My Personal Philosophy Of My Scholastic Career - 956 Words

Over the course of my scholastic career many life lessons have been implemented into my life through the curriculum I was taught by my teachers. A surprising amount of things really, one of the things I was always adamant would never really happen in a place so dreaded to me. Particularly in my middle school and high school years, I had to learn how to get along with others, overcome my lazy tendencies, and deal with large amounts of work that I found often overwhelming. Middle school was probably the hardest and most difficult time in my life. I was constantly moving, and dealing with becoming a teenager at the same time. You could say my priorities at the time were a little out of whack, with my mind on literally anything but school. I recall though in my memory of a teacher I had back then named Mrs. Caldwell, my religion teacher. I was always into religion, seeing as how I’m a very inquisitive person so having a class like this was like a prayer that had been answered. I recall studying cause effect in the chapter dealing with Zen Buddhism. The lesson was that everything you do comes full circle, good and bad, yin and yang. Simply put, what goes around comes around. However, my teacher used a very unique method to instill not only the knowledge of cause and effect, but also to instill a bit of the practice into our lives. For example if she witnessed someone commit a good deed during the day at any point, she would reward us as if to play the role of ‘goodShow MoreRelated My Philosophy of Education Essay688 Words   |  3 PagesPhilosophy of Education What is my philosophy of education? For hours I have tried to decide what exactly that is. However after much thought I have not been able to come up with an exact answer. After much consideration I have decided that I have no real philosophy but I have goals that one day I will achieve. Although the goals sound simple I know that they will be difficult to attain. I have almost always wanted to teach. I grew up in a single parent householdRead MoreMartin Luther King Jr. Essay1553 Words   |  7 PagesLord far beyond the boundaries of their home towns, and just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco-Roman world, so am I compelled to carry the gospel of freedom beyond my own home town. (78) King brings up two different subjects here: the prophets, and the Apostle Paul. However, both their intentions are the same: to spread the word of God. These two subjects become (in literary terms) Christ figures, and by relatingRead MoreEthical Standards For All Of Humanity1191 Words   |  5 Pagesflawed due to humanities differences and deficiencies. Culture is deeply ingrained in most of humanity and culture dictates an area’s ethics and morals. Ethics debates the concept of right and wrong, while recommending actions. Being a branch of philosophy, ethics are purely a matter of opinion. The only system of creating ethical creatures is one of education and thought stimulation. All of humanity needs to traverse through a journey of deep contemplation and introspection; along with scientificRead MoreThe Color Of Water And Its Effect On Obtaining A Quality Education1280 Words   |  6 Pagesparenting 12 children, Ruth always championed quality education. â€Å"Her motto was , ‘If it doesn’t involve your going to school†¦I could care less about it and my answer is no whatever it is’† (McBride 27).   However, the word â€Å"education† does not explicitly pertain to academic learning, but also covers instruction and learning outside of the scholastic environment. McBride recounts several instances where his mother, Ruth, lectures them about their educations saying things such as, â€Å"Educate yourself orRead MoreReflective Experience At The University Of Arts And Sciences3453 Words   |  14 PagesArts and Sciences, let alone in Public Relations. Prior to my enrollment, a traditional professional study with clear objectives and a narrow career path appeared to be a logical choice. As a young person my understanding and view of the world and its current economic situation was immature yet innocent due to my undeveloped thinking patterns. It was not until my full immersion in Gonzaga’s Jesuit and core value driven education that my preconceived notions began to give way to a surprising and yetRead More Problems of Standardized Tests for Writing Teachers Essay examples2363 Words   |  10 Pagesstudents deal with at home and in their previous writing courses. Each of the problems stated offer the instructor a series of challenges that can grow to seem insurmountable, though the most difficult of all of the challenges, especially in my young career as a teacher of writing, is the state mandated Regents and English Language Arts examinations. While the standardized tests are designed as benchmarks for a grade level to have met, they are problematic for the writing teacher in several waysRead MoreMy Experience At Temple University1878 Words   |  8 PagesWhen reflecting on my life’s journey thus far, I am able to recall numerous instances which have provided me with opportunities to make decisions that have played a pivotal role in fostering a strong set of personal values in whi ch I strive to abide by today. While many of these values were born out of struggle and poor life choices, it is easy for me to say that there are few regrets. These decisions, some good and some bad, have allowed me to evolve into the man I am today. I am truly gratefulRead MoreSummary : Eastern Washington University3541 Words   |  15 Pagesinterns from EWU. Ryan Murphy, the Fairchild OAP’s former Assistant of Operations, stated â€Å"Interns do not come to us with the skills needed to lead others; we take them on and spend a lot of their internship working on leadership skills† (R. Murphy, Personal Communication, July 26, 2011). The Fairchild OAP, like many other organizations is looking for recent graduates to come prepared to do more than front line work. The OAP can train someone to run a raft or rent a bike, they need people that can leadRead MoreFactors Affecting the Perfomance of Secretaries in an Organisation4401 Words   |  18 Pagesand Students’ Attitudes Towards Performance in Shorthand in Technical Training Silvia Kanyaa Vundi, Joseph W. Nasongo and Eunice Majanga Department of Educational Foundations, Masinde Muliro University of Science and Technology, Kenya Abstract: Scholastic achievement is the goal of any training. The trainee’s attitude to a subject greatly influences the outcome. This study sought to look at the influence of the learner’s attitude towards shorthand subject on one’s performance in the subject by examiningRead MorePersonality Psychology - Sojourner Truth2195 Words   |  9 PagesTRUTH, ACTIVIST, BASED ON NEO-ANALYTIC ASPECTS By Ung Hai Hoon Sojourner Truth (c.1797 – 26 November 1883) Sojourner Truth dedicated her life to fighting slavery, and advocating equal rights for women. She first began speaking in 1827, giving personal testimony of the evils and cruelty of slavery; and later as a staunch supporter of suffrage, also advocated for equal rights for women. At the 1851 Women’s Rights Convention in Akron, Ohio, she delivered her speech â€Å"Ain’t I a Woman† which is now

I Am Still Alive Homeless, Restless, And Breathless

I m Still Alive Homeless, restless,and breathless I was. Stuck inside a cage with metal bars. Still surprised that Mrs. Perfect has not killed me yet. They went to sharpen their knives a few hours ago but they never came back up. Their baby left me and I was slowly dying. I sat in the corner of the cage thinking about mom and dad. How worried they would be to see me not home. â€Å"Mhhhhahaha† said a small dark figure. It was tiny and almost startled me to death. It crawled up to me with a shiny looking thing in its mouth. It was the Perfect baby and it had the little silver key. That key could save my life. I was dangling in her hand. The baby crawled closer to my cage. The she came the more my heart started to race. I needed to say†¦show more content†¦I thought I was good with babies. I was but this one is violent and Mischief. I can never escape this house now. â€Å" Hurry up Hannah† a familiar voice said. Jackson jerked open the door. He grabbed my arm and ran. He was helping me escape. I ran as fast as a jaguar. My heart was racing. I was finally going to go home. We finally got into this strange dark room. It was a large room that smelled like dead fish. It wasn t pleasant but it was a room for me to escape. â€Å"Thank you so much Jackson. I don t know how I can ever repay you,† I blissfully said. â€Å" You don t have to repay me because you never will,† Jackson said with a smirk on his face. â€Å"I won t come with you now but you will have to escape by yourself now,† Jackson said. He left the room and locked the door. Then I finally registered what Jackson said. â€Å" You don t have to repay me because you never will.† What he did for me was nothing right now. He wasn t helping me escape he was helping his mother. He wasn t doing a favor for me. I ran at the door and started baniging it. It was us eless, The bannging and the noises I made were useless. Nothing was going to help me escape this house. I shouldn t trust any of the Perfects anymore. â€Å"Pshhh,† a voice whispered behind me. â€Å"Pssst look behind you,† the voice said again. I turned around to see an urge of cold air from the window go up my spine.I shivered from the cold wind. There was nothing except gray things on the ground. I looked

Effects of Internet on Child Development Free Essays

180 to learn was reported in 65 cases, to play was reported in 57 cases, to browse in 35 cases, and to communicate in 27 cases. Thus, the five indices of child home Internet use in cluded: 1) the continuous variable years of home Internet access and the dichotomous (report ed-unreported) variables of child home In ternet use to 2) learn, 3) play, 4) browse, and 5) communicate. Family Socioeconomic Characteristics The parent questionnaire assessed five family characteris tics commonly used to determine socioeconomic status (Bradley Corwyn, 2002; Sirin, 2005). We will write a custom essay sample on Effects of Internet on Child Development or any similar topic only for you Order Now Two items queried father’s and mother’s employment status. Approximately 70% of mothers and 96% of fathers were employed, full-time or part-time. Two questionnaire items requested father’s and mother’s level of education, coded as: elementa ry = 1, junior high school = 2, high school incomplete = 3, high school complete = 4, technical school/college (complete or incomplete) = 5 and university (complete or incomplete) = 6. The mean educational level of mothers was 4. 79 (SD = 0. 95) suggesting that many mothers had post-secondary education; the mean educational level of fa thers was 4. 45 (SD = 1. 2) suggesting that some fathers had post-secondary education. The final socioeconomic item on the questionnaire asked parents to indicate annual family income by selecting one of the following options: $20 000 = 1, $20 000 to $40 000 = 2, $40 000 to $60 000 = 3, $60 000 to $80 000 = 4, $80 000 to $100 000 = 5, $100 000 = 6. Annual income for participating famili es was approximately $60,000 CD (M = 4. 07, SD = 1. 48). Table 2 presents a summary of measured constructs which includes: four tests of children’s cognitive development, five indices of children’s home Internet use, and five fa ily socioeconomic characteris tics. Which are the better predictors of cognitive development during childhood, — el ements of the microsystem or elements of the techno- subsystem? Two series of stepwise regression analysis we re conducted with the four c ognitive development scores as the dependant variables. In the first regression analyses , family socioeconomic characteristics (elements of the microsystem) were the independent variables. In the second analyses, indices of home Internet use (elements of the techno-subsystem) were the independent variables. Tab le 2 Description of Constructs and Measures Ecological System System Elements Specific Measures Bioecology Cognitive Development Expressive Language Metacognitive Planning Visual Perception Auditory Memory Techno-Subsystem Home Internet Use Years of Internet Access Online Learning Online Playing Online Browsing Online Communication Microsystem Family Characteristics Father Employment Mother Employment Father Education Mother Education Annual Family Income Results Results of analyses revealed that fa mily socioeconomic characteristics (eleme nts of the microsystem) explained a odest (but significant) amount of the variation in children’s cognitive deve lopment scores. As presented in Table 3, adjusted R 2 values indicated that father’s level of education accounted for approximately 7% of the variation in children’s level of expressive language (as measured by the WISC-IV vocabulary subtest), 5% of the variation in children’s visual perception and auditory memory (as measured by the CAS nonverbal matrices subtest and CAS 181 word series subtest, respectively). Whether or not moth ers were employed, part-tim e or full-time, accounte d for pproximately 6% of the differences in children’s capacity to execute metacognitive functions such as planning (as measured by the CAS matching numbers subtest). While the other measures of familial socioeconomic status (e. g. , mother’s education and family income) explained some of the variance in children’s cognitive development, such measures did not improve upon the predictive utility of fa ther’s education or maternal employment; variation is prerequisite to prediction. Almost all fathers were employed and almost all mothers had finished high school. For participating middle-class families, father’s education a d mother’s employment were more sensitive to children’s cognitive development scores than were family income, father’s employment, and mother’s education. Tab le 3 . Stepwise Regression Analysis: Family Characteristics Predicting Child Cognitive Development Cognitive Score Predictor Beta Weight t value R 2 (adj) F value Expressive Language Father Education . 292 2. 70** . 074 (1, 78) = 7. 29** Metacognitive Planning Mother Employed . 270 2. 46* . 061 (1, 77) = 6. 05* Visual Perception Father Education . 244 2. 22* . 047 (1, 78) = 4. 93* Auditory Memory Father Education . 258 2. 6* . 054 (1, 78) = 5. 55* *p . 05; **p . 01 Results of analyses further revealed th at indices of home Internet use (elements of the techno-subsystem), in general, explained more of the variation in children’s cognitive de velopment than did family socioeconomic characteristics (elements of the microsystem). Summarized in Table 4, specific types on online behavior (i. e. , learning, communicating, and playing) and years of home In ternet access combined to predicted child cognitive developmental outcomes. Indicated by adjusted R 2 , children’s online communication, ears of home Internet access, and online learning (as reported by parents) accounted for ap proximately 29% of the varia tion in children’s level of expressive language as measured by the WISC-IV vocabulary subtest. Online learning and communicating (reported- unreported) combined to explain 13. 5% of the variation in children’s metacognitive planning. Online learning and playing (reported-unreported) combined to explain 10. 9% of the variation in children’s auditory memory. Years of home Internet access explained approximately 3% of the diffe rences in children’s visual perception scores. With the xception of visual perception, indices of home Internet use (elements of the techno-subsystem) were better predictors of children’s cognitive development than were family socioeconomic characteristics (elements of the microsystem). Tab le 4 . Stepwise Regression Analysis: Home Internet Use Predicting Child Cognitive Development Cognitive Score Predictor/s Beta Weight t value R 2 (adj) F value Expressive Language Online Communication . 344 4. 00*** Years of Internet Access . 263 3 . 12 ** Online Learning . 256 2. 99** . 287 (3, 101) = 14. 97*** Metacognitive Planning Online Learning . 287 3. 03** Online Communication . 201 2. 12* . 35 (2, 101) = 9. 06*** Visual Perception Years of Internet A ccess . 192 1. 99* . 028 (1, 104) = 3. 98* Auditory Memory Online Learning . 242 2. 60* Online Playing . 228 2. 46* . 109 (3, 101) = 14. 97*** *p . 05; **p . 01; ***p . 001 Discussion A variety of mechanisms linking family socioeconomic status to child cognitive development have been proposed including parenting (Petrill, Pike, Price, Plomin, 2004 ; Mistry, Biesanz, Chien, Howes, Benner, 2008) and 182 resources (Bradley Corwyn, 2002). For the current samp le of middle class children, paternal education and maternal employment were associated with measures of hild cognitive development. More educated fathers tended to have offspring who scored high on three of the four cognitive measures (expressive language, visual perception, and auditory memory). Mothers who were employed tended to have children who scored high on the measure of metacognitive planning. Educated fathers and employed mothers may genetically transmit to their offspring some neurological processing advantage (bioecology). Simultaneously, educated fathers may provide enhanced language models and stimulating environments that facilitate the cognitive development of their children (microsystemic influence). Employed mother may provide models of organization and place increased demands on children to self- regulate thereby enhancing the metacognitive planning abilities of their offspring (microsystemic influence). Family socioeconomic status (as measur ed and for the current sample) accounted for 5% to 7% of differences in child cognitive development scores. In contrast, indices of home Internet use (as measured and for the current sample) accounted for 3% to 29% of differences in child cognitive development scores. Me ta-analysis confirms that the impact of socioeconomic status on academic achie vement is eroding over time (Sirin, 2005). Increasingly ffective structures of social equali zation (e. g. , public education, quality daycare, preschool intervention, and prenatal programs) and the expanding middle class create the need for more precise description of home environments. Current results suggest th at indices of home Internet use (i. e. , elements of the ecological techno- subsystem) provide more useful information regarding cognitive development than do family socioeconomic characteristics (elements of the microsystem). Only two of five family socioeconom ic characteristics added to the regres sion equation, suggesting that some measures (i. e. , family income father employment, and mother education) did not differ in relation to children’s cognitive development. In contrast, four of the five indices of home Internet use during childhood added to the regression equation, suggesting that these measures differe d in relation to children’s cognitive development. In the context of the current investigation, soci oeconomic status is a crude construct re lative to home Internet use. Internet use includes both organized (e. g. , search) and disorganized (e. g. , browse) interactions with both human (e. g. , chat) and nonhuman (e. g. , database) elements in online environments (Johnson Kulpa, 2007). Internet use is a complex set of behaviors that vary widely across individuals and th at is influenced by cognitive and personality characteristics (Joinson, 2003). For the current sample of children, patterns of home Internet use explained more of the variation in cognitive development than did family socioeconomic characteristics. In the context of middle class families, elements in the techno-subsystem (e. g. , Internet access) may not necessarily facilitate child cognitive development; effective use of those elements, highly dependent upon parent behavior, may promote development. For example, Cho and Cheon (2005) surveyed families and found that parents’ perceived control, obtained through shared web activities and family cohesion, reduced children’s exposure to negative Internet content. Lee and Chae (2007) reported a positive relations hip between parental mediation techniques (website recommendation and Internet co-use) and children’s educa tional attainment. In the current investigation, the cognitive experiences provided to children by employed moth ers may include Internet skills instruction (e. g. , sending email) and models of information management (e. g. acc essing websites for informa tion). Such experiences, over time, may provide children with enhanced opportunities to direct their own cognitive development via increasingly sophisticated uses of the Internet. According to Livingston and Bober (2005), â€Å"a new divide is opening up between those for whom the internet is an increasingly rich, diverse, engaging and stimulatin g resource and those for whom it remains a narrow, unengaging, if occasionally useful , resource of rather less significance† (p. 2). Bruner (2005) recen tly reiterated that â€Å"our minds ap propriate ways of representing th world from using and relating to the codes or rules of available technology† (p. x). Cognitive abilities prerequisite to utilization of Internet applications constitute an implicit component of contemporary notions of intelligence (Maynard, Subrahmanyam, Greenfield, 2005). The ecological techno-s ubsystem furthers our understanding of environmental influences on child development by emphasizing the impact of digital technologies on cognitive growth during childhood. The techno- subsystem provides precise description of microsystemic mechanisms of developmental influence which lead to intervention strategies. According to Livingston and Bober ( 2005), many parents lack the skills to guide and support their children’s Internet use and Intern et-literate parents have Internet-litera te children. Subsequent research may evaluate the effectiveness of techno-subs ystem interventions for elementary school children at-risk, for example, the provision of home Internet access and pa rent Internet literacy training. As stated elsewhere, â€Å"current anxiety surrounding children’s Internet use should be for those whose cognitive processes are not influenced by the cultural tool† (Johnson, 2006, p. 570). How to cite Effects of Internet on Child Development, Papers