Personal Philosophy Essay Example for Free

Personal Philosophy Essay Educational philosophy is sometimes referred to as the immediate objectives of education. Immediate objectives on the other hand are purposes which a subject at a given time must aim to achieve through the courses of study or the curriculum. Its aims constitute a very important aspect of the total education. They are more specific and they can be accomplished in a shorter period of time, maybe a day or a week. These, too, are considered goals of specialization. This study aims to develop an educational philosophy and relate its important to one’s classroom teaching. Role of the teacher. The life of the teacher everywhere is full of responsibility. The teacher should recognize that the welfare and interest of the child is the principal objective of his profession. The school is for the children and the teacher’s first thought should be for them. At least during the time the pupils are in the school the teacher stands for the parents. The teacher should guard the health, moral, and well-being of the pupils with intelligent care. He should also be alert to discover physical defects of his pupils, and prompt to inform and interest the parents so that relief may be offered. Curriculum. Through the years, schools have taken on many new subjects without dropping old subjects. Schools must relinquish subjects that can be learned readily outside the school system and should be child-friendly and child-centered school. It should provide a variety of programs to meet the special interests and talents of the students. The Child. The child is the center of the matter. The teacher must know the nature of the child to be motivated, directed, guided, and evaluated. To understand the child, the teacher must know him as a biological organism with needs, abilities, and goals. He must know the social and psychological environment of the child and the cultural forces of which the child is a part. The behavior of the child at any given moment is the result of biological environment factors operating simultaneously. The child behaves as he does because he is a human being with needs and motives, and because he is surrounded by environmental and cultural forces which determine his behavior, these needs and motives shall be met. Methods of Education. The literature on the subject of teaching generally makes no distinction between method of teaching and technique of teaching. Writing on educational theory and practice has presented different classroom procedures as methods of teaching/education or techniques of teaching. These two terms have different meanings and values, but both are integrated in any teaching and learning situation. The method of education covers the psychological processes involved in learning, and the technique of teaching covers the use of devices and the application of principles in teaching in order to effect the proper development of the individual student. In addition, method relates to the learning performance rather than to the teaching performances, and method of education involves steps to guide the mental processes (Demiashkevich 43-48). Aims of Education. The philosophical aims of education require all public and private schools in this country to pursue, in the development of every child, regardless of color, creed, or social status. All educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological, and vocational efficiency. The study of the Constitution shall be part of the curricula in all schools (Peterson, pp. 64-69). The State shall provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarship for poor and deserving students. Moreover, philosophy of education is one of the major ground bases of education as field of profession; hence, focused study of such condition is essential. The case study involves the subjects of philosophical perspective of education linked with the condition of determining the future trends of the system. Utilizing five aspects of contributing factors, such as standards of teaching, bilingual education, cultural diversities, special education and the public policies, we shall determine the possible implications of such factors in professional philosophy of education. As a conclusion, as for the philosophy of education, and the continuity of learning and the aspects of continuous teaching without regards to any exceptions as incurred by the society, divine law, and human rights. Every minority with no considerations to race, gender, and possibly realistic health conditions should be deprived with education. The philosophy of education involves the general principle of conducting education as a means of providing universal treatment for the development implicated in a universal perspective. Furthermore, the philosophy of education, on the perspective of professionalism, involves that the educator must also be under the said umbrella of development and continuous learning despite of the governed tasks of teaching. Reference: Demiashkevich, Michael (2003). An Introduction to the Philosophy of Education. Pp. 43- 48American Book. New York. Peterson, Michael L. (2000). Philosophy of Education: Issues and Options. Pp. 64-69, InterVarsity Press. Downers Grove, IL.

Use of Language in Journeys End by RC Sheriff :: Journeys End Essays

The Use of Language in Journey's End Journey’s End was R.C. Sherriff’s only major theatrical production and had had relatively little experience of playwriting before. However, the language in the play does not show any evidence of this. Being set in the trenches in the Great War, and being with a serious, ingrained message, the play needed to be presented to the audience powerfully and effectively. The language needed to show the characters and their language as they would have been had they had actually been in the trenches at the time and make sure that they were as realistic as possible. Sherriff has aimed to relate the characters’ speech directly to their character but also to create a powerful picture in the minds of the audience. One of his main aims in the play was to present the public with a play to show the real attitudes during the war. Each character has different dialogue to each other to typify their characters and to distinguish them apart. The characters also have different styles of language that provides various elements to the play. Although the play is of a deeply profound nature, the play has vital outlets of comic relief which is displayed through the characters in the play. The stage notes throughout the play show the simple, atmospheric style the Sherriff uses in describing the aspects of the play. The very start of the play which describes the set, and the situation for the whole play, tunes the audience into the tone of the scene. â€Å"Warm yellow candle flames light the other corner from the necks of two bottles on the table. Through the doorway can be seen the misty grey parapet of the trench, and a narrow slit of starlit sky.† This is typical of R.C. Sherriff’s style. The notes are simple, explanatory but have the aura of the scene in mind. The characterised aspects of the scene such as the â€Å"Warm yellow candle flames† and the â€Å"misty grey parapet† contrast to emit the homeliness in the trench, but with the sinister, stony atmosphere outside. Sherriff also focuses greatly on the actions and movements of each character. He does this to portray the character in the scene exactly as he wants them to be perceived by the audience. This is shown in Act One where Raleigh arrives in the trench for the first time and his uneasy disposition as a newcomer to the dugout is clearly apparent. Sherriff explains: â€Å"An officer comes groping down the steps and stands in the candle-light. He looks round, a bit bewildered. He is a well built, healthy looking boy of about eighteen, with the new uniform of a 2nd

Advanced system analysis

Many questions have been asked regarding what exactly systems engineering is and what the roles of systems engineers are. The questions mainly asked are if systems engineers perform general works or whether they specialize in specific tasks.The question of whether system engineering is the overall process of managing a project or a life cycle of roles such as program verification and validation. It is even worth to either define the system engineering process as an attitude or a discipline. This research will entirely look at the many definitions of systems engineering and the roles that are played by the system engineers.The research will mention eleven roles that are executed by system engineers and some of these roles will be described as life cycle rules while others will be described as project management roles and others will fall on either group. The paper will also try to distinguish the roles played by system engineers from those played by subsystem engineers.The Role of a S ystem Engineer at the System levelMany companies have system engineering departments and the department’s main role is to check the product delivered to the customers.Engineers who work on the subsystems (elements that combine to form the whole system) are not always referred as system engineers but are referred with names according to the subsystem they work on; for example a software engineer will work on developing the software subsystem of the whole system, a Hardware engineer deals with the hardware subsystem of the whole system.Requirements owner roleThis role requires the system engineer to translate the customer needs into a set of well structured requirements which aid in the development of the whole system and the subsystems. The requirements should capture the external interfaces and ensure that the functional architecture of the needs is captured as well (Roger1985).The role of the subsystem engineer at this point is to assess the impact of the requirements to the system as a whole and its subsystem and decide which requirements should be modified.Subsystem specifications creation and maintenance is the other role that is handled by the subsystem engineer with various factors playing a major role in the formality of determining the requirements required. The factors include the degree of the customer needs, the company’s culture and the size of the project. Large projects mainly involve intense communications processes with formal processes (Roger 1985).System designing roleAt this role the system engineer will create the high level system architecture and then select the its major components. The system designer (Subsystem engineer) then investigates the possible ways of developing the system from pieces he possesses.He then compares those ways with the system requirements to ensure that the system’s functionality captures all the requirements stated in the previous stage.The system designer fine tunes the design and also desc ribes in detail the needs of the other lower subsystems. And finally he confirms if the subsystems can meet the specifications available or if it is possible to develop them.Mainly the role of system engineers at this stage will be to focus on the architecture, high level design, integration and verification of the subsystem. The lower level development of the subsystem will be the role of the system designer (Matty1997).The system design role comes after the requirement engineer has come up with the requirements and the functional structure. The two tasks work together in the selection of the subsystems and the explanation of the subsystem requirements.System analysis role  System analysts (subsystem engineers) at this stage try to confirm if the system designed meets the system requirements stated. The things to be analyzed will be system throughput and output, memory usage, and the system response.The work of the system engineer is to model the complex parts of the system to in vestigate if they are able to work well and interface them with the outside world. Modeling will also assist the system engineers to understand the operations of the system.The system engineers carry out such modeling with various powerful simulation tools. The type of project will determine the extent of analysis to be carried out with complex and risky projects requiring higher levels of analysis.Validation and verification roleSo as to ensure that the developed system meets the stated requirements, validation and verification engineers develop a verification program and sometimes the system engineers also come up with the test plans and procedures and determine what’s supposed to happen during an event.Verification and validation engineers are responsible for answering such questions and should also be able to predict behaviour of the events in advance.Verification and Validation engineers are also able to fully understand the system design so that they are able to respond to any anomalies that may occur and incases of emergencies are aware of the experts to call (Fisher1992).The role of the verifications and validations depends on the organizational structure; in some organizations a system test group performs these roles while in others the roles are performed by both a group of system engineers and the system test group.Logistics and Operations (LO) Role.System engineers at this face will demonstrate to the customer of how the system will operate. They are also asked questions by the customers regarding the operation of the system, and will also settle any anomalies that will arise. Logistics engineers are to aid the design and development stage by bringing maintenance and logistics concerns to these stages (Roger1985).On the other hand logistics and operations engineers who at this stage are the subsystem engineers will be responsible for determining the logical operations of the system so as to ascertain if the system will satisfy the requiremen ts that were stated.They are supposed to understand the design and the operational aspects of the system and have clues on the instructions to be given to users on how to operate the system. All these operations are entrusted to the Logistics and operations engineers since they are responsible for developing a user’s manual (Webster 1994).

Principles of Health and Social Care Practice Free Essay Example, 1750 words

2). Ethical dilemmas A number of ethical dilemmas and conflict may arise when providing care (Labspace 2013). There are explained below: Practitioner –client relationship: Sometimes a client may accuse a healthcare provider of wrong doing when the client is actually aware or even may not be aware that he/she is the who is on the wrong. This may happen, for instance, if the client fails to take his/her medication as instructed and at the end the treatment fails. Privacy and confidentiality: In setting where healthcare providers are very close to the community, for instance in a rural setting, confidentiality and privacy may become an issue. This may happen when a health provider feels the need to reveal private information to a third person who may be hurt if he/she does not become aware of the same. Shared decision making: Sometimes clients decide to make decisions which are outright wrong. Healthcare providers are always reminded to respect client decisions. Healthcare workers are left with few options when clients stick to decisions which are wrong and which are likely to affect more than the patient, for instance, a critically ill parent insisting on using native medicine which has proved ineffective. We will write a custom essay sample on Principles of Health and Social Care Practice or any topic specifically for you Only $17.96 $11.86/pageorder now Part B: Policy, Legislation, Regulation, Codes of practice and standards The questions in this part are discussed in the light of Quality Protects Program, The Care Standard Act 2000, and Codes of Practice for Employers of Social Care Workers. Implementation of policies, legislation, regulations and codes of practice Implementation of Quality Protects: Implementation of this program is carried out at the local authorities’ level. The national government has set the priority areas and the objectives to be achieved. It is the duty of local authorities to come up with strategies on how those objectives are achieved. The implementation strategies by each local authority are developed in a Management Action Plan which is then submitted to the Department of Health for approval (Management Action Plan 2001). Implementation of the Care Standard Act 2000: The implementation of this Act is carried out by service providers. The national government just issues the minimum standards which the providers need to adhere to and the providers are expected to implement those standards. These providers include care homes for adults and children, nurses’ agencies, domiciliary care agencies among others (Welsh Government 2011). Implementation of Codes of Practice for Employers: These codes are implemented by employers of social care workers.