Should the U.S. behave as the world's policeman Research Paper

Should the U.S. behave as the world's policeman - Research Paper Example The percentage that supported that countries should take part in worlds affairs in 2004 was 79%, while in 2005, it declined to 72% (â€Å"US Role in the World,† americans-world.org). In 2003 and later in 2006, Pew Research Centre asked a similar question where a respondent was expected to disagree or agree with, either completely or mostly. The response in 2006 was 86% as it had declined from that of 2003, which was 90% (Duffield and Dombrowski 137). United States and Britain’s invasion in the war that was in Iraq without authorization from United Nations Security Council was opposed with 72% votes, while those in support were 25% (Duffield and Dombrowski 139). 2. Whether the United States should behave as the world’s policeman Over the years, the United States has been involved in many peace making operations, whose aims have ranged from overthrowing dictators to hunting down bandits. For example, the peace operation in Libya, which was to over throw Ali Ghadafi of Libya, who was a dictator for forty two years (Ruschmann and Marzilli 28). In the1980s, Bush had rejected the idea of the United States being a world policeman, but in the end of the cold war, he saw that the United States was the remaining super power and thus, he took it as the responsibility of the United States to lead the world, but the United States was faced by a lot of problems in their quest to lead (Cameron 17). There are those who support the United States, but there are countries who feel that that the United States should mind its own business. There are a number of advantages and disadvantages when the United States is involved in worlds affairs. The advantages are such as the fact that they are involved in peacemaking missions, preventing terrorism, spreading democracy, they have a responsibility of feeding the world’s hungry, and improving the lives of people in affected areas. In as much as it has those positive effects there negative consequences that co me with its involvement in the world’s affairs, such as, it has led to destruction of property and, rejection of international treaties and underdevelopment in Third World countries. Positive effects of the United States involvement in world affairs include: Improving lives in general: The United States has a foreign policy that allows foreigners from underdeveloped countries like African nations, or countries experiencing instabilities in any aspect like Iraq, Afghanistan, and Israel, to be absorbed into the nation. Once they are absorbed, they are offered jobs and the income they earn is able to improve their lives and those of their nations (Metcalfe 397). Preventing the spread of terrorism: The United States has a powerful military force with modernized equipments, and this makes it one of the superpowers in the world. In countries like Iraq, Israel, and Afghanistan, the United State has been on the fore front in collaboration with the United Nations in peacemaking missio ns. They have selflessly deployed their American troops in the affected areas; this shows that the United States is willing to risk the lives of their troops in order to carry out these roles (Holyk 266). Responsibility in feeding the world’s hungry: In collaboration with the United Nations, the United States has been involved in providing food to refugees, who have been rendered homeless by wars in their countries.

Women And Homophobia In Sports Media Essay

Women And Homophobia In Sports Media Essay Violence and Sport a book written by Michael Smith was an excellent reading that portrayed many different aspects on sports. It will allow the reader to see how violent sports have gotten over time as well as other mainstream issues that occur on not just in the United States but as well as on a global level. It is also noted how violence is perceived as a serious social problem and that there is no doubt that the levels of violence has risen over the past couple of decades and how race, women, and homophobia has played a role in world of sports. This is an ongoing issue even today in the modern age and it will take a considerable amount of time and effort to correct the problems that we are facing in sports dealing with race, women, and homophobia in competitive sports. It was stated by John Walsh, Senior Vice President and Executive Editor of the sports cable network ESPN claims, Sports have moved from being a subculture to becoming a major force in Americas social and cultural landscape. (CNN, 2010) Society demonstrates to be sympathetic to inviting sports into their culture.   The passion over sports issues can rival the intensity of political debates.   According to the U.S. News poll on CNN, this mindset constitutes about a third of the adult population and is mainly comprised of a population who inquire that they play sports at least a couple of times a week or the ones who watch sports matches on television, several times during the week (Banks, 2009). Societys participation in sports involves issues and biases dealing with the minority groups such as; gender, ethnicity and homosexuality. Societys labels and limitations in the sport world are slowly starting to liquefy. The athletic continuum is starting to become a popular way for societ y to express its cultural diversity, awareness and acceptance allowing people to experience a feeling of heimat. According to Banks, the idiom of sports is the way that many Americans and countries feel most engaged and comfortable, talking about racial issues, standards of excellence, comparative worth, even right and wrong. (Banks, 2009) Many countries are moving forward in their positive thinking of sports.   The Olympics was once noted as the war of nations and how it was a sense of belonging to that person representing their particular country. In this day in age it still is. For example when Jusain Bolt won the 100 and 200 and broke the record for both. Many Americans were tied to that record because it was set by an American and now we no longer hold the record the Jamaicans do and is believed to hold for years to come. However, now people enjoy admiring and applauding individual talent regardless of the athletes origin, yet still maintaining that feeling of heimat. Athletics has become a major beneficial and influential power towards any nations society as a whole.   The Bozell poll survey, which is conducted by CNN that obtains peoples opinion, states, that Americans think spectator sports have a positive impact on society and that competitive sports help children to learn valuable life lessons that they will carry with them through their adult life. The poll also reveals that it is a possibility that the lessons of sports provide a positive outlook in other lifes issues.   It is strongly believed with ninety one percent consider participation in sports help people broaden their mind in dealing with those from different racial or ethnic background; seventy-seven percent agree that sports help people to become better parents, and sixty eight percent believe that sports could help people get along better with people of who is of the opposite genders. (Bozell Poll Survey, 2004) The involvement in womens sports is rapidly growing across the globe.   During the time of 1971-72 roughly thirty thousand women were participating in college sports and by 1994-95 their participation rate sky rocketed to over 110,000.   In high school the involvement levels rose from 300,000 to more than 2 million.   (Hoberman, 1999) Important historical events in history have thrust women into the world of sports.   Upon performing more research it is noted, dating back to the 1800s the first known womens golf tournament is held at the Mussleburgh Golf Club in Scotland among the women who were local fishwives, the first intercollegiate womens tennis club started in 1881 at Smith College, and around 1896 a woman living in Athens ran the marathon. During the 1900s  women were starting to perform in the Olympics in Paris and slowly started to diffuse into other countries allowing more participation from women. The All American Girls Professional Baseball League was formed during the mid 1900s, a sex chromatin test for women athletes was introduced as a prerequisite for Olympic competition, the Association for Intercollegiate Athletics for Women was organized to enforce sport opportunities for college women, forcing the NCAA to allow women participants in college and soon after Title IX is imposed. (Smith, 2001) Title IX is a huge force towards the positive cultural movement for women in sports in America.   Title IX was passed in 1972 and allowed provided guaranteed equal access and opportunity for women in throughout all college sports.   Recruiting, scholarships and athletic benefits were made widely available.   The new law helped to view the seriousness of the female athletes and helped to destroy the outd ated views of women in sports. Diversity and sensitivity training is starting to become a major focus in high schools, universities and corporations throughout the world. (Smith, 2001)   Several workshops and seminars strive to educate, dispel and aid in rebuild the institutions ideas on gender equality.   Huge strides by the male gender are being made to exercise the appreciate womens roles in sports. An example is the mens wrestling and rugby teams at Northeastern University organize an annual breakfast in honor of National Girls and Women in Sports Day still today. The Womens Sports Foundation is one of many different organizations striving for gender equality in sports across the nation and globe.   Their main goal is To Promote the lifelong participation of all girls and women in sports and fitness, and to create an educated public that encourages females participation and supports gender equality. (King, 2008) Not only are support groups and foundations fighting for the rights of women in sports but th e media is also attempting to support the growth of female athletes in both college and professional sports. However this is not the only emerging problem within the sport world. Many people have a weird fear and discrimination of people who are homosexual or different than them. Homophobia is emerging as a huge issue in womens sports and not so much in mens.   Although society to a certain extent has become slightly more accepting of homosexuality in general, some women are somewhat intimidated from sport by fear of being classified as a lesbian.   (Smith, 2001) Homophobia is real life issue but serious positive ways of thinking are being made.   Gay rights activists and other supportive groups such as Gay, Lesbian BGLAD, have joined alliances to help fight the discrimination of homosexuals involved in sports.   Gay magazines, newspapers, books and websites help everyone in the society to understand and respect all individuals regardless of sexual preference and are being diffused into different cultures across the world. Because of this many people are being educated of the different rights that homosexuality has and that they are no different from someone who is heterosexual. Some major steps are being taken such as by the man named Eric Gumby Ande rson; the first openly gay high school track coach in America has noted his long struggle to bridge the huge gap between sports and being gay.   Even though Erics gayness was highly criticized with strong opposition he believed that he had something to attest to the world dealing with gay coaches or even gay athletes.   Anderson would like to make an impact on high school athletes anywhere and everywhere. Another act of revealing their true identity and who they are is an article Coming Out Part 1 and Part 2 about a high school, varsity captain football player coming out to the community.   Corey Johnson from Massachusetts did not want to hide his secret any longer from all of his family and friends. However some community members expressed their detestation towards him, the majority of the community accepted him with open arms and little hostility. Coreys teammates were amenable to the situation and Corey continued to be the co-captain of the football team and become a massiv e icon in the gay activist community. Corey Johnsons announcement was seen as a visionary act. Coreys situation is a great moment for society and could possibly  perhaps help to prove to be another positive cultural influence through sports. With Corey and Coach Anderson coming out openly to the public this is believed to prove to be a step in a positive direction. This will help with gay, lesbian, and bisexuals everywhere. Women and homosexuals are just two groups of minorities in sports.   Children and adults of color and poor socio-economic communities have historically been rejected from the world of athletics. (Smith, 2001)   Many different organizations and support groups have been formed to cultivate minority participation in sports. Noted by Michael Smith, Inner City Handball Associates helps children of low economic backgrounds and different ethnicities to become involved in sport.   Their mission is; To give every child the opportunity to explore their full potential and develop an academically disciplined mind and a strong health body.   To help nurture a strong sense of pride and motivate our youth to be the best at whatever they choose to be.   While also encouraging the youth to volunteer, to help rebuild and strengthen their communities creating their own positive role models for future generations to follow.   In the past decades minorities have been place in somewhat of a caste system.   The black athletes were always the football players or the basketball players and the sports like golf and tennis were for whites majority of the time. (Smith, 2001) Minorities absence in sports has drawn the attention of Former President Clinton.   In the article, Clinton Needles Sports World for Not Hiring Minorities, he addressed the fact the minorities are not being hired as coaches and administrators in college and in professional sports.   He also stated, Ive hired hundreds and hundreds of minorities as governor the governor of Arkansas and as presidents of different organizations, Clinton said.   Nobody ever accused me of giving jobs to people that werent qualified. (Constantine, 1997). Advancements for the inclusion of minorities in sports have been noted since then. Major improvements have occurred since then. Some of these examples are an increase in college and professional football coaches as well as basketball, administration positions have been earned by many minority educators, and even now an African American president. When one observes the sport world in the European countries it has changed quite significantly during the past few decades. It use to be that blacks were not allowed to participate with whites in rugby and other sports so they were forced to create their own leagues but were allowed to play against the stronger white leagues. (Goldstein, 1983) However now this is not the case major changes were made and are not like this anymore. Also noted by Clinton is by saying, it is obvious that athletics are leading America towards a better, more harmonious society, and that he hoped that those involved in sports would also learn good life skills and t o make good decisions.   Its important that the lessons they learn carry over to good citizenship, including attitudes about people of different races. (Constantine, 1997) Michael Smith provides some detailing information on minorities entering the NASCAR field that is predominately still white. He highlights the struggle for minorities to break into the stereotypically white world of racecar driving.   Wendell Scott became the one and only African American to win the NASCAR in 1963, afterwards no other African American could follow behind him in his footsteps.   Now African Americans are slowly being turned onto NASCAR not only as fans but also as racers at times. However African Americans still have yet to become drawn in as a major force to perform among the high level of NASCAR. Though racial inequality exists, NASCAR is pushing for a more positive cultural acceptance of diversity in the society of sports. Well we hope the racial climate reflects America.   Thats what we want the sport to reflect. I mean we feel this is possible the most American professional sport there is stated Richard Petty. He also stated that, Whether they are red white or purple theyre welcome to try just like anyone else. At one point in time there were two black race car owners, basketball great Julius Erving and former Redskins running back Joe Washington have spent a few unsuccessful years in the Busch Series, but do not blame racism. (Smith, 2001) NASCAR and most athletic organizations admit willingly that racial equality has not yet been achieved in the society of sports.   Optimistically the trend of diversity could possibly continue in America and make a positive cultural influence in todays society. It is a noticeable trend that other countries athletes are becoming popular in America. This succeeds in not only diversifying sports but also including a globalization perspective to include other countrys cultural aspects of sport and helping with the issue of equality. Many organizations have been formed worldwide to open up athletic opportunities to people of all ethnicities and to serve as an exchange of culture.  Ã‚  Societys labels are progressively losing their footholds in the world of sports. Though it is hard to dispute that Americans and other countries have a long way to fully achieve equality in sports, accept homosexuals in sport, and different races and ethnicities,  I believe that it is safe to say that a movement towards a positive cultural influence of sports in society is obvious. I believe that the book Violence and Sport is a book worth reading and is very educating in dealing with different aspects of life, different sports and different views into how people perceive sport as their sense of belonging or how sport is slowly starting to diffuse into different countries cultures including some here in America where different races are breaking ground in different sports and accepting that person for who they are and not caring of their race, gender, or sexuality.

Creating Sympathy for The Great Gatsby Essay examples -- F. Scott Fitzg

Creating Sympathy for The Great Gatsby      Ã‚  Ã‚  Ã‚   In the text, The Great Gatsby, the author, F. Scott Fitzgerald leads us to sympathize with the central character of the text, Jay Gatsby. Fitzgerald evokes our sympathy using non-linear narrative and extended flashbacks as well as imagery, characterization and theme. Through these mediums, Fitzgerald is able to reveal Gatsby as a character who is in an unrelenting pursuit of an unattainable dream. While narrative and imagery reveal him to be a mysterious character, Gatsby's flaw is his ultimate dream which makes him a tragic figure and one with which we sympathize.    In the opening pages of the text, we are introduced to the main characters through the believable and trustworthy narrative of Nick Carraway. We discover that Nick is a moral character who is disenchanted with society after returning from the East. Throughout the text, Fitzgerald uses Nick's narrative to guide our response to the central character of the text, Gatsby, whom Nick states, "represents everything for which I have unaffected scorn." Nick's narrative also reveals the weak and shallow characters of Tom and Daisy. Nick's ability to recognise this emptiness and compare it with Gatsby through imagery shows the effectiveness of Nick's narrative. The strong image of Gatsby reaching out toward the green light can be juxtaposed to Tom and Daisy whom Nick describes as being "careless people." Nick's references to Daisy's voice and his attraction to her voice as "glowing and singing", emphasises that we can trust him as a narrator as he too is vulnerable to temptation and worldly beauty. This concept of Nick being a character that is "within and without" leads us to trust him as he does... ...athy by depicting Gatsby as isolated and betrayed by a society that is shallow and incapable of morality. Throughout the text, Fitzgerald uses the mentioned mediums to effectively evoke our sympathy toward the central character in the text, Gatsby.    Works Cited and Consulted: Berman, Ronald. "The Great Gatsby" and Fitzgerald's World of Ideas. Tuscaloosa: U of Alabama P, 1997. Chambers, John B. The Novels of F. Scott Fitzgerald. London: Macmillan/New York: St Martin's P, 1989.   deKoster, Katie, ed. Readings on "The Great Gatsby." San Diego: Greenhaven, 1998.   Fitzgerald, F. Scott. The Great Gatsby. New York: Charles Scribner's Sons, 2004. Higgins, John A. F. Scott Fitzgerald: A Study of the Stories. New York: St. John's UP, 1971. Whitley, John S.   F. Scott Fitzgerald: "The Great Gatsby." London: Edward Arnold, 1976.   

Curriculum Development for Inclusive Practice Essay

Introduction: In education, the word â€Å"curriculum† is not new since the organisations of schooling and further education have long been associated with the idea of a curriculum. Before starting the assignment, we would like to find out what it means by â€Å"curriculum† and what is â€Å"curriculum development for inclusive practice†. By definition, in formal education, a curriculum is the set of courses and their contents offered at an educational institution. John Kerr defined â€Å"curriculum† and later taken up by Vic Kelly in his standard work on the subject as, â€Å"All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.† (quoted in Kelly 1983; also, Kelly 1999). There are four ways of approaching curriculum theory and practice: 1. Curriculum as a body of knowledge to be transmitted 2. Curriculum as product, i.e. an attempt to achieve certain ends in students 3. Curriculum as process 4. Curriculum as praxis We will express the later three ways in this assignment. These ways of approaching curriculum theory and practice can be also described in three disciplines: the theoretical, the productive and the practical. These are illustrated as the map below: (Source: infed.org/ Curriculum theory and practice.) Inclusive curriculum refers to the process of developing and designing a programme of study to limit the barriers that students may face in accessing the curriculum. Indeed, the curriculum created by the educational institution should aim to provide opportunities for all students to learn and to achieve. Also the curriculum should aim to promote students’ spiritual, moral, social and cultural development, to establish an entitlement and to establish standards. In this assignment, we will discuss how different theories, principle and models of curriculum have been developed and applied in a learning environment in order to achieve these. Particular in this essay, we will focus on the dental nurse training  environment where all trainee dental nurses are expected to meet standard set by General Dental Council (GDC) at the end of training regardless their background and entry levels. Analyse and discuss the influence of theories, principles and models of curriculum design with a view to promoting inclusive learning. Curriculum as product Curriculum as product model is also known as behavioural objectives model, as it heavily depends on the settings of behavioural objectives and it is interested in the product of curriculum. It is the dominant model of describing and managing today’s education. Because in modern education system throughout different stages and qualifications, certain standards or objectives are set and education institutions aim to draw up a plan to achieve these objectives and create methods in response to the plan. Outcomes reflecting on students’ learning abilities as well as efficiency of these plans and methods will be measured. From above, there are four fundamental questions for education practitioners: 1. What are the aims and objectives of curriculum? 2. Which plan and methods meet these aims and objectives? 3. How can these plans and methods be practiced? 4. How can the extent to these plans and methods be evaluated? (Adapted by Tyler 1949) Curriculum as product is strongly supported by the behaviourist model which believes knowledge is finite and learning supposes to be overt, observable and measurable. It also believes the statements of objectives of the education institution should be a statement of changes occurred to students. (Tyler 1949:44) Regarding to stimulation of positive changes to students, few major theorists have contributed to the behaviourist theory. Edward Lee Thorndike (1874-1949) believed learning was a process of linking physical and mental events in various combinations. Also, learning is enhanced when bonds are made between the stimulus and the response. B F Skinner (1904-1990) innovated in â€Å"operant conditioning† and expanded on Thorndike’s work on reinforcement of learning. In Skinner’s view, positive reinforcement strengthens behaviour by applying some encouraging events. Oppositely, negative reinforcement improves behaviour by removing some  aversive events. Advantages of curriculum as product model include: it makes assessment more precise; it helps to select and structure teaching plan; it makes teachers aware of different types and levels of learning involved in particular subjects and it guides teachers and students on skills to be gained. However, some criticisms are also raised, such as: it discourages teacher’s and student’s creativity; the curriculum is too subject and exam bound and some specific behaviours are appropriate for affective domain. Curriculum as process: Comparing to curriculum as product which is focusing on the outcomes, curriculum as process focuses on teacher and student activities. Indeed, it emphasis on means rather than ends. Rather than teachers set up objects and draw up teaching plans and methods, students have part in deciding nature of learning activities and therefore it is a more individualised atmosphere and different learning experience. Lawrence Stenhouse (1975) produced one of the best-known explorations of a process model of curriculum theory and practice. He defined curriculum as: ‘an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice.’ Curriculum as process is supported by humanist model which concentrate upon the development of the student’s self-concept. It believes learning is a progress towards the pinnacle of self-development. In the other words, if students feel good about themselves and the concept of learning, it is a good start. There are a few theorists who contributed in the humanistic theory such as Alexander Sutherland Neill (1883-1973), Carl Rogers (1902-1987) and Abraham Maslow (1908-1970). The most significant theorist among these is Maslow, who invented hierarchy of ‘basic needs’ and term ‘Self-actualisation’. The main advantages of curriculum as process model are: it emphasis on active roles of teachers and learners as well as learning skills. It believes on certain activities as important in themselves and for ‘life’. However, people also criticize that it neglect considerations of appropriate content and it is difficult to apply approaches in some areas. Curriculum as Praxis Curriculum as praxis is a development of the process model. Comparing to  curriculum as process which is driven by general principles and emphasises on judgement and meaning making, curriculum as praxis makes an explicit commitment to emancipation. So basically, teachers need to have a proposal for actions involving essential principles and features of the education encounter. They encourage students to build up conversations and interactions between each other in the situation. These actions lead to a form of commitment to learning.  Teachers continually evaluate this process and provide a view of outcomes according to this. Therefore through this approach, the curriculum as praxis itself develops through a dynamic interaction of action and reflection. Similar to curriculum as process, the curriculum also emphasises on the development of student’s ‘self- actualisation’. Therefore it is also supported by the humanistic model. Describe, critically analyse and reflect on which factors might affect curriculum design and how the curriculum can differ according to the context in which it is provided. Also describe and discuss the impact some of these factors have on your own specialism. As a dental nurse tutor, my students have following characteristics: firstly they are adult learners; secondly they have different academic and cultural backgrounds as well as learning abilities; they have an initial interest in the subject and a clear objective and motivation of getting qualification and becoming a dental nurse.Upon above characteristics of students, my role has following aims: to create an inclusive learning environment for all my students; to follow guidance from General Dental Council (GDC) and draw up teaching plans according to the guidance; to help students reach GDC standard, pass theoretical assessments and gain GDC registration; to provide great exposure of the practical side of training to students a nd make sure student reach GDC standard on practical/hand-on skills enabling them to gain registration. From above, it is not hard to see that the overall objective of getting GDC qualifications cannot be achieved by applying single curriculum design and model during my teaching. In fact, it requires a combination of curriculum as product, as process and as praxis as well as other auxiliary curriculums such as the hidden curriculum. Curriculum as product: GDC requires a certain theoretical assessment standard for trainee dental  nurses to reach. Students need to sit GDC exams for all the theoretical units they have attended. This has become the crucial objective for dental nurse tutors. In order to achieve this, we have created a practical plan and various methods in teaching. Firstly, classroom teaching has been arranged three times a week for two hours per class. Contents of teaching and learning are strictly referenced to GDC publications and the classes are well organised and formatted. Secondly, regular mock assessments to students are applied in order to track trainee dental nurse’s progress and provide feedback to our teaching methods. In order students to carry on progressing towards GDC exams, certain forms of encouragements and punishments have been applied which reflects on Skinner’s ‘Reinforcement’ in Behaviourist model. For example, students with top exam scores are offered scholarships and students with failed grades are required to attend extra classes and re-sit for exams. Curriculum as products model has provided a clear path for dental nurse tutors and trainee nurses to process towards objectives. However, it has also led some problems. Once trainee nurses are pushed too much towards exams and grades, they may lose enthusiasm and motivation. Also, as students are with uneven learning background and ability, trainee nurses who are lack of certain skills or previous knowledge may find reaching GDC standard particularly challenging. Here comes the concept of â€Å"providing an inclusive practice†, we will discuss this later in â€Å"The hidden curriculum†. Curriculum as process: As well as ensuring trainee nurses to pass GDC exams, they are also required to achieve strong practical skills and pass practical assessments. The practical side of training are carried out in trainee dental nurse’s work placements, usually within hospital’s dental department, a local NHS dental practice or a private dental clinic. After learning fundamental theories of dental knowledge, trainee nurses will work along with senior dental nurses and dentist to observe and practice skills at real work place. Trainee dental nurses usually spend at least half of their entire training in work placements and the placement is well organised by both dental tutors and head nurse in dental practice. Trainee nurses’ learning progress is observed mainly by senior nurses and dentists at work placement, a report will be sent back to dental tutors regularly. Dental tutors also visit trainee  dental nurses’ work place on a regular basis to observe and assess on student’s progress. Curriculum as process within dental nurse training has closely followed the Humanistic model, especially Maslow’s hierarchy of ‘basic needs’. Trainee dental nurses have to gain fundamental knowledge of dentistry in order them to gain security once putting knowledge into practice. When they feel secured, they are more enthusiastic and motivated to achieve the next level and eventually gain ‘self- actualisation’. Curriculum as paxis: As mentioned in curriculum as process, dental nurse training values entire journey of student’s progress rather than the final exams. Trainee dental nurses are observed and assessed throughout their training in all different aspects. Apart from the practical skills, dental tutors are also aware of trainee nurses’ oral/ communication skills, writing skills, co-ordinating/ interacting skills with colleagues and patients as well as professional manner as a medical staff. All of these factors are observed and accessed via multiple tunnels throughout classroom and work placement, such as dental nurse tutors, senior nurses and dentists, feedbacks from fellow trainee nurses and patients. As trainee nurses get more and more skilled in handling patients and communicating with fellow colleagues, they will find work get smoother and therefore they will gain more confidence and motivation in their job. This has reflected again on the humanistic model and Maslow’s hierarchy o f ‘basic needs’. Development of inclusive practice and the hidden curriculum Regarding the characteristics of adult learning, although trainee nurses are more purposeful in learning and show more active participation, their previous knowledge background and learning ability may vary. In order to get all the students on the same line and help them to achieve GDC qualification, we have applied the hidden curriculum to achieve an inclusive teaching and learning environment for the trainee nurses. The hidden curriculum means all that is learnt during school/college activities that is not designated part of official curriculum, such as one-to-one class for individuals, extra assessments and mock exams. Although learning associated with the hidden curriculum is often considered in a negative way, we find  this is a suggestive method for adult learners. For trainee dental nurses who are lack of language skills or basic medical knowledge, we arrange occasional individual class for them with one of our dental tutors. This is usually carried out in student’s and dental tutor’s spared time. As some trainee dental nurses are desperate in improving their essential skills, they feel rather welcome to the extra tuition and are willing to put in extra efforts. For trainee nurses who did not achieve satisfactory results in their mock exams before final GDC exams, we also occasional organise extra class for them and offer them opportunity to re-sit the mock exams. By carrying out occasional hidden curriculum, trainee nurses with less skill improve so that dental tutors are able to prepare them at the same level for GDC exams. This has helped us I developing inclusive practice within our institution in a different perspective.

Last Day at School Essay

As we come to the end of 2012-13, the words that come to mind are â€Å"thank you. † This has been an amazing year !! As we reflect on the 2013-2014 school year, please join me in acknowledging and celebrating the many wonderful learning experiences and educational opportunities that have taken place for our students at school, in numerous classrooms and in very creative and innovative ways. Together we have planned and executed best teaching practices and held students to high standards and expectations. The school’s unique character, excellence in teaching, and the tremendous dedication and talent of all staff members continues to make it a wonderful and special learning environment. It is my deep belief that the hallmark of a great school is to continuously work to improve learning for each and every child. As the leader of the school, I see this is as my most important responsibility and I take it very seriously. Therefore, creating strong and effective teacher teams at each grade level each year is a top priority for me as I work to ensure positive and effective teacher collaboration on behalf of children’s learning. As principal, I am solely responsible for the supervision and evaluation of every staff member at School. In doing this, I visited every classroom several times throughout the year for extended periods of time as well as made numerous informal visits. These observational visits have given me a unique perspective on the teaching life of the school. I have been able to see firsthand how and what kind of learning is taking place in every classroom. In addition, I have also gained knowledge and perspective in working with faculty members both in groups or individually, throughout the year. This year can be summarized in a few words: In the face of significant challenges, we made significant progress. I thank you for your continued commitment and all that you did to deliver on our purpose – to help students and parents seize opportunities at every stage. I wish Mr Shawn and Ms Charo a wonderful future in terms of their careers and personal lives. Please enjoy some well deserved rest with family and friends during this holiday season, and let’s get right back to school on 13th July 2013 at 8. 00 am.