The Road to Becoming a Teacher Essay -- Careers Jobs Teaching essays r

Teachers bear the heavy responsibility of molding the minds of our nation’s most precious resource, its children. The road to becoming a teacher is a long one, involving post-high school education, people skills, and a desire to change lives. These traits, when accompanied by experience and good techniques, form the foundation for an effective, life-altering educator.   Ã‚  Ã‚  Ã‚  Ã‚  Before anything else, teachers must have a desire to impact the lives of their students (Education). Some teachers teach because they want to help children learn and grow and would like to make a contribution to society. Others have an intellectual fascination with a certain subject (such as math or history), have been inspired by one of their own teachers, or feel they have a sense of commitment to their country (Recruit). One thing is certain, teachers that go into the profession for selfish reasons will find it hard to commit to their career. The salary for a teacher is not likely to make a person rich, so their motives must be based on helping improve the minds of future generations (Kizlik).   Ã‚  Ã‚  Ã‚  Ã‚  If there is a desire to be a teacher, it must also be coupled with education, training, and preparation. To serve as a public school educator, one must have obtained at least a bachelor’s degree, completed an approved teacher education program, and be licensed (School Teachers). These qualifications are universal for all fifty States and the District of Columbia. Instructors may be licensed to teach the early childhood grades (usually nursery school through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades K through 12) (School Teachers).   Ã‚  Ã‚  Ã‚  Ã‚  The requirements for licensing differ from state to state. However, it is a necessity to complete an approved teacher-training program with a prescribed number of subject and education credits as well as practiced teaching, supervised by an official. In addition, nearly all States demand applicants for teacher licensure to be tested for competency in basic skills such as reading, math, teaching, and subject matter proficiency (School Teachers). Most states use a standardized version of this test, known as the PRAXIS exam (Recruit).   Ã‚  Ã‚  Ã‚  Ã‚  It is recommended that prospective te... ...ear alone, experts estimate there will be 150,000 to 250,000 openings in the nation’s elementary and secondary schools. It is also predicted that there will be a need for 2.2 million teachers over the next ten years (Recruit). The greatest need for teachers occurs in rural and urban areas. There is also a great shortage of teachers in specific subjects, such as math, science, bilingual education, and English as a second language (Recruit). Despite this need, teaching is still considered to be one of the most underpaid professions for college-graduates. The average salary for a teacher in the United States in 1998 was $39,347.00 per year. California, however, is the eighth-highest paid state for teachers, receiving an average of $44,585.00 per year (Salary). Though the pay is not high, the rewards of being an instructor are like no other. Teaching provides a person with the opportunity to give back to their community and to impact a significant number of lives. Teachers have a great responsibility laid at their feet. But, with a desire to change lives, a likeable temperament, and the proper education there is now doubt that one can find true success in the field of education.

Homeless Essay -- essays research papers

â€Å"The weather seems to be getting a bit chillier around here lately† Charlie Houser proclaims. â€Å" Living homeless is not so bad as long as you understand that you are homeless and make it your every day life.† implies Charlie. Charlie is a man that goes around thinking of things to do from day to day. On Vine Street in Coryville, a thin, short, black man stands between two buildings fighting off another Cincinnati winter. He is unshaven with a scraggly beard. His skin is rugged looking and tough. His outfit consists of a tannish-brown jacket, which clashes with his turquoise pants that are short in length. Charlie wears a pair of black, puppy dog chewed up shoes. It is winter and he is shuffling back and fourth to keep warm. His steps are as timid as that of a mouse trying to sneak something to eat. The aroma of his alcoholic breath pollutes the frosty breath coming from his lips. Along with his breath, his eyes are glazed over, watery, and red. It is clear he has had been drinking. His hygiene is deteriorated to the point of him smelling like a dirty pair of socks, which had not been washed for quite some time. The teeth he had left are bright yellow and caked with plaque. His mouth is a nightmare for a dentist. It is a disturbing sight to see, but many passes by take no notice o f him. Charlie says, â€Å" I tried to find employment, but was unable to afford a haircut and employers would not even talk to me because of my looks.† Charlie lives his days by just getting through e...

Examining for Aphasia Essay -- Language

Introduction Examining For Aphasia was created in 1954 by John Eisenson in New York (Eisenson, 1954). It was one of the first tests for assessing language impairment (Benson & Ardila, 1996) and provides a guided approach for evaluating language disturbances and other disturbances closely related to language function (Eisenson, 1954). The materials and procedures were developed originally for use with a group of patients in an army hospital who had aphasia and related disturbances (Eisenson, 1954, p. 32). Continued use of the original inventory resulted in refinements and improvement and testing of civilian patients has ‘shown the applicability of various parts of the test as well as of the examination as a whole’ (Eisenson, 1954, p. 32) Purpose The purpose of Examining for Aphasia (EFA) is to examine adolescents and adults whose language abilities have become impaired after normal language functioning had been established, with its main purpose being to ascertain the type and level of the language dysfunction (Eisenson, 1954). It aims to help the clinician discover what abilities remain, and to form the basis of a program of retraining. Eisenson (1954) states that results of the examination 'enable the clinician to obtain an overall view of the patient's strengths and weaknesses, as well as determine the 'level of ability within a given area of language function' (Browndyke, 2002). Construction The examination is divided into two main parts. The first includes items to test abilities and to reveal disturbances in the patient’s capacity to deal with concrete materials, visual representation, and symbols which are presented to the patient for simple recognition or for evaluations (Benson & Ardila, 1996); that is their ability ... ...yke, J. (2002). Aphasia Assessment Retrieved 9 May 2012, from http://www.neuropsychologycentral.com/interface/content/resources/page_material/resources_general_materials_pages/resources_document_pages/aphasia_assessment.pdf Eisenson, J. (1954). Examining for aphasia : a manual for the examination of aphasia and related disturbances. New York: Psychological Corporation. Kagan, A., Simmons-Mackie, N., Victor, J. C., & Aphasia Institute. (2010). Assessment for living with aphasia (pp. 1 instructional manual (26 p.), 25 record booklets (24 p.), 21 pictographic booklet (43 p. on easel), 21 rating scale card, 21 probe question card, 25 score sheets, and 21 instructional DVD). Toronto: Aphasia Institute. Skenes, L. L., & McCauley, R. J. (1985). Psychometric review of nine aphasia tests. Journal of Communication Disorders, 18(6), 461-474. doi: 10.1016/0021-9924(85)90033-4

Advocacy: Special Education Essay

In this article it speaks about how teachers within the Atlanta Public School System have become the greatest advocates for their students. The author says that one of the greatest blessings of his professional life is the opportunity that he has to speak with hundreds and hundreds of his Special Education colleagues. Before and after his seminars, Lavoie has had conversations and discussions with countless teachers from coast to coast and everywhere in between. These conversations have truly been a joy, and these on-the-fly exchanges has given  him an updated perspective on the changes and challenges in America’s classrooms. These conversations are an ongoing source of information and inspiration for Lavoie. They have confirmed his long-held belief that some of the finest people on the planet are toiling daily in America’s classroom and particularly within Special Education programs. Most of the conversations amongst the teachers are reassuring and reinforcing, but occasionally there are conversations that are troubling and disheartening. The disturbing  conversations remind Lavoie that the inclusion battles of the 1970s continue in many American school districts and that the rights of struggling kids continue to be violated and ignored. Lavoie worked as a school administrator for thirty years and has always felt that teachers’ willingness to defend and advocate for students should be encouraged and reinforced not discouraged and criticized. One of the most sacred responsibilities of a Special Education teacher is to advocate for his/ her students and their needs. We need to be voices for the voiceless. Regardless of grade level. For the past several years, Lavoie have delivered a seminar entitled â€Å"Other People’s Kids: The Ethics of Special Education. † In this workshop, he outlines a dozen basic ethical tenets that must be understood and followed by those of us who toil in the vineyards of Special Education. advocacy 2 These tenets involve confidentiality, collaboration and parental interactions. But the main emphasis of the workshop is the premise that â€Å"The professional’s PRIMARY loyalty and commitment is to the CHILD. † Be an advocate for your students. If you don’t who will. In a perfect world, no teacher should be criticized for defending, protecting, or advocating for a child. But, the world is imperfect and teachers often find that they are asked to compromise students’ services in order to maintain budgets and other real-world constraints. Teachers face this conundrum daily. But as we all know some things that are simple are not always easy. Teachers are encouraged to please be the number one advocate for your students. advocacy 3 References Lavoie, R. (2014). Fighting The Good Fight. How to Advocate for Your Students without losing your job.

Art Forgeries Essay

When one enters into an art museum, one would expect all of the pieces of art to be that of the original. However, when an art lover does not know the difference between an original from a forgery, then they may have been fooled by both the museum and by the forger. No one can really look at a painting and distinctly know whether it is a forged piece of work or an original piece of work. Art forgeries may seem like an artist copying a well-known artists work, but it depends on how one looks at a particular piece of art. There are multiple reasons as to why art forgeries can be seen as something positive in the artistic world. Crispin Sartwell discusses about Jerrold Levinson’s definition of art from Levinson’s article, â€Å"Refining Art Historically,† in the Journal of Aesthetics & Art Criticism of 1990. To Levinson, art is something that is made to be intended to be â€Å"regarded† as a work of art (Sartwell). Luise Morton and Thomas Foster discuss Nelson Goodman’s definition of art from Languages of Art in Journal of Aesthetics & Art Criticism of 1991. Goodman says that it is about how one looks at an original and a forged art depends on the way we look at it (Morton and Foster). Both Levinson and Goodman make good points because they are both saying that all depends on the person’s perspective. Not everyone sees the same piece of art the same way another person does, so given a choice between an original or a forged piece of art, some may be able to tell the difference and some may not. The idea of having different perspectives on what is real art or what is not depends solely on an individual. Levinson and Goodman both see art by how the person intends it to be. According to Jonathon Keats who writes in The Daily Beast, art forgery helps take us out of our comfort zone, while the real art keeps us within our comfort zone. Keats writes that forgers credit their work to the original artist. In doing so, the artist’s work is more accessible to more people and that the artist who forged an original should be appreciated (Keats). Blake Gopnik writing in the New York Times says that the forgers can make recreate art with their hands; however, great art depends on the idea of the artist. The idea of the forger comes from the original artists, like Pollock and Rothko, setting up procedures and ideas for making art (Gopnik). The forger is able to recreate a work of art because of the way a particular artist wanted their art to be seen. On the other hand, Ross Bowden writing in the Journal of Aesthetics & Art Criticism of 1999 about Alfred Lessing’s essay titled, â€Å"What Is Wrong with a Forgery? † In Lessing’s essay, he disapproves of art forgery when talking culturally. Lessing believes that forgeries do not have that artistic integrity and lacks creativity. He continues to say that one can recreate an amazing artwork, but it will lack the imagination it takes to create the original piece of work (Bowden). Forgeries in the opinion of Lessing lack imagination and creativity, however, Gopnik and Keats see that an artist has the imagination and creativity to recreate a famous piece of work. If one lacks that imagination and creativity then they would not be able to get away with forgery. These forgery artists are capable of pulling off century old paintings and able to sell them to museums as originals. That takes imagination and creativity. W. E. Kennick brings up in the Journal of Aesthetics & Art Criticism of 1985 that every copy of an original piece of work is a forgery. Artists make their work in the style of others, but still make it their own. One is not actually forging a real piece of art, much less than copying or imitating that person’s style (Kennick). Gopnik also says that Andy Warhol’s works were sometimes made by him or sometimes made by his assistant. Warhol even attributed some of his work to other artists. An artist by the name of Marcel Duchamp made art out of bicycle wheels, urinals, already made sculptures, and other reusable items. Duchamp encouraged others to do the same and copy his style (Gopnik). Every artist can imitate or copy someone else’s work, although that artist who made the original work may no longer be alive, their work is still living on. Art forgeries can be looked at as some sort of crime because someone is recreating masterpieces and selling them to museums. However, if one stops to think about the fact that art forgeries are actually artists bringing masterpieces back, one would not think it was a crime. These artists are creative enough to be able to recreate an artwork and give art lovers the feeling of having a masterpiece in their home or be able to look at it in a museum. Art forgeries are a lucrative past time for those who love art and want to be able to see â€Å"their art† in a museum. It is a win-win situation for both the artist and the art lovers. Works Cited Bowden, Ross. â€Å"What is wrong with an art forgery? : An anthropological perspective. † Journal of Aesthetics & Art Criticism (1999): 333-343. Gopnik, Blake. â€Å"In Praise of Art Forgeries . † The New York Times 2 Novemeber 2013. Keats, Jonathon. â€Å"Why Forgeries Are Great Art. † The Daily Beast Kennick, W. E. â€Å"Art and Inauthenticity. † Journal of Aesthetics & Art Criticism (1985): 1-12. Morton, Luise H. and Thomas R. Foster. â€Å"Goodman, Forgery, and the Aesthetic. † Journal of Aesthetics & Art Criticism (1991): 155-159. Sartwell, Crispin. â€Å"A Counter-Example to Levinson’s Historical Theory of Art. † Journal of Aesthetics & Art Criticism (1990): 157-158.

Favorite Restuarant

My Favorite Restaurant Every year for my birthday we go out as a family to my favorite restaurant, Benihana! For those of you that are ready to have a good time with family or friends this place is definitely the place to go, but it is best to book a reservation ahead of time it isn’t a secret to society. Benihana is an all-time favorite restaurant of mine, with great location, unforgettable entertainment and an excellent menu choice. Benihana is an all-time favorite restaurant of mine because it is located in the heart of downtown, in the midst of all the city lights and city life.When we go to Benihana we park around the block and get a horse & carriage to take us to the door. Parking is free the carriage is extra. This is an excellent idea for any special occasion or just a date night on the town. The location is convenient to any of the major freeways (I-45, I-10 and 59). Aside from the location, Benihana is an excellent place to go for a fun filled night of entertainment. I can assure anyone that after an experience at the original Benihana it will be easy to see why I am declaring it to be my favorite restaurant.Benihana has unforgettable entertainment from the moment you walk in. Walking into the restaurant the guest will be greeted by the amazing aroma of some of the best food, laughter and fun for all! The server will take drink orders from each guest and when they come to bring the drink orders, the fun decorated souvenir glass starts out as a unique conversational piece, as the cook prepares the table for even more unforgettable entertainment. At Benihana the food is not only cooked it's choreographed.The chefs will have you craving for more as they slice and dice and chop your meal before your eyes, very skilled and trained, in the art of entertainment or â€Å"eater-tainment† as they call it themselves. Each table’s personal chef will perform a uniquely amazing presentation as they cook each guest personal favorites. Everything is cooked right in front of the guest on a Japanese style on a hibachi table. The best entertainment is the entertainment your taste buds get from the outstanding menu.The menu has anything from sushi to steak. Everything is fresh no frozen, no canned, no additives! Each guest will be brought a hot towel to clean their hands. Then served a hot onion soup, as well a huge favorite to many; the salad with the Benihana dressing over the top! You can use chop sticks or the regular silver ware, it’s fun to learn how to use chop sticks, and in case you may not know how to use them, the server will be glad to give quick, fun lessons!One of my personal favorite items from the menu is the â€Å"Sea and Meadow† or better known as steak and shrimp, is served to perfection with vegies, fried rice and sauteed bean sprouts over extra more shrimp. Anything from the menu is to die for and all ranges in price from $10. 75-19. 95 not bad for steak, chicken, and shrimp, or lobster and sc allops. Don’t forget to order dessert from the menu, maybe a tempura banana or rainbow sherbet. After dessert the guest have had the most memorable night in a while entertained and full to the brim.For those looking for a new favorite restaurant I would recommend Benihana or even if you are just looking for something outside the norm, or maybe a special someone is having a birthday or anniversary, this is definitely a restaurant that will leave the guest wanting to come back time and time again. Benihana is conveniently located in the heart of downtown, it’s full of surprises, and extreme diner entertainment and everything on the menu is delicious and healthy! Book your reservations and enjoy the experience that will leave a lasting memory and bring home some uniquely designed souvenir cups.

An integrated critique of kozols and dawkins Essay

AN INTEGRATED CRITIQUE OF KOZOL’S AND DAWKIN INTRODUCTION Richard Dawkins was born on March 26, in 1941. He is an ethnologist, an evolutionarily biologists and a popular writer in science. He also holds the Simonyi Chair, which is designed to promote the understanding of science to public at Oxford University. The first time Dawkins come into the limelight and became popular was after writing his book ‘The Selfish Gene’ in 1976. This book introduced the term ‘meme’ and consequently helped discover memetics fields. It also made ‘gene-centered view of evolution’ popular. Around 1982, he made significant contributions toward evolution science. THE SELFISH GENE BY RICHARD DAWKINS Richard Dawkin’s ‘The selfish Gene’ was a very popular reading and to some extent controversial on evolution. The book elaborates and goes deeper to discuss more about the theory of William’s first ever book to write ‘Adaptation and Natural Selection’. The theory discussed on this book is principal to William’s book. Richard introduced, ‘Selfish Gene’ to provoke and express his views on gene’s evolution. This view states that evolution acts on genes and when we select some organisms or a population, this selection is normally based on the type of genes. According to his book, an organism must evolve since it is the only way of maximizing its ‘inclusive fitness’, which refers to the total number of the genes which are transmitted globally, rather than the genes passed on by a particular individual. Consequently, a population tends to learn towards ‘Evolutionarily Stable Strategy’. (Richard, 1990) This ‘selfish gene’ came up with the term ‘meme’. ‘Meme refers to a single unit of human’s culture evolution which is analogous to genes. It suggests that this is a ‘selfish’ replication of human genes, and it can affect the culture of human in a totally difference sense. There is no doubt that ‘memetics’ evoked a discussion of meme since he published his book. ‘Meme’ is cultural information units, which can be transferred from one mind to another. Examples of memes are tunes, clothes fashion, catch phrases, pot making or building arches. â€Å"Meme’ is properly defined in the theory of memetic, which is comprised of information on culture in a unit theory; how evolution of culture or diffusion is blocked, how it propagates form mind to mind and the way a gene propagates from one person or from an organism to an organism. Where memes are multiple, they propagate as â€Å"memeplexes’. Meme complexes act as cooperative groups. (Richard, 1990) A ‘gene’ on the other hand, is a region that can be located and has a sequence called ‘genomic sequence. This corresponds to an inheritance unit that is closely associated with regions that play a regulatory function, the regions, which are transcribed, and other regions with functional sequence. The phenotype and physical development of organisms is believed to be productivity of genes, which interact among themselves and with their environment. Genes are generally inheritance units. A gene generally defines human or organism’s characteristic and the functionality of potential products. Genes do not define products but rather they contain regions. Eukaryotic organisms contain regions, which do not have coding regions and are called introns. These are taken away from RNA, which acts as the messenger in a process referred to as ‘splicing’. Exons are regions, which encode the products of gene. A total number of genes, which make a set, is called ‘genome’. The genome size of an organism is usually low in prokaryotes, which come in base pairs and the gene’s numbers. The theorists of meme state that meme evolve through natural selection, this is similar to biological evolution of Darwin through competition, inheritance, variation and mutation. THE ROLE OF CULTURAL EVOLUTION Cultural evolution and socio-evolution fall under the umbrella called ‘socio-cultural evolution’. It describes how societies and cultures have come into being over time. Cultural theories provide us with models to enhance our understanding on the relationship between our social structure, technologies and society values; and give reasons why and how they change gradually. They change to a degree to which specific mechanisms of social change are described. (Richard 1990) Around 20th and 19th century, there were approaches, which were aimed to give models for humankind evolution. The argument is that the social development of different societies is not in the same stage. The recent approaches of the 20th century emphasize on changes, which are specific to a society as an individual and turn down social progress and directional change. Archeologists and anthropologists use modern theories as the framework of socio-cultural evolution. Sociobiology and neo-evolutionism are some of modern approaches employed to cultural evolution. Richard Dawkins, the ethnologist discovered ‘meme’. According to his book, â€Å"TheSelfish Gene’ 1976, likened human’s cultural evolution unit to a gene. His argument was that replication happens in the culture, through in a different sense. Dawkins contends that meme, which resides in the brain represents units of information and it is the replicator that controls mutation in cultural evolution of humans. This forms a pattern, which has the power to influence surroundings, that is, it can propagate and possesses causal agency. However, his theory caused a heated debate among biologists, sociologists and scientists from other disciplines. Dawkins failed to given adequate explanation about the information units replicates, in organism’s brain, how it can control the behaviour of a human being and finally culture. It is apparent that it was not Dawkins intention to give the theory of memetics. Comprehensively in the selfish gene, he coined the word meme in a kind of speculative spirit. In the same sense, ‘unit of information was given different definitions by different scientists. (Richard 1990). MEME AND EDUCATION It is not entirely impossible though it is hard to debate the subject matter of the functions of emotions in education system if we are lacking the right words to sufficiently discuss the topic. This is the scenario when we reach a point of discussing the functional role of ‘emotional intelligence’ because it has got to do with the needs of our younger brothers and sisters as well as great grandchildren and become stochastically and mathematically proficient so as they can exist and fit in the competition which is characterized by technological advancement. Many educators are failing because they lack words such as ‘eipiphiny’ and ‘mehme’ and hence do not have words, which play an important role of ‘emotional intelligence,’ and how it relates to stochastic and mathematical literacy sufficiently and appropriately address attempts that can be made. The outcome is a system of education that is believed to be failing. If the kids can experience and feel eipiphinies and MEHMES, kids will definitely love maths, and see its relevance to their lives daily. It also contributes a feeling of self-confident. The key here is to create the terms mehme and eipiphiny. Introduction of mehme and eipiphiny may have a positive effect if incorporated in the meme selection process.