Friedrich Froebels Theory and Ideas on Play

Friedrich Froebels Theory and Ideas on Play Examine Froebels thoughts regarding Play, and the Environments and Resources which support childrens advancement. Think about the Value of Froebels thoughts today. Show your answer with models from your youth and any perceptions you have of youngsters at home or in an early years settings. Presentation Friedrich Froebel (1782-1852) was a German instructor generally well known for his understanding into the significance of the early long periods of a childs life to their turn of events and later life. Moreover he additionally thought about that the impact of early life reached out past the instructive accomplishment into wellbeing and society on the loose. Froebel made kindergartens (childrens gardens) as he saw a childs development to resemble a plant developing and flourishing where the correct conditions exist. Inside the kindergartens he used his standards and works on, including experience of out of entryways exercises, as a significant piece of the instructive practice. He built up a progression of blessings which are intended to be a blessing in two detects: right off the bat in the feeling of being given to the kid as a blessing and also as an endowment of improvement. The blessings, which are learning instruments, were intended to be age important and to support improvement and self-actualisation in the kid (Provenzo, 2009) p88-89). The kindergarten and Froebels approach have massively affected early learning and still has importance today. Froebels impact in the current day The early long periods of life are essential to the general advancement of a youngster. During this time the passionate parameters are found out along with approaches to associate with others and learning through encounters (Sroufe, 1997 p.1-8). So as to expand the advantage of this time right incitement and arrangement of devices/toys that will empower the youngster to investigate and find out about themselves and their general surroundings are important. Froebel explicitly concocted his standards for a very long time 1-7. The Froebel approach includes the standards, teaching method and condition. The standards take an all encompassing perspective on the individual childs progress and perceives their uniqueness, limit and potential. What's more play apparently is central and significant in the childs advancement. Some portion of the learning incorporates comprehension, and working with, the spot of mankind in the common world. At long last the standards perceive the trustworthiness of adolescence and of the kid as a component of a family and of the network (Hermann, 1926 p.201-205). The instructional method includes having proficient and fittingly qualified experts to give gifted educated perception regarding the kids and give proper direction and educating. Key to the way toward instructing is that is must come to the innovative, inventive, emblematic, etymological, numerical, melodic, tasteful, logical, physical, social, good, social and otherworldly parts of the youngster. This obviously shows how wide a scope of incitement is required. The childs advancement isn't only the duty of the instructors and it is significant that the guardians/gatekeepers of the kid and their teachers work amicably together to keep up a steady methodology. Play is vital to the procedure and there should be a feeling of direction for the kid in that play along with an understanding that the youngster must be seen comprehensively as a reasoning, feeling individual. Support is utilized instead of discipline to assist the youngster with expanding their self-assurance and self-governance. Play can likewise be utilized to enable the youngster to figure out how to be capable work alone and furthermore with others (Willinsky, 1990 p154-5) . The earth wherein the kid is set will likewise have a significant job in their turn of events. While nature should be sheltered it should likewise support interest, incitement and challenge. Indoor and open air exercises extend the potential regions of learning and change the earth giving premium and assortment. Froebal likewise observed working in a situation that is essential to the network to be significant in helping the kid to be both autonomous and reliant and to get independence and network and obligation and opportunity. These fundamental goals were set out initially by Froebel in his 1826 book The Education of Man. He saw his own youth with restricted parental consideration and recalled his dejection and utilizing this as his beginning stage he built up his beliefs. He additionally drew on the information on past instructors when building up his own arrangement of training (Polito, 1996)(p. 161-173). This point may well should be returned to now with the appearance of PCs and TV programs explicitly focused on little youngsters. Research should be planned for deciding the impacts of absence of up close and personal consideration from guardians and different grown-ups at home and getting the hang of being given over to mechanical methods. There would have all the earmarks of being connections between's Froebals circumstance and that of numerous youngsters today. Absence of connection with other youngsters and a scope of grown-ups limits the conceivable scope of learning circumstances and may make issues with social collaboration sometime down the road despite the fact that examination into this zone should be led to completely comprehend the impacts. Having just the TV or PC for diversion will likewise genuine cutoff the childs creative mind through absence of individual collaboration and truly being engaged with the play. This may influence engine abilities too through absence of utilization and a diminished scope of development. In my own youth I was constantly urged to utilize imaginative play and would ma ke theater sets with my companions and we would perform little manikin appears for our folks. This kind of play included an assortment of ideas; make work to make the sets, phonetic aptitudes to compose the plays, incorporated play by playing with others and ability to utilize manikins. Froebels strategies are as yet legitimate today and can give kids a wide scope of encounters and impart in them interest and intrigue that can be based upon all through life. Notwithstanding to what extent back these standards were first evolved they are still completely suitable today maybe in light of the fact that they identify with the center parts of advancement leaving space for the strategy to be changed as essential. The blessings, for example, blessing 2 (a lot of 3 squares one square, one circle and one chamber) can be moved along with poles and strings to give different prospects to collaborations. These structures acquaint the youngster with geometry and furthermore take into account free articulation inside individual play. Blessing 2 was a structure that so encapsulated Froebals bits of knowledge that it was utilized to make a rock development over his grave (Froebal webn.d.) [online]. There are many toys accessible today that have comparable prospects and it is significant that youngsters are both permitted to play alone with these things yet additionally that guardians share play with them also to help with incorporated play. One of the key components inside Froebels believing was the communication with nature and the normal world. I recollect when I was youthful that at school we had a wild nursery at the back of the play area and we had classes sitting here finding out about plants and how they developed taking motivation based on what was developing around us. In current settings a few schools can energize youngsters in their own school gardens. While this isn't fitting for exceptionally little youngsters their advantage and energy about the outside world can be started by permitting them to play outside and acquainting them with widely varied vegetation, for example, watching spring bulbs coming up. Numerous guardians may likewise require help with this zone as they have not had these encounters themselves and accordingly experience issues in helping their youngsters to create thusly (Taylor, 2004 p.163-178) . It is, in this way, significant that kids approach an assortment of situations so as to have the chance to comprehend and find out about various settings. Froebal recognized that youngsters will have their own individual considerations and comprehension of the things around them and by communication and pretend build up their insight further. (Puckett, 2004 p. 45-6) . He portrayed play as crafted by kids (Miller, 2009)(p.46-50). The current monetary circumstance may affect the cash accessible to guardians. In any case, kids can profit by less progressively fitting instant toys and the opportunity to get imaginative and make their own diversion. Kids will, for example, regularly be increasingly keen on the case something comes in and convert the case into a vehicle or tank or dolls house. Such innovative play will grow the childs capacities in a wide range of territories (Robson, 2006 p. 39-55) f. The Government plot Every Child Matters perceives the significance of the early long periods of life and sets out a scope of recommendations to help kids, guardians and each one of those engaged with the consideration and training of kids (H.M. Government, 2003). Through this arrangement there is a wide scope of data and direction accessible that can help with giving great, safe conditions and fitting assets to encourage learning. This incorporates such assets as Early Years Learning and Development Literature Review (accessible as a free download) created by the Government which contains an abundance of proof based data to aid all regions of kid improvement (Secretary of State for Children, Schools and Family, 2009) End Froebels vision was clear and nitty gritty and still is similarly substantial today. The manner by which it is communicated may have grown further from the first however the fundamental standards despite everything remain constant. The early years are crucial to the general advancement of a youngster so it is imperative to give the best condition and assets to encourage learning. Most youngsters should have the option to proceed with deep rooted figuring out how to manage the difficulties introduced in grown-up life so animating them right off the bat to appreciate learning and imagination sets them up for their prospects.

Children with special needs can be cured Thesis

Youngsters with unique needs can be restored - Thesis Example mmended for the improvement that the youngsters with extraordinary need situated in incorporation study halls, there is nothing more basic than the instructive advantages. As per diverse research contemplates youngsters with formative handicaps situated in consideration homerooms make colossal improvements in language, mental and engine advancement that are past their companions in singular training study halls. Poor youngsters are presented to altogether increasingly social and physical poison levels in the condition that cause or fuel constant wellbeing conditions. These exposures are because of the hazard practices of their folks, different grown-ups around them, and their living environment. Substance use by their moms during pregnancy; poor nourishment pre-and post-natal; introduction to recycled tobacco smoke; inadequate lodging with conceivably expanded degrees of poisons. Once determined to have an interminable condition, poor youngsters and their families by and large ha ve increasingly restricted access to wellbeing administrations, (McManus and Newacheck, 1040; Miller, 430) and regularly the administrations they get are of lower quality. In a few spots, wellbeing suppliers are unobtrusively coordinated to restrain their remedial time with a kid secured by Medicaid in light of the fact that the repayment is too low to even consider covering their time. Similarly as clinical innovation has drawn out more childrens lives, logical advances have expanded information about medicines, hardware and mechanical gadgets intended to improve the capacity and personal satisfaction of Children With Special Health Care Needs (CSHCN). For model, early intercession administrations are ensured by law for youngsters with or in danger of formative incapacities as an approach to augment their latent capacity (Ramey and Ramey, 110). Adapted PC innovation and new treatments can increment practical capacities for kids with engine and tangible impairments. However, both the expanded pervasiveness of CSHCN and expanded treatment choices are happening with regards to a national exertion to

Best Interview Tip Stop Trying to Impress the Interviewer

Best Interview Tip Stop Trying to Impress the Interviewer You probably have tried your best to pull off that sensational interview appearance, trying to wow your interviewer or impress the seeming almighty interview panel, but things just have not been going the way you expected, and you have been frustrated with your own performance during many recruitment campaigns.Perhaps, you had a great session with the interviewer/s and for some mysterious reason; you never got that call or e-mail telling you that you have been hired…oops. Well, I have some good advice for you and that is â€" stop trying to impress the interviewer.Many candidates should have landed the jobs by just being self-confident, but things start getting complicated in the interview room when they think or make it their sole focus to super-impress the interviewer.On getting to see the reaction that the interviewer is not impressed or looking beyond their awesome social skills as they did not imagine it would be at their rehearsals, they gradually lose self-esteem, begin to fi dget and fade off like an overly told joke.Then the sad reality begins to show its ugly face â€" their opportunity to land the gig is slipping off and their dream job is never coming.So, we thought we’ll put few things together to help you just before you go lose another wonderful opportunity via your splendid rehearsals aimed at impressing the interviewer that do not get the job for you.You know what the interviewer wants to hear and see, now you should learn what the interviewers do not want from their candidates.WHY YOU SHOULD NOT TRY TO IMPRESS THE INTERVIEWERAs I said earlier, as unbelievable as it might sound, it is high time you stopped trying to impress your interviewer. The major side effect of this age-long tactic is that many applicants gradually lose their confidence once it becomes evident that things are not going the way they planned it.An interviewer wants you to be bold and to hold your gun at all time. It shows him or her that you know your stuff rather than putt ing up a selfless and eventual comical display to get them impressed. At the end, you may never get to impress them.You may not absolutely agree to it yet but take it or leave it; an average person knows when you are trying to impress him or her. It becomes obvious and, you seem to have placed yourself on trial already when the real trial is yet to begin!As you may have noticed if you have gone for more than one interview, interviewers have different dispositions and approach. However, one thing is common especially for stern interviewers; they are really hard to please.The task of impressing them becomes even more herculean once they discover that you will say anything or put up any act just to impress them.You probably at this point have lost the battle and they may not be impressed at all. In fact, some will to get you off balance and put you on a hot seat (if you are not sweaty already). Then, the bad jokes set in. You crack them and laugh alone or get the compassionate laughter as consolation.This may make you lose your preparation and start making statements that are a ‘no-no’ for job interviews. Then, you have begun to lose the job. So, ask yourself if it is worth the stress.WHAT GOOD IMPRESSION IS NOTOne of the most important things any job seeker would realize is the need to be polite to all members of staff of the organization and of course, the interviewer.All interviewers look out for this quality as it is a pointer to what attitude they should expect from a potential employee.Thus, Mr. A, an averagely skilled, disciplined and polite applicant will be much preferred over Mr. J, a very skillful and resourceful applicant who is always retorting back, nasty and lacks composure.The reason is obvious. Organizations require interpersonal skills and courtesy as prerequisites for hiring because it will sometimes be crucial to maintaining and landing clients as well as maintaining subordination and discipline in the system. This makes many job seekers n aturally polite and humble at interviews.But guess what? The interviewer is not easily fooled. It is okay to be courteous and very polite in your answers but doing everything to please and being extraordinarily polite may put off your interviewer giving him the impression that you are being tricky and fake.Don’t forget that interviewers were once job applicants. So, your desire and aim to impress them with your ‘extreme’ courtesy may seem like tricks just to land the job. Summarily, be polite but do not overdo it.The other part is showing off. Take the scenario below for an example:Interviewer: So, Mr. A, can you tell me why you should be hired for this position in this company?Mr. A: (smiles, clears his throat and crosses his legs) Are you kidding me right now? Have you taken a good look at my C.V? Well, to answer your question, umm, I don’t know if you have been to the Google Branch in Singapore, or to Seoul or the Samsung Head office in South Africa, I designed their modu le for client assessment and customer service improvement. In fact, they regard me as a wizard and I have the personal contacts of the General Managers at these branches (he smiles again).From this scenario, while the applicant may think he has been able to wow the interviewer and blow him out of the water, a sound interviewer would be put off and the first logical question popping in the interviewer’s mind would be “If you have personal contacts with them, then why are you here?”Showing off often entails undue exaggeration of facts and most times, lies. Stick with the question that was asked. The question asked by the above interviewer centered on the applicant’s ability to function optimally and the unique edge he or she has to deliver what is needed in the office applied for and not the places or companies he has worked with.Employers are always looking for a team-player who knows his/her stuff and not a celebrity.IMPRESS THE INTERVIEWER OR BE SELF-CONFIDENT?Should I aim to please or just be self-confident of my skills? Most job seekers face this dilemma before the interview. With experience and interaction with other interviewers, there will always be preference or candidates who choose the latter. It naturally pleases the interviewer for an applicant to be self-confident.Sadly, most candidates aim to impress the interviewers at the expense of their self-esteem. Let us take a date for example. While a lady would want her date to go out of his way to blow her way out of her mind, a fidgeting or a date that is lacking in self-confidence just because he is trying to impress her would certainly have the odds stacked against him.The same goes for interviewers. If a candidate begins to fidget and lacking in confidence, he/she would create the bad impression on interviewers. Imagine if you discovered in the reaction and the looks on the face of your interviewers that they are not impressed.You will gradually lose the confidence you built for the interview and may begin to fidget. It generally indicates bad performance under pressure. Be confident in yourself. There is no way you can communicate your self-worth if your aim is to please the interviewer.WHAT YOU NEED TO DO BEFORE THE INTERVIEWIn preparing for an interview, there are a few things to do before attending the interview if you want to get a better shot at the job.I thought to include this section to help candidates who want to stop cutting through the corners and cheap means of appealing to the sense of pleasure of the interviewer and want to show that they have what it really takes to get the job.Here are just a few tips:Conduct research on the employer or employing company or organization.Don’t go to every interview with the same old information, update yourself.Conduct research on the hiring manager.Prepare yourself and check for self-confidence.Dress well for the occasion and not to blow the interviewer’s mind with your exclusive fashion taste (except the job requir es such creativity).More tips can be found at this link. WHAT YOU NEED TO DO AT THE INTERVIEWWhilst you have prepared hard and rehearsed well for your interview, there are probably a few things to note about the do’s and dont’s at the interview.Always maintain a good self-esteemNever look down on yourself or assume some other folks are better than you just because they look like it or speak like they do.They are having a good time displaying their self-esteem and you should not feel bad about yourself either. After all, you got the same interview too. So, feel good and be on top of your game.Inspire self-confidenceThere is a need to bring your confidence to the game. Only self-confident people can inspire others to place their trust in them and hire them for positions in their company.“Sell yourself” and not “Impress the Interviewer”This should be your focus at the interview â€" get the interviewers to like what you have to offer in respect of your skills and qualificati ons. Trying to impress the interviewer is cheap and veering off course.Understand that they are looking for an intelligent employee and not a dollDon’t just nod make the interview more formal than the interviewers want it. You are not a robot. Smile when you need to and ask reasonable questions pertaining to the company and its goals when given the opportunity.This shows you are not just interested in the paycheck but also in the growth and development of the organization.Remember, you have to be polite and confidentThis will involve you greeting courteously, shaking hands when offered and not squeezing or snapping fingers. You should also avoid gangster handshakes or swear in or out of the interview rooms.Politely greet and respond to all members and cadres of staff. This is very important as interviewers put these points into consideration. No employer likes a snub as an employee. Be polite and confident. HIGH SELF-ESTEEM IS NOT SHOW-OFFIn case you have been wondering, there is surely a difference between showing off and having a high self-esteem or evaluation. You should know your worth in the labor market and you do not have to be shy about it.Except you are working in for charity or purposely taking a pay cut or offering to do a job lower than your status for reasons best known to you, then you should evaluate yourself highly and make others see the same. This will make the company or organization value you and your skills set. This is quite different from show off.Show off is focusing more on your skills or yourself as an individual than the needs of the organization. Generally, interviewers want you to show them you know your stuff, but this does not eradicate the fact that they also want you to show that you are quite interested in or fascinated by the goals of the organization, believe in their achievability and effectively communicate how your addition can help advance their cause.So, you see, having a high self-evaluation is different from showing off. You should think highly of yourself but not above the organization or your own qualifications.Be very confident in what you can do. An interviewer once said that she had to remind a certain candidate that he was not lucky to be at the interview but considered to merit it.Do not disappoint the people who made the shortlist prematurely by your lack of confidence. Remember that you are not in the interview just by chance and even if it were by chance, you should make the most of it.ENJOY THE INTERVIEW TOO!What if I told you that you could make the interview room a place where you can dominate? Where don’t you have to be on a scale or a hot seat? A room where you can just enjoy the flow of events and answer a question with ease and no sweaty palms?The best candidates are those who are confident of what they have to offer. No fidgeting, no fear of not getting the job, no fear of the seeming devouring face of the interviewer and ultimately no fear of failing to impress the intervi ewer.Well, you just have to learn this one basic thing. The tensed atmosphere in the interview room is a figment of your imagination. Take it off your mind and it would be gone forever. Think of it this way, it is a room where you meet those who want to be convinced that you are the person they need to solve their problem.Interviewers are doing their jobs but not always boring or sad or anti-candidate professionals. They need you in the company. They need your skills and qualities. You must feel important and needed. As a matter of fact, they are in that room for you; just to hire someone like you!You get on with the flow. Enjoy their jokes genuinely and do not just nod and smile like a robot. Laugh heartily when the scenario demands and smile if it also demands the occasion. Like I said before, just be natural. Don’t apply too much pressure on yourself or put too many efforts trying to impress the interviewer.You would lose the originality of the occasion and may even pass for a person with terrible interpersonal skills. Your test of quality has also begun. Establish rapport and eye contact. It is the perfect way to communicate. They need to know you understand the organizational mode of communication and you also have to make them understand you.Learning to multitask is a great quality for a worker but much more is learning to think ahead and anticipate. If there is such euphoria in the interview room as the one described, then you must also learn to anticipate the next block they might throw at you. You cannot afford to be caught unawares or thrown off balance.However, if they got you one down, you do not have to worry or make the atmosphere tense. You do not have to get everything right. Just move on and do great.Hence, you have to be free in your mind and in the room yet alert. Allow them to connect with you even as you connect with them. Remember, a jovial interview where you were confident of your skills and qualities is one of the best ways to make t he interviewers remember you.THE ULTIMATE IMPRESSIONWell, this conversation is coming to an end but there are a few tips to drop off even at this point. A good reminder about interviewers is that they are professionals in the business of hiring those with the required qualifications and qualities for the job.Interviewers do not look for those can super-impress them with their nicely crafted words, rib cracking jokes or hefty show of work history or academic qualifications. The question on their mind is: “Who is able to fill the void in this company, fit in without stress and bring the best game to the table?”You tick those boxes and you are hot on and top of their list of candidates for the job. It would not matter if you could not crack a joke throughout the interview. You also cannot tick those boxes without being self-confident about your qualities and sure that you are good enough.Can you handle the demands of the job? Ticking all these invisible but salient boxes are what I call ‘The Ultimate Impression’. Having highlighted what the ultimate impression is, I think it is important to state what it is not. Aiming to please at all costs may be a disadvantage in achieving the ultimate impression on your interviewer.It may work in places where you are needed to relate to clients or customer service to an extent but certainly would not carry you far. Just note the following points:Crack all the jokes and you may still not fill in the gaps.Aiming to impress is not a strong feature.Self-confidence in your skills and qualities is the ultimate impression.So, dear job seeker, stop trying to impress the interviewer!Prepare well for the interview. It is a place to sell yourself to the interviewers and not to blow the mind or super-impress them. Self-confidence is the best and ultimate impression. Once you press your aim towards impressing the interviewer, you risk losing your confidence and ability to make the interviewer believe you are the man or woman for t he job.Overcome the anxiety that comes with interviews. It is not that tense as your mind makes it be. As a matter of fact. You can make the selection process actually enjoyable for yourself and still be alert at all times. Yes, you can pull it off. All you need is to make sure your attitude is positive and never tense.Be polite and do not overdo it. I am quite aware there are no hard and fast rules about interviews neither is there an absolute advice concerning interviews.However, there are some principles that are general and mutually inclusive. Attempting to impress an interviewer at the expense of your confidence or self-esteem will not be in your favor.So, it is time to call it quits on that tactic. Like I said, you did not get the job interview by luck but on merit. They need a person of your worth, skill and qualification.The interview is to verify this fact and see who can give the best delivery. That person is you and I believe you can pull it off so well without focusing t oo much of your efforts on impressing the interviewer.FINAL WORDTake note of the points discussed above and you could be the next candidate who will get the e-mail or call to resume work or come back to discuss terms of employment. You are worth it. Quit trying to impress the interviewer and prove that you are their next team member!

Major Depression Case Study Investigation - 2657 Words

INTRODUCTION. The following essay is a case study of a client named John who is suffering from major depression and was sent to see me for treatment by his concerned wife. I will provide brief background information about John then further discuss interventions and strategies I believe can be applied in each session with my client in order to make Johns life more manageable. In the essay, I will be writing as the therapist, and the sessions are based on a ten week period. BACKGROUND INFORMATION (Case History) A 27-year-old man named John came to see me with the following litany of complaints, Ive reached a point where I cant go on....Got no fight left in me. And not enough guts to end it here. Best damn job I ever had almost can see†¦show more content†¦The main goal of CBT is to help individuals and families cope with their problems by changing their maladaptive thinking and behavior patterns and improve their moods (Blackburn et al, 1981). Intervention is driven by working hypotheses (formulations) developed jointly by patient, his/her family and therapist from the assessment information. Change is brought about by a variety of possible interventions, including the practice of new behaviors, analysis of faulty thinking patterns, and learning more adaptive and rational self-talk skills. (Hawton, Salkovskis, Kirk, and Clark, 1989). A probable reason why CBT works with depressed patients is that depression interacts with both cognitive and motivational processes. This is well evidenced in experimental analogue research with healthy and depressed individuals. Individuals with depression show deficits on a range of cognitive tests (Brown, Scott, Bench, 1994) with the pattern of dysfunction having many of the characteristics associated with fronto-subcortical impairment. 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Intellectual Property And Copyright Property Rights Essay

Introduction When we use our mind as the intelligent humans we are, sometimes out of that comes Intellectual property. Intellectual property is an idea that was created by one with the intention to trademark, copyright or patent the creation they have made. There are many forms of intellectual property that exist ranging from artistic sides to mechanical sides and etc. With those many forms intellectual property is broken down into two factions, industrial property and copyright in which all the forms of intellectual property lye somewhere in those two factions. To understand intellectual property a little more we need too look at the two and break down the factions. Also take a look at the protection and the laws that pertain to copyright, trademarks, and patents. Discussion The term intellectual property refers to the innovations of the human mind. Intellectual property rights protect the interests of these innovators by giving them property rights attached to those ideas. The term intellectual property rights stands for these legal rights that authors, inventors, and other creators have. Intellectual property laws relate to a particular way in which ideas or information is expressed or displayed, but not the actual ideas or exact concept itself. The first use of the expression intellectual property appears to be October 1845, in Davoll vs. Brown, a patent case in Massachusetts. Justice Charles Woodbury said that only in this way can we protectShow MoreRelatedIntellectual Property Rights, Copyrights, Patents, And Trade Secrets2320 Words   |  10 PagesMid-Term Exam 1. 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Professional Values and Ethics Paper Free Essays

Professional Values and Ethics Paper Team A GEN200 October 25, 2010 Marie Gelpi Hammerschmidt Professional values and ethics can influence the way a person’s career can either succeed or fail. Depending upon the person’s personal core values determines how he or she will use those values in his or hers professional life. If a person respects others in his or hers personal life, then that respect of others will most likely be carry over into the professional side of the person’s life. We will write a custom essay sample on Professional Values and Ethics Paper or any similar topic only for you Order Now â€Å"Values are enduring beliefs, both hard-wired (i. e. acquired genetically) and shaped by cultural context, about preferred â€Å"end states† according to Urbany, Reynolds, and Phillips (2008). Values determine the decisions a person makes, whether to go to work or call in sick, or whether to put the money in the cashier’s drawer where it belongs or put it in his or hers pocket. All professional business decisions can influence a person’s career. If a person sees only his or hers decisions as affecting the here and now, then those decisions are normally made in haste and results only in solving the current problem and leading to possible failure. If the person’s decisions take into consideration what the effects down the road will be, then the person will have more success in his or hers professional and personal lives.References: Urbany,  J. ,  Reynolds,  T. ,  and  Phillips,  J. (2008). How to Make Values Count in Everyday Decisions. MIT Sloan Management Review,  49(4),  75-80. Retrieved October 20, 2010, from ABI/INFORM Global (Document ID:  1520405561). ———————– Professional Values and Ethics 2 How to cite Professional Values and Ethics Paper, Papers

Qualitative and Quantitative Analysis free essay sample

Quantitative and Qualitative Research: Problem, Basis, Procedure Terri Morris Quantitative and Qualitative Research: Problem, Basis, Procedure Quantitative Research Study Research Problem The researchable problem is that novice special education teachers are overwhelmed by the lack of mental, physical, and technical support from their general education colleagues. In addition, these teachers are feeling isolated due to the lack of time to plan, learn, and communicate effectively with their counterparts in an effort to meet the needs of their students while being successful educators. Basis for the Problem Griffin, Kilgore, Winn and Otis-Wilborn (2008) found that (a) role ambiguity, (b) students posing complex behavioral and academic challenges, large caseloads, (c) insufficient curricular and technical resources, (d) inadequate administrative support, (e) inadequate time for planning, (f) few opportunities for collaboration and professional development, and (g) excessive procedural demands† are the reasons as to why teachers are stressed within their first year (p. 42). As a result, first-year teachers are experiencing disconnects with colleagues that do not offer assistance or enough information on how to balance teaching special education and general education students in an inclusive environment. We will write a custom essay sample on Qualitative and Quantitative Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lacking the support and opportunity to converse with veteran teachers leaves a gap in providing extensive education for each student. Too often, however, novice special educators report that they are isolated from their colleagues and have little time to talk about their practices or to collaborate in preparing curriculum or instructional strategies† (Griffin, Kilgore, amp; Otis-Wilborn, 2008, p. 143). Unfortunately most educators are not aware of the changes in special education that are requiring more co-teaching environments. According to Griffin, Kilgore, Winn, and Otis-Wilborn (2008) â€Å"juggling these varied, and often, competing responsibilities is a particularly difficult task for a beginning teacher† (p. 42) . Oftentimes, proper training is not provided and as a result, special and general education teachers of all areas find it beneficial to work together on behalf of the students. Study Procedures Quantitative methods of research were conducted through a st udy that included a 31-item survey developed to (a) rank accomplishments and problems in the first year of teaching, (b) identify the context of the classroom, (c) describe the school setting, and (d) report characteristics of gender, age, race, and certification areas of colleagues. The survey was distributed to all special education teachers in Florida and Wisconsin to discover how their graduates’ insights gleaned from the qualitative data about their relationships and interactions with their general education colleagues and how they are used to help interpret and support the quantitative findings† (Griffin, Kilgore, Winn, amp; Otis, 2008, p. 147). The use of quantitative research accurately provided an understanding of how many teachers felt uncomfortable during their first years without the proper support from their colleagues. Results indicated that the questionnaires helped to identify novice teachers who answered positively after productive school years that offered opportunities to work with other teachers. However, those who had unsuccessful school years were not as accommodating which resulted in frustration and negative, though honest results. Qualitative Research Study Research Problem The research problem is Israeli general education teacher’s perspectives on serving special education children in inclusive classroom settings without proper systematic preparation or well-grounded knowledge of special education laws (Gavish amp; Shimoni, 2011). As a result, mainstream teachers are concerned that lack of this information could be â€Å"chaotic and that they may find themselves permanently vulnerable to a range of pressure groups, expressing feelings of injustice, failure, and burnout† (Gavish amp; Shimoni, 2011, p. 49). Basis for the Problem Israeli special education teachers have expressed concerns of inadequate information and preparation provided before placing special education students into their classrooms. Legislator, support group, and lawsuit support has helped to encourage teachers to change their perceptions of how special education students are accommodated by slowly moving away from separating students from their general education peers. According to Gavish and Shimoni (2011), â€Å"schools should prepare by endeavoring to change social and educational values and encourage teachers and children to see the acceptance of differences as a value to be embraced† (p. 51). In order to improve student and teacher knowledge of the field, schools are urged to educate their teachers and students in an effort to prepare them for an inclusive setting. Though the study reveals that some teachers are accepting of the changes, there are others who express an antagonistic view. It is believed that â€Å"schools should develop new learning environments suitable for the special needs of students by helping them to overcome the objective difficulties that their impairments present† (Bamett amp; Monda-Amaya, 1998, as cited in Gavish amp; Shimoni, 2011, p. 51). Study Procedures A qualitative, grounded theory study was conducted that included 34 non-special education teachers from 17-state elementary schools in the Jewish sector of Israel. Participant characteristics include general educationally trained individuals, age ranges of 29-54, 5-29 years of educational experience, and a variety of professionals including teachers, coordinators, and administrators. Special education students ranging from 1-4 children were placed in each of the classrooms along with (a) an inclusion teacher within the classroom, (b) a teacher’s aide, and (c) an inclusion teacher outside of the classroom. Of these teachers, 12 were subject area teachers and 22 were subject area and homeroom teachers (Gavish amp; Shimoni, 2011, p. 3). It is evident, through the grounded theory approach, that the theory of mainstream teachers finding it difficult to teach special education students due to unavailability of information holds some truth. Interviews were developed that questioned teacher’s knowledge about the law, inclusion, students included, implementation of inclusion in classroom and in the school, and attitudes towards the concept of inclusion and how it applies to the system while using a constructivist approach to analyze data. Gavis amp; Shimnoni, 2011, p. 53). Using this approach provides the opportunity for researchers to interview individuals who are familiar with the issues (Hutchinson, 1988; Guba amp; Lincoln, 1998, as cited in Gavish amp; Shimoni, 2011). Seemingly the researchers of this study believed that using teachers of various ages, experience, and feelings toward the problem helped to build the idea of having special education students mainstream into their classrooms. References Gavish, B. , amp; Shimoni, S. (2011). Elementary school teachers beliefs and perceptions about the inclusion of children with special needs in their classrooms. Journal of International Special Needs Education, 14, 49-59. Griffin, C. C. , Kilgore, K. L. , Winn, J. A. , amp; Otis-Wilborn, A. (2008). First-year special educators relationships with their general education colleagues. Teacher Education Quarterly, 35(1), 141-157.