Learning Through Partnership (Education) Essay Example | Topics and Well Written Essays - 4000 words

Learning Through Partnership (Education) - Essay Example These changes brought about by migration in the globalised world has affected and influenced developments and concerns in contemporary education. This is based on the presupposition that as schools have become the concrete and actual arena with which the presence of people with different cultural backgrounds intersects in the public sphere (Cairney, 1995; Hayes & Chodkiewicz 2006). Moreover, this scenario is confounded by the fact that it is not only the adults who are the common players in the context of schools as public arena but it’s the children as well (Cairney, 2000). Thus, students have to cross the values and beliefs of their homes to the values and beliefs of their schools everyday (Hayes & Chodkiewicz (2006). As such, there is a view that â€Å"schools need to consider the learning activities they institute not as separate skills but as social practices into which people are enculturated (or apprenticed) as members of specific social groups (Scribner and Cole 1981 as cited in Cairney, 2000:166). In lieu with this, another dimension of contemporary education which is of fundamental importance and impact in education is the parents’ involvement in the education of their children. Following the Plowden Report of 1967, steps have been continuously undertaken by all stakeholders in children’s education to â€Å"encourage parents to become more involved in school and support school agendas in a variety of ways† (Cairney, 2000:164). However, the idea and practise of parental involvement in their children’s education necessitate innovative changes for it to authentically respond to current trends and demands in the contemporary education of the children. In response to the need for novel approaches to parental involvement in education, this paper aims to understand the concept of parental involvement in education, to know the theories behind parental involvement, to apprehend the

The Future Of Intelligence :: essays research papers

An argument between two scientists ,one of them wanting to alter ageing in humans ,and generating life into a controlled environment: A* well, that was in 2000 wasn’t it? But they could not see this happening †¦it was debated, but legalized in 2004. But this is outrageous. C* I haven’t slept for the last 89 hours†¦and I don’t feel numb†¦ A* But how long will it go on ? Will there be any more children ? Would any one want them? Will it end? People may live but will the earth live as long as them†¦.? C* That is true†¦the people will live as long as they desire. They will die only when they wish to ,by damaging their own organs and not replacing or implanting newly made ones into themselves . Children will come only when anyone wants them. The idea of marriage will be lost as any person will be able to create for himself , what I would call a ‘sex object’ which could be a person of desired characteristics based on the desire of the user. the user will then be able to program his own psyche to develop varied sexual interest after introspective moments where he studies his requirements and selects his mood. He will be able to accelerate the growth of this object to feed his hunger If he does change this desire , his earlier sexual interests will be wiped out of his memory ,thus rejuvenating him and urging him to carry on . this would cause a large portion of people to become anti-social and they will draw into reticence . But then , they will be those who will program their minds to make them want to convince people that they should live in harmony and coexist together. They will form societies preaching the lack of communication amongst each other. These societies will have leaders who will play the same role that the pope did in 2000 ,when dolly was cloned . Thus, at the organisational level , life on eath will be same as what it was in 2000 ,or for that matter in any age you wish to consider . A* But then , what reason will people have to live ? What purpose will they define ? C* You cannot imagine this society with same intent as that which was there in earlier years. People will bear relatively same feeling but will have different forms of expression .

Art Therapy Essay

I. Introduction, History, and Problem â€Å"Art speaks of originality, individuality, a creative process, graphic materials, colors, textures, spontaneity, risk, alternatives, and imagination†¦ Therapy implies taking care of, waiting, listening, healing, moving towards wholeness, growth provoking medicine, human exchange, sympathetic understanding† (Fleshman and Fryrear, 1981, p.75), quoting from a research paper of Dr. Carol Lark of The Art Center in Missouri. So what then truly is Art Therapy? Art therapy is a form of psychological therapy that employs artistic media, not verbal communication, as its principal means of communication to help and cure patients, who are suffering from traumatic experiences, mental or physical problems, and behavioral imbalance. Art media includes painting or drawing, photo image, sculpture, clay art, color art and other forms that showcase their feelings, moods, and maybe even show hidden talents or abilities that they are not aware of. But clients who are in need of this therapy do not have to be skilled in the arts, for the main concern is not the aesthetics of the creation but to cause change and growth in the life of the client. Art therapy is a procedure administered by an art therapist in a designated art therapy room to bring about a successful result of the practice. The art therapist is a highly-trained and experienced professional whose skills are tested by a patient in a complex and difficult task to improve his/her well-being. They are well educated about human nature and development, psychological theories, clinical practice, spiritual, multicultural and artistic language and traditions, and the healing probabilities of art. Art therapist convenes with people of all ages and social standing either in individual or group settings. The art therapy room or â€Å"creative arena† (Case, 1992, p.19) is the place where a â€Å"triangular relationship† (Case, 1992, p.19) is formed by the art work created, the patient or client, and the therapist. This kind of relationship is what makes art therapy different form other clinical practices of therapy. This arena is expected to be a place of security and of peace so that the right therapeutic process is administered thoroughly and far better results are achieved. Art therapy was first coined by an artist named Adrian Hill who was practicing it with his tuberculosis patients at the King Edward VII Sanatorium in Sussex to recover from their illness. In its formative years in the United States, from the early 1930s through the middle 1950s, art therapy was practiced by fine artists and art educators in medical, psychiatric and educational centers and facilities. Although the first post was established in 1946, early stages of the profession of art therapy were seen in the 1950s. There were debates and discussions whether it is to be considered a profession or an acceptable mode of therapy in psychology. Through the other disciplines, these are psychology, sociology, anthropology, physiology, aesthetics, and education, it later became known as a profession and was officially recognized in the health service in 1981. It became extensively distinguished from then on and is continuously expanding. Since art therapy is practiced by different therapists, it is rather a diverse career or clinical practice. However, despite the diversity of work, I believe that art therapy improves/changes attitude of people who have psychological problems. II. Function/Significance of Research This research is designed to further address the argument within this kind of profession: whether it is the art creation itself that serves as a healing mediator, whether it is the existence of the therapist that uplifts the distraught, whether it is the art therapy place that serves as a temporary haven, or is it the overall components of art therapy-the art, the therapist, and the therapy room- working together as a team to improve the condition of the patient. It aims to present an understanding of art therapy as an effective psychotherapeutic approach to patients and give them an idea of the progress of this clinical practice. The discussion in the rationale page is an extensive talk about the real claims of art therapy as a healing process to psychologically-impaired individuals. It talks about the factors that comprise a sound art therapy session and the affirmation seen by therapists on their clients after the artistic experience is explored. This paper intends to introduce to the readers both the theory, applications, and practices of art therapy and gives them the imagination to discover the value of it through different work settings. There is also the attempt to summarize the most important points and features of this kind of practice for understanding of new readers to this field. Although, the foremost objective of this paper is to make people believe what they think is unbelievable in the arts and its purpose. To let them realize that healing is not just a personal struggle if you let other people come into your life and show you the way to personal redemption. III. Rationale (explore the hypothesis) When Hill started to practice art therapy, he discovered that painting has two purposes for the patient: it became a way to kill the time and it also provided them a medium to release anxiety and trauma. Even in the most serious or aggravating situations in our lives, through artistic expressions we experience a sense of power and liberation; our dignity and self-respect are stimulated by this creative activity as opposed to those who say that creative expression is a shallow approach to good health and well-being. History shows that self-repair and total transformation is achieved through the dominant force of art expression. Victims of disaster, tragedy, despair, or the daily dangers of life respond to these kinds of cases with affirmations of care and love for each other due to the healing process of art therapy conducted in peaceful and safe places of free expression. Take for example the case of 9/11 terrorist attacks. During their time of grief, people gathered together to release the negative emotions and commemorate the loss of their loved ones. Despite the hatred and anger, compassion among them superseded everything. Within the area of attacks, people offered flowers, prayers, songs, and presented memorabilia such as drawings, sketches, photo images of the victims. These are true examples of artistic expression, both the verbal and nonverbal medium that help the families and friends of the victims overcome the pain and trauma of losing a loved one. â€Å"Psychological safety is a primary element of the healing environment† (Kalmanowitz, 2005, p.xiv) because they are afraid to reveal themselves in places where they believe their artworks and actions will be misunderstood and shamed. In this tragedy, even though the towers were the targets of attacks, these people felt secure expressing their grief because mainly of the overflow of emotions encompassing the area. They felt that it was okay to pour out their pain, and they were not alone. Volunteer groups, either professional or non-professional clinicians, stood by them and comforted the down-trodden. But the process did not end there because survivors were involved in support group therapy that uses art as the basis of healing. Any creation or image presented by the client signifies an emotion or thought, even the past, present, or future phases of his/her life. Inner experience and feelings surface through the art process in a chaotic raw form. These art materials provide a concrete way through which the conscious and unconscious aspects of a person can be revealed. Art or expressive therapy grants an opportunity for the individual to discern the bad habits that generate conflicts within himself and conflicts with other people. â€Å"Making the invisible visible is a major function of the art in art therapy† (Lark, 2001, p.1). The object appears to the therapist as an extension of the client’s self with a symbolic meaning yet to be understood by both of them. The object or image is telling us a story. It opens opportunities to enter and read the human psyche. The making of an artwork encourages discipline and self-esteem, and requires socialization within the confinements of the therapeutic sessions. The judgment and comprehension of the therapist is based on how the object is made and what art materials are used to complete the image. Therapists are expected to learn the underlying meanings of it since this was part of their education and practice. Therapists are expected to be sensitive people on matters of sensitivity of the client’s mind and soul. Let’s take another example designed by art therapy practitioners. The â€Å"House-Tree-Person technique† (Hammer, 1964, p.9) is one of the popular and widely-used psychoanalytic tasks used as an approach in art therapy. The House-Tree-Person technique requires the client to draw a house, a tree and a person on a white paper. This drawing or image evaluates how the client sees himself or herself in the world through the comprehension of the therapist. The branches of the Tree overextended upward or outward are interpreted by the therapist as the subject’s over striving for success. Windows situated against the wall of the House, so the side of the House also serves as one side of the windows, represent feelings of lack of self-confidence. If in profile view, only one part of the person-for example, head or body- is shown, an elusive attitude in social affairs is projected. For deeply depressed patients, lack of complete details and use of very faint lines are a combination found in their works. A feeling of isolation, exposure, and helplessness in the face of environmental pressures is, on the other hand, seen in a line sloping downwards and away from the drawn whole. Meanwhile, art therapy with individual clients and groups should also be considered as to the client’s presentation of his art. Individual client setting is requested when he/she feels more comfortable in creative expression if it is a direct one on one approach. Group therapy setting is rather joined by an individual if she feels profited by another person’s warmth and physical closeness, which is based on the philosophy that man is a social being. However, group clients still break away from each other at some points and that has to be understood and patiently addressed by the therapist. IV. Methodology of Research The methodology of research I used is mainly through the inductive technique or the collection of data and evaluation of results. Definition, background, historical context and other useful data were collated from resource books on art therapy and from the suppositions of clinical practitioners of art therapy. Data collected were also taken from some research and background academic papers of art therapy professionals. The case sample on the 9/11 attacks were based on newspaper and television accounts, audio-visual and printed memories and notes of the tragedy by journalists. The concrete sample of House-Tree-Person technique was taken from an author’s description. Most research details were gathered from the books and resource papers of authors Lark, Case, Kalmanowitz, and Hammer, carefully examined and understood. Although interviews were not taken, personal notes of motivation and daily observation on people around were also bases on this research. Motivational quotations were also extracted from the resources to define the drama of the whole healing process. V. Conclusion of Research Art therapy can be used with children, adolescents and adults in a wide variety of settings and applications. As an integrative therapy, it offers a necessary option for clients who may need an experiential, less verbally-driven approach. People in all walks of life turn to creative expressions, some may not even be aware that they are already exposed to this activity, because of the lack of knowledge and help from professionals. There are national organizations in and outside America looking after the improvement or development of standards and training in art therapies. One is seen in private offices or corporations, outpatient clinics and hospitals, community and rehabilitation centers, prisons, and schools or universities. They work with individual or group to paint, draw, or do other artwork and derive the importance of imagery used in their creations. These professionals and organizations work hand in hand with each other to bring about a better quality of service in art therapy for their craft and for the benefit of their clients. It has to be realized by the people around psychologically-problematic cases that healing does not only come from the successful art therapy sessions, but their support also contributes to the whole process that they want to achieve for themselves or for other people. Lest they forget that some of the causes of their depression, stress, trauma, and tensions come from their family and society. The successful interpretation of the art object by the therapist, the willingness of the client to open up to the therapist and to other people as well, the comfortable and secure setting of the therapy room, and the artwork itself be it aesthetically balanced or not, all of these components of art therapy are relevant to the client’s well being. The absence of one component means the incomplete and ineffective process of art therapy. Kalmanowitz (2005) also believed that â€Å"the healing qualities of art relate to the total spectrum of the soul’s experience and that art therapy’s relevance is dependent upon its willingness to meet new challenges and go to places where troubles in the human condition exist† (p.xii). Friedrich Nietzsche also once said that unless we deal with our pain, we are truly lost. So much has been said to validate the real nature of art therapy in personal and communal perspectives then and now. But one thing is for sure, art therapy and its relations with other disciplines will continue to develop in the future. Art therapy really changes/improves the attitude of people with psychological problems. We just have to look within ourselves and we might find the urge to help them; we have to look again within ourselves and we might find ourselves needing the therapy for our own conscious and unconscious demons tearing us apart. In these difficult times, we are everyday faced with disconcerting situations where we are left in the middle of the struggle and we do not know how to fight back. These kinds of situations when treated with neglect, thrown away in the air as if it is nothing, are the ones that are dangerous to the human psyche. Do you want to see yourself dancing in the streets naked? Can you see one of your family members killing herself or himself? Would you like to see a world of deranged men acting as beasts? That is why God created us in his own image and likeness, for us to realize that we are made human beings to love and be loved just like he did. References Case, C. and Tessa Dalley. (1992). The Handbook of Art Therapy. New York: Tavistock/Routledge. Fleshman, B. and Jerry L. Fryrear. (1981). The Arts in Therapy. Chicago: Nelson-Hall. Hammer, E. (1964). The House-Tree-Person (H-T-P) Clinical Research Manual. New York: Western Psychological Services. Hill, A. (1941). Art versus Illness. London: George Allen & Unwin. Kalmanowitz, D. and Bobby Lloyd. (2005). Art Therapy and Political Violence: With Art, Without Illusion. London: Bruner-Routledge. Killick, K. and Joy Schaverien. (1997). Art, Psychotherapy and Psychosis. London: Routledge. Lark, C. (2001). Art Therapy Overview: An Informal Background Paper. Retrieved from http://www.art-therapy.com/ArtTherapyOverview.htm. Waller, D. (1993). Group Interactive Art Therapy: Its Use in Training and Treatment. London: Routledge

Tips for Teachers to Avoid Compromising Situations

Educators are often looked upon to be moral leaders for a community. They have such a profound impact on and contact with youth that they are often held to higher moral standards than the average person. They are expected to avoid compromising situations. Whether you agree or disagree with this sentiment, it is still a reality and one that should be taken into consideration for anyone thinking about becoming a teacher. It seems like you cannot open a newspaper or watch the news without seeing another educator that failed to avoid a compromising situation. These situations do not typically occur on whimsy, but instead, develop over a period of time. They almost always begin because the educator lacked good judgment and put themselves in a compromising situation. The situation continues and progresses for many different reasons. It likely could have been avoided if the educator would have acted rationally and worked to avoid the initial compromising situation. Educators would avoid 99% of these situations if they simply use good common sense. Once they make the initial error in judgment, it is almost impossible to correct the mistake without there being consequences. Educators cannot put themselves in a compromising situation. You must be proactive in avoiding these situations. There are several simple strategies to protect you from losing your career and going through unnecessary personal strife. Avoid Social Media Society is bombarded by social media every single day. Sites such as Facebook and Twitter will not be going away anytime soon. These sites offer all users the unique chance to allow friends and family to stay connected. The majority of students have one or multiple social media accounts, and they are on them all the time. Educators have to be careful when creating and using their own personal social media accounts. The first and most important rule is that students should never be accepted as friends or allowed to follow your personal site. It is a disaster waiting to happen. If for nothing else, students do not need to know all the personal information made readily available when given access to your site. Document/Report Situation if Unavoidable On occasion, there are some situations that cannot be avoided. This is especially true for coaches or coaches who may students waiting to be picked up when they are finished. Eventually, only one could be left. In that case, the coach/tutor could choose to go sit out in the car by themselves while the student waits at the doors inside the building. It would still be advantageous to let the building principal know the next morning and to document the situation, just to cover themselves. Never Be Truly Alone There are times when it may seem necessary to be alone with a student, but there is almost always a way to avoid it. If you need to have a conference with a student, especially with a student of the opposite sex, it is always wise to ask another teacher to sit in on the conference. If no other teacher is available to sit in on the conference, it may be better to postpone it, than to have it. At the very least, you can leave your door open and make sure others in the building are aware of what is going on. Do not put yourself in a situation where it could be a he said/she said type of deal. Never Befriend Students Many first year teachers fall victim to trying to be their students’ friend instead of being a solid, effective teacher. Very little good can come out of being a student’s friend. You are setting yourself up for trouble especially if you teach middle school or high school students. It is far better to be a good, hard nose teacher that most students do not like than it is to be one that is best friends with everyone. Students will take advantage of the latter and it often easily leads to compromising situations at some point. Never Exchange Cell Phone Numbers There are not many solid reasons to have a student’s phone number or for them to have yours. If you have given a student your cell phone number, you are simply asking for trouble. The texting era has led to an increase in compromising situations. Students, who would not dare say anything inappropriate to a teacher’s face, will be bold and brazen through a text. By giving a student your cell phone number, you open the door to those possibilities. If you do receive an inappropriate message, you could ignore it or report it, but why open yourself to that possibility when you can just keep your number private. Never Give Students a Ride Providing a student with a ride puts you in a liable situation. First of all, if you have a wreck and the student is injured or killed, you will be held responsible. That should be enough to deter this practice. People are also easily seen in cars. This can give people a false perspective that can lead to trouble. Let’s say that you innocently give a student whose car broke down a ride home. Someone in the community sees you and begins a rumor saying that you are having an inappropriate relationship with that student. It could ruin your credibility. It simply isn’t worth it, because there were likely other options. Never Respond to Personal Questions Students of all ages will ask personal questions. Set limits immediately when the school year begins and refuse to allow your students or yourself to cross that personal line. This is especially true if you are unmarried. It is no student’s business as to whether or not you have a boyfriend or girlfriend. If they cross the line by asking something too personal, tell them they crossed a line and then immediately report it to an administrator. Students often fish for information and will take things as far as you let them.