Nature Based Therapy Free Essays

Presentation Nature based treatment is anything but another idea, our well †being and relationship with nature is a piece of the endless human journey of who were are and exactly where is our place in this immense condition which encompasses us. So as to all the more likely handle the subject of nature based treatment or ecotherapy, contemplates counseled were those relating to our association with nature and our prosperity. Exactly how does nature connectedness influence our encountering of a decent life is the subject of the main paper looked into, by Howell, J. We will compose a custom exposition test on Nature Based Therapy or then again any comparative subject just for you Request Now A. , Dopko, R. L. , Passmore, H. , Buro, K. (2011). The second paper by Jordan Marshall (2010) portrays a the progressions to the conventional treatment outline in a the unsure condition of the outside. In taking treatment outside, we work with nature as one of the factors in the helpful relationship. The integrative, frequently experiential methodology of nature-based treatment or ecotherapy, is increasing quick ground in the field of directing and psychotherapy. My last research paper targets looking further into this developing field and how it can help those experiencing uneasiness, burnout and gloom. Article Review A Howell, J. A. , Dopko,R. L. Passmore, H. , Buro, K. (2011). Nature connectedness: Associations with prosperity and care. Character and Individual Differences, 51 (2), 166-171. Howell, Dopko, Passmore and Buro (2011) dig profoundly into the topic of our connectedness with nature and how it tends to be estimated as an impression of our psychological prosperity. The creators, all from the Grant MacEwen University in Edm onton Alberta directed two exact investigations confirming this relationship with information showing that association with nature might be increasingly helpful to our enthusiastic and social prosperity that recently figured it out. Drawing from the Biophilia speculation contended by Harvard transformative researcher E. O Wilson in 1984, that individuals have an intuitive, enthusiastic and hereditary should be in contact with nature, Howell et al. , accordingly guess that â€Å"higher levels of nature connectedness would be related with more elevated levels of prosperity and with more noteworthy care. † Many investigations have been directed regarding the matter with different outcomes. Howell et al. , depict an examination led by Mayer and Franz in 2004 which demonstrated a â€Å"significant relationship between's attribute nature connectedness and life satisfaction† (p. 66). They are mindful so as to characterize the word characteristic and give an apparently through survey of the subjective factors in current writing, examining the adjustments in meaning of prosperity by different scholars (Nisbert, Zelenski and Murphy, 2011). The group from Alberta expands upon ebb and flow explore by testing f urther into the subject of the â€Å"whether quality nature connectedness was related with feeling admirably †¦ and with working great †¦ just as the relations among nature connectedness and a second file of positive psychological wellness, mindfulness† (p. 67). Howell et al. , survey a lot of research, characterize phrasing and reveal new gaps in the speculations, they at that point proceed to represent the theories: â€Å"are more elevated levels of nature connectedness related both with more significant levels of prosperity and with more prominent care? † Methodology Howell et al. , directed two investigations utilizing quantitative techniques. In the main investigation, information was gathered from 452 college understudies, principally female, with â€Å"81. 1% recognizing Canada as their nation of birth† (p. 167). Utilizing an assortment of surveys including Mayer and Franz (2004) 14-thing Connectedness to Nature Scale, Keyes’ (2005) 40-thing, proportion of prosperity and Brown ; Ryan’s (2003) Mindful Attention Awareness Scale (MASS). So as to guarantee objectivity of results, Howell et al. , adjusted these scales by utilizing Paulhus’s (1994) Balanced Inventory of Desirable Responding which serves to sift through â€Å"unintentionally expanded self-portrayals and impression management† (p 168). In the second examination 275 understudies took an interest, all understudies of comparative age and segment as thefirst study. Howell et al. , utilized a couple of similar surveys including the Allo-Inclusive Identity Scale (Leary, Tipsord ; Tate, 2008) just as the Philadelphia Mindfulness Scale (PMS) (Cardaciotto, Herbert, Forman, Moitra, Farrow, 2008). While trying to give consistency and legitimacy to the outcomes, Howell et al. , give concise definitions and guides to a portion of the inquiries on these scales all together that the peruser better comprehend the inconspicuous contrasts in the enlightening insights of the factors. Results Variables, for example, connectedness to nature, nature relatedness, allo comprehensive character, enthusiastic prosperity, mental prosperity, social prosperity, MAAS, PMS mindfulness and PMS acknowledgment demonstrated relationships between's inclination connectedness and prosperity. Expressive insights were estimated and afterward associated among factors utilizing corroborative factor investigation (CFA). Howell et al. , additionally furnished models with conjectured relationships between's temperament connectedness, well - being and care. In the principal study â€Å"associations between nature connectedness and prosperity and between prosperity and care were huge; be that as it may, the relationship between nature connectedness and care was not† (p. 168). In the second examination , relationships were huge regarding mental and social and enthusiastic prosperity and with the additional grades added to the soup, nature connectedness was seen as essentially associated to care. Conversation Howell et al. are happy with their predictable discoveries and that most aftereffects of their two investigations bolster their speculation and recommend that † nature connectedness is related with the degree to which individuals are thriving in their private, individual lives† (p. 170). Howell et al. do concede that a portion of the discoveries were conflicting with their theory and that future research could inspect â€Å"moderators and arbiters of the connection between nature connectedness and mental healthâ₠¬  (p. 170). They go onto examine future research prospects and difficulties, including how nature could be fused into different exercises to create most extreme restorative outcomes. Howell et al. , delivered persuading investigation into the connection between connectedness to nature and prosperity. They considered numerous sizes of effect so as to gather their outcomes and deliberately portrayed their disparities and their effect on the conclusive outcomes. I feel their defeat is in their example size and segment and suspect outcomes might be diverse relying upon age and culture. Maybe new appraising scales would should be created so as to mirror these distinctions. Basically, nature can profit every one of us and paying little heed to the result being available inside an indigenous habitat will assist you with figuring out how to encounter the second and maybe even a reestablished imperativeness throughout everyday life. Article Review B Jordan, M. , ; Marshall, H. , (2010). Taking directing and psychotherapy outside: Destruction or enhancement of the helpful casing? European Journal of Psychotherapy and Counseling, 12 (4), 345-359 We as a whole realize that nature can assist us with feeling much improved, yet exactly how might we take a conventional helpful casing outside? What might be the difficulties and what is the capability of this up and coming field of ecotherapy? Ecotherapy speaks to â€Å"a new type of psychotherapy that recognizes the imperative job of nature and addresses the human instinct relationship† (p. 354) Martin Jordan and Hayley Marshall utilize social treatment ideas so as to examine commonality and asymmetry and how they might be experienced contrastingly in nature. Both Jordan ;Marshall are rehearsing enrolled psychotherapists and by utilizing their own encounters, they investigate both the triumphs and difficulties to the conventional system of a helpful meeting. Jordan ; Marshall address numerous principal questions including how secrecy would be tended to in open settings and how timing or the restorative meeting is influenced by working on guiding and psychotherapy outside. They accept that the difficulties to the customary structure could be sifted through among customer and advisor and in reality become some portion of the procedure . An adaptable agreement could be drawn up, one open to change. Jordan ; Marshall are mindful so as to give a few meanings of a restorative casing, from eh uber-traditionalist â€Å"Psychotherapy ought to be completed in a soundproof counseling room, in a private office in an expert building† (Langs 1982), to â€Å"being seen as an offense or a double relationship for the therapist† (Zur 2001). In any case, there are other people who accept that the remedial limit ought to be a unique procedure (Hermansson, 1997) or that the adaptability in the casing is an open door for â€Å"deepening the restorative work and relationship† (Bridges, 1999). Jordan ; Marshall appear to consider every contingency with their own outline of a helpful boundaries,† Working outside can illuminate these generally progressively fixed thoughts concerning limits and welcome an inexorably adaptable point of view on issues concerning force and commonality inside the remedial relationship† (p. 347). They look at the adjustments in customer specialist connections and how commonality must not be compared with balance as far as the helpful relationship. Jordan ; Marshall are not endorsing a formula for treatment outside nor are they saying treatment is better outside. Their objective with this paper is to introduce their experiential discoveries and perceptions in regards to the difficulties different types of open air treatment confer on the customary

Innovation management Essay Example | Topics and Well Written Essays - 2500 words

Development the executives - Essay Example In this manner, the accompanying conversation is a scientific way to deal with mean the different business qualities that guarantee that the organization positions as the third best organization through assessment of its business methodologies and hierarchical structure to gain ability, benefit, and customer base worth observations in the business. Method of reasoning for the decision of the organization Since the early long periods of the establishing, the organization has been adjusting to the best ways to deal with guarantee the turn of events and vital creation of vehicles that fit various motivations behind the purchaser as opposed to the company’s belief system to deliver car in agreement to its figures of the models that will probably sell adequately. The principle motivations to picking Toyota as the best choice for the investigation considers precise execution of methodologies to guarantee worldwide authority underway and conveyance to the customer base (Rosen, 2007:4 ). For the most part, recognitions are that the quick organization works a private market portion on a worldwide stage, and that it is an imposing business model, in any case, the nearness of other comparable contenders delivering modest valued vehicles for creating economies and the lion's share white collar class of the worldwide society destroys the thought of restraining infrastructure and actualizes the perfect nearness of oligopoly in the market (Azar, Maurer, and Beck, 2010:4). The organization sets up long-extend plans and techniques and guarantees that all the exhibitions in the association target accomplishing the built up system of executing obligations in agreement to the set structure and adjusting to the Just-in-time marvel, which targets learning and guaranteeing progression underway of at a gainful rate against the contenders (Rafinejad, 2007:125). All divisions in the organization adjust to execution of obligations in understanding to the company’s plans and the possibility of inspiration fills in as inherent in animating development as the bound together groups take part in positive skill to guarantee a proceeded with pace of advancement and new item improvement in the organization (Hu?Lsmann, and Pfeffermann, 2011:45). Further, Toyota creates practically record-breaking modest valued vehicles however surpasses Ford, which flows endures a $12.5 billion shortfall, as GM stocks linger behind at a 10:1 proportion in the worldwide securities exchanges. Different organizations like Chrysler, Peugeot, Bavaria Motor Works (BMW) endure a comparable destiny of inadequacy in execution of their commitments against those of the Toyota Company. Basic investigation Techniques Mainly, Toyota guarantees that all the laborers comprehend the significance of undertaking exhibitions that consider the company’s long-extend targets and the way that quality by plan and particular is of the substance and postures as a need in the worldwide enterprise. The plans and inspirational methodologies of the organization fill in as inborn ways to deal with connecting with the staff into relentless exhibition and specialist adaptability. Joining of innovation fills in as the necessary underway as the Andon gadgets controls and signals representatives on flawed creation and guarantees remedial measures are adjusted decisively. The strategies applied corresponding to laborers to guarantee that all employments are attempted immediately and in understanding to the determinations, additionally Toyota directs ways to deal with guarantee that a

Grammarly vs. Human An In-Depth Review of Grammarly Compared to Professional Editors

Grammarly vs. Human An In-Depth Review of Grammarly Compared to Professional Editors At the end of the 1990s, a machine did an extraordinary thing: Deep Blue, the chess-playing computer developed by IBM beat the world chess champion, Garry Kasparov, in a chess match. At that time, Dr. Piet Hut, an astrophysicist at the Institute for Advanced Study in Princeton said, It may be a hundred years before a computer beats humans at Goâ€"maybe even longer.At the end of 2016 and less than 20 years laterâ€"far fewer than Huts predictionsâ€"a popular game server in Asia watched one of its Go players named Master dominate most of the world champions who played online. Players, desperate to find out who the new champion was, finally discovered within the next few weeks that Master was DeepMinds AI AlphaGo. By May of 2017, Master had defeated the Go world champion and by October of the same year, Google announced it had a more sophisticated version of AlphaGo.So, what does this have to do with proofreading? Well, a lotâ€"especially since there is a lot of talk now in business and academic circles about the advantages of machine-based proofreaders over human proofreaders. For many, its a cost and convenience factor, especially with services like Grammarly offering free proofreading available through easy-to-use apps and cloud-based software.If computers can be taught to beat the human world champions of Go and Chess, surely they can be taught to proofread better than humans too, right?Editing is no gameThe answer is no, according to Grammarist.com, an online resource for all things grammar. Since the popular proofreading software, Grammarly, advertises that its algorithms flag context-specific corrections for grammar, spelling, wordiness, style, punctuation, and plagiarism, the authors decided to test it out. They opened a Grammarly Premium account and then ran a series of sentences through it to check its ability to catch common errors. They then used a few sentences from an article published on a lesser-known website to see how well Grammarlys plagiarism ch ecker works, including rewording them slightly to see what level of rewording was needed to not be caught by the checker as plagiarism.According to the authors, In the tests that were quantifiable, Grammarly was asked to check for forty-three mistakes, and it managed to find thirty-one of them. Thats 72 percent. But the numbers only tell part of the story.In an article on the same topic, Forbes contributor Ben Kepes agrees with that assessment. Grammarly isnt a complete replacement for manual proofreading, he writes. I was surprised at the number of errors it madeâ€"both false positives and not picking up on obvious mistakes in both spelling and grammar. The number of times I had to change manually fo to of was a little annoying. Im not sure Id be quite as brutal as one review I read, Grammarly does, in my mind, have a part to play in spelling and grammar checks. But for someone looking for a single solution, Grammarly probably isnt it.So, what do the machines miss?In the few quanti tative tests reviewers have discussed online, Grammarly, Microsoft Word, and other spellcheck or proofreading programs tend to miss certain types of mistakes. Of these mistakes, academic writers seem to have the most to lose in relying solely on a computer-based proofread of their writing.For example, most software and cloud-based proofreading programs will flag writing that is in passive voice (e.g., The presentation was completed by our group [passive voice] vs. Our group completed the presentation [active voice].) Passive voice is commonly used in higher-level academic research and having a program flag each use of it is time-consuming when the writer has no intention to change it. Other problems the reviewers ran into was the use of terms like past history, which is commonly used in the fields of health and psychology but flagged by the software as being incorrect.Misused wordsAnother issue missed by proofreading software is a word that has been misused in context. Since context must be carefully considered to determine which word is best to use in a particular instance, proofreading programs have a difficult time catching these mistakes. This can happen with the incorrect use of some of the following words:affect vs. effectlead vs. ledhistoric vs. historicalinsuring vs. ensuringlay vs. liebring vs. takenauseous vs. nauseatedcomprise vs. composefewer vs. lessfarther vs. furtherRepetitive sentence structureWriting with repetitive sentence structure is a common problem, especially for writers who are ESL learnersâ€"and its one problem a computer program wont recognize. Take the following example:This is bad writing. There are no grammar mistakes. Yet it is still bad writing. Can you guess why? Read it aloud. Youll figure it out then.Repetitive sentence structure can be easily fixed by changing up the length of sentences and including more dependent clauses. However, it will take a human proofreader and editor to point this out to you and to help take your wr iting to a more academic or professional level.Tense consistencyAs a professional editor, one of the most common problems Ive seen from over 10 years of editing for clients is tense consistency. A writer might start a paragraph in present tense but suddenly switch tenses mid-paragraph, causing confusion for the reader. Or worse, a writer might start a sentence, then suddenly switch tenses mid-sentence. These are issues that proofreading software will rarely catch.Take the following example:If the hospital wanted to have fewer patients, it will need to change its admission policies.In the above sentence, the writer first used a past tense verb (wanted), then suddenly switched to a future tense verb (will need). This is grammatically incorrect and is often seen in poor writing.Articles or words completely missingIf you happened to leave out a word in your essay, especially if that word is an article (the, a, an), it is highly unlikely that proofreading software will catch it. Also, if you happened to use an instead of and, dont trust a software program to catch it.Case study #1 â€" Online contentThe only way to compare human editors to machines using algorithms is to pit the two against each other in multiple documents to see which does a better job across genres and writing styles. To do this, we used an original document submitted to professional editors on ServiceScape.com.View the original online content and the human editors corrections.We then purchased a premium membership for Grammarly.com, which is advertising a current rate of $29.95 per month for its services. For the first comparison, we used a piece of web content that would be found on a companys website or marketing material. The human editor found multiple changes in the first and second paragraphs that were completely missed by Grammarly. Specifically, the human editor:Revised the first sentence to make it stronger and in more active voice (changing developing into that develops).Changed a prepo sition (from to to for), making the sentence more logical.In the third paragraph, both the human editor and Grammarly caught the misplaced punctuation (a comma that should be inside of the quotation marks instead of outside of it). However, thats the only similarity in the editing styles.The human editor changed spread to distribute (which is more professionally written) and shorted the first sentence to give it more of a hook at the beginning. Obviously, a machine cant think this deeply about word choice and sentence structure for effect, but the algorithm did suggest changing unparalleled to unique, which seems like an odd (and even unnecessary) change.Under Our services include, Grammarly made a good suggestion to change key to vital (since key is often overused in business writing) but then made an error by suggesting that I change succeed to success, which changes the original intent of the writer. It then suggested I change distinguished to unique (again!) and it seems as if G rammarly really likes the word unique, although it shouldnt have suggested it twice in one paragraph. Meanwhile, the human editor caught an illogical sentence (Tailoring your voice aligned with your audience) and changed it to read coherently and in active voice.Here is an example of Grammarly editing web content.In the sixth paragraph, the human editor caught three distinct instances in which the sentence was wordy and could say the same thing with fewer extraneous words. Apparently, this isnt a concept Grammarlys algorithms can understand.Finally, both the human editor and Grammarly caught an error with a missing comma. The human editor, however, found that it sounded better to share stories with the press than to share stories in the press. The human editor also found that a sentence was written illogically (We also help boosting media coverage to our clients) and changed it to the more logical (We also help boost media coverage for our clients). Grammarly did not make any of the se suggestions.ResultsAlthough Grammarly caught several important errors, it was unable to suggest changes in wording to make the content more concise and logical. Particularly, it doesnt seem to be able to catch when wordiness is happening, which can make web content less readable/sharable. For these reasons, the human editor wins this round!Case study #2 â€" Academic writingNow lets look at academic writing.View the original academic document and the human editors corrections.Lets begin by looking at the Abstract. Abstracts in academic writing must be briefly and clearly expressed, which is why the human editor changed the clients opening sentence.Original sentence: A formulational debate is a debate over whether certain definitions of scientific realism and antirealism are useful or not.Edited sentence: A formulational debate is a debate over the usefulness of certain definitions of scientific realism and antirealism.After running the original document through Grammarly, the prog ram did not make any changes for better readability and succinctness in the abstract. It did, however, point out that formulational isnt in its dictionary and should be added if it is correct. It also pointed out that formal, academic writing should not use I, which the human editor failed to note. However, this rule isnt consistent across all fields and many fields do use personal pronouns in academic writing or publication, especially when research was conducted.Here is an example of Grammarly correcting an academic document.In the section beneath the header Formulational and Epistemological Debates, and the No-Miracles Argument, the human editor made several comments regarding the logic of the argument and missing elements of a list. Obviously, Grammarly does not have the capacity to do this type of in-depth editing for academic work. The program only noted the use of I multiple times and possible incorrect spelling of formulational.Further into this section, the human editor mad e changes to a sentence to reduce wordiness and confusion (for example, the original sentence contained or not at the end, which could cause confusion for the reader).Original sentence: Under Putnams formulations, realists and antirealists also have been in formulational debates over whether certain formulations can overcome the pessimistic induction or not.Edited sentence: Putnams formulations have also engendered formulational debates over whether certain formulations can overcome the pessimistic induction.Grammarly was unable to make this sort of change, but it did suggest successful present be changed to present successfulâ€"a change which, if made, would ruin the parallel structure of successful past, which is mentioned later in the sentence. While not a grammar error, this is a suggestion that would make the writing weaker instead of better.In section 3.1, the human editor made several changes to the following sentence: Teleological explanations were regarded as legitimate in ancient science, but only mechanical explanations are regarded as legitimate in modern science. Specifically, the editor took the sentence out of passive voice and made it active and changed but to whereas to make the writing more academic and logical. This section also used such without using as in referring to specific ancient philosophers (…, such Aristotle and Ptolemy). Both Grammarly and the human editor caught this and suggested correct changes.The remaining parts of the document show extensive comments made by the human editor concerning logical inconsistencies and counterintuitive reasoning in the authors points. Obviously, Grammarly is unable to take this comprehensive approach when editing or look at the logic of the argument in a way that a human can.ResultsIn this particular case study of academic writing, the clear winner was the human editor. This is primarily the case because he was familiar with the subject and could address the authors reasoning as well as his/her grammar.Case study #3 â€" College entrance essayA college entrance essay is your one chance to stand out above other applicants, while expressing your personal and academic goals. However, for this particular case study, the applicant was lucky that he or she chose a human editor over Grammarly.View the original college entrance essay and the human editors corrections.The first paragraph shows why the applicant was lucky. Here is what the author originally wrote as in introduction:I want to become an equity analyst in private equity or fund in Singapore after MBA programme. My previous education background and working experience in accounting and auditing build me solid accounting techniques and financial data analysis skills which are demanded for an equity analyst. In long term, after gaining enough investment experiences, I would like to manage a small fund for my family.At first glance, there are several major errors that stand out, all of which were caught by the human editor. For example, in private equity or fund is illogical; an article or pronoun is missing from after MBA programme; build me solid is illogical; and In long term needs the added. Grammarly did not catch all of these errors, which was surprising since they were so obvious, although it did suggest that in long term be changed.Here is an example of a graduate school admissions essay that was edited by Grammarly.It doesnt get better in the following paragraph. Grammarly did catch can help me to acquire those knowledge and suggested the author replace those knowledge with that knowledge, but did not catch the missing pronoun I in Although majored in accounting and finance.In the final paragraph, Grammarly caught multiple errors, but did not make the same changes suggested by the human editor to help the writing flow more naturally.ResultsFor something as important as college admissions writing, hiring a human editor is the smartest moveâ€"especially if the authors first language is not Engl ish. Grammarly missed glaring and obvious mistakes, which can mean the difference between being accepted or denied into an institution of higher learning.Case study #4 â€" Cover letterFor our fourth comparison, we looked at a cover letter submitted to both Grammarly and a human editor.View the original cover letter and the human editors corrections.Grammarly caught several errors, including suggesting replacing fast-faced with fast-paced.Here is an example of Grammarly correcting a cover letter.Of course, the human editor caught these same errors. This particular case study is similar to the academic writing case study in that the human editor offered helpful advice on top of editing services. For example, the editor suggested that the writer avoid contractions in a professional letter. The editor also suggested that the writer avoid including details of her three boys under 5 years old, commenting that the employer might take this as a negative trait in an employee by assuming that the employee will be absent from work a lot to take care of her three young children.Beyond that, neither the human editor nor Grammarly caught the problem with hyphens in five-years-old (it should not have hyphens between the words unless it is used as an adjective). However, the human editor did suggest removing that phrase entirely, so that could have been the reason she avoided pointing out the error.ResultsGrammarly did a better job of catching errors in this round, so from a simple proofreading standpoint, it was a tie. However, the human editor included important advice concerning the need to remove personal information in a cover letter for a job search, which means the human editor still won this round.Case study #5 â€" Technical writingFor this comparison, we used technical instructions written for a new App that manages a persons contacts.View the original technical instructions document and the human editors corrections.Grammarly caught several instances in which a sent ence ended with a preposition and correctly suggested that passive voice should not be used so much.However, the human editor once again proved to be more helpful for this particular client. For example, the human editor removed an entire sentence about how the App keeps your family and friends from having to post their addresses and contact information on social media (which most people know not to do). The human editor also rewrote some long sentences into shorter, easier-to-read instructions.One strange suggestion Grammarly gave was to remove personal when referring to ones personal link because it creates tautology. While this is a complicated way to say there might be repetitive information, it isnt an example of tautology because the instructions related to a personal link needed the word personal in it to clarify which link should be used.Lastly, here is an example of Grammarly correcting technical writing.ResultsAs with other case studies, the results of this round leave the human editor as the clear winner. Grammarlys algorithm is limited in its ability to make sentences more concise, and if rewriting is needed, Grammarly does not offer suggested rewrites.

The Voice And Perception Of Women Essay - 1818 Words

The voice and perception of women have been every changing since the moment that God breathed life into Eve’s lungs while still in the Garden of Eden. Though she is not the first woman to ever be written about, there are many that consider her to be the first woman to walk on earth. She was made from Adam’s rib and designed to be an extension of him. Eve was to be his companion as he was to be her lord. She is the example that women are supposed to model themselves after, her mistake of eating the forbidden fruit notwithstanding. For centuries, in most literature women have either a limited or nonexistence voice. An idea that the modern woman could not fathom, since her voice now strong, loud, and demanding. It would be easy to take for granted the mountains and valleys her voice had to travel in order to be what it is now. Part of this journey is found in the way women were viewed in Mary Wollstonecraft’s A Vindication of the Rights of Woman, John Ruskin’ s Of Queen’s Garden, and Virginia Woolf’s A Room of One’s Own. Like Eve, other women found on the pages – with some exception – were only meant to aid and support her male counterparts within the story, just as women were meant to do in real life. Much was not expected of women, other than to be the dutiful daughter and then wife. This was a fact that Romantic female writer, Mary Wollstonecraft took issue with in her essay A Vindication of the Rights of Woman: Contending for the rights of woman, my main argument is built onShow MoreRelatedThe Synoptic Gospels Lies A Brief Passage Of A Man Carrying The Cross For Jesus1717 Words   |  7 PagesSimon of Cyrene, Black people find in him a reflection of themselves in the context of America culture. Black women, Black men, and Black LGBTQ+ people can find their struggles in the person of Simon. 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These narratives expose the reality of gender roles through identity and OrientalismRead MoreA Woman s Place, And Zulu Kente s Poem, I Know You Good Woman943 Words   |  4 Pages Women have power, power over you, me and everyone. What makes them so special is that we (men) can’t live without them. They are sensitive, and at the same time strong, they care, they love, and most important, they are beautiful. Women have come a long way in society throughout time. They ve gone from being nothing to being something. But yet, there are issues with women in today’s society. Naomi Wolf with her essay â€Å"A women’s place† and Zulu Kente’s poem â€Å"I know you good woman† they address that

Maximizing Naitonal Security Through Foreign Policy

Foreign policy can be understood as a set of political goals that aims to outline how a particular state will interact with others For Beach (2012), â€Å"Foreign policy actions can be undertaken using a variety of different instruments, ranging from adopting declarations, making speeches, negotiating treaties, giving other states economic aid, engaging in diplomatic activity such as summits, and the use of military force†. No matter which instruments are used, the primary objective of states in outlining their foreign policies is to maximise their national security. As such, states go about maximising national security through different means such as by military force, economic prosperity and/or the welfare of its people. However, it has been†¦show more content†¦States within the international system are said to be existing under the same conditions as there is no effective overarching authority mediating disputes between nations (Waltz 1979). Realists argue that st ates are compelled to seek power in order to ensure their own security. They posit that the primary national interest of all states is national security. Though there have been different strands of realism within IR theory, they are all united in their subscriptions to the concepts of survival and self-help (Dunne Schmidt, 2011). Due to realists depicting the international realm as anarchic, the first priority of state leaders is to ensure the survival of the state. Because there is no guarantee that states can ensure their safety from external threats, the use of force which can escalate to war is seen as a legitimate tool of statecraft – such force can be used to start wars or be used as an element of coercive diplomacy (Art Cronin, 2003). For realists, the possibility of states using force against one another is ever-present, generating insecurity between them. But anarchy is not the only factor that generates insecurity between states. First, most states possess some form of offensive capability which they can use against rivals. Second,

Education Essay Teaching For Creativity Essay Free Essays

string(124) " risk taking and experimentation, so that learners have the chance to come up with new ideas and learn from their mistakes\." INTRODUCTION The lack of creativity in teaching has been a significant issue in recent years. In All Our Futures: Creativity, Cultures and Education, a report by the National Advisory Committee on Creative and Cultural Education (NACCE) in May 1999, there are proposals suggested to implement a wider nationwide scheme for creative education. The report highlighted that children profit from using creative skills and by having these skills developed. We will write a custom essay sample on Education Essay: Teaching For Creativity Essay or any similar topic only for you Order Now It also suggested that creative teaching should be made part of all academic education. This was the first time that this issue had been fully recognised. In response to this report, the government has acknowledged the significance of developing the creative skills of children, as these could become essential in future workplaces. The Nation Curriculum recognises that many employers want and need creative people: ‘Schools that promote creativity will ensure that pupils respond positively to opportunities and responsibilities and are better able to cope with new challenges as well as change and adversity’ (National Curriculum 1999). Creativity helps teachers deliver the academic curriculum to students in an appealing manner. The NACCE report highlighted that there is a difference between teaching creatively and teaching for creativity. Teaching creatively can be interpreted as a teacher being inventive and developing strategies to engage and encourage students. On the other hand, teaching for creativity focuses on strategies that aim to develop the creative skills of the learners. Subjects such as design and technology can contribute greatly to the enhancement of creativity, as evidenced by the specific outcomes of the National Curriculum that indicate learners should be able to think creatively. In design and technology, creativity is central to developing the learner, so it is crucial that teachers of the subject recognise how to foster creativity. Nichol, points out that teachers have an important responsibility to increase ‘creativity in the DT classroom’ (2004, p.1). Therefore, teachers have the responsibility of ensuring the development and promotion of creativity in students. Teachers have to set examples for their pupils, so the use of creativity must originate from the teacher. To do this, there are many things teachers can do. Davies (1999, p.102), suggests the chance for learners to develop creatively in the classroom depends critically on how much support is exploited through teachers. Creativity cannot be easily defined because there are a number of different approaches to understanding creativity. This paper focuses on teaching for creativity. In order to promote this I have considered how teachers can create the conditions of a secure environment where pupils feel they can take risks without being penalised and how imaginations can be stimulated through different strategies. Create the conditions Creativity can be defined as the willingness to be courageous, adventurous, daring and to try new things. Creative people take risks and produce some of the best ideas. Iconic designer, Michael Wolff, has never been afraid of taking risks; he has achieved great things through his passion, vision and daring attitude. Design and technology is a very ‘creative and innovative subject’ where pupils are motivated to utilize different thinking approaches and ‘to take risks’ (Spendlove, 2002). When designing and making, creative work is likely to bring about original knowledge which will incur risk taking. Innovation and risk taking are skills that are close together, as designers have to deal with the insecurity involved in creating something new. Young people tend to be very conservative when designing. However, risk taking as part of innovation can help take students out of their comfort zone. When this happens there can be a high level of uncertainty and a great emotional reaction. If teaching encourages pupils, then ‘there is merit in taking chances in using trial and error to improve ideas’ (Owen-Jackson, 2008, p.142) because a more liberated atmosphere in the classroom is created. It is a well-known saying that we learn from our mistakes. However, the fear of making mistakes can prevent learners from trying anything new, so by an atmosphere of trust and a secure environment reassures pupils that they can take risks without being penalised if the outcome is not what they intended. I try to encourage an atmosphere in the classroom were learners feel comfortable in taking risks, rather than worrying about making a mistake. The National Strategy, Social and Emotion Aspects of Learning (SEAL), is an effective way to encourage communal and emotional skills in students. SEAL encourages learners to be ‘more aware of risk and the consequences of certain choices,’ and educates them ‘how to make appropriate choices’ (The National Strategy, 2010). The National Endowment for Science, Technology and the Arts (NESTSA), launched a project in 2009, Butterflies in my Tummy, which combines aspects of DT and SEAL. The scheme’s objective is to â₠¬Ëœpromote innovation and risk-taking when children are designing’ (DT Association, 2010). The concepts of SEAL are encouraged to create a secure environment and positive working relationship that expand the abilities and approaches required for risk taking and creativity. Creativity for me is all about taking risks. I totally agree that ‘experimenting and notional failure are essential to good DT education’ (Spendlove, 2002). A popular British proverb, the man who does not make mistakes is unlikely to make anything, can be seen to be true when it comes to creativity. POST-IT notes, for example, were conceptualized from a bad glue formula; sometimes mistakes lead to better ideas. Creativity is often blocked by the fear of being wrong, so using the SEAL approach is helping me support risk taking and therefore nurture creativity in the classroom. Being prepared to be wrong is an important part of being creative and having original ideas that have value. Learners should not be penalised if a bad outcome occurs through taking a risk, as long as the learner recognises where they went wrong and learn from their mistakes. I have embedded SEAL into my teaching by supporting the learners to take risks, encouraging experimentation and providing cons tructive feedback to address any problems. In the exploration and development of ideas, I encourage risk taking and experimentation, so that learners have the chance to come up with new ideas and learn from their mistakes. You read "Education Essay: Teaching For Creativity Essay" in category "Essay examples" Having pupils look at their final product and reflect on what they did right as well as what they did wrong is very important. Recently, I undertook a ‘Stars and Wishes’ task with a Year 9 design and technology class. The task involved each pupil commenting on two things they were proud of, their Stars, and two things they needed to improve, their wishes. This was in relation to a food product they had made. Some pupils felt like they had failed because their product was not perfect or not what they had expected. However, when I encouraged them to think of two things that they were proud of, they realised that there were many things they had achieved. They then began to appreciate the effort they had put in. If pupils cannot see anything they have done well, they are likely to stop trying and give up. After looking at positives, I then encouraged the pupils to reflect on their mistakes. The nature of the task encouraged an environment where the pupils felt comfortable in admitting to their mistakes or areas that needed improving; this is where significant learning takes place. If pupils do not acknowledge their mistakes, they will be likely to repeat them. The two ‘wishes’ for each pupil became their objectives for the next practical lesson. In many situations it is often the teacher that comments on areas of improvement. However, because the pupils had the opportunity to reflect and comment on their own performance, it created a more enthusiastic approach to learning and the pupils wanted to achieve and perform even better. The next lesson the pupils learned from their mistakes and did better. As a result, their work was more creative because they were comfortable to take a risk. The students knew that it was acceptable if they made a mistake, as long as they acknowl edge it and learned from it. Teachers provide a supportive environment that encourages risk taking by acting as a role model. I show pupils that I am not afraid to take acceptable risks and when I make mistakes I remind pupils that mistakes are opportunities to learn. Through my examples, pupils see that taking risks is a valuable and necessary part of learning. By designing classroom environments that encourage risk taking, learners are supported and encouraged to take creative risks. These teaching strategies promote creativity by creating an atmosphere that encourages sensible risk taking, allows for mistakes and encourages learners to persist and to accept not getting things right the first time. Stimulate Imaginations It is often common to hear that good teachers are ‘imaginative’. These teachers show a mental flexibility that permits them to present a subject in a new and engaging way that supports students to be creative and enjoy learning. Philosopher Mary Warnock studied imagination and referred to it as the ‘chief aim of education’ (1976, p.9) and that ‘we have a duty to educate the imagination’. Many would argue this statement, however, I believe that imagination enhances creativity and only through this can we bring our ideas into realisation. Imagination helps to realise our full potential, therefore teachers have an essential responsibility to educate imagination. In order for imagination to grow there has to be resources to stimulate it. The more experiences pupils gain the greater their imagination, so pupils must have the resources they need to be creative. I have considered just a few teaching strategies that I consider to be effective ways of st imulating imagination in the classroom. Often imagination is associated with imagery and when people try to describe imagination, often they refer to the capacity we have to hold images in our minds. Good visuals have the potential to enhance creativity. Several professional designers were interviewed by Malcolm Welch and David Barlex (2004) to find out what they used to support and enhance their creativity. The designers used ‘job bags’ which contained anything relevant to a particular project: models, photographs, drawings and digital images of models (Barlex, 2007). Mood boards are also excellent visual guides that stimulate inspiration. According to Bill Nichol (2004), strategies such as developing mood boards help learners develop their creative potential. During Nichols research on creativity and innovation, pupils commented on the ‘freedom’ they had when producing mood boards (2004, p.4). The benefits of using visuals help increase the learner’s creative capacity. An ancient proverb states that on a blank sheet of paper the most beautiful of marks can be made, however, Welch (Bartlex, 2007) deliberates that a blank piece of paper may be very intimidating to pupils. From my experience, pupils tend to reflect Welch’s theory and are daunted by the thought of making the first mark. As often as possible I try to give pupils a choice to work from a blank piece of paper or an alternative. Most often the pupils choose the alternative. The alternative could be a mini white board which, although is a blank canvas, pupils do not have the fear of making a mistake because they know it can easily be erased. In a Food Technology lesson I undertook, the pupils had the task of designing a cupcake decoration, so I provided templates of cakes for the pupils to illustrate their ideas on. As a result the pupils created more ideas and were more experimental, compared to those that did not use templates. One approach to help stimulate imagination is to encourage divergent thinking through questioning. Effective questions in this instance are those that are open and do not have only one answer. Questions with one word answers are either too easy or too hard; therefore some pupils become bored or frustrated which results in a loss of imagination. Open and relevant questions stretch and add flexibility to the mind. Teaching design and technology imposes many questions throughout each and every process. One of the fundamental notions of DT is the investigation into the design and production of existing products, as well as ‘how they may develop in the future’ (National Curriculum). In order to further enhance the pupil’s awareness, abilities and comprehension the following questions could be asked: What designs already existWhat do you think of themCould they be improvedThis strategy of questioning could also be used to explore the relationships between ‘principles of good design, existing solutions and technological knowledge to develop innovative products and processes’ (National Curriculum). For example: is the product or solution likely to solve the design problemThese type of questions help stimulate imagination by encouraging pupils to see lots of possible answers and see things from different perspectives. Creativity can be enhanced by sharing knowledge. Sharing creative ideas and thoughts can help to stimulate ideas. One way for teachers to promote an atmosphere where pupils can share ideas is through group work. Teachers TV offers a series of programs named ‘Proven to Work’, where one of the programs, ‘Collaborative Enquiry’, shows how collaborative enquiry can be used to stimulate imagination. A class is spilt into mixed ability groups and asked to look at a photograph. The groups are asked to consider what they know from the photograph, what they would like to find out about the image and what it might be. The group discussions then lead to imaginative answers. This technique is often used in design and technology lessons where groups have different objects or products and have to work out what the function or purpose is. Group members have the opportunity to share their perspectives and listen to different views and approaches to problems. When pupils are working in groups they will differentiate between good and bad ideas, so the teachers must not be critical. The responsibility of the teacher is to praise pupils for coming up with ideas, whatever these ideas may be. It is also important that the students are motivated to select and develop the good ideas further. Pupils will profit from experiencing the methods, approaches and skills that others use in the creative process. There are many ways to stimulate imagination and I have only considered a few ways teachers can achieve this. Most pupils already have a rich and varied imagination, but through the teaching of design and technology, teachers can stimulate imagination through various way of teaching for creativity. Conclusion Creative teaching methods are vital for the effectiveness of a teacher. Renzulli (1992) argues that teachers are a fundamental tool in the nurturing of creativity in students. Fasko (2001) stated that ‘creative teaching can enhance learning’. Good teachers use creative teaching methods so they can reach all their pupils and engage them effectively. Creative teaching strategies can help teachers utilise pupil’s strengths to enhance learning and encourage them to develop deeper levels of thinking. Overall they ensure the role of the teacher creates an environment that fosters creativity. This paper has attempted to outline some of the key approaches to improving creativity in classrooms. If creative teaching strategies are incorporated into every lesson they can help children succeed. However, teaching for creativity is ‘a complex and demanding activity in which the role of the teacher is crucial’ (Barlex et al, 2007, p.152). Coming up with creative teaching strategies can put extra strain on teachers if they are not particularly innovative themselves. Morris states that teaching for creativity ‘can involve more time and planning to generate and develop ideas and to evaluate whether they have worked’ (2006, p. 5). Nicholl points out that it is the ‘teachers who sanction creative work’ (2004, p.6). However, encouraging creativity in the classroom is a skill not all teachers possess, yet any person can encourage creativity given the correct skills and knowledge. Teachers have to plan to make it happen; they may have to change their teaching styles so there is more potential for creativity. There is much that teachers can do to enc ourage creativity in the classroom; I have only considered a small fraction of strategies that can aid and stimulate creativity in the teaching of design and technology. Morris comments that there are many ways teachers can use creativity in their classes but it is ‘only a job half done without the support of the school leadership’ (2006, p.7). Morris suggests that school leaders can support teachers in many ways such as providing resources that stimulate creativity and a stimulating environment. Ofsted suggests that school leadership should be dedicated to the encouraging of creativity. It will also ensure that good practise is resourced effectively across the schools. Our government is starting to realise that is it important for children to foster these creative skills, as they may become vital in the future. The need to foster all pupils’ creativity has become an important issue after the NACCE report. The development of creativity should be a concern of the entire school. Creative teaching strategies offer a chance for a fresh vision on education. Unfortunately, there is very little literature and research to evidence that teaching for creativity is effective. The NACCE committee is currently gathering a substantial amount of information that suggests that pupils achieve higher and behave better when they are more engaged in creative activities. The connection between creativity and effective teaching will more than likely be fully explored in the future. Since the NACCE report, creativity has been a debated topic in education and it is likely to remain this way. References Books Barlex, D. ed., 2007. Design Technology: For the next Generation.Shropshire: Cliffe Company. Fisher, R., and Williams, M., 2004. Unlocking Creativity: Teaching Across the Curriculum. London: David Fulton Publishers. Owen-Jackson, G. ed., 2008. Learning to Teach Design and Technology in the Secondary School. Abingdon: Routledge. Warnock, M., 1978. Imagination :University ofCalifornia Press. Journals Davies, T., 1999. Taking Risks as a Feature of Creativity in the Teaching and Learning of Design and Technology. The Journal of Design and Technology Education, 4 (2), pp.101-108. Fasko, D.J., 2000-2001. Education and Creativity. Creativity Research Journal, 13 (34), pp.317-327. Morris, W., 2006. Creativity: It’s Place in Education NACCE (1999) All Our Futures: Creativity, Culture and Education. National Advisory Committee on Creative and Cultural Education Report.London: DfEE. The NACCE report. Renzuli, J., 1992. A General Theory for the Development of Creative Productivity Through the Pursuit of Ideal Acts of Learning. Gifted Child Quarterly 36: 170-182. Websites Department for Education: The National strategies: Seal. [online] Available at: http://nationalstrategies.standards.dcsf.gov.uk/inclusion/behaviourattendanceandseal/seal [Accessed 12/12/10]. DT Association: Nesta: Butterflies in my Tummy [online]. Available at: http://www.data.org.uk/index.php?option=com_contentview=articleid=316Itemid=383 [Accessed 12/12/10]. Spendlove, D., 2002. Risk Brings Rewards. TES Magazine, [online]. Available at: http://www.tes.co.uk/article.aspx?storycode=371276 [Accessed 11/12/10]. Teaching expertise: Valuing and developing creativity. [online] Available at: http://www.teachingexpertise.com/articles/valuing-and-developing-creativity-1007[Accessed 21/12/10]. Teachers TV: Collaborative Enquiry. [online] Available at: http://www.teachers.tv/videos/collaborative-enquiry [Accessed20/12/10]. 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The Terms traditional And modern Are So Often Used In Conversa Essays

The terms traditional and modern are so often used in conversation, and also in reference to Society, that it is a good exercise to consider what these terms do mean in a comparative light. Berman in All that is solid melts in air puts forward an interesting set of ideas in the comment that people who live in traditional ways, or in modern ones, can almost be said to occupy different states of mind. For instance, a full 500 years have passed since some peoples first met up with the influences of the more modern Western world. (1988, pp. 15-16) However, in many cases, the adjustment has still not been made, and the conflict of what is traditional and what is modern continues to occur with different impacts upon the individual, as well as the society in which he or she lives which is apt to reflect an ongoing conflict. For example, it could be said that what is lived in a remote western Chinese village differs very much from the experience that is given to human beings by life in New York City. It would be easy to state that the former was very backward or just very different from what is imparted by New York City, but obviously, this contrast cannot be made too neatly. The modern has arrived in mainland China, little by little, over centuries. On the other hand, what is modern or foreign has not been absorbed completely, and varies greatly from place to place in China. Furthermore, the systems under which modern influence did begin to arrive happened to be different from those which produced modernity in the West. In the traditional society of mainland China, western influence came only in a trickle for some time, only to coastal or other directly affected areas during the centuries of attempted European colonization of China, and afterwards, only according to what a Communist regime has permitted to take root in the country. The dichotomy of convention also does not give much time to just what was introduced or expanded into China by the neighbouring countries of Korea or Japan, by the period of British authority over some parts of China, and what ideas or practices really came from within the society itself. The Chinese experience has involved various things which would seem to match what happened in the West, as in governing a mass population, or industrialization, but the results have differed from what has been the experience of the West or for that matter, the experiences of other traditional societies that have also been exposed to Modernity by way of mainly outside forces. The social sciences make use of the terms, Traditional vs. Modern, in ways that are sometimes just as vague as those of ordinary conversation. As Eisenstadt asserted, the central preoccupation of modern social thought and sociology has been unraveling the nature of the modern social order. (1973, p. 4) It is argued that the changes brought by the forces of modernity, and which the social sciences have to take into account, have been the dichotomies of liberty versus Authority, of stability and continuity versus Change, and of what is called modern social rationality versus Cultural orientations. (Eisenstadt, 1973, pp. 4-5) The last concept, that of modern social rationality in contrast with usually much, much older cultural orientations, seems to be helpful in understanding what is meant by traditional society in its different elements that do not fit with the modern. Wagner stressed how difficult it has been to describe the modern society as much as we use the term as a kind of conv ention. The basic distinction between these social developments and traditional societies is very often to be found in social scientific writing, even though it is known that what happens when the modern meets the traditional can be unpredictable, that is can take a very long time to occur, and that this does not occur smoothly or in the same ways from place to place. (1999, p.3) It seems that at best we are really dealing with patterns and certain tendencies which can be alleged to mark traditional societies from modern societies. All of these accounts to which this paper has referred so far