What is the Purpose of Education - Free Essay Example

Sample details Pages: 3 Words: 894 Downloads: 6 Date added: 2019/06/24 Category Education Essay Level High school Tags: Philosophy Of Education Essay Did you like this example? I believe the purpose of education is that all people have the opportunity to learn. Education will unlock the mind of infants, toddlers, and preschoolers. Education will cause children to unlock knowledge and become boys and girls that will turn out to be men and women in society who can function successfully in society. Who should receive an education? Everyone born into this world should receive an education. Everyone learn different so no matter what it takes, everyone should be given the right to an education. I believe that all children are different therefore each children is unique in his or her own way. Don’t waste time! Our writers will create an original "What is the Purpose of Education?" essay for you Create order How should the learning environment be structured, both physically and emotionally? The learning environment should first of all be safe and hazard free. It should be a warm loving environment that make anyone feel safe and welcome. The environment should nurture a childs emotions so that the child will be able to adjust and open up to their environment which will promote that child to adapt to a learning environment. What are your responsibilities and obligations as an educator of young children or youth? My responsibilities as an educator is to make sure all children are treating fairly. I must make sure children have a safe place to learn and develop in every area of life. Each child must feel safe and happy while making learning fun and exciting. As, an early childhood educator, it is my responsibility to promote learning through play. I must also encourage independence and creativity. The educator must stimulate intellectual curiosity and understand the world around them. Every educator must understand that each child is different and they all learn on different levels. Each child is different, so teaching should be different. What roles do the parents, school administrators, and community at large play in education? Parents play a large play in the life of their child. Their parent is their first role model. Parents should model a good attitude about learning and that will inspire their child to be positive about their educational journey. A childs first learning starts with the parent. Children begin to learn from the time they are conceived in the womb of the mother. Parents begin to read to their child and let the child listen to music. Mothers even talk to the child in the womb. The parents and the community should make sure children have a safe learning environment. Community is a casual and energetic agency of education. It is defined as a group of families settled together in a particular area with more or less common practices, ideals, ideas, values and culture. There are different agencies that support the community such as: museums, art galleries, libraries, music drama centers, recreation centers, religious and secular institution. The administrator works with the staff to make sure everyone is collaborating and working toward the same common goals and opportunities. The administrator come up with a team to support the childs goals. The administrator play a vital role in planning the curriculum, standard testing, goals, timelines, budgets, and state regulations. Most administrators learn strategies how to relate to all children background. How should educators teach children and youth? Every educator must understand that each child is different and they all learn on different levels. Each child is different, so teaching should be different. The educator should provide goals with the children abilities in mind and include physical and intellectual accomplishments. Children should be introduced to art, music, pre-math, social-self, pre-reading and kindergarten readiness activities as the child shows interest. The educator should keep the child motivated about learning. What should educators teach children and youth? Educator should teach developmentally appropriate activities that change with the age and experience of the learner. The teacher should take in account of the childs cultural background. Teachers may have to come up with different strategies as to how to teach a child. A formal curriculum should be planned program of objectives, contents, learning experiences, resources and assessments offered by a school. Informal curriculum is not planned, its randomly done. Extra Curriculum Fall outside of the normal curriculum Each one of these curriculums play a vital part in the education of a child. I believe a curriculum should always be in place. The curriculum help the educator to stay focused on what they are teaching the children. It helps to track the childs progress. It will help to determine a childs weaknesses and strengthens. I believe sometimes an educator has to stray away from the curriculum or use another learning tool to help the child to learn the curriculum. I think that the educator should do what is necessary to promote the child in learning. I plan to help each child grow to their full potential in learning and at the same time making learning fun and exciting. What do you value? Should educators teach these (or any other) values? As an early childhood educator, we have an incredible opportunity and power to make a difference in the lives of our students. I value my students present and future education. During the first three years of a childs life, essential brain and neural development occurs. Therefore, children greatly benefit by receiving education before kindergarten. This is a key value that every educator should focus on because our job as an early childhood professional is extremely important.

The Declaration Of An Arab Identity Of A United Lebanon

Introduction The Taif agreement tried to abolish sectarianism and declare an Arab identity of a united Lebanon; however, in practice it perpetuated sectarianism through confessionalism and restructuring the National Pact political system in Lebanon. It also failed to provide a concrete Arab identity or unified Lebanon in practice, instead sectarian identities prevailed. The situation before the agreement The Ta’if accords modify the â€Å"rules of the game† of prewar Lebanon but they do not change their basic character; they might even be making them worse. Body 1: The Taif agreement perpetuated sectarianism through†¦ The Taif Agreement was the document that provided the basis for the ending of the civil war and the return to political the so called â€Å"normalcy† in Lebanon. It constituted a compromise among the Lebanese political parties and groups. The agreement defined the nation s political system as a parliamentary democracy, based on the principles of separation, balance, and cooperation among the various branches of government. Most importantly it confirmed the unity of Lebanon and stated that the abolition of political sectarianism constitutes a basic national goal to be achieved according to a gradual scheme. However, this national goal has never been achieved. The Taif agreement both re-codified sectarianism and worked as a catalyst for it in practice. Sectarianism was mainly re-codified because the agreement implicitly ratified the National Pact of 1943 andShow MoreRelatedThe Battle Of The Ottoman Empire1982 Words   |  8 PagesWWI France got the territory of Syria and Lebano n and Brittan got the territory of Israel, Palestine, Jordan and Iraq. The United States left the Europeans to deal with the Middle East however they always protected their interests, such as protecting their oil interests. The U.S spoke out against the Armenian Genocide and supported Zionism. After WWII American policies regarding the Middle East dealt with fighting communism, changing the views that Arabs had of the U.S, and replace them with a pro-westernRead MoreThe Arab Israeli Conflict And Arab Palestinian Conflict3221 Words   |  13 PagesThe  Arab–Israeli conflict  is the political and military conflict between the nation of Israel and specific Arab countries. The Arab–Israeli conflict began in the late 19th century as a result of the rise of Zionism and Arab nationalism. The two sides have fought over land that both parties regard as their holy land. The Jews looked to reclaim the land promised to them by God after their escape from slavery in Egypt. The Arabs, who already resided on and owned the land, looked to maintain their ownershipRead MoreA Mixture Of Historical And Currents Facts About Israel Essay1386 Words   |  6 PagesMandate for Palestine (1920), which directed the administrative control by Britain of the territory formally under Ottoman Empire rule, ended on May 14, 1948. According to the United States Central Intelligence Agency (2016), or CIA, the United Nations then proposed a plan that would divide that same area into Jewish and Arab states after millions of Jews were displaced from Nazi-Germany. On the same day, inspired by the dream of Jewish sovereignty, Israel was declared a state in Tel Aviv (State ofRead MoreLong Term and Short Term Causes of the Arab/ Israeli Conflict1311 Words   |  6 PagesThe Arab Israeli conflict. The Arab/Israeli conflict is a conflict between the Arabs and the Jews over a small piece of land known as the holy land which is an area in the Middle East of the Arab world. 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Great Britain and France would ultimately change what was a relatively quiet region in the Ottoman Empire into some of the least stable and hostileRead MoreThe Arab Israeli Conflict Between Islam And Judaism Essay1466 Wor ds   |  6 PagesThe Arab-Israeli conflict resulted not from a century long feud between Islam and Judaism, but from â€Å"claims to the same territory by competing nationalist movements.† These two movements, Zionism and Arab Nationalism, showcase the emerging question of identity during the 19th and 20th centuries. The Arab states, long ruled by Western colonial powers, emerged from the Mandate system weak and powerless. Why British troops did not leave Palestine until May 1st, 1948. Prior to this, the British proclaimedRead MoreThe Israeli Palestine Conflict And Conflict1430 Words   |  6 PagesWorld Map http://www.worldmapsonline.com/images/murals/miller_world_physical_wall_mural_lg.jpg Israeli-Palestine Conflict The Israeli-Palestine conflict is an ongoing conflict that began in 1947. Nationalist movements by Jewish and Arab groups with the aims of attaining sovereignty for their people. The collision between these two groups led to the development of Palestinian nationalism in the 1920’s, which then escalated into the Israeli-Palestinian conflict. Location The Israeli-PalestineRead MoreNationalist Movements of the Middle East and South Asia after WW11065 Words   |  5 Pagesand the Middle East were able to see the need for self government away from foreign control. This sparked a number of nationalist movements during the 1920’s and 1930’s. The Middle East had to Westernize to rid foreign control while India had to be united under non-violence and Hindu values. 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Midnight in Sicily free essay sample

Though I was onto member, I attended APP tutoring for math, physics, chemistry, English- you name it. In the math room, I would find myself grasping concepts well and helping other classmates with Weber and homework assignments. The APP program has grown close to my heart and the connections and friendships I have formed because Of it will remain well past my undergraduate career. As an APP summer tutor and/or tutor counselor wish to gain experience with teaching since I am strongly considering a career in education.I have much to offer if hired for this position. Am a highly motivated student with strong time management skills. Eave never missed a class and/or an assignment in any class at Union. I look forward to helping the incoming APP students with academics as well as time management skills and acclimation to the college atmosphere. Adapting to the college lifestyle can be challenging, as I have determined from personal experience, and I would enjoy helping students navigate this excitingly demanding time. We will write a custom essay sample on Midnight in Sicily or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Being a Union College gatekeeper has also enhanced my public speaking skills. As a very personable and outgoing person, I am largely a team player and enjoy working with others. I believe that working with others is the most effective way to learn. Alee the one-on-one collaborations as well as group efforts to solve a problem. Tutoring offers a unique opportunity to work closely with students to help them understand the material, something that have excelled at doing with classmates in current courses.As a result of taking academics very seriously, I have excelled in both of my fields of study. However, this is not to say have not struggled at times with the material. Both mathematics and chemistry are challenging, especially for those who are more interested in non-math or science majors. I realize that there will be times where students will struggle with material and I am well quipped to handle such situations. Because have struggled with the material myself am better prepared to guide students through similar challenges.In addition to being a personable, hard-working student, I would also describe myself as a motivating person, encouraging others to strive toward their goals. The position Of an APP summer tutor is primarily to aid students academically, yet, also holds a mentoring component. I value the role of a mentor very strongly, as have had several in my academic career and personal life. Aspire to accommodate students with whatever needs they ay possess and be a source of both academic and emotional support.I anticipate that this APP summer tutoring opportunity will be extremely advantageous in allowing me to (1 ) promote the early success of and (2) form valuable connections with the incoming APP Class of 2016. Additionally, this opportunity has the potential to strengthen my teaching skills and provide experience to deliberate between several possible career aspirations. Given my initial positive exposure to the APP program it would mean a lot to me to have the opportunity to become an effective contributor to the APP family.

Origins, Characteristics, and Consequences of Technological Systems

Introduction Technological systems are usually very dynamic and complex. Their complexities stem from the impact they have on the environment and other aspects of human life.Advertising We will write a custom essay sample on Origins, Characteristics, and Consequences of Technological Systems specifically for you for only $16.05 $11/page Learn More The electrification process also shares this complexity because since its birth, electrification has greatly influenced the economic, political, and social aspects of life. For instance, many people have experienced some form of electrification at one point in their lives. This way, electrification has served different purposes in life, including being an object of transportation, profit making, a political issue, and an element of spectacle (Bijker Hughes 1987). Even though electrification has had an immense impact on human life, the electrification process still baffles many people (Bijker Hughes 1987). The refore, electrification has been, for a long time, a mystery to many people. For example, Bijker Hughes (1987) say â€Å"Electricity is a carrier of light and power, devour of time and space, bearer of human speech over land and sea, and the greatest servant of man, yet it is unknown to many people† (p. 106). Therefore, even though electrification may seem like a simple process, it is not. In fact, Bijker Hughes (1987) say electrification is a process of several political, technical, and ideological systems that all work together to create the â€Å"electrification† experience. Technological systems also share this complexity because technological systems are also processes of several political, technical, and ideological systems that work together to create the technological system (Allen 2000).Advertising Looking for essay on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This paper draws from the above co mplexities to show the relationship between technological systems and the electrification process. Specifically, this paper uses the above relationship to demonstrate that the electrification process and technological systems are both complex and related. Therefore, through their complexities, this paper identifies several parallels that show how both systems work. More specifically, this paper uses the electrification process to show the characteristics and outcomes of technological systems. Broadly, this essay takes the example of electrification to show the origins, characteristics, and consequences of technological systems. Through this analogy, this paper shows that the origins of technology span through four eras – pre-mechanical, mechanical, electromechanical, and electronic eras. Through these eras, technological systems have gained several characteristics, like inter-connectivity, control, and hierarchy. Comprehensively, this paper uses these characteristics to show that technological systems have had an immense impact on the society by solving human problems, advancing human goals, and instilling social control. Origins of Technological Systems Many experts compare the history of technological systems to the history of humanity (Brady 2011). Some experts draw parallels between technological systems and humanity to show that technological systems are as old as humanity (Brady 2011). Indeed, since the existence of humanity, technological systems have characterized human life. However, different forms of technological systems characterize different points of human evolution. Nonetheless, the history of technological systems aligns with different stages of evolution.Advertising We will write a custom essay sample on Origins, Characteristics, and Consequences of Technological Systems specifically for you for only $16.05 $11/page Learn More Brady (2011) says that four ages define the growth and development of technologi cal systems – pre-mechanical, mechanical, electromechanical, and electrification. Pre-mechanical The earliest forms of technological systems trace to the pre-mechanical age where people started communicating using language and simple drawings. This period falls between 3000 B.C and 400 A.D (Brady 2011). In this age, people used simple picture drawings such as petroglyths and the Phoenician alphabet to communicate. Through an increased popularity of the alphabet, people started to develop pen and paper for easy communication (written texts). The first forms of writing manifested as simple marks on wet clay, but as technology improved, people started to write on paper. People developed the first forms of paper from the papyrus plant. Some people (like the Chinese) also developed paper from other materials like rags (their paper was very popular) (Brady 2011). Since people had already embraced paper as the acceptable form of communication, the need for storing paper emerged. Con sequently, people developed books and libraries. Through such developments, scrolls (like the popular Egyptian scrolls) also emerged (other societies preferred to bind paper together and make booklets) (Brady 2011). Through the creation of booklets and the need to store information in this form, people developed the numbering system.Advertising Looking for essay on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Indians developed the first sets of numbers (one to nine). However, it was not until 775 years later when people developed the number â€Å"0† as an integral part of the human numerical system (Brady 2011). Since numbers became an integral part of human life, people started to apply numbers in many aspects of trade and economic activities (calculators emerged through this development). In fact, many historians say calculators were the first forms of information processing systems (Brady 2011). The abacus was among the first popular forms of information processing systems (calculator). Mechanical Age The second age of technological system development is the mechanical age. This age outlines the link between current and past technologies. The mechanical age falls between the years 1450 and 1840 (Brady 2011). This period saw the proliferation of many new technologies, and an increased interest in the same area (information technology). Certainly, during the same period, scientis ts developed many new technologies, like the slide rule. Such technologies could multiply and divide numbers, thereby complementing numerical functions, as described in the pre-mechanical period. During the same period, some of the earliest technology inventors, like Blaise Pascal, invented the first mechanical computers (Brady 2011). Other scientists and engineers, like Charles Babbage, also developed some of the earliest engines (difference engine) during this period. Such engines tabulated polynomial equations using finite differences (Brady 2011). Comprehensively, many types of machines emerged during the mechanical age. Electromechanical age The electromechanical age bears a close resemblance to modern machines. Historians estimate that the electromechanical age spans between 1840 and 1940 (Brady 2011). This period marked the beginning of the telecommunication period. For example, scientists developed the telegraph machine and the Morse code during this time. Graham Bell, Gugli elmo Marconi, and Harvard scientists also developed the first telephone, first radio, and the first large scale digital computer respectively, during the same period (Brady 2011). Electronic Age The fourth age offers the most compelling understanding of the growth and development of technological systems because it defines the electronic age that affects us today. The electronic age started from around 1940 and its spans through several decades, to date (Brady 2011). Through the same era, the birth of the electrification era occurred. Characteristics of technological Systems Inter-Connectivity Like many systems, technological systems have an input and output. The same is also true for electrical systems because they also have an input and an output. For example, heat and mechanical energy outline the inputs of an electrical system and electrical energy defines its output (Bijker Hughes 1987). However, the outputs of technological systems come from the different components that defi ne the system. Components that define technological systems include physical artifacts, organizations, and legislative artifacts (Bijker Hughes 1987). These artifacts normally work together to achieve the common goal of the technological system. Therefore, if one artifact misses from the system, alterations to other artifacts, or the entire system, may occur. For example, in an electric system, any alteration to one system component may cause changes in transmission or distribution of power (Bijker Hughes 1987). If this example mirrored an institutional framework, a change of policy in one area would lead to the change of policy in another area. However, these interconnected systems are socially constructed artifacts because system builders develop technological systems (Bijker Hughes 1987). Comparatively, the same people who build electrical appliances are the same people who construct and develop manufacturing companies or electrical companies. Ordinarily, these groups of peopl e develop electrical hardware and their associated companies (two groups of people undertake both tasks) (Bijker Hughes 1987). Nonetheless, their tasks show that technological systems are interconnected artifacts. Limits of Control Technological systems are subject to artificial and natural limits of control. Environmental control is one such limit of control that characterizes technological systems. The characteristic of technological systems as processes of environmental control stem from the role that organizational components play as system-builder creations. Certainly, technological systems are often subject to environmental factors that are beyond the control of the operation managers (Lee Bai 2003). However, not all these factors are organized. For example, if the supply of energy surfaces as part of the technological system, it then becomes part of the technological system. Since the limits of control define technological systems, users have always tried to delimit the sys tem. For example, throughout history, technology has strived to incorporate environmental factors into their systems so that they reduce the effect of environmental uncertainties. In closed systems, where the influence of the environment is non-existent, managers often resort to bureaucracies, and routine as possible ways of controlling some unexpected environmental factors (Bijker Hughes 1987). From the above analysis, two types of environmental factors surface as the most significant limits of technological systems – independent and dependent factors. The same limitations apply to the electrification process. For example, the supply of fuel to a power system often surfaces as an important environmental limit that influences electric or power supply systems. Concisely, the electrification process shares control limits with technological systems because load dispatching centers and human load dispatchers limit electrification processes (Bijker Hughes 1987). These dispatchin g centers control the power loads and transmissions throughout the electrical system. Furthermore, human limitations, through standards and specifications, limit the designs of the dispatching centers (Hughes 1979). The introduction of these standards to the electrification process may include the inclusion of utilities, banks, and agencies that are supposed to protect the relevant regulations. The inclusion of these agencies outlines part of a larger hierarchical structure that controls utility management (Hughes 1979). If we compare the above situation to the electrification process, the interconnection between electric utilities and other forms of utilities may create a centrally focused electric light and power system that controls the entire electrification process. These regional and central structures often integrate at different levels. For example, electric utilities may integrate with coal mining companies, or other companies that use electricity utilities. Such types of i ntegrations were common during the First World War and the Second World War (Bijker Hughes 1987). The limit of control that defines technological systems also manifest through a self-check system where human intervention not only manifests through the design of the technological system, or its innovation, but also in the feedback system, where users may make improvements to merge the technological functions of the system with their intended goals (Hughes 1979). In so doing, people create limits to the technological system by correcting the existing system errors. The involvement of people in the control of the technological system depends on their degree of autonomy with the system. This autonomy is often subject to the bureaucracies that surround the application of the system (Hughes 1979). Bijker Hughes (1987) say that old systems are often easier to control, as they are less adaptable to change. Therefore, like old people, old systems are often rigid, but similarly, unlike peop le, older systems may not easily fade away and become frail. Comparatively, large systems often exert a lot of pressure on smaller systems, thereby exerting a sphere of control in this regard. Hierarchy Hierarchy is a common attribute of technological systems. This attribute emanates from the preference by inventors and organizers of technological systems to design technological systems in a hierarchical manner (Bijker Hughes 1987). This hierarchical structure may define the interacting physical artifacts of a system, or the same artifacts may manifest as a system that shares different subcomponents (Hughes 1979). The same model may also manifest through the interaction of organizations. For example, in an electric power system, interacting physical artifacts may be turbines or generators (Bijker Hughes 1987). More specifically, these physical artifacts may have subsystems of their own. The understanding of technological systems as hierarchal systems may however fail to show the t rue picture of technological systems. For example, important components of an electric light or power system, such as social costs and other external factors, may not materialize in the understanding of the entire system (Hughes 1979). Similarly, engineering books may only concentrate on technical systems without incorporating the social or intangible aspects of the engineering system (Bijker Hughes 1987). Therefore, students who use such books often get a distorted picture that system development circumscribes perfectly, while it does not. This distortion may also characterize the technological system as it often focuses on the technical aspects of its development, thereby neglecting the social aspects of the same model. Albeit hierarchy may not be perfect, it still forms an integral characteristic of technological systems. Consequences of Technological Systems Problem Solving and Goal Fulfilling Scientists designed technological systems to solve problems and fulfill specific goal s (Hughes 1979). Most of the designs that characterize technological systems concern the reorganization of the â€Å"real† world through technology. Such designs may portray technological systems as postdated solutions to a problem. For example, the creation of electrical utilities created the demand for electrical products, which people could use when electricity consumption was low (Bijker Hughes 1987). Through such creations, technological systems have provided many solutions to social and economic problems. Therefore, the problem-solving task is the main preoccupation of technological systems as they seek to redefine the material world, to improve its efficiency and productivity. Social Control Businesspersons, police, and politicians appreciate the importance of technology in bringing social order (Nye 1991). Indeed, technological systems provide useful tools of social control. Again, a parallel exists between technological systems (as a tool of control) and electrifica tion because there are numerous examples that show how electrification acts as a tool for social control as well. For example, streetlights prevent muggers and thieves from going about their criminal activities, freely. Electric bells that most people install on clocks also help people to know the right time by ringing when they are set to do so. Furthermore, electric burglar alarms are useful in detecting forced entry into premises, thereby proving to be helpful in preventing trespass and thefts of property (Nye 1991). Similarly, authorities may use electric loudspeakers to warn people about impending disasters, or inform them about an important issue (Nye 1991). More examples of how electrification supports social control manifest in the control of traffic through electric traffic lights and the installation of electric fences to control livestock and intruders. Comprehensively, technological systems are useful to the society by bringing social order and solving some of the most p ressing problems in human life. Conclusion The re-organization of the world, through technology opens new opportunities for development and the advancement of human goals. This paper highlights the positive aspects of technological systems that have aided human development. However, it is also important to appreciate that technological systems also have their ethical and moral considerations. Therefore, even though some societies, have fully embraced these technological systems, others are still aware about their devastating effects on the society (such as warfare and environmental destruction). Therefore, it is crucial to understand that, albeit technological systems may provide immense benefits to humanity, they may also have a negative effect on humanity in the same regard. References Allen, J 2000, ‘Information systems as technological innovation’, Information Technology People, vol. 13 no. 3, pp. 210 – 221. Bijker, W Hughes, T 1987, The Social Construction of Technological Systems, The MIT Press, Cambridge, MA. Brady, W 2011, History of Information Technology. Web. Hughes, T 1979, ‘The Electrification of America: The System Builders’, Technology and Culture, vol. 20 no. 1, pp. 124–161. Lee, G Bai, R 2003, ‘Organizational mechanisms for successful IS/IT strategic planning in the digital era’, Management Decision, vol. 41 no. 1, pp. 32 – 42. Nye, D 1991, Electrifying America: Social Meanings of a New Technology, 1880-1940, The MIT Press, Cambridge, MA. This essay on Origins, Characteristics, and Consequences of Technological Systems was written and submitted by user Silver Gorilla 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.