ( about cinematic ) struggles and challenges that mark each psychosexual phase. Possibly the most well-known of these is the Oedipal struggle ( which occurs in the alleged phalli c phase ) . It was interesting to read that some analysts called the female discrepancy. the Electra struggle. but Freud himself did non utilize the term ( see Freud 1924 ) . Possibly the most attractive modern theory of personality. in my position. would belong to Carl Rogers. In Carl Roger’s theory. a individual is the beginning of his or her basic demands such as nutrient and H2O. He or she is besides the beginning of a growing motivation which he called an actualizing inclination. which is an unconditioned thrust that is brooding of the desire to turn. to develop and to develop one’s capablenesss ( Glassman. 2000 ) . It is the realizing inclination that stimulates creativeness. doing a individual to seek out new challenges and accomplishments that motivate healthy growing in one’s life-time ( Gross. 1996 ) . Harmonizing to Rogers ( 1961. but originally proposed in 1947 ) : Whether one calls it a growing inclination. a drive towards self-actualization. or a frontward traveling way inclination. it is the mainspring in life†¦ It is the impulse which is apparent in all organic and human life – to spread out. extend. go independent. mature and develop. In contemplation. I continue to experience that Roger’s influence and go oning popularity in the psychotherapeutic community give his theories merit. APA members have been asked which psychotherapist they believe to me the most influential figure in the field ( Smith. 1982 ) . In 2006. this study repeated in the Psychotherapy Networker. In both studies. Carl Rogers was the â€Å"landslide† pick. While this does non turn out Rogers to be right. surely it gives his theory of motive more acceptance than non. increasing its credibility. Surely. I feel influenced by Rogers as I move frontward in my calling. While Roger’s theory of an actualizing inclination and the overall nature of the client-centered attack may be controversial due to its allowance to allow the client name the shootings and as stated by Goodwin ( 2009 ) for its overemphasis on the the ego at the disbursal of the importance of the community. in add-on to being clearer what it was against than what it was for. it is however. a believable predication in footings of its application in therapy and remains my penchant over Freud. Consequently. I continue to experience that all clients innately wish to be successful in life and to be praised as subscribers to their ain selfactualization. They wish to spread out their cognition and accomplish higher degrees of success beneath all the pretenses that seem otherwise. When clients are non executing to their fullest potency. congratulations and support can assist light the actualizing inclination in a mode that would otherwise hold remained hibernating. When researching postmodern positions of psychological science we have to inherently talk about cultural narrations and meta-narratives. What is psychological science today and who defines it? What is psychology’s narrative. who told that narrative historically. and who gets to state it today? When we look at psychological science as a pattern. historically and today. is of import to convey to the bow the ethnocentric monocultural facets that were oppressive to adult females and go on to be to minority groups in reenforcing white male Euro-American civilization as the normative and desirable civilization. Indeed. healers and assisting professionals should seek to assist deconstruct and unveil monoculturalism whenever it rears its ugly caput. When oppressive signifiers such as heterosexism. agism. gender and sexism come to the bow in therapy. for illustration. healers should non reenforce them but seek to promote contemplation on such biass with the purpose being for the client to indentify for what it is – and to turn consequently. The field of psychological science itself is non immune but remains at hazard to the fiasco of monoculturalism. Harmonizing to Yutrzenka. Todd-Bazemore and Caraway ( 1999 ) even though the informations prognosis that by 2050. cultural minorities will do up over 50 % of the US population. this rapidly altering demographic has minimum consequence on the figure of cultural minority psychologists. This is peculiarly true for Native Americans. who are far more underrepresented than any other cultural organic structure. Though the APA as stated by Goodwin ( 2009 ) . is smartly turn toing this full issue at present. with such attempts to be praised. still the bequest of ethnocentric monoculturalism is a discoloration on the profession. and will stay so until important Numberss of minority psychologists abound. In malice of the barriers facing them. adult females and minorities have made many noteworthy. valuable and critical parts to the field of psychological science. During the class I discussed Eleanor Gibson who received the National Medal of Science in 1992 for a life-time of research on subjects covering with the development of deepness perceptual experience to the basicss involved in reading. faced favoritism while at Yale from psychologist Robert Yerkes who wanted no females in his lab ( Goodwin. 2009 ) . While she was able to acquire her PhD there under the counsel of the neobehaviorist Clark Hull. she unluckily went on to see troubles at Cornell ( where her hubby had gained a place ) forced into an unpaid research associate place in malice of winning competitory and esteemed research grants. As a consequence of these grants. nevertheless. she was able to transport out open uping surveies on depth perceptual experience with Richard Walk. When Cornell. place to Titchener’s bequest. removed its nepotism regulations in 1966. merely so did she go a full professor. Furthermore. as discussed in the class. African americans have besides made outstanding parts to psychology. Kenneth and Mamie Phipps Clark once more come to mind in footings of their best known research titled Racial designation and penchant in Negro kids ( Goodwin. 2009 ) . In this research it was shown that black kids showed a penchant for white dolls over black 1s when asked which they would wish to play with and looked more like. The Clarks concluded. harmonizing to Goodwin ( 2009 ) that one insidious consequence of racial segregation was its negative influence on Afro-american self-esteem. As a consequence of this research. in portion. the Supreme Court was compelled to make the right thing and change by reversal the racialist separate but equal philosophy in Brown v. Board of Education. The Clarks’ part to psychological science and the parts of other AfricanAmericans predating them were non without battle. Their wise man at Howard University. Francis Sumner faced immense obstructions when trying to acquire a alumnus grade and addition employment in academe. African americans have frequently had their basic rational abilities questioned ( Goodwin. 2009 ) . The bequest of white racism and of the field of psychology’s complicity by non taking a firmer base until merely late is without inquiry a important ground why African-Americans remain to a great extent underrepresented in the profession. in malice of the additions made for adult females. 60 per centum of doctors degrees in psychological science are awarded to adult females today. while Native Americans as we discussed and African-Americans continue to be awarded a paltry per centum in bend. Such blue figures have nil to make with intelligence. We know that early intelligence trials were normed on merely Caucasic. middle-class populations and merely late has such prejudices been addressed and possibly abated. This besides was the instance for the MMPI personality trials every bit good. In the instance of the MMPI. many of the original points became dated and harmonizing to Kassin ( 2008 ) . to convey the trial up to the twenty-first century and more postmodern positions. new points were written in. and a more diverse cross-section of the US was sampled. The consequence of that updating is the newer 567-item version called the MMPI-2. In contemplation. my conjecture is that similar progresss have been made or are being considered in IQ testing every bit good ; otherwise we would hold to name into inquiry whether colored IQ trials are valid for minority groups. Consequently. great attention should be taken when explicating trial inquiries every bit good as construing the consequences of test-takers from different cultural groups and urban folks. Basically. it is important that trial shapers be made cognizant of cultural differences when seting together IQ trial inquiries. as recommended for the MMPI ( Church 2001 ) . Exerting cautiousness does non intend minority groups are treated with child baseball mitts. but instead that a lens of apprehension is in topographic point — and that can come approximately as a consequence of the trial shapers and assessors informing themselves. Otherwise an IQ test’s cogency for minority groups is at issue. Pre-modern. modern and postmodern frames of mention have all helped form of import. modern-day psychological theories and issues. Consequently. I have attempted in a brooding mode to revisit the countries of psychology’s history we covered in class. If psychological science as a profession is to go on to turn and develop. it will happen through a similar procedure of contemplation. followed by action. It is of import for psychological science to cognize its beginnings. its history and several narrative. However. in realisation of the deepness of ethnocentric monoculturalism. its leading. peculiarly in the APA. must move on the call to convey about the inclusion of more minorities. Otherwise. the oppressive discoloration of monoculturalism shall abound and go on to deface the profession we hold beloved. Mentions Angell. J. R. ( 1904 ) . Psychology. New York: Holt.Church. A. T. ( 2001 ) . Personality measuring in cross-cultural position. Journal of Personality. 69. 979-1006.Danner. N. ( 2011 ) . Psychology: ORG5001 study of psychological science I. Boston: Pearson Learning Solutions.Freud. S. ( 1924 ) A General Introduction to Psychoanalysis. New York: Washington Square Press ( reprinted 1952 ) .Glassman. W ( Ed. ) . ( 2000 ) Approaches to psychology. Philadelphia: Open University Press. Goodwin. C. J. ( 2009 ) A history of modern psychological science ( 3rd ed. ) . Hoboken. New jersey: Wiley. Gross. R. ( Ed. ) . ( 1996 ) Psychology. the survey of head and behaviour. London: Hodder A ; Stoughton. Kassin. S. . ( 2008 ) . Psychology in Faculties: ORG 5002 Survey of psychological science II. New York: Pearson Custom Publishing.Rogers. C. R. ( 1961 ) On going a individual. Boston: Houghton Mifflin. Smith. D. ( 1982 ) Trends in reding and psychological science. American Psychologist. 37. 802–809. Watson. J. B. ( 1913 ) Psychology as the behaviourist views it. Psychological Review. 20. 15877. Watson. J. B. A ; Rayneer. R. ( 1920 ) Conditioned emotional reactions. Journal of Experimental Psychology. 3. 1-14. Wozniak. R. ( 1992 ) Mind and organic structure: Rene Descartes to William James. Retrieved from hypertext transfer protocol: //www. qcc. cuny. edu/socialsciences/ppecorino/INTRO_TEXT/Chapter % 206 % 20MindBody/DUALISM. htm. Yutrzenka. B. A. . Todd-Bazemore. E. . A ; Caraway. S. J. ( 1999 ) . Four air currents: The development of culturally inclusive clinical psychological science preparation for Native Americans. International Review of Psychiatry. 11. 129- 135. ProQuest: 43479524.

Courage In To Kill A Mocking Bird essays

Courage In To Kill A Mocking Bird essays What does a recovering drug addict, a boy who accepts a dare, and a man who does not fight back have in common? Courage. The dictionary defines courage as the quality of mind or spirit that enables one to face difficulty, danger, pain, etc., with firmness and without fear or to have the courage of one's convictions, to act in accordance with one beliefs, esp. in spite of criticism. The word courage goes beyond its simple definition and has three basic forms: physical, emotional, and moral courage. The most recognizable form of courage is physical courage. This type of courage is displayed when a soldier enters a physical battle with his life on the line. Acts of physical courage are often honored with admiration or some type of recognition. An act of true physical courage is not done with the purpose of receiving recognition or benefiting oneself. In this usage of the word, it is especially important to remember that courage is not simply fearlessness. Instead, it is overcoming fear to do something honorable. The soldier in war is an excellent example. He is overcoming his fear to defend his country without expecting any other rewards. On the other hand, Jem demonstrates a poor example of courage in the beginning of To Kill a Mockingbird. Dill dared him to touch the Radley house, and he accepted, but only to retain his own pride and not look like a coward. His actions served no other purpose besides benefiting himself and were quite childish. A second type of courage is emotional courage, which is often demonstrated in the handicapped, terminally ill, and people with addictions or disorders. It requires a kind strength that goes far deeper than that of physical courage. This kind of strength is needed to overcome feelings of hopelessness that go along with fighting something that is hard to change. Emotional courage is seldom rewarded publicly. Instead, the rewards are personal. Mrs....

McDomination and Cultural Imperialism essays

McDomination and Cultural Imperialism essays America in General is culturally imperialistic. Since European expansion we have impressed the white way upon everyone we have visited. An Indian from the Sioux tribe once said, everywhere on earth the white man has treaded, it is sore. In retrospect to the history of the white man in general, as exploration of the world increased, European nations like France, Spain, England, and Portugal all raced to claim territory in these places in hopes to gain economic wealth. In these new colonies, the European conquerors imposed their language and most importantly, their culture. America today is still very culturally imperialistic. American people are taught to see the other (other cultures) as inferior, and this concept exists with every country America analyses. Imposing Christianity through missionary work in other countries seems to be popular among Americans also. The idea that another religion is inferior to our own is downright ridiculous. Americans believe that by converting a Buddhist man into a Christian man would make him a better person, but the truth is no religion is superior or inferior. This idea alone supports any accusation of Americas imperialistic nature. America is also commercially imperialistic. Specifically, America has capitalized on the economic power of American culture on other countries. And commercial enterprise. One example of Americas commercial enterprise abilities lies on the cover of a book called Cultural Anthropology, by Gary Ferraro. The cover shows a photo of a Masai herdsman from Africa, standing with his cattle. He has a prod in his right hand, and in his left, a cell phone held to his ear. In that same photo, in the background, are a few tall commercial buildings, one of which is the Hilton Hotel, the most successful chain of hotels in America. That hotel building was so high, Africa felt obligated to put up a few skyscrapers"...

Interactions of hazardous materials Essay Example | Topics and Well Written Essays - 500 words

Interactions of hazardous materials - Essay Example According to the given incident, the ‘class 8’ label on the tanker shows that the liquid is corrosive (like sulphuric acid, hydrochloric acid, Sodium hydroxide or potassium hydroxide). The NFPA diamond with a 0 at 12 o'clock, shows that the liquid will not catch fire, a 2 at 3 o'clock shows that the liquid will undergo violent chemical change under normal conditions, a 4 at 9 o'clock shows that the liquid is deadly and it should not be inhaled or allowed to touch a body part under any condition. A slashed W at 6 o'clock depicts that the no water should be allowed to make contact with the chemical under any condition. The chemical will behave violently in contact with water. thus, it is clear from the label that the dripping liquid will nor catch fire but there is a need to maintain a distance between the dripping liquid, as the dripping liquid is vaporizing at normal temperature and pressure and may penetrate into the body through nasal passages and may harm the internal organs like lungs and throat (â€Å"NFPA Labeling Guide†). After viewing the labels and information available on the truck, it is quite clear that the chemical is lethal and probably has an acidic nature. The UN number 1836 identifies that the chemical is ‘Thionyl Chloride’, which is harsh chemical and reacts vigorously in contact with water and alkaline chemicals.