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The Number of Sexual Assaults in Today’s Army Continue to Rise - Free Essay Example

Sample details Pages: 1 Words: 407 Downloads: 1 Date added: 2019/02/20 Category Law Essay Level High school Tags: Sexual Assault In The Military Essay Did you like this example? Sexual assault in today’s Army is an epidemic that have to be minimized without fail. According to the DOD’s SAPRO reports sexual assault have increased by 138% since FY07. These increases are due to things like more comfortable reporting options for victims, lack of respect among the ranks and women being introduced into previously male dominated combat MOS’s. Sexual assault occurs due to lack of respect and discipline among troops. Even though soldiers are taught these values from day one of enlistment, some either forget their training or completely ignore it. A paper submitted to the command and staff college by Major Wendy Brinson identifies lack of respect for peer in the ranks is one of the main causes for sexual assaults, though not the sole contributor. Don’t waste time! Our writers will create an original "The Number of Sexual Assaults in Today’s Army Continue to Rise" essay for you Create order In the last couple of years, the military has made great strides with the increase of training for all service members. Which, in turn lowers the chances for sexual assault. However, with the implementation of programs, case numbers grow from ease of reporting. Other contributing factors to sexual assaults are women being introduced into male dominated combat MOS’s. Evidence of this is shown again in the DOD’s SAPRO reports where sexual assault cases jumped from 6083 to 6769 from FY16, when the ban on women in combat was lifted. This, along with the programs being put into place in the Army that make reporting more comfortable cause the statistical number of sexual assault cases to continually climb. Ending sexual assault in the military will require continual evaluation and improvement of the Army’s SHARP program. However, this alone will not end this epidemic. Service members themselves must improve discipline, along with education of the matter and hold each other accountable for actions contributing to the environment that allows sexual assaults to occur. To summarize, there is not just one factor contributing to the climbing numbers of sexual assault. Things such as the lack of discipline and respect among the ranks, women being introduced to combat roles, ease of reporting as well as many other contributing factors, more must be done to slow the constant climb of the statistical number as well as the sexual assaults that go unreported. Works Cited Department of Defense Sexual Assault Program and Response Office Reports https://sapr.mil/index.php/reports It’s All About Respect: The Army’s Problem with Sexual Assault https://apps.dtic.mil/dtic/tr/fulltext/u2/a601018.pdf

Importance of Honor Guard - 1338 Words

The Importance of Honor Guard â€Å"At every crossroads on the path that leads to the future, tradition has placed 10,000 men to guard the past.-Maurice Masterlinck. Being a volunteer member of a military base honor guard, there are numerous reasons that require full effort and dedication. It is important that we, ceremonial guardsmen, strive to stay true to the creed put forth for us. Respect, integrity, inspiration, professionalism and tradition are key to being an effective member of the honor guard. Millions of men and women have served in the armed forces before me and millions more will serve after. Some have paid the ultimate sacrifice; some lost and captured, others received wounds, physically and or emotionally, and that time†¦show more content†¦That is why the inspiration and drive within a member, of any honor guard, is a must have distinctive trait. Military and professionalism go hand in hand when it comes to anything. As for honor guard, you have to have it due to the encounters of others in the communities such as, sadden families, funeral directors and your own team members. When they are performing a detail, they aren’t just representing themselves but the thousands and millions of the other brothers and sisters that have served or are serving in the military forces. They are a direct reflection of the individual’s supervisor, the honor guard superintendent, the commanding officer, the base, and the branch in which they serve. We never know who and where people are watching from and yet who they are or who they know. No matter the type of ceremony, the size of the crowd, or the severity of the temperature will we not allow our performance of professionalism to be altered. We vowed to stand sharp, crisp and motionless and doing it properly will show the professionalism and experience. You cannot be or become a member of any honor guard without the discipline of being professional on or off duty. Honor guard is honored in a full and rich tradition and history. The organization was first erected in September 1948 with the strength of 98 enlisted members and two officers. They were all a part of the air police squadron and were tasked to provide a ceremonial detachment to performShow MoreRelatedGerman Medieval Literature: Hildebrandslied1025 Words   |  4 Pages In each text of the following German medieval literature: â€Å"Hildebranslied,† â€Å"Nibelungenlied† and Tristan courtly virtues of muot, à ªre, and triuwe are present and have importance within the context which either make a situation acceptable or not. These virtues make characters within each text either admirable or looked down upon. It also makes meaning of the text complex rather than one-sided. Although all virtues are present and emphasized, equal value is not given to the virtues in all textsRead MoreAnalysis A Look behind the Veil1476 Words   |  6 Pageslive in the Middle East regio n (in the 21st paragraph: â€Å"In the Iraqi village where we lived from 1956 to 1958 â€Å"). In addition to that, these authors are considered as the pioneers in the Middle Eastern field to inform the Western people about the importance of wearing the veil. Also, they wanted to inform the audience that the veil is not necessarily related to the religion. Design: This text contains both short and long paragraphs in order to make the text more fluent and smooth to read, also, itRead MoreNative Guard Essay1541 Words   |  7 PagesNative Guard Rooted in the shadows of history, Native Guard by Natasha Trethewey intertwines personal and historical accounts to scrutinize the impact of the past on the present. 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King Creon forbade publicly for anyone to bury the body of Polyneices under the penaltyRead MoreMilitary Boll History1080 Words   |  5 PagesReceiving line, posting of the colors, Pow/MIA ceremony, Toasts, Dinner, Guest Speaker and the dance. Depending on the Military force depends on the date. National Guard:   December 16, 1636, U.S. Army:   June 14, 1775, U.S. Navy:   October 13, 1775 (Abolished Feb 1781 - Reinstated 7 Sep 1781), U.S. Marine Corps:   November 10, 1775, U.S. Coast Guard:   August 4, 1790, U.S. Air Force:   September 17, 1947. The Military Ball has a proper form for Conduction done in 6 different steps. AsRead MoreSikhism Religion: Gurpurb1683 Words   |  7 Pagesthat, Guru Nanak became the first of the ten Sikh gurus. Guru Nanak introduced the traditions of sangat (communal worship) and langar (communal meal) to transmit the message of the oneness of God (Kalsi 19). Guru Nanak Dev Ji also addressed the importance of kirat-karna (earning one’s living through honest means) and wand chhakna (sharing the fruits of one’s labor with others). Many disciples were attracted to his influential teachings, which are based on the belief that there is only one god andRead MoreHonor Duty Honor War Speech Essay964 Words   |  4 Pagesto also inform the civilians of the expectations of a soldier. Their expectations to follow the code—Duty, Honor, Country. There are several techniques that are used to create an effective speech. The tone is serious but also provides insight. It is great to personalize the speech for the audience and the occasion. General Douglas MacArthur effective does so in his deliverance of â€Å"Duty, Honor, Country†. The General uses three main rhetoric devices t o convey his message to his audience. Logos is theRead MoreThe Importance of Flag Detail in the Military Essay911 Words   |  4 PagesThe Importance of Flag Detail In today’s society, the American flag is a symbol of freedom, liberty, and justice among a number of other values. As Americans, we value the flag for its representation during the revolutionary war and the everlasting significance of today. As soldiers, we pledge to honor, serve, and protect the flag and the United States of America at all cost. In this paper, the relationship between the American flag and the United States Army will be explored through theRead MoreArmy Values Essay1376 Words   |  6 Pagesallegiance to the U.S. constitution, the Army, and other soldiers.† Duty â€Å"Fulfill your obligations.† Respect â€Å"Treat people as they should be treated.† Selfless Service â€Å"Put the welfare of the nation, the Army and your subordinates above your own.† Honor â€Å"Live up to the army values.† Integrity â€Å"Do what’s right legally and morally.† and Personal Courage â€Å"Face fear, danger or adversity (physical or moral).† We are all drilled on these 7 army values from day one of basic training. First we commit themRead MorePathos And Ethos In Speech1202 Words   |  5 Pages1962, General Douglas MacArthur addressed the cadets at the West Point Military Academy in his speech Duty, Honor, Country, during the reception for the Sylvanus Thayer Award. This award is given to an â€Å"†¦outstanding citizen of the United States whose service and accomplishments in the national interest exemplify personal devotion to the ideals expressed in the West Point motto, duty, honor, country.† As the one receiving this prestigious award, General MacArthur truly exemplified these values as

Dada Art free essay sample

I’m going to give you a little history and perspectives in this type of art, known as dada art. You will understand why this art form is much speculated to not be an art form but something that is being portrayed as â€Å"anti-art†. With similar acts of great self-expression shown throughout history, always comes some form of hate towards these expressions. Georges Hugnet the author of The Bulletin of the Museum of Modern Art Vol. 4, No. 2, Dada and Surrealism states that, â€Å"Dada is ageless, it has no parents, but stands alone, making no distinction between what is and what is not. â€Å"It approves while denying, it contradicts itself, and acquires new force by this very contradiction. † The origin of dada art is said to be created by Romanian poet Tristan Tzara, yet Richard Huelsen and Hugo Ball had discovered the name dada by randomly by plunging a knife into a dictionary repeatedly. They put on a variety of shows in relation to expressing their disgust with the war and what inspired it, breaking down all stereotypical and bourgeois values, all past ideals which to them had a great influence in causing the war, they created a contradiction and a counter logic in the world of arts and entertainment and expressionism. Artists and permanent guest gave musical or literary performances, comprising of spoken word, chaotic dance and musicals and unusual poetry reading, their expressions of art and music mirrored the anarchy of World War 1.Young Zurich artists of all tendencies were invited to join with suggestions and proposals. Dada was noted for the use of collage and assemblage, the extension of the notion of abstract to literature and film, the breaking of boundaries of the separation of different art forms from one another, forming connections within art, music and poetry defining everything which we call avant-garde today. In the United States the movement flouri shed in New York, featuring works from artists such as Man Ray, Francis Picabia and Marcel Duchamp to name a few.Duchamp was the figurehead of New York Dada, his experimentation and theories about art and anti-art led to new forms of art known as â€Å"ready made† and â€Å"ready made assisted†. â€Å"Ready mades† was the use of seemingly random objects used as art, it challenged the way we understand and interpret art; the focus turned into an idea and intention rather than the object itself. Duchamp main goal with his â€Å"ready mades† was to provoke the art world, he did not physically create the objects nor altered it much but claimed authorship, such as his piece â€Å"Fountain† which is a urinal that was displayed as art.In his painting Nude descending a staircase, he challenged traditional nude paintings by creating a jagged cubist of movement in a static portrait and called it nude which was radically unexpected at the time and in the process he broke down conventional ideas related to the nude human form. During the heights of Dada in Berlin, Germany’s empire was under attack and launched in the midst of a horrible World War 1, due to this the Berlin Dada movement taking place at that time was intensely political. Dadaists pushed anarch y in their disgust with the government and the destruction the war caused on their lives.Art was used to enforce political motives rather than portray conventionally accepted forms of art. The Dadaist focus was to involve the audience into critical thinking that they hope would stimulate a social revolution. Artists in Berlin included Johannes Baader, Hannah Hoch, George Gzosz and Raoul Hausmann. Their art signified and encouraged revolution and independence, it comprised of a lot of collage, typography and photomontage techniques all with the purpose of breaking away from traditional canonized art.Spontaneity in art was a significant feature in Dada. It was representative of Dada’s breaking away from constraints and we saw this in Dada’s love for collage which is random and easily assembled allowing the release of an easy flow of creative ideas, they believed that traditional art at that time, being oil paintings, required a lot of time spent on perfecting imagery which negated and stifled the artists ability to follow subconscious impulses. Collages and other Dada art were â€Å"works that disturb or humiliate traditional concepts of art†.In Cologne, Max Ernst and Hans Arp used Dada for its innovation and unconventional self expression, Arp worked with collage and sculpture, dealing with solid colours and biomorphic shapes that vaguely suggested human forms, while Ernst experimented with unique mediums and expressions, developing frottage and other innovative techniques many of which are used in modern day surrealism. Kurt Schwitters, a primary artists related to Dada based in Hanover Germany, delt with collage poetry and ran a movement parallel and separate from Dada called â€Å"Merz†. Schwitters in cooperated into his collages fabrics, pieces of metal, pieces of paper and any random materials and â€Å"garbage† he could find. His art was totally new in technique and use of materials and his goal was the rejection of traditional art canon. Dada died down around the end of the war in the mid 1920’s. In Paris, a gathering of all European and New York Dadaist became a part of mainstream society, Paris being already filled with a rich art scene, poetry, performance and film the like, the noted French Dada artist were Andre Breton, Jean Cocteau and Phillip Soupault.Brenton was a key figure and lead the way to surrealism. The collaboration of international Dada artists in Paris lead to a series of mass demonstrations that ultimately divided and weakened Dada. Dada set the stage for contemporary art by the rejection of traditional and conventional art by using different mediums to execute artwork, challenging the way art is made through the idea of spontanei ty and turning the focus of art into an idea and intention rather than the object and final product itself.

Learning Styles and Pedagogy

Introduction As an individual within the teaching profession, I realise how it is often important to examine myself to determine the effectiveness of my performance. It is an aspect of critical reflection that questions my actual performance, thereby helping me in finding answers to some of the most pressing questions.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More The critical reflection helps in developing the profession because it acts as a building block, enabling the strengthening of weaker areas and enhancing performance even further in best performed areas (Leung Kember, 2003, p. 61). Learning and teaching processes or activities, although conducted differently, are similar in many important aspects (Roxà ¥, Mà ¥rtensson Alveteg, 2011, p. 99). I consider the manner in which I learn fundamentally to have a direct bearing on the way I eventually t each my students. It is impossible to be a teacher without having undergone learning because the two are mutual. This paper draws from the principles of career reflection to reflect on my career as a teacher. The paper explores the learning and teaching processes as a whole. The paper then delves deeper into the numerous factors that are involved before critically reflecting on some of the principle concepts that are involved in both processes. Learning Process and the Factors Involved Learning is a demanding process that evidently depends on the responsibility of the individual to a large extent (Bhusry Ranjan, 2012, p. 313). Unless an individual feels that he strongly owns and is directly responsible for the entire process, learning may never be achieved regardless of how much effort is involved. I practically discovered this during my days as a trainee in graduate school. Although I had very little thought initially about my exact style of learning, I eventually determined my pr ecedence when I gradually appreciated the fact that the entire process depended on my own responsibility and resolve. As a trainee in graduate school, I discovered that three critical approaches of learning were effective in my studies. They involved group discussions and learning, practical presentations and activity, as well as continually tackling assignments (Moores, Change Smith, 2004, p. 77).Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The results of this experience were manifest in me because my main strategy of learning had initially relied heavily on reading class work and other related texts. There was a clear change in my performance and overall grasp immediately I switched strategies. This assessment has increased my ability to make a substantive and intellectual conclusion regarding my way of learning. I specifically understand what my strengths are and, consequently, rea lise some of the weaknesses that I face. I have a clear knowledge on some of the ways that can help in increasing opportunities for my career growth, including methods and techniques for addressing weaknesses. Nevertheless, as Tomlinson et al. (2003) rightly assert, individuals differ in their learning ways and styles that directly affect their performance. While my strategies of learning paid off substantially, I realised that quite a number of my colleagues had their own suitable methods of learning that did not necessarily resemble one another’s. Some trainees complained that learning in groups affected their concentration so much that there was little learning achieved in the end. They preferred doing studies on their own within very quiet and secluded environments. The process of learning only becomes successful when it transforms an individual in terms of his understanding and knowledge. The basic principle of learning for any student is to begin with accepting and cons idering the need for change (Bellas, 2004, p. 19). This happens from an individual’s point of view where a learner must accept the knowledge acquired to transform him. I have my main conception of learning as a process that leads to the acquisition of facts and procedures needed to achieve an objective. As a learner, I often test the extent to which I have undergone transformation by attempting sample questions and applying the algorithms, skills, and formulae that I have studied before. I use the resultant score to these self-administered tests and sample assessment questions to determine the extent of the transformation undergone.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More Teaching Process and the factors Involved Gurney (2007, p. 89) describes teaching as an educational process that should focus on creating nourishing experiences to enable t he learning process to be natural and inevitable. Teaching should concisely refer to practical actions of expediting learning for the students, instead of focusing on any other related aspect. Quality teaching entails ten basic characteristics that include focusing on the achievement of students, performing pedagogical practices that result in caring, and all-inclusive and unified learning communities. It must create effective links with the school’s cultural context, be responsive to the learning processes of the students, as well as offer sufficient learning opportunities (Gurney, 2007, p. 90). Other quality aspects of teaching include compound tasks and contexts, which help in supporting learning cycles, effectively aligning curriculum goals, and a practice that insists on issuing students with feedback about their task engagement. As Gurney (2007, p. 90) further records, teachers and students must often engage in coming up with goal-oriented assessment and formulate a sys tem that promotes learning orientations, metacognitive strategies, student self-regulation, as well as a thoughtful student discourse. My teaching methodologies have greatly been influenced by my learning styles. I have a greater feeling that encouraging students to study in groups can enhance their academic performance a great deal. However, I also appreciate the fact that students are not all the same. Just like some of my colleagues in college did not approve of group discussion as the best way of studying, I realise that some of my students may also be finding it an ineffective method of studying, depending on their own understanding and belief. Regarding Gurney’s quality methods of teaching (2007, p. 90), I have picked on engaging with my students constructively in order to carry out a comprehensive goal-oriented assessment.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More I use such sessions to allow the students to determine the kind of difficulties they face in their studies, as well as evaluate their areas of strength. It eventually gives me the leverage to establish the best teaching techniques that suit each of the students, thus avoiding the mistake of using a uniform strategy for the entire class. Teacher knowledge, enthusiasm, as well as responsibility for learning are yet other critical aspects that determine teaching as a process (Eisner, 2002). Because teaching entails passing of knowledge, it will depend with the quality of knowledge that I have as a teacher for a student to learn fully as anticipated. I often go through my prepared notes in advance before I go to class to teach the students. This gives me confidence because it assures me of whatever I am teaching, unlike entering a class without having previously prepared on the subject to be taught. My Personal Learning Style I am an extroverted individual with a strong sensing percepti on. I rely on intuition and feelings to make decisions. My attitude toward the outside world is mainly formed out of my own judgement as opposed to the perceptions that I have. Based on the Myers-Briggs Type Indicator, I am an extroverted, sensing, thinking, and judgement person (ENFJ) (Sample, 2004, p. 67). My extroversion explains why I prefer group work as the best methodology for my studies. During my teacher training session as an undergraduate, my studying was done mostly during the day to allow for long discussion sessions with my colleagues. After realising the fact that I performed well in study groups, we organised ourselves together in a study group of five people comprising of individuals with the same personality types. Learning mainly took place between 8 am and 4 pm, where we took turns in doing short presentations to enforce the transformation process of knowledge. Most of the personal studies in my room in the evenings only lasted for a maximum of two hours as they only entailed tackling of assignments and sample questions. The tackling of self-administered assignments and questions offered me the opportunity to evaluate myself concerning knowledge transformation. My general perception, which is ‘intuition’ as described by Myers-Briggs, had a strong bearing on my learning (Cools Van, 2007, p. 359). This continues to affect my learning process even at present concerning the general life phenomenon. I am fast at learning and gaining general knowledge. I do not necessarily rely on value facts and data to enhance my learning. While attending the study group in college, I would focus all my presentation of ideas and facts that I studied to support myself. Equally, I would challenge other members whenever they made their presentations to support their positions with determined ideas and facts and show the extent to which they had understood a concept. Another critical aspect of my ‘intuitive’ perception that has been criti cal in my learning is a routine application of the facts and skills learned. I insisted on using the exact terms and methodologies used in class by my instructor to enhance my grasping of the knowledge. Honey and Mumford Test As a teacher who has developed great interest in teaching and learning, I have done a Honey and Mumford test to understand my learning style. I have determined that I am an activist from the results. I have personally learned by doing things. I involve myself directly in executing the concepts and ideas as they are established. This gives me first-hand experience to explore on what the knowledge or learning process involves. I am open-minded in my approach to learning. I accept new challenges in learning. My preferred learning activities include brainstorming, where I prefer coming up with new ideas and thinking. I like involving myself in problem solving activities and encounters and participating actively in group discussion. I also prefer taking up roles tha t strengthen my learning by putting studied theories into action. Competitions and puzzles also influence my learning because they offer a basis upon which I can compare with others and evaluate myself. Howard Gardner’s Test I have used Gardner’s multiple intelligence tests to further ascertain my personality and how it influences my learning style. The results underscore a low spatial-visual kind of intelligence, with a score of 5. It implies I am poor when it comes to making interpretations of visual images and pictorial imagination. Thus, pictures, shapes, and images are not the best learning tools and materials that I can rely on. I have also scored poorly in physical and aural intelligence areas, meaning that the use of music, rhythm, sounds, touch, feel, and physical experience are not the best learning styles for me. My verbal, social, solitary, and logical intelligences, however, are higher. I scored 16, 15, 14, and 11, in these categories respectively. It impl ies that I have a higher mastery of language and words used in communication, while my ability to socialise and relate with others is also high. On these two accounts, my most preferred learning style is by use of language and words, as well as through human contact, teamwork, and cooperation. The high score in solitary or self-awareness implies that I am aware of my personal objectives and able to understand myself clearly. It also influences my relationship with others and the way I relate to the world. Self-reflection and self-discovery are, therefore, two of my most critical aspects of learning. Additionally, a higher score in mathematical or logical intelligence implies that I am good in mathematical calculations, scientific reasoning, and general analysis of problems. Numbers and logic are my best learning styles because I am comfortable with them and I can easily make interpretations. Piaget and Vygotsky Influence Piaget and Vygotsky have contributed towards the subject of le arning and education by establishing the cognitive development theory. According to the theory, the learning processes and capabilities of mental growth in children influence the way they learn (Pass, 2004, p. 18). Understanding cognitive development, therefore, is crucial for teachers because it provides them with the advantage of treating each child in a unique way. In turn, it provides all the children with the opportunity to acquire knowledge in the best possible way without being hindered by their own integral limitations and barriers. The cognitive-development theory holds that the learning process is affected by the attitudes and beliefs of the learner, as well as the context under which teaching is taking place. How this knowledge influences my teaching style I have learned that the quality of my teaching, which is directly reflected by the individual performance of my students, depends on the efforts I expend with a view of improving performance. Teaching is a process that entails many other factors including my personality and emotions, with the actual interaction with the students in a classroom environment only representing the final stage of the process. Thus, I must build a personality type that will, in turn, sustain learning for my students. I often work on my moods and emotion, particularly when I am feeling low, because I realise this has a negative effect on my teaching. The physical environment, equally, must be made in a way that supports teaching. The presence of features that distract concentration during learning need to be removed and a favourable environment created for the benefit of the teacher. In the school where I teach, I ensure the walls in the classrooms have reading material that students can look at and continuously get the reminder that it is a learning environment. I have also integrated student feedback mechanism into my teaching style. This is something I previously never considered to be important. I discovered that som e students are not bold enough to disclose to me as their teacher some of the issues that are affecting their learning (Alton-Lee, 2003). However, with the use of an elaborate feedback mechanism, such students are confident enough to share some of the issues that they encounter during their learning. They mostly prefer written feedback, instead of direct physical talk that I preferred. I have consequently combined the two systems together such that I employ them depending on the preference of the students. Feedback information gives me a lot of insight into the whole teaching practise. It is almost impossible to succeed in this work without depending on it. It is a two-way system of both communication and evaluation, where I am able to appraise my teaching performance by analysing the feedback I get from the students. On the other hand, I also inform the students of my actual expectation of their performance and point out the exact areas that I expect them to add more effort. Critic al Reflection on the Key Concepts The assessment strategy plays a critical role in the learning process as it helps in the enhancement of skills development. By using assessment, students are continually reminded about the need for them to grasp facts and concepts and be able to apply them correctly whenever the need arises. However, there is also danger in over relying on this strategy. It may easily force students to resort to cramming as a way of learning, thereby defeating the whole logic and intent of the process. As a teacher, I am only impressed when the students I teach learn and understand whatever is taught without appearing to do it for the sake of excelling in their examinations. Although, examinations provide the means for evaluating students and the extent of their learning, they may sometimes provide an erroneous picture about the whole scenario. Critical thinking in learning, on the other hand, is only possible where the learners are transformed through education. Le arning, therefore, represents the extent to which the individual is transformed in the way of his thinking and reasoning. It is possible for a student to attend school, but still fail to achieve transformation. Such a student may score highly on examinations and assignments, but still fail to undergo any form of transformation. It is, therefore, important for other evaluation mechanisms, such as practical execution of tasks and concepts taught, to be used in evaluating students in combination with assignments and examinations. Conclusion Teaching and learning make part of a complementary process that can never succeed without going hand in hand. My teaching style mainly reflects the way of learning that I preferred most while still attending graduate school. I am an extrovert who mainly feels comfortable dealing and working with others. My most preferred style of learning entails using discussion groups to make presentations and exchange ideas with others. I have, however, realised as a teacher that not all students prefer this method as the best for learning. In essence, I use a mixed approach for my student depending on what they consider most appealing for themselves. The feedback mechanism is a critical mechanism for me as a teacher because it provides me with the ability to evaluate the responses of my students, as well as get their appraisal of my teaching. List of References Alton-Lee, A 2003, Quality teaching for diverse students in schooling: Best evidence synthesis, Ministry of Education, Wellington Bellas, MD 2004, How transformational learning experiences develop leadership capacity, Royal Roads University (Canada), Victoria, BC Bhusry, M Ranjan, J 2012, ‘Enhancing the teaching-learning process: a knowledge management approach’, The International Journal of Educational Management, vol. 26, no. 3, pp. 313-329. Cools, E Van, dB 2007, ‘Development and validation of the cognitive style indicator’, The Journal of Psychology, vol. 141, no. 4, pp. 359-87 Eisner, EW 2002, ‘The kind of schools we need’, Phi Delta Kappan, vol. 83, pp.576-583. Gurney, P 2007, ‘Five factors for effective teaching’, New Zealand Journal of Teachers’ Work, vol. 4, no. 2, pp. 89-98 Leung, DYP Kember, D 2003, ‘The relationship between approaches to learning and reflection upon practice’, Educational Psychology, vol. 23, no. 1, pp. 61-71 Moores, TT, Jerry Cha-Jan Change Smith, DK 2004, ‘Learning style and performance: a field study of is students in an analysis and design course’, The Journal of Computer Information Systems, vol. 45, no. 1, pp. 77-85 Pass, S 2004, Parallel paths to constructivism: Jean Piaget and Lev Vygotsky, Information Age Publishing Inc, New York, NY Roxà ¥, T, Mà ¥rtensson, K Alveteg, M 2011, ‘Understanding and influencing teaching and learning cultures at university: a network approach’, Higher Education, vol. 62, no. 1, pp. 99-111. S ample, J 2004, ‘The Myers-Briggs Type Indicator and OD: Implication for practice from research’, Organization Development Journal, vol. 22, no. 1, pp. 67-75. Tomlinson, CA, Brighton, C, Hertberg, H, Callahan, CM, Moon, TR, Brimijoin, K, Conover LA Reynoldsm T 2003, ‘Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature’, Journal for the Education of the Gifted, vol. 27, no.2/3, pp. 119-145 This critical writing on Learning Styles and Pedagogy was written and submitted by user L1l1ana to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Cubism1 essays

Cubism1 essays Cubism is one of the first forms of abstract art. "Cubism was a movement in painting that sought to break down objects into basic shapes of cubes, spheres, cylinders, and cones." Cubism originated in France and was influenced by African sculptures and by Paul Cezanne. The first cubist works were those in which objects, landscapes, and people are represented as many-sided solids. This enables you to see various views of the object at the same time. Later, cubism changed using a flatter type of abstraction, in which the complete pattern, becomes more important, and the objects represented are largely indecipherable. At first, most artists painted with little color. "Most paintings were either monochromatic or gray, blue, brown, and white. The final phase of cubism is called synthetic. In this phase color reappears as a primary element in the artwork. Cezanne was an artist who led the way to cubism or abstract art. Before Cezanne, artists would portray the world realistically. "It is above all Czannes obsession with formal elements of composition and his use of color as tone rather than the Impressionist pursuit of light on surface that makes his art so important to those who followed. Czannes works made it possible for artists to start to question what they saw, the way in which they saw it, and how they interpreted and represented what was in front of them". Cezanne felt that paintings should reflect artists sensations made into a pictorial form by brush strokes, color, and lines. He was known to work slowly and use colors to build shapes. In the still-life pictures that he made of fruits and bowls one can tell that he worked slowly as there are different and contradicting shadows in his pictures. Early in his career Cezanne loved to paint Sainte-Victoire (landscapes). Later he painted portraits such as "Woman with a Coffee Pot " and "The Card Players". When he began to paint landscape again h...

Compare and Contrast two cultures Case Study Example | Topics and Well Written Essays - 1750 words

Compare and Contrast two cultures - Case Study Example This does not mean that she is an entirely close-minded person. She is exactly the opposite. She has very clear ways of thinking, expressing herself on general matters and is capable of sticking to her own viewpoint mulishly. Only when it comes to personal and emotional issues, it is almost impossible to get a word from Lisa. Her opinions, when they are mildly expressed, lean more towards prudish and conventional mould. But socially she is known to be a liberal to the point of generosity. She cannot tolerate people suffering socially with any kind of stigma. Her prudishness is mainly applied to herself than to others. In spite of having conventional views, she would never stay behind from helping a person in need, although the individual is suffering from being unconventional and untraditional. She has very healthy points of view when it comes to economic issues. Condemning and discriminating the poor and the deprived could never be tolerated by Lisa. Her political views are unexpect edly refreshing. Her liberal mindedness is extended to politics and she likes to see fairness in all the political issues. She is a just person and does not like people suffer quietly due to injustice. She belongs to the Episcopal Church in the United States and perhaps this is the main draw back, because Lisa conforms to most of its principles. Being somewhere midway between Catholicism and Protestantism, Episcopalian movement has rather unclear issues like supporting both sides of abortion, and homosexuality. This has confused Lisa immensely, even though she tries hard to adhere to the Church. To some extent, Lisa approves the women's equality because the Church has thrived on the issue of women priests. Sometimes, Lisa finds it difficult to apply the Church principles to everyday modern life; but she has the grit and determination to stick to it however difficult it could be. Even though it is the same Christian church, the oddities have entered into different kinds of churches according to the geography in which they are placed. "Christian faith, the system of belief, worship and cultural and religious characteristics which grew up around Jesus, has similarly to assume cultura l and socio-political identities and bear their consequences," Wilkinson (1993, p.5). The fact remains that in addition to the cultural stiffness attributed to the earlier British, Lisa also has the Church rigidity to abide with, and this has resulted in a difficult combination that has made Lisa a stickler kind of a person without much flexibility. This has happened despite her liberal-minded views and even though she is now living in a rather over-liberal society, it only has made Lisa further disapproving. There could be a gender dimension here, because women have always been more God fearing. "Women's stronger attachment to church activity was a major factor underlying their generally higher level of religious identity during the century. Not only did women go to church more than men, but they were usually the critical figures in organizing the rituals marking rites of passage - marriage and baptism," Brown (2006, p.30). 2. In apparent contradiction, David is very different from Lisa, with highly emotional character. He never had any problem in expressing his emotional side, had never been bashful in the display of emotions. If one takes Lisa as one extreme, David would fit to the other extreme without any exaggeration. David is definitely not at all prudish, unlike Lisa. His ideas