Hidden curriculum essayEssay Writing Service

Hidden curriculum essayEssay Writing Service Hidden curriculum essay Hidden curriculum essayExplain the â€Å"hidden curriculum† as described in your book. How can this help students? How can it be harmful to students and teachers?The concept of â€Å"a hidden curriculum† was first introduced by Jackson in 1968. The â€Å"hidden curriculum† differs from the official traditional curriculum, which is â€Å"taught through the spoken and written words in the classroom settings of traditional schools† (Eikeland, 2001, p. 145). The â€Å"hidden curriculum† involves various practices that reflect the way the major things in the classroom are organized to improve students’ education. In other words, students do not just get the new information and assess the content provided by teachers, they also â€Å"learn to sit quietly, to memorize and repeat, to believe that questions have one correct answer written in some book, and that helping each other equals cheating† (Eikeland, 2001, p. 145).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many teachers place emphasis on the importance of the â€Å"hidden curriculum† in students’ personal development and in â€Å"guiding participation in and interpretation of social conventions† (Harpur, 2004, p. 79). Teachers explain the use of the â€Å"hidden curriculum† as the best way to follow the established social conventions that contribute to the effective communication practices. In school setting, the major social conventions include interactions with teachers and students. In this case, it is necessary to refer to the role of language, gestures and glances. Teachers take into consideration not only the indirect use of spoken language, but also body language, gestures, eye glances, which often have a significant meaning. Researchers state that in college, students are mature and are focused on bringing clarity to their social interactions. Thus, students should apply their intellectual skills to â€Å"analyzing and compreh ending the â€Å"hidden curriculum† (Harpur, 2004, p. 80).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, the â€Å"hidden curriculum† helps students to become more independent and self-confident. According to researchers, â€Å"social roles are learnt in the way it is claimed, as are sex roles and attitudes to many other aspects of living†(Kelly, 2009, p. 10). The â€Å"hidden curriculum† affects the established attitudes and values created by teachers in order to be communicated to students in the course of a learning practice. Students effectively use the knowledge provided in classroom settings, based on the values hidden in the arrangements created by teachers in schools. This fact means that those people who are involved in the design of the school curricular are focused on the development of the so-called expressive culture. In some cases, the curriculum is hidden from students, but the values that should be learnt by students are clearly de fined as a part of the planned practice. The â€Å"hidden curriculum† helps students to eliminate the commitment of the acts of racism and gender discrimination. In addition, the â€Å"hidden curriculum† can teach students how to survive in school setting, especially if students have to cheat.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, the â€Å"hidden curriculum† can it be harmful to students and teachers. Many teachers consider that some of the values and attitudes that are learnt through the â€Å"hidden curriculum† do not have direct relation to teachers’ practice. They argue that these values can be learnt as a â€Å"by-product of what is planned and of the materials provided† in school setting (Kelly, 2009, p. 10). Researchers believe that the nature of individual experiences, as well as the hidden forms of learning, affects students as well. Students face certain problems when they try to assume responsibility for their acti ons. In some cases, they fail to eliminate some unplanned and uncontrolled practices that can be defined as â€Å"a de-schooling of society† (Kelly, 2009). The â€Å"hidden curriculum† can cause harm to students, especially when their moral sensibilities allow them to cheat without any guilt.Thus, it is necessary to conclude that what is practiced in the classroom stands for the â€Å"hidden curriculum†, and what is preaches in the classroom stands for â€Å"open curriculum†. There is a close link between the â€Å"hidden curriculum† and the curriculum, although the hidden messages cannot be regarded as part of the official and planned activities of students in school setting. The â€Å"hidden curriculum† does not have any clear and systematic planning because students use hidden messages that come from everyday school activities and promote certain values, attitudes, and skills. As a result, the â€Å"hidden curriculum† can be useful for students’ personal development, but, at the same time, it can be harmful to students in terms of morality and ethical behavior.  Ã‚  Ã‚   Explain the following statement: â€Å"Race is not a simple matter of skin color but a socially constructed category.†The statement â€Å"Race is not a simple matter of skin color but a socially constructed category† gives an opportunity to access race as a socially determined category of human identity and human interaction. Race is similar to other categories, such as gender, age and class. The term race has direct relation to the concept of racism, which stands for prejudice, ignorance, or a disease that afflicts some individuals and causes them to discriminate against others just because of the way they look† (Bonilla-Silva, 2006, p. 13). According to researchers, race is a socially constructed category as it is focused on the process of construction of human society. For example, two categories â€Å"Negroes † and â€Å"Indians† were constructed in the 16-th century in order to â€Å"justify the conquest and exploitation of various people† (Bonilla-Silva, 2006, p. 28). As a result, â€Å"Indians† are represented as savages, while Europeans are represented as highly civilized. These facts mean that the category of race was invented to promote the so-called racialization of people in human society. Race as a socially invented category contributes to the development of a certain form of social distinction, similar to the categories of class and gender. Race as a socially constructed category generates â€Å"new forms of human association with definite status differences†(Bonilla-Silva, 2006, p. 28). This process affects human society and leads to the development of the category of race, in which race is characterizes as a â€Å"category of group association and identity† (Bonilla-Silva, 2006, p. 28).Hidden curriculum essay part 2

5 Things Productive People Do at the End of Every Working Day

5 Things Productive People Do at the End of Every Working Day We’ve all been there. Clock-out time rolls  around and it’s all you can do to grab your bag  and race your coworkers to the elevator. And, if we’re honest, you  probably spend the last 30 minutes  or so watching the clock and noodling with Facebook or email, thinking: why bother starting any new projects when the day is almost done? Sound familiar? What if, instead, you  put that last bit of your workday to better use and set yourself up for being more productive the following morning right out of the gate? Here are five no-fail strategies that won’t require a ton of effort, but will pay off big time when you come back to your desk.1. Plan for tomorrowTake five minutes to go over your schedule for the coming day. This will not only remind you of breakfast meetings or doctors appointments you may have forgotten, but will also give you the chance to mentally prepare for what’s in store. Need to dress to impress tomorrow? Make sure to bring y our gym clothes? Wear or bring heels for an evening event? You might even find yourself looking forward to your next work day, rather than assuming tomorrow will be just the same old same old.2. Landscape your to-dosLook back at what you’ve accomplished today and check those puppies off. Remind yourself of the outstanding items and make a priority list in your head for tomorrow. If it’s gotten messy or out of control, jot yourself a new one. This will also help you take stock of your productivity for that day- and strategize for how to do better tomorrow. You can learn from today’s distractions and set yourself up better for success.3. Organize your inboxWhen you’re cleaning up your coffee cup and snack wrappers and errant pens and office debris, make sure to go through the same tidying process in your email. Delete the nonsense and the junk mail, archive the important stuff, and leave only what you need to focus on when you get back to work. Sorting by s ender can make it easier to delete.4. Put in one last face timeDon’t just slink away. Check in with your boss or colleagues for a little post-work-day processing. How’d you all do? Anything urgent left on the docket? Any successes to go home proud of? Fires to put out tomorrow? This isn’t just a shrewd move for establishing yourself as a responsible team member, it can go a long way towards team building and camaraderie. And saying a proper and friendly goodbye is just as important when you’re the boss!5. Go homeThis may seem silly, but it’s awfully tempting to stick around and get a few things finished. Trouble is, this becomes a habit. Chances are you won’t get anything substantive done. Set yourself a hard cut-off time and stick to it. It will, believe it or not, help you be more productive tomorrow and won’t leave you feeling constantly fatigued or overwhelmed by work.Then simply relax, turn off your work brain, and enjoy the rest of the day- the part that belongs only to you.

(What is happening with tobacco companies, that electronic cigarettes Research Paper

(What is happening with tobacco companies, that electronic cigarettes are becoming popular, Why is it rising)(Tobacco developing countries)(Electronic Cigarettes phenomenon - servicing a need) - Research Paper Example who have developed new varieties of cigarettes and have captured a huge market share across the globe. But over the last few years the increasing awareness of health care among people and also the governmental policies that are against smoking conventional cigarettes has grown up at a huge rate. This has affected the tobacco companies in a huge way in their sales and also in their financials. Because of this there is a continuous decline in their sales. The companies thus are looking for other options to start for not allowing their business from declining and also for the revamp. Companies like Lorillard and Philip Morris International are; looking to launch the new concept of electronic cigarettes in the market to capture the market share again and to attract more customers. Electronic cigarette is the new product that is been launched in the market for people who are looking to quit smoking but are not able to quit and also taking the health factor of the people in mind. The electronic cigarettes are not filled with tobacco instead they have a liquid containing nicotine which is b een diluted in glycerin or propylene glycol and water. The level of nicotine does vary based on the cartridges and they also have certain flavors added to them. In this research it can be seen how the market for the tobacco companies is going down with the increasing demand of electronic cigarette in the market using secondary research and understanding the impact of electronic cigarette over the tobacco industry in the global market. What is happening with tobacco companies, that electronic cigarettes are becoming popular, why is it rising and affecting in the Tobacco developing countries? What is the phenomenon behind the electronic cigarette and the need for service in this category? This research over the reasons for the decline in the demand for tobacco and also with the

Decision-making process in nursing base on scenario. Initial Essay

Decision-making process in nursing base on scenario. Initial presentation of patient and diagnostic fase - Essay Example 2005). When making choices, nurses are obliged to take due care and ensure they discharge their duties in accordance with their professional training and expertise. This experience may have been acquired from work practice or from training (Royal College of Nursing, 2006, p.17). To attain a high degree of joint understanding between the patients, relatives and practitioners, the medical practitioners should establish Ð ° training program to ensure that all the stakeholders are made aware of the prevailing circumstances and the possible consequences of the action taken by the health care practitioners. The healthcare providers must exercise their professional ethics to ensure they act in good faith and in the interests of the patients (Royal College of Nursing, 2006, p.22). The nurses should first assess the problem and then seek for solutions to the emerging issues during the assessment process. The alternative chosen should promise the best outcome and should be as effective as pos sible. The medical practitioner decisions are however influenced by their expertise, the available medical facilities, and the level of acceptance of the consequences of the outcome of the decision taken, as well as willingness of the patient and the relatives to acknowledge those consequences. The nurses have a duty to assess the situation at hand and make decisions concerning the treatment that can be given to the patient. In this case, the patient who is an elderly woman and has a wound on her left limb undergoes many challenges which affect her life in many ways such as inability to move from one place to another (Royal College of Nursing, 2006, p.35). She cannot work for her daily bread since she is unable to move around. She also undergoes a lot of stress because she cannot interact with other people in the society (Jones, 2005). The first thing the nurse has to consider when examining the patient is the family background because this could give them a clue as to what may have caused the wound. Some of the problems are inherited genetically. In case the problem has ever affected one or more of the family members, the medical practitioner can get an avenue for making a conclusion regarding the patient’s condition. Also, patients’ background is likely to point out a situation in the patient’s life which may have contributed to the problem (Lewenson, and Truglio-Londrigan, 2008, p.143). These could include previous surgery wounds which may have resulted in complications for various reasons such as bone fracture during surgery or inflammations sustained during the operation process. The patient has been in this condition for a period of four weeks. Before the practitioners can make a decision regarding the patient’s condition, they should first get information from the patient because this will assist them in making the choice (Royal College of Nursing, 2006, p.26). According to the past records, this patient had similar problem t hree years before its recurrence, and the condition was cured by compression bandaging. The nurses can use this information to interpret the condition which may be affecting the patient. For example the venous ulcers could be treated though compression bandage unlike other types of ulcers such as those caused by depression of diabetes. The health care providers should also carry out physical assessment of the patient. They should examine the skin and the wound

Employee Reward And Resourcing Module_HRM Essay

Employee Reward And Resourcing Module_HRM - Essay Example There are two fundamental reward strategies; pay-related reward policy for the private sector and fixed pay structure for the public sector. These two forms have been critically evaluated. Employee resourcing measures the recruitment, retention and transfer of employees. Its strategic and operational components are Human Resource Planning, Resourcing Plans, Retention Strategy, Flexibility Strategy and Talent Management Strategy. A relation is found between employee reward and resourcing; the higher the reward, the higher the ease of recruitment, retention and transfer of employees. However, the report by CBI cites pay as one of the least related determinants of resourcing. Instead, it identifies the ability of the management staff and communications pertaining to the value of rewards achieved as the main factors influencing resourcing of human capital. As conclusion, some key recommendations are given that would lead to a more efficient working of the public sector and reduce government deficit. Introduction The world believes in the principle of ‘punishment for failures and rewards for achievements’. With the biggest companies going global, a need has been felt to recruit, retain and transfer human resources of the companies, i.e. employees, to various other sites of business in order to expand the scope of business and achieve the maximum corporate dividends. However, research has found that companies are not able to handle this effectively. As a way out of this problem, companies, now, offer higher monetary rewards to their employees as compensation, benefits, bonuses or incentives. But in order to decide standard policies on granting rewards, reward strategies have to be decided. A detailed description on these lines has been provided in the following paragraphs and this subject has been studied, analyzed and criticized in view of the report â€Å"For What it’s Worth?† composed by the CBI. Understanding Organizational Reward Strategy and its Components Mean ing of Reward Strategy â€Å"Reward Strategy is a declaration of intent which defines what the organization wants to do in the longer term to develop and implement reward policies, practices and processes which will further the achievements of its business goals and meet the needs of its stake-holders† (Armstrong, 2009, p.746). It forms a rough framework for reward policies by setting direction and purposes for them. A reward strategy takes into account the needs of the employees and the organization. It develops the values of an organization and sets the basis on which people are to be valued and thus, rewarded. Components of a Reward Strategy There are various components of Reward Strategy and which are interrelated. The important ones have been stated as follows. Non-Financial Rewards: Rewards are not always monetary. Sometimes, they may satisfy a person’s need for influence and reputation. Non-financial rewards may be in the form of recognition, responsibility, ach ievement or growth. For example, an employee may be receiving promotion or awards for attaining a high standard in his field of work. Job-Evaluation: It is a process which involves the identification of particular jobs and the corresponding employees in those jobs and a standard scheme of evaluation is developed and finally, a pay structure is decided upon. (Armstrong and Baron, 2002, p.30) Base Pay: It is the fixed income of the

Creating a conducive classroom Enviroment

Creating a conducive classroom Enviroment When I think of a conducive classroom, the first thing that comes to mind is the climate and atmosphere of the room. Is the room inviting? Is the environment set up in such a way that everyone has access to everything in the room? Does the teacher come off as a warm, caring person? In a conducive classroom, it is the teachers role to create such an environment that children can and will succeed regardless of their educational background, their cultural background or even the language they speak. A teacher needs to establish an effective climate where she still maintains authority and organization, where there is mutual respect and good rapport between each other. As an educator of ELL students, the classroom needs to be a place that will influence the childs achievement and help boost their self-esteem, and have planned organized activities at their levels which can produce success. The ELL student can present many problems for a teacher in the classroom if the teacher is not prepare d to teach this type of population. ELL students often come to school with many disadvantages such as learning a new language, learning new content, cultural differences, socioeconomical issues and the list could go on. In his book, The Natural Approach: Language Acquisition in the Classroom, Stephen Krashen often speaks of the different levels for Language- Acquisition-sometimes referred to as The Natural Approach and how it is a natural process for students to learn the language. In fact, some say it is so natural that it requires very little education and planning on the teachers part, for an ELL student to learn a new language. I took this to mean, if you just put them amongst their peers the learning and language-acquisition will happen. But, as an educator for many years, I can honestly say, I have worked very hard to establish the best policies and practices for a successful conducive classroom. But even after many years of working with the ELL population, I can honestly say I can improve on different strategies that would not only make me a better teacher, but would also benefit my ELL students as well. Problems or issues in the classroom: Building Trust If I had to make any improvements working towards a conducive classroom for my ELL students, I would have to say I could work on establishing more trust from my students, and working on my routines in the classroom. Even though I try to establish a sense of trust with every student, sometimes you will not gain every ones trust in the room but a teacher must continue to try. That is why before the school year even begins, I try to get to know my students during the Meet the Teacher Day offered at our school the week prior to the first day of school. It is during this time I start to build trust. This gives us a chance to get to know one another and during this time, I start to get a feel for my students, their parents, and the family situation. From the minute I shake their hand at meet and greet, I try to make them feel as if we have been together an entire school year already. To help gain trust, I begin by letting them explore their classroom, choose what seat they would like, and I ask them a few questions about their likes and dislikes. I want my students to feel as though I care about them as a teacher and a friend. Even though I try to establish a student/teacher trust, a problem I have found over the years is that not all students feel they can trust a teacher or other adults because of their cultural upbringings. Even though I tell them they can come to me for anything, many are hesitate because they do not want to get a family member in trouble, and believe me, I can see how this affects their school work. So, my solution to the problem is to share personal stories that I think the students can relate to and then ask if anyone has had something similar happen to them. Sometimes it works and they trust in me, other times, they simply keep things inside. Another way I try to establish trust is by showing the student that I care and value their language and culture. I start doing this by pairing up a limited English speaking student with an English proficient student that will help them throughout the day or however long they need each other. Research has shown that when students can continue to learn in their own language the non proficient student will actually learn English faster (Cummins, 1991). That is why, as I am teaching my lessons, I will allow my students to speak to each other in their native tongue which helps the non proficient student understand what is being taught and what is expected of them. There is nothing worse than having new students get lost at the beginning of a school year, and then you will have lost them forever. Even though I try to establish trust in this manner, there are still times I may forget about the non proficient student and when I hear talking during a lesson, I sometimes get upset only to real ize they are translating for me. I feel that every teacher needs to get to know their students on a personal basis; they need to build trust and respect for each other. Teachers need to look beyond the students proficiency levels, their cultural backgrounds, their social-economical status, and remember they are people and we need to embrace our differences and teach them as we would any child. By building a relationship of mutual trust, a teacher can help relieve the anxiety many ELL students feel and therefore provide a conducive classroom that is beneficial to all. Research on Building Trust Maslow, (Maslow, 1968) discusses the basic strategies for safety and security for a new student. One of the very first things he says is that every new student should be assigned a personal buddy, preferably one who speaks the same language. This person would help the new student throughout the day to make sure he/she knows the routines and how to navigate around the school. Additional solutions include that of established routines. Research states if a classroom has routines in place, this can help to lower the ELL students anxiety and it helps them become a part of the classroom (Krashen Terrell 1983). Problems or issues in the classroom: Daily Routines Another issue I may face is trying to set-up the perfect routine. To me, there is nothing more conducive in a classroom that has structure that will promote student success. Structure and routines in a classroom can make all the difference in a successful or a non successful room. In the beginning of the year, I have simple routines that everyone, regardless if they speak English or not, can follow. The routines are so basic and they establish what is expected of each and every student. By having such a routine in place, any new student, ELL or otherwise, can come into the room and know what is expected of them after just 1 or 2 days. A well planned routine helps ease the expectations of many new comers. It does not require them to know English to begin fitting into the classroom. My routines also include how groups are made and organized. I have small groups for every subject area and the students know where they are assigned. Even though I like to think I have the perfect routine established, and my students know how to move from one routine to another, that is not always the case, because at a Title 1 school, I have found that routines are made to be broken, which is something I have to learn to deal with. At a Title 1 school on any given day, I receive numerous intercom interruptions from the office or other teachers asking for so and so to be sent to the Counselors office, or nurses office, or reading/writing lab, or my favorite, they are going home, could you make sure they have their homework. Call me old-school, but, I really like a structured classroom, so whenever I am interrupted it throws everything off. I found that I have to monitor and adjust my schedule on a daily basis, so you can imagine how my students feel when I say, OK we need to change this or that, it takes them a lot longer to adjust. So, I guess one problem I have when establishing a conducive classroom is how to deal with change on a daily basis and how to make the transitions easier for my students as not to disrupt the learning going on. Professional Research on Routines Establishing routines in the classroom is one of the easiest strategies to help ELL students lessen their stress and enjoy their days in schools. In their book, 50 Strategies for Teaching English Language Learners, (Herrell Jordan 2008), go so far as to walking a teacher through the process step by step on how to set up a classroom. Other research also mentions that ELL students need cooperative groupings to interact orally with their peers (ESL learners: a guide for classroom teachers). The guide goes on to say that structured learning groups have many positive outcomes in academic achievement, increase in communication skills, race relations, and social development. I am a firm believer in cooperative learning groups. There have been many times I have seen students teach other and explain things to each other, in only ways they understand. Where I am in producing a conducive learning environment As a veteran teacher of 15 plus years, I believe I already have a classroom that is conducive to the ELL student. To me, it takes many years to establish such a room where the ELL student can produce and become successful. I have implemented many strategies to help ensure the success of each and every one of my students. My classroom is arranged in such a way that students have access to everything they need from bilingual dictionaries, technology, manipulatives, realia, learning centers, and small groupings. I also differentiate instruction, have established routines and structure, I embrace and learn all about my students cultures, I create an environment that makes a child feel comfortable and one that helps to relieve all anxieties a child may feel when entering a strange new place. I instill a love of learning through motivation, hands-on activities, and positive feedback. I understand as an educator that every student has different needs, and the ELL population may have even mo re than your typical American student, but I do whatever I have to, to make sure they have everything they need and to make sure they are in a conducive environment that is task-oriented, engaging, and supportive so that they can and will be successful. References Cummins, J. (1991) Language Development and Academic Learning Cummins, J in Malave, L. and Duquette, G. Language, Culture and Cognition Clevedon: Multilingual Matters Herrell, A. L., Jordan, M. (2008). 50 strategies for teaching English Language Learners, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc. Krashen, S.D. Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press Maslow, A. H. (1968). Toward a psychology of being. New York: VanNostrand.

Juvenile Justice :: essays research papers fc

The problem of dealing with juvenile justice has plagued are country for years, since the establishment of the first juvenile court in 1899. Prior to that development, delinquent juveniles had to be processed through the adult justic3e system which gave much harsher penalties. By 1945, separate juvenile courts existed in every single state. Similar to the adult system, all through most of the 20th century, the juvenile justice system was based upon a medical/rehabilitative representation. The new challenges of the juvenile court were to examine, analyze, and recommend treatment for offenders, not to deliver judgment fault or fix responsibility. The court ran under the policy of â€Å"parens patriae† that intended that the state would step in and act as a parent on behalf of a disobedient juvenile. Actions were informal and a juvenile court judge had a vast sum of discretion in the nature of juvenile cases, much like the discretion afforded judges in adult unlawful settings un til the 1970s. In line with the early juvenile court’s attitude of shielding youth, juvenile offenders’ position was often in reformatories or instruction schools that were intended, in speculation, to keep them away from the terrible influences of society and to encourage self-control through accurate structure and very unsympathetic discipline. Opposing to the fundamental theory, all through the first part of the century, the places that housed juveniles were frequently unsafe and unhealthy places where the state warehoused delinquent, deserted, and deserted children for unclear periods. Ordinary tribulations included lack of medical care, therapy programs, and even sometimes food. Some very poor circumstances continue even today. Although putting juveniles into institutions, for many juvenile offenders occurred in the first decades of the 1900s, extensive use of probation for juveniles existed as well. As it does today, probation gave a middle ground nature for judges connecting release and placement in an institution. By 1927, trial programs for juvenile offenders existed in approximately every state. In the 1940s and 1950s, reformers attempted to improve the conditions found in most juvenile institutions. Alternatives to institutions emerged, such as forestry and probation camps. These camps provided a prearranged setting for male juvenile offenders, while emphasizing learning and occupational skills. Though, the efficiency of these options as alternatives to incarceration was dubious since they were not obtainable to the worst offenders. Yet, these changes marked the start of formal, community-based instruction that would turn out to be more extensive in following decades.