What is Personality Essay

Personality can be generally described in this personality essay as the characteristics make up of an individual that influence their psychological environment. It can be described in scientific terms in a personality essay introduction as follows: "Personality is an established and structured collection of psychosomatic traits and mechanisms in the individual that affects his or her interactions with and adaptations to the psychological, physical and social setting in which they dwell." Aspects of Personality From the above definition, the three aspects of personality that will be highlighted in this personality essay are: Personality is Stable Personality doesn't change on a daily basis but takes a long time if it were to change a small margin. For personality to change, the individual must undergo some traumatic or life-changing experience whereby the change will be limited and very gradual. Personality Comprises of Properties and Mechanisms The personality of an individual can be split into various components and characteristics. The characteristics of personality have been identified and classified into various categories over time. Personality is Ever Present The personality of an individual is always present in any setting that they might be in. Their thoughts, feelings, and behaviors are always influenced by their personalities in relation to the context and time they are interacting with any social phenomenon. It is the personalities that will aid the social actors to adjust and adapt to the daily challenges in their environments. In another personality essay argument, the natural biological processes and requirements influence the personality of individuals. Personality Profiles The following 16 types of personalities will be briefly explored through our example of personality profile essay. The codes are derived from the preference of two functions of general attitude - Sensing (S) vs. Intuition (N), and judging - Thinking (T) vs. Feeling (F) - Extraverted (E) vs. Introverted (I); perception. INFP - The Idealist Idealistic, quiet, and reflective. Very eager to offer service to humanity. INFJ - The Protector Sensitive, original, and quietly forceful. Keen on ensuring things are done. ISTP - The Mechanic Quiet and reserved, interested in how and why things work. Good skills in mechanical things. ISTJ - The Duty Fulfiller Serious and quiet, fascinated with peaceful living and keen on security. Very thorough, dependable and responsible INTJ - The Scientist Analytical, original, determined and independent. Possess talent for deriving solid plans of action form theories. INTP - The Thinker Rational, innovative, creative thinkers. Theories and ideas excite them very much. ISFP - The Artist Tranquil, thoughtful, sensitive and caring. Dislike conflict, and avoid engaging in activities and situations that can cause conflicts. ISFJ - The Nurturer Calm, kind, and careful. Are dependable to follow through on issues and selfless. ESFP - The Performer High-spirited and people-oriented, good at creating fun around other people. ESTJ - The Guardian Down-to-earth, conventional, and orderly. Athletic predisposition and minimized interest towards theory or abstraction if there is no practical application ESTP - The Doer Welcoming, flexible, and action-oriented. They are focused on speedy results. ENFP - The Inspirer Passionate, principled, and creative. Ability to do anything that captivates them. ENFJ - The Giver Admirable and thoughtful, with exceptional communication skills. Externally focused, and genuinely concerned with the thoughts and feelings of others. ENTP - The Visionary Imaginative, ingenious, and intellectually hasty. Usually multi-talented. ENTJ - The Executive Confident, candid and good leadership skills. Have the brilliant skill to comprehend difficult organizational challenges and produce solid solutions. ESFJ - The Caregiver Warm-hearted, admired and careful. They tend to prioritize the needs of others above theirs. The above classifications of personalities are generally applied in the process of how to describe a person personality in essay. Personality Theories In the past, there existed in several personality essay examples a strong debate among scholars on the exact number of how many personality categories are in existence. Some, like Gordon Allport, were of the idea there are as many as 4000 personalities traits. Some other scholars like Raymond Cattell in his essay about personality proposed only sixteen. Most modern researchers propose the Five Factor theory which outlines five broad categories that make up human personality. The following five categories have been identified as standard in big five personality traits essay: Agreeableness Conscientiousness Extraversion Neuroticism Openness Personality Disorders and Illnesses When tasked to write a "describe your personality essay" or a "my personality essay", you need to be clear on the meaning of some terms. Personality disorders or illnesses are dysfunctional conditions of mental instability in which the feelings, thoughts and behaviors are rendered in rigid and unhealthy patterns resulting in problematic associations with the surrounding people and situations. There are many disorders and illnesses that the personality of an individual might suffer from. The disorders can be brought about by or their presence or onset signaled by the following conditions: Verbal abuse by caregivers or colleagues Relationships with peers High sensitivity to stimuli (sound, smell, emotions) Genetic predispositions Personality disorders are quite challenging because some can make the patient not realize that they are sick and can actually blame those close to them for the challenges that they face. Most of the personality disorders start in teenagehood and early adulthood. Some are radical and violent in nature while others are less obvious. There are three categories into which the personality disorders are categorized according to the similarities of the symptoms and characteristics they exhibit. There are many disorders associated with the personality that we can't explore all of them but highlight the three broad categories this essay on personality. Clusters of Personality Disorders Cluster A The disorders in this category are portrayed by strange, unconventional thoughts or behaviors. They include the following disorders: Schizoid Schizotypal Paranoid Cluster B The disorders in this group are described by dramatic, excessively emotional or erratic thoughts or behavior. The disorders are as follows: Antisocial personality disorder Narcissistic personality disorder Histrionic personality disorder Borderline personality disorder Cluster C The personality disorders categorized in this cluster are depicted by apprehensive, fearful acting or thinking. They include the following disorders: Avoidant Dependent Obsessive-compulsive Every personality essay recommends that if you note any symptom of any personality disorder in you or anybody else, you should seek medical attention from your nearest healthcare provider or mental health institution. If any of the mental disorders remains unattended, it can cause significant damage to you or anyone around you. Causes of Personality Disorders The careful act of balancing emotions, thoughts and behaviors is the responsibility of the personality. It bears the two social perspectives every social being bears: the inward and outward perspectives. Personality is formed early in life when a child starts socializing and gradually gets shaped by growing up into adulthood through a combination of the following two aspects as shown in any personality essay: Genetics. In the event of reproduction, gene inheritance may predispose one to a particular condition passed on from their parents. These traits may seldom be referred to as your temperament. The environment. The settings in which you grow up, events that take place and relationships forged with family members and others members of the society. Disorders arise when there is a fluke in one or both of the above aspects. An individual's genes may render them vulnerable to certain conditions and a traumatic situation may trigger the development. Risk Factors for Developing Personality Disorder Despite the fact that there is no clear cause for a particular personality disorder, some factors have been identified on the negative in increasing the chances of developing a disorder. The risk factors listed below can aid describe your personal essay: As a child one suffered childhood conduct disorder Childhood family life jumbled up, uncertain, or abusive Differences in brain chemistry and organization History of personality disorders or other mental illness in the family Complications Arising from Personality Disorders Personality disorders can have very undesirable effects on both the patients and those around the patients. The disorder can affect the way that you relate to other members of the society, the way you do your job or can seriously hinder your studies. Personality disorders can cripple the patient ability to socialize leading to isolation, alcohol and drug abuse. On the severe end, instances of violent outbursts, injuries to both parties and even suicide have been reported. From a retrospective analysis of personality essay, it is apparent that those aspects of one's personality that are tied to the main culture will remain unchanged over a long time as compared to those tied to personal standards and ethics. Culture takes a long time to design, mold and set in place, as such, those elements of personality associated with the culture will follow a similar trend. Conclusion From the above essay about personality, we can say that personality defines the way in which people socialize with each other and react to other phenomena in the society. Despite the personality being hard to change, we can influence some aspects of the personality according to the prevailing circumstances as discussed in this personality essay.

Definite Articles in Spanish

Definite Articles in Spanish A definite article, called an artà ­culo  definido  in Spanish, makes a noun refer to a particular item or items of its class. In English, the definite article  is the. In Spanish, there are five ways to say the. The four most common Spanish definite articles are  el, la, los and las in Spanish. A fifth, less frequently used definite article,  lo,  is sometimes appropriate. Definite articles are also sometimes referred to as definite determiners.  Spanish and English have different rules as to when a definite article is needed or can be omitted. In general, Spanish often uses a definite article in cases where English does not. For example, the English sentence, Mr. Brown is rich, does not have the definite article the. The same sentence translated into Spanish would be, El  seà ±or Brown es ​rico.  Ã¢â‚¬â€¹In Spanish, the definite article, el, is used. Agreement in Number and Gender In Spanish, number and gender make a difference. Is the word plural or singular? Are you referring to a male or female or masculine or feminine word? The Spanish definite article must agree with the gender and number of the noun that follows it.   Masculine Form of The The masculine form of the is el if referring to one item, the singular form of the word. For example, the cat is el gato. The masculine and plural form of the, if referring to more than one item, would be los libros, meaning, the books. Feminine Form of The To say the when referring to a singular item that is considered a feminine word, for example, the word door in Spanish is considered a feminine word, puerta. A  speaker would say, la puerta, for the door. To pluralize the word, when referring to more than one door, the proper form of the definite article is, las  puertas. Use of Lo to Mean The Lo  can be used as a neuter, meaning not gender specific, definite article before an adjective to make an abstract noun.  For example,  lo  importante, translates to mean, the important thing, or that which is important. Contraction Using El English has many uses of contractions, such as isnt for is not   or theyre for they are, blending two words together to impart meaning. In Spanish there are only two official contractions in the entire language and they both involve the definite article, el.   The words a el form the contraction al.   For an example, Ella va al auto, means, She is going to the car. A Spanish speaker would literally say, Ella va  a el auto. The contraction al works more smoothly in this case. The words de el form the contraction  del. An example,  El libro es del profesor,  which literally translates to mean, the book is of the teacher, or more smoothly translated, the book is the teachers. The contracted form of  al  usually means to the and  del  usually means of the.

Poverty and Pollution Essay Example | Topics and Well Written Essays - 1500 words

Poverty and Pollution - Essay Example Industries in developing countries also do not have the technology to combat environmental pollution which is why they are suffering the most because of environmental pollution. In this paper, the issue of environmental pollution will be discussed and the role of developing and developed countries will be discussed. Moreover, the discussion will be made on ethical implications of polluting in a third world country. Also, a uniform global plan for pollution control will be proposed. The ethical implications of polluting in a Third World country are severe, to say the least. Businesses cannot make life miserable for people of third world countries because everyone has a right to live his or her life in a healthy environment. There cannot be any ethical justification of businesses polluting in Third World countries. When businesses pollute the land, air, and waters of developing countries, they hurt and endanger the lives of the people who live there, and this cannot be justified. It is also not ethical for businesses to damage the natural resources of third world countries in the name of economic progress. Even if businesses that are polluting in developing countries are actually creating jobs and contributing to the economy, their actions are not ethically justified because their practices will make life difficult for future generations. The argument that businesses in the Third World provide employment to otherwise unemployed people of the country is not valid because the same businesses are making the environment worse for the future generations. It is important to take into account the good of both the present and future generations, and in this regard practices of businesses that are polluting in the Third World countries are unethical.

Sex Crime Essay Example | Topics and Well Written Essays - 1500 words

Sex Crime - Essay Example "After a three-year period of consultation with those dealing with crimes and sexual offences, the Sexual Offences Act 2003 came into force on 1 May 2004" (The Office for Criminal Justice Reform, 2006, p.12). The sexual offences act, 2003 has revealed a detailed discussion as regards consent in regard to rape. The Law Lords overturned this common law idea that marriage means a man has a 'continual' consent from his wife for sexual activity at any time (R v. R [1992]). Thomas (2005) describes as "[t]his was later brought into statute in 1994, now in Sexual offences Act 2003" (p.11). The present paper is intended to justify whether the guidance of consent as provided in the said enactment is proper or warrants further explanation and amendment. The Sexual Offences Act, 2003 has been designed to make the process easier and convenient for prosecuting people who use physical force to others for having sex despite the unwillingness of the other party. The legislation provides that a person would not be charged with the offence if he or she intends to protect a child from sexually transmitted infection, from physical safety of the child or from becoming pregnant. The Sexual Offences Act 2003 has made a greater legal protection for victims by clarifying the law on consent. Section 1 of the Act states, a person commits an offence of rape if he intentionally penetrates to the vagina, anus or mouth of another person despite her reluctance. The phraseology "reasonable belief" as enunciated in section 1 is determined in regard to the particular context of a given circumstance. Section 74 of the Act defines consent as stating that a person is presumed to give consent if he agrees by choice, and has the freedom and capacity to make tha t choice. Section 75 provides a list of circumstances where it may be considered that the victim or complainant did not consent to the said sexual interaction. From a perusal of section 76, it is clear that if (a) the defendant intentionally deceive the complainant as to the nature or purpose of the relevant act; or (b) the defendant intentionally induce the complainant to consent to the relevant act, it is presumed that the victim did not give his or her consent. As per the provisions of section 79(2) penetration is a continuing act from entry to withdrawal and if the victim consents to penetration but withdraws consent after penetration, the accused must withdraw his penis immediately.Consent in the sexual offences ActConsent must be obtained peacefully and without the use of force or violence. If it is obtained by force, threat or inducement or any other unlawful means, said consent would be declared as void and illegal. The meaning of the term "consent" as given in the Sexual offence act, 2003 is an aiding tool for the juries in deciding whether the victim was able to give or did actually give his or her consent to the said sexual transaction. In this connection, the defendant must show that his belief in consent was reasonable and obtained in due manner and a jury must consider all the circumstances including any step which he has taken to ascertain in determining whether the vi

The Impacts of the Politeness Principle on Foreign Language Term Paper

The Impacts of the Politeness Principle on Foreign Language Acquisition, Geoff Leech - Term Paper Example An example of these words is the word conduct. If the stress is placed on the first syllable, conduct means â€Å"behavior.† But if the stress is placed on the second syllable, the word means â€Å"to carry out.† Plural words also cause difficulty on the part of the learner. It is sometimes very difficult to explain to the learner why some words can be made plural by adding -s and why some cannot. For example, words like monkey can be made plural by adding -s. But the rule cannot be applied to the word money. The teacher should pay attention to these idiosyncracies to help the learner have a clear idea of when and how to use an aspect of the language being studied. As a result, the learner is able to proficiently and efficiently make use of the language and avoid being misunderstood or hurting the feelings of the person he or she is talking to. This is where the politeness principle comes in. The politeness principle which was developed by Geoff Leech is a series of max ims which help explain how politeness operates in conversational exchanges. According to Leech, â€Å" politeness are forms of behavior that establish and maintain comity or the ability of participants in a social interaction to engage in interaction in a friendly social atmosphere(Leech, 2005). Leech uses two terms for referring to two kinds of illocutionary acts. He calls representatives â€Å"assertives† and directives â€Å"impositives† (Leech, 2005). The politeness principle is comprised of six maxims. Each maxim has a sub-maxim which has less importance (Leech, 2005). These are used to show that negative politeness or avoidance of discord is more important than positive politeness or seeking discord. Leech says that not all the maxims are equally important. He also says that speakers may adhere to more than one maxim of politeness at the same time. The Tact Maxim Theoretical Application The first of the maxims is the tact maxim. This maxim aims to minimize cost and maximize benefit to another person (Leech, 2005). Examples of the tact maxim are â€Å"Peel these potatoes†, â€Å" Hand me the newspaper†, and â€Å" Could you possibly answer the phone?†. According to Leech, there are two levels of politeness in the tact maxim. Commands like â€Å"Sit down†, â€Å"Get a cup of water†, and â€Å" Close the door† are considered impolite while requests such as â€Å"Please sit down†, â€Å"Could you kindly get me a glass of water†, and â€Å"Won’t you have another drink† are considered polite. Leech explains that indirect illocutions are more polite because they give the person being addressed to an option of whether or not to obey. Reiter explains in her book Linguistic Politeness in Britain and Uruguay: A Contrastive Study of Requests and Apology that â€Å"politeness is a form of social interaction, a form that mediates between the individual and the social† (Reiter, 2000). She also adds that politeness assumes that each society has its own prescriptive social rules for different cultural contexts (Reiter 2000). Trosborg in her book Interlanguage Pragmatics: Requests, Complaints, and Apologies that â€Å"politeness is a pragmatic mechanism in which a variety of structures work together according to the speaker’s attention to achieving smooth communication† (Trosborg, 1995). that Leech also explains that the more indirect

Curriculum Development

Curriculum Development Unit 6 Curriculum Development for inclusive practice Curriculum is defined as the following; a specific blueprint for learning that is derived from content and performance standards. Curriculum takes content and shapes it into a plan for effective teaching and learning. Thus, curriculum is more than a general framework, it is a specific plan with identified lessons in an appropriate form and sequence for directing teaching (Wiggins and McTighe, 1998). The word ‘curriculum is actually a Latin word for ‘racecourse. Curriculum is the activities that learners will undertake to achieve their learning goals. The planning, learners experience and order in which it occurs are all part of the curriculum. There are a huge and vast amount of elements that help shape a curriculum. There are many different methods and approaches to the design and implementation of curriculum and a lot is dependant on the teachers approach of it. In the world of training, the curriculum can designed around the objectives of the clients specifications. Most of the time curriculum is based on the organisational needs of learning and objectives, for example, their curriculum. Approval from external agencies, for example, awarding bodies give approval for the qualification to be delivered. The awarding bodies supply the syllabus or guidance which gives the teacher the information and framework for delivery and assessment of the subject matter. External agencies may provide funding in some cases and in this instance the course will only be provided once the funding has been attained. Within the training in-house sector of teaching, it is normally the business and individual needs that sets the benchmark for the requirement of bespoke training courses. In house training/teaching cater for the needs of the staff and in the majority a lot of the courses attained by the learners do not lead to formal qualifications. In all of the above instances the organisation will supply the syllabus or course content to shape the curriculum. If the syllabus or course content is not available the teacher will have to develop their own based around the subject that has to be delivered. The aim of the teachers is to identify the learning needs, styles and the potential of the learners, this needs to be achieved at the prior to the start of the students learning. As an example of this a schools curriculum comprises both statutory elements (including the National Curriculum, religious education and careers educations) and non statutory elements (priorities defined by the school). An area where there will be a significance of equality and diversity in the design of the curriculum would be children with multi-sensory impairments. One of the fundamental principles of the code of practice is that all children, including those with special educational needs should be offered full access to a broad, balanced and relevant education. This is what the national curriculum was designed to provide. Some children who are multi-sensory-impaired will follow the National Curriculum, usually with additional support. Others will follow a modified form of it. Still others will follow more specialised developmental curricula which will include teaching a child things that non-disabled children already know by the time they start school. Even children who follow the same curriculum as non-disabled peers, however, will usually need additional elements because of their sensory impairment. These may relate to: * mobility skills, communication, sensory development or other aspects specifically affected by deaf blindness * therapy needs for example, physiotherapy * concepts usually learned incidentally for example, the interpersonal and independence skills used at break or meal times All teachers modify the curriculum in order to meet the range of learning needs in their class. Children who are multi-sensory-impaired are likely to need the curriculum modified on an individual basis, because each childs combination of hearing impairment, visual impairment, other disabilities and learning characteristics will be different. There are many models which affect the delivery of curriculum, way in which a teacher must attain the end result, should and could deliver to the learners. For example, the product model focuses hugely on the outcomes of a course. The product model is also referred to as the behavioural objectives model. An example could be of a first aid course, the teacher has to teach what must be taught in order to facilitate the learners to pass. Training in the workplace is very much honed to the product/behavioural model of curriculum development. The teacher focus predominantly on what must be taught rather than focusing on what should or could be taught The behavioural model of learning concentrates on the measurable outcome of curriculum. The advantages of the behavioural model are that there is normally a general statement of intent and this is hopefully ensuring avoidance of vagueness. The assessment process is actually more precise. The learning should be step by step and it should focus on the previously learned material. Ralph Tyler (1971) stated that there is a guideline for curriculum development that the interacting influences of organized scholarship, the learner, and society should provide the dominant source and influence for curriculum development. Tyler organized his model into four fundamental questions, which he stated should be answered when designing curriculum: 1. What are your curriculum aims and objectives? 2. Which learning experiences meet these aims and objectives 3. How can these learning experiences be organised into a curriculum programme? 4. How can this programme be evaluated? The Tyler theory to date is the most influential model of all in preparation of curriculum, the needs of society at the time of development and the needs of the learner at the time of development should be imperative. The ever evolving social psychology of our society must be accounted for, exactly what are the educational purposes needing to be attained. The focus should be related to previous learning and experiences and after analyse the factors how is the curriculum design going to encompass and attain the objectives that may not have been reached previously. The philosophy of education will profoundly affect a students life. It is providing the foundations, the aspects of knowledge and social experiences are needed to improve learners futures. An example could be of training, the different settings and mutli-cultural workforce will have a variation on the curriculum. The curriculum will need to be designed in partnership with the employers, so a competency framework will be met. Aims and objectives will have to set within in the competency framework which over time changes with legislation and regulations. The learning experiences should organised into the curriculum and depth, complexity of the subject, ensuring that it covers all levels of learners attainment. Then course needs to be evaluated, how will the course be evaluated and the key objectives attained? Simplistically the Tyler theory in practice is the most fool proof design of curriculum. The curriculum can be subjective and open to interpretation. Needs analysis previous to design of curriculum is imperative, the findings should be summarised and should formulate part of the curriculum development documentation, which is practice is fantastic if you have the relevant information prior to course delivery. The world of training can be ad-hoc and trainers are not always privy to this information. However, the behavioural model approach has received criticism. One of the arguments against the behavioural model is that the ‘affective domain cannot be considered adequately in terms of specific behaviours. The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection, thus it cannot be assessed adequately and the behaviour model will discourage ‘creativity on the part of both learner and teacher. In the 1980s behaviourism was superseded by the humanistic approach to curriculum design and implementation. The process model concentrates on course content, relevant knowledge and skills that can be learnt and applied. This model focuses on teachers activities, the conditions in which the learning takes place and the learner activities. An example could include when a person pays for their course of study. The learner would be getting the benefit of what ‘must and ‘should be covered as well as ‘what could be delivered. Stenhouse (1975) quoted the English dictionary when defining curriculum as ‘a course; especially a regular course of study as at school or university. Most of the time the course design/curriculum is what the governing bodies have decided should be taught. The sets what exactly as teachers in advance what learning is going to be planned, achieved and what goals should be produced to the subjected being taught. Stenhouse challenged the view that teachers need to be objective in their view of curriculum, realistic even, to ensure that there is a balance between the ‘intentions and realities that the curriculum design will get the best outcomes for their students. He draws comparisons the process of curriculum as to a recipe in cookery, the recipe is followed and the result would be a dish. In theory this can be a tried and tested, for example, how to you know if the curriculum design has achieved all the education goals until the there is a evaluation at the end of the course? How many pass grades and how many failures. Like making a cake it doesnt always rise the way youd wished it to. Often when baking the ingredients need to be adjusted or the timings. In 2001, DDA (Disability Discrimination Act). was introduced, fortunately this means that teaching must always be inclusive, counting for the needs all of learners The curriculum must encompass best practice principles of equality and diversity in all areas. Equality of opportunity and provision means giving every student the same learning environment, and is an important element of schooling. Equality and diversity means giving students what is necessary to extend them to their full potential. Some may need additional tuition to bring them to the standard of the rest of the group, while others may need additional tuition to take them beyond the group because they are capable of further development and learning. It is imperative to ensure that all students are able to access the curriculum it is important to consider the curriculum content, as well as the teaching and learning practices used within a design. With regards to design of curriculum we have to attain why and what. The educational ideology such as the fundamental values, beliefs and assumptions this is extremely prevalent in the world of care, the format is normally set out by the governing bodies such as the Commission of Social Care Inspection. Normally the needs that the course must met are the needs set out by the governing body to attain the best level of care for Service Users. For the main part with training, cost analysis plays heavy, is the course a requirement under the recommendations that have been implemented by the governing body? Learners in this social care field are normally trying to achieve and meet performance criteria, the learning outcomes are normally behavioural as the learning is skill based. However the curriculum is not considered a complete entity and does not provide every opportunity relevant to qualifying as a health care worker. Ongoing learning will provide opportunities to evidence knowledge, skills, experience, values and ethics. Some of the methods used to deliver the curriculum are essential; others that are not are open to negotiation. A diversity of methods of learning is useful to meet the different learning styles of students. The main objective must be continuity for the learners and teachers alike. Coordinated Curriculum is very much relevant in the Social Care Sector. Coordinated curriculum is the method of linking different subjects/contents together. It establishes the links between the subjects for example in Social Care it would link the psychology, sociology, biology and prac tice together. Coordinated curriculum means that there is a greater emphasis on the total context in which teaching and learning take place. Realistically in Social Sector teachers/trainers will be using both product and process models. The process objective happens when you cant tell in advance will exactly the student will learn advance, health and social can unmanageable in the fact that you are dealing with human beings (patients/service users) and they dont always follow the curriculum recipe. Therefore, evaluation will be invaluable in ascertaining if effective learning has taken place. This should help identify any problems within the curriculum design, reflection on the needs of the organisation, the syllabus and learners. Evaluation is should be the process through which teachers judge the quality of their work, their own work and their students. Formative evaluations, which involve a continual stream of reflection and feedback, and allow the educator or student to continually adjust and improve their work while its ongoing. Traditionally, teachers have emphasized summative evaluations, where feedback is gathered only after instruction has been completed. Both strategies are necessary to provide for effective curriculum assessment and student education. A teachers skill in the classroom assessment is essential to the goal of student success. In evaluating the curriculum can only lead to a teachers continuing professional development in the Life long learning sector. If the evaluation and assessment of curriculum is to be meaningful, teachers must be able to relate their learning to their personal experience and practice. Kolbs Learning Cycle, outlines the four stages involved in any successful learning experience. Learning is defined as a process in which experience is changed into knowledge. In turn, knowledge creates a foundation and opportunity for learning. In Kolbs four-staged cycle, the individual reflects on experience and draws on conclusions, which can be used to influence future action. In this way, practice, reflection, theory and action become essential parts of professional development and therefore assist with the future of improving practice in inclusive curriculum design. After reading and studying the different models of curriculum, one can draw comparisons from the Ralph Tylers Basic Principles of Curriculum Instruction (1949). As a trainer clear definitive learning objectives are set out by the customer, the learning will hopefully be a useful experience to the candidate and will have a cumulative effect. Tylers model applies the importance of evaluating the curriculum and revising any aspects that do not prove to be effective. Thus the importance of continuing professional development, evaluation, assessment and reflection play heavy in the product model of curriculum. The other model used in training would be the process model by Laurence Stenhouse An introduction to Curriculum research and development (1975). Teachers or trainer have to have a high level of professionalism and competence in their specialist subject area. The content is defined in cognitive terms; the process is that the learner needs to go through to learn. As mentioned earlier in the assignment, Stenhouse draws comparison to making a cake and with the social care sector the same methodology can be used. If a candidate/learner has been taught to use a hoist but then drops the patient then this would question the realities and intentions of the curriculum. In conclusion, it is important that the teacher is always involved at all stages of any curriculum development and review. This will ensure that quality assurance happens at all stages of development. The teacher therefore can be positive that all parts of curriculum contains all the relevant information such as the course goal, aims and objectives, rationale, entry requirements, evaluation, assessment etc. Any curricula should ensure that schools/higher education programs must be delivered in the most effective and up to date manner as possible. In reviewing the subject of curriculum it should enable a teacher to reflect on addressing the identified needs of the students within the educational establishments or programmes. Curriculum should also provide a tool for examining the quality and completeness of the curriculums components for, example, instructional principles, functional knowledge, self-perceptions, attitudes, skills, and duration. Through constant analysis it will help t o determine the degree of fidelity between the curriculum and its application in the classroom; and assess the impact of the curriculum on students knowledge, attitudes, and behaviour. As David Ausubel (1969) suggested the learning process should be approached like a mental journey! Geoff Petty quotes ‘ We should seek a win-win curriculum that puts the needs of individuals on equal terms with economic and other factors. The quote really say it all as we are purely developing curriculum with the main objective of imparting knowledge and skills on the learners of the future which will hopefully have a positive effect on the economy in the 21st century. Bibliography Gray D, Griffin C and Nasta T (2005) Training to Teach in Further and Adult Education. Cheltenham, UK. Nelson Thornes Ltd. Armitage, A et al (2007) Teaching and Training in Post-Compulsory Education, Maidenhead, Open University Press Reece, I Walker, S., (2005) Teaching, Training Learning: a practical guide. (5th Edition). Sunderland: Business Education Publishers Walkin, L (1990) Teaching and Learning in Further Education, Cheltenham, Stanley Morris Internet National Curriculum http://curriculum.qca.org.uk/ Accessed on 21st February 2009 Qualifications and Curriculum Authority http://www.qca.org.uk/ Accessed on 25th February 2009

John Steinbecks Of Mice and Men Essay -- Essays Papers

Of Mice and Men Similarities and Differences Between George and Lennie John Steinbeck’s Of Mice and Men concerns and unlikely couple who travel about the country searching for work. Throughout the novel, characteristics of important people are similar yet different. George Milton and Lennie Small are two characters that have many differences physically, but many similarities mentally. Initially, George Milton is a kind, short and trustworthy companion of Lennie. George travels with Lennie and helps him to survive although Lennie is more of a burden than a help. Before Aunt Clara dies, she places the trust of her only relative in the hands of George. George protects Lennie in many parts of the story by creating a reason for Leenie not to leave, such as; â€Å" Somebody’d shoot you for a coyote if you was by yourself† (13). George often insults Lennie and â€Å"gives him hell† (87) but he doesn’t really mean it. Although he often talks about how much better off he could be without Lennie, George secretly relies on Lennie. When Lennie offers to leave, George virtually pleads with him to stay by saying, â€Å"I was jus’ foolin’† (13) This is because George depends on Lennie to a certain extent for his unconditional friendship. George has two important characteristics which are pointed out within the novel. His friendl iness is immediately present as he makes friends with Candy, Carlson, Slim, and the other ranch hands. George is also intelligent . He expresses his desire to be diff... John Steinbeck's Of Mice and Men Essay -- Essays Papers Of Mice and Men Similarities and Differences Between George and Lennie John Steinbeck’s Of Mice and Men concerns and unlikely couple who travel about the country searching for work. Throughout the novel, characteristics of important people are similar yet different. George Milton and Lennie Small are two characters that have many differences physically, but many similarities mentally. Initially, George Milton is a kind, short and trustworthy companion of Lennie. George travels with Lennie and helps him to survive although Lennie is more of a burden than a help. Before Aunt Clara dies, she places the trust of her only relative in the hands of George. George protects Lennie in many parts of the story by creating a reason for Leenie not to leave, such as; â€Å" Somebody’d shoot you for a coyote if you was by yourself† (13). George often insults Lennie and â€Å"gives him hell† (87) but he doesn’t really mean it. Although he often talks about how much better off he could be without Lennie, George secretly relies on Lennie. When Lennie offers to leave, George virtually pleads with him to stay by saying, â€Å"I was jus’ foolin’† (13) This is because George depends on Lennie to a certain extent for his unconditional friendship. George has two important characteristics which are pointed out within the novel. His friendl iness is immediately present as he makes friends with Candy, Carlson, Slim, and the other ranch hands. George is also intelligent . He expresses his desire to be diff...