Biography of Rihanna

She began signing when she was seven with two of her classmates but it wasn’t until she was sixteen that she met Evan Rogers and began to work with him and moved out of Barbados. A year after moving to the states she was asked to meet with Jay-z at DefJam Records where she was offered a contract in February 2005. Working with DefJam records she was able to record her first album by the end of 2005. â€Å"Music of the sun† was released and Pon De Replay became her first widely known hit making it in to the top 5 singles for that year. Just about a year later she released album number two â€Å"A Girl Like Me†. Her song S. O. S. was her first number one hit and the album was ranked in the top five albums for the year. In May 2007 she released her third album â€Å"Good Girl Gone Bad† which won her a Grammy for best rap/collaboration for her number one hit Umbrella. This album also was known for three other number one hits including Don’t Stop the Music, Take a Bow, and Disturbia. Around two years later she released her fourth album â€Å"Rated R† which was the number one album on the Billboard Hot 100 albums for the year. Three of her songs from this album made it to the top ten singles including Russian Roulette, Hard, and Rude Boy. Under a year later she released â€Å"Loud† being one of her most popular albums and being known for her three number one singles Only Girl(In the World), Samp;M, and What’s My Name?. Finally her most recent album â€Å"Talk That Talk† was released in 2012 and is currently known for the number one single We Found Love. As of now we know that she is working on her seventh album which no information has been release about. She had been on four tours around the world and has one upcoming tour Diamonds World Tour which will be her biggest, longest tour yet. Rihanna often gives credit to her idols that all influenced her in different ways. The person she says influenced her the most would be Madonna saying â€Å"I want to be the Black Madonna. † She also has said that Whitney Houston, Beyonce, Bob Marley, Marilyn Monroe, Mariah Carey and Destiny’s child were very influential on her life becoming a successful artist in today’s music industry. Rihanna has become an influential person herself, having been and idol for Justin Bieber and Rita Ora, both younger artists. She has been named one of the most influential people in the world and ranks fourth in the most powerful celebrities. She has received many awards including five American Music awards, eighteen Billboard Music awards, two BRIT awards and 5 Grammys. She has had eleven number one singles on Billboards top 100 and was named Digital Artist for the 2000’s by Billboard Music as well. She is the highest selling digital artist of all time with 47,571,000 sold singles as of early 2012. Forbes reported that she earned a little over $82 million between May 2010 and May 2012 and she continues to expand on her career. Rihanna in known for her thought provoking music videos, many of them with under-lying meanings. Much like Madonna she incorporates substance abuse, domestic violence or love triangles into her videos. She also turns obscure situations into glitz and glamorous situations. Many of her videos and outfits have caused controversy because of the explicit content. Her live shows are known for her hip shaking, sex appeal, attitude, sexy outfits and over the top performances sometimes being quite risque. She has said that â€Å"These performances are all an act, that’s not me. That’s a part I play. You know it’s like a piece of art with all these toys and textures to play with. † In her early days she was a typical teen pop star but she easily shifted her appearance dramatically and continues to change frequently. By the time she released her â€Å"Good Girl Gone Bad† album she had completely shook the teen pop star image everyone had gave her. By 2008 she was named best dressed by Peoples magazine and was on Maxims Hot 100 for five consecutive years (2007-2011). In 2009 Glamour named her Woman of the year and she ranked seventeenth out of fifty in Most Glamorous Women. She also was named sexiest women alive in 2011 by Esquire. Not only is she an extremely successful music artist, she has had her share in acting as well. In 2006 she mad a cameo appearance in the movie Bring it On: All or Nothing. In 2012 she was seen in the movie Battleship as GM2 officer Cora Raikes and had another cameo appearance in The Katy Perry Movie. In the next two years she will be seen in End of the World and Happy Smekday. The successful Barbadian superstar started out as a typical teen pop singer and has made a huge name for herself, not only singing but acting as well. Attempting to turn herself into the â€Å"Black Madonna† it seems she has met her goal although she continues to do more with her career. After seven years and six albums Rihanna has become one of the most popular music artists not only in the USA but worldwide. She is one of the most influential celebrities for upcoming music artists in the industry today.

Speech Essay Example | Topics and Well Written Essays - 750 words

Speech - Essay Example 1SG Kittles-Joyner epitomizes the phrase moral courage, as she lets nothing stand in the way of what she believes to be right. She acted first and foremost in the best interest of the soldiers, and demonstrated a remarkable tenacity to get missions accomplished. For the past four years, 1SG Kittles-Joyner was in charge of the senior leadership course. During her tenure, 1SG Keyshun Kittles-Joyner won the admiration and respect of the cadre and students of the Academy. Her SLC team supported four ALC mobile training teams and supervised execution of Camp Semaphore for the Fiscal Year 2010. 1SG Kittles-Joyner was also selected as Vice President of the prestigious Fort Gordon Sergeant Audie Murphy Club in consecutive years due to her superior knowledge and leadership abilities. Additionally, she was selected by the Garrison CSM to be the First Sergeant for the Military Police Detachment. However, the Signal Corps needed her more and so she was selected over 27 MSGs to be the Branch Chie f of the senior leadership course, where she oversaw preparation and execution of the 25B, E, S, P, U, and the 25W CMF quality assurance assessments, in which all received an Institution of Excellence rating. She mentored, prepared, and coached five NCOs, one of whom won instructor of the quarter and another Post NCO of the quarter. She also developed a study group program that resulted in five students being inducted into the SAMC; this was the highest number inductees of any unit on Fort Gordon. She was awarded the Bronze Order of Mercury during the Signal Ball for her dedication to soldiers within the Signal Community and assisting seven of the cadres to be selected as Bronze Order Recipients. She was awarded the Presidential Volunteer Award by President Obama and the Appreciation Award from the Georgia National Youth Challenge Academy in recognition of more than 3,000 countless hours of community service supporting Augusta and its surrounding communities through mentoring youth. She received accolades as the guest speaker for several 447th Signal Battalion Graduation ceremonies, Pre-Command Briefs, and also a coin of Excellence from the French Signal Commanding General and the TRADOC CSM during command briefs. Her SLC team was commended by the Inspector General for its management of the Structured Self-Development Program. Her SLC team was also instrumental in returning the Army Physical Fitness Test for Height and Weight back to the NCO Education System. She was selected for the Dean's list at Strayer University in consecutive years for maintaining a GPA average of 3.84. She is also a devoted mother to her son, Tyrome Joyner Jr. 1SG Kittles-Joyner will be joining the 1st SC Army BDE in South Korea, where she will continue to serve others. She will be sorely missed, but it is now time for her to move onto bigger and better things.   Her presence will be missed here at the Academy, and we wish her and her family the very best as she heads out to South Kor ea and her next army adventure. However, as we say goodbye to one great 1SG, we welcome another in the form of 1SG Jiggets. He has come to the RNCOA with an excellent resume. Also, he is no stranger to Fort Gordon, having served as a 1SG for the C Company, 551st Signal Battalion. He, his wife Jennifer, and their son Robert and daughter Sheila will move across post into what I expect will be one of their most rewarding assignments. 1SG Jiggets is known throughout

TS Eliot Essay Example | Topics and Well Written Essays - 1250 words

TS Eliot - Essay Example Therefore, Eliot’s exertion on this particular poem has been considered commitment to religious poetic sensibility and spiritual consciousness. In the venerated poem, Eliot has emphasized on the significance of Magi’s journey to find baby Jesus, who is deemed to be Messiah. Thus, Magi’s spiritual quest; aimed to find a way for the emancipation of the world from materialism, has been depicted as uncertain. This uncertainty has been suggested as a core ingredient of conscious spiritism. Hence, Eliot has emphasized on the difficulties and persistent struggle a part of spiritual awakening, a way to attain spiritual identity (Eliot, 1953). Although, Eliot has been considered as an assorted leader of postmodern realism, but in this diverse piece; he has adapted a thought- evoking style and a vision of a spiritualist, who describes the impediments and bottleneck of the journey of redemption and inside gratification. His elusive style and bohemian repute called for sever e criticism on his Anglo-Catholic work. Thus, his former work earned him a repute of a non-believer of religion and their fundamental practices, and eventually a palpable critique of beliefs (Strandberg, 2002). In the journey of Magi, Eliot contemplated with the idea of human change, in terms of journey from physical being to spiritual beings, which was vague in the western world of 1920s. Thus, he depicted the struggle for divinity in the form of divine journey of accomplishment. In the age of secularism, Eliot identified the extinction and decline of spiritual survival. Therefore, he narrated his dogma through the eloquence of the quest for Messiah (Jesus). He regarded the need of a man to incline from the degeneration of modernism, which induced elopement of belief in man. Hence, through this belief which was found in the form of religious insight or realization; man was in a great need to revitalize spiritual consciousness. Moreover, pain and suffering which have been significan t parts of spiritual journey are disregarded by Eliot by the end of the poem due to uncertainty. Consequently, Eliot always felt that the religious beliefs were vanishing. Yet, he aimed to restore them in a narrative, which was not completely consistent on religious aspirations, but showed the uncertainty of human belief even in the presence of miracle. As change requires discarding of old beliefs and practices, hence, birth of Jesus and death of old beliefs and practices were depicted as infinite. However, the narrator describes his journey as excruciating and is in a consistent state of grief. Previously Eliot has depicted unworthiness towards the most prestigious earthly things in The Waste Land. Therefore, his famous unimpressive and un-charmed attitude towards charismatic ideology of modernism and skeptical view on the condition of modern man; was a first step towards the journey of spiritual identification (Eliot, 1990). Furthermore, he has also exemplified, how man and his li fe in society has been completely dominated by chaos. Eliot reflected the trauma stricken and despaired man due to the horrification of World War I, but along with it he also emphasized on man’s despair in not fulfilling the needs of his spiritual being. Spiritual being was marred due to the loss of faith and increased sterility of spiritual consciousness. In 1920’s the world turned around against religious fundamentalism of Victorianism and displayed eccentric manners in terms of vulgarity and expressiveness. Therefore, Western civilization collapsed

Maternal Bond in Toni Morrisons Beloved Essay -- Toni Morrison Belove

Maternal Bond in Toni Morrison's Beloved  Ã‚     Ã‚     The maternal bond between mother and kin is valued and important in all cultures.   Mothers and children are linked together and joined: physically, by womb and breast; and emotionally, by a sense of self and possession.   Once that bond is established, a mother will do anything for her child.   In the novel Beloved, the author, Toni Morrison, describes a woman, Sethe, who's bond is so strong she goes to great lengths to keep her children safe and protected from the evil that she knows.   She gave them the gift of life, then, adding to that, the joy of freedom.   Determined to shield them from the hell of slavery, she took drastic measures to keep them from that life.   But, in doing so, the bond that was her strength became her weakness, destroying the only thing she loved.   Slaves, in the United States, were denied everything -- all forms of identifying with the human race.   They were denied their freedom of life: the very right to appreciate and enjoy the beauty of nature in the world, it not being theirs to enjoy.   Additionally, they were denied the very way in which all humans identify themselves -- through the influence of others.   They were disallowed community and harmony among their peoples.   Children were taken from their mothers, and brothers from their sisters.   Dr. Kubitcheck says, ?Another crucial part of identity and culture, language, also has been lost to the slaves? (126).   Individual slaves were often placed on plantations with other slaves from different parts of Africa, speaking completely different languages, and thus having no way of communication between them.   ?Symbolically,? Kubitcheck says, ?slavery . . . obliterated African identity? (126).   Because... ...ing - the part of her that was clean? (251).   Sethe?s ?commitment to her children remains unshakable,? Kubitcheck says (123).   Though her actions were appalling and disgraceful according to the community, it was done with a sense of love and protection, so as not to break the maternal bond.   The bond between a mother and her child is beyond the grasp of words.   Toni Morrison, in Beloved, tries to take hold of it. Creating a character who is so consumed by her children being a measure of her worth, Morrison shows the strength of the maternal bond.   It is that which has the power to love something or someone with all one?s heart.   It is that love which, giving life, is strong enough to kill. Works Cited 1.   Kubitcheck, MD.   Toni Morrison: A Critical Companion.   London: Greenwood Press, 1998. 2.   Morrison, Toni.   Beloved.   New York: Plume, 1987.      

Pedagogical Techniques: Cognitive Disequilibrium an Goldilocks Principle

Cognitive Disequilibrium There will always be different kinds of intellects at classrooms. What are considered the worst students do not like to think through a problem or find out how a mechanism works, while some of the better students may understand the same concepts but do not think further about them once they are done learning what they had to learn. This is when the presence of a teacher asking them questions comes into play. A technique used to make students think further is called the cognitive disequilibrium. Cognitive disequilibrium is in charge of daring students to think of better ways why something works the way it does.The name itself points at imbalanced knowledge towards a certain topic. Let’s take for example a group of students leading an experiment where they are mostly sure of what the outcome will be. Their desire to find results that matches their theory will be biased, and if something in the experiment indicates their theory is not completely true ther e will be a moment of conflicting cognitions; this is what researchers call cognitive disequilibrium. Starting as early as the 1950’s, social psychologist Leon Festinger coined the term â€Å"cognitive dissonance† in his book When Prophecy Fails.At the same time, developmental psychologist Jean Piaget realized his work in cognitive developmental theory, including a close approach to cognitive dissonance. He conceptualized that as a child grows up, he will constantly be finding new information that will challenge the former beliefs he had, thus making an imbalance in cognition and making the child adapt to a new set of ideas (Colombo, 2002). This kind of conflict affects learning the same way it can affect the process of gathering information. Much like in research, theories can change drastically based on how big the changes are when finding new data.According to Chin and Brewer (1993) there are seven different forms of response to inconsistent information, the unpredi cted information that can possibly throw off one’s already learned knowledge: ignoring, rejecting, excluding, abeyance, reinterpreting, peripheral change, and theory change. Because of its ability to change theories and change our perception of beliefs, cognitive disequilibrium is not only a concept, but it also serves as a major pedagogical technique. In the context of educational psychology, cognitive disequilibrium can be used as a tool to defy students and their ideas.We can see instances where in class a teacher asks a student a question related to the material to see if the student is familiar with it, but that does not show understanding of the material. By asking more in-depth questions of why a student thinks he has the right answer or by asking about how he came about finding the answer we are solidifying a pathway that shows us why the answer is such. If there is not an exact pathway that could explain how one came to conclude that the answer is correct, there may be an error in between that could change the answer. In the case of our lecture class, Dr.Zola has made use of this technique in a couple of occasions to motivate students into thinking deeper about their answers to simple questions he makes. I remember at least one occasion where he asks a simple question about a student’s take on a subject, and when the student confidently answered, Dr. Zola asked follow-up questions that made the student rethink his response, and thus think better about his argument. Not only would he give follow-up questions, but introduce new ideas backed up by other researchers of prestige that could really change the way we think.The times he presents new information that unbalances our beliefs are just followed by very small pauses where we reconsider our ideas, until we have to discuss them with other students or we move ahead to new material. Every concept that we rethink due to new information presented should be given a good amount of time to brea k down what we know about the concept and build up a new conclusion in our minds. By giving us more time to think, we can further build up on the ideas on our mind and solidify the new concepts we are learning.Like I said before, we need to plan out a pathway that leads us to our concluding ideas or theories. Due to the fact that most of our work in lecture and discussion is based on partner or group talk; we need to be ready to give out our opinions on different matters with a solid argument. It is true that most of the concepts we learn about in lecture are somewhat familiar to us since we have dealt with them ourselves or we have seen people been affected by what researches have to say about cognitive development.However, it is always good to satisfy the need to learn more about different concepts by bringing up new information that will make us see the concept from a different angle. We need to be able to break down what we know about the concept, pick up the details that are st ill useful to us, get rid of the details that are no longer any useful, and accept the new details that will shape our concepts in different ways. Goldilocks Principle Another technique used by effective teachers deals with being able to assign tasks and assignments to students so that they fit their levels of skill or prior knowledge.The Goldilocks principle is appropriate for this, since it deals with finding the right level of difficulty materials that are given to students. Like Graesser mentioned it (2008), material that is too easy for the audience will be disregarded as it may seem repetitive from what the audience or students have learned before; if the material is too hard, students may find it too frustrating and will give up. This technique suggests that materials and assignments should not be too hard or too easy.At a right, constant level students will remain engaged with the material. This is related to what O’Donnell, Reeve, and Smith (2008) explained as Vygots ky’s â€Å"zone of proximal development† as the concept that tells us that a child should be taught at his own level of recent maturity. This means that a student shouldn’t be pushed to work the material as if he has already mastered it or been experienced with it, but that he should work the material as if he’s still practicing it. As Wolfe et al. 1998) demonstrated in their article a group of researchers from two different schools experiment how background knowledge can affect students’ ability to comprehend different materials given. In this experiment, students were given the task to learn about something of background knowledge to them; in this case, it was the functions if the human heart. Students were given the same material but in different reading levels. The researchers found out that little background knowledge on the topic made the students gain about as much knowledge as the students with major background knowledge did.In other words, students whose prior knowledge did not overlap enough with the contents of the text did not learn well but neither did students whose knowledge overlapped too much with the contents of the text. At the end of their research, they found out that â€Å"low-knowledge† students understood just as much as â€Å"high-knowledge† students when their material was customized for the highly coherent and detailed, just as when the material given to high-knowledge students was presented with coherent gaps that they had to fill in by themselves.This technique should be used in a classroom environment to reach for those students that are not fully engaged to the material given. In the classroom we could find different types of learners, but it is fair to say that under-challenged and over-challenged students make up most of the class. By finding a way to balance the material and presenting it in a way that is fully detailed for some and challenging for others the instructor will be able to have most, if not all of the class fully engaged. Based on what I have experienced in class, we can say that Dr. Zola has made good use of this technique. Dr.Zola is letting his students use their own background knowledge to fill in gaps in the knowledge of other students through discussion. By bringing up questions that almost everybody is familiar with, but that everybody has a different take on, the discussions amongst students can last for a good while, and students always end up learning from each other when sharing stories and background knowledge. After all, there are several ways to keep a variety of learners engaged in the classroom, as by having discussions to keep the class active, integrating other fields in the material, stimulating the senses of the audience, etc.These last mentioned only keep the class active, and hopefully everybody engaged, but as a teacher one must still work on filling those gaps that some students may have about the material being learned . References Colombo, J. (2002) Infant Attention Grows up: The Emergence of a Developmental CognitiveNeuroscience Perspective. Current Directions in Psychological Science  , Vol. 11, No. 6 (Dec. , 2002), pp. 196-200. Retrieved from http://www. jstor. org/stable/20182811 Wolfe, M. W. , Schreiner, M. E. , Rehder, B. , Lahman, D. , Folts, P. W. , Kintsch, W. , & Landaure, T. K. (1998).Learning From Text: Matching Readers and Text by Latent Semantic Analysis. Discourse Processes, 25(2/3), 309-336. Graesser (2008). 25 Learning Principles to Guide Pedagogy and the Design of Learning Environments. Life Long Learning at Work and at Home. Retrieved from http://psyc. memphis. edu/learning O’Donnell, A. , Reeve, J. , Smith, F. (2008) Educational Psychology: Reflection for Action. Hoboken, NJ: John Wiley & Sons. Chinn, C. A. , & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical Framework and implications for.. Review of Educational Research, 63(1) , 1. Pedagogical Techniques: Cognitive Disequilibrium an Goldilocks Principle Cognitive Disequilibrium There will always be different kinds of intellects at classrooms. What are considered the worst students do not like to think through a problem or find out how a mechanism works, while some of the better students may understand the same concepts but do not think further about them once they are done learning what they had to learn. This is when the presence of a teacher asking them questions comes into play. A technique used to make students think further is called the cognitive disequilibrium. Cognitive disequilibrium is in charge of daring students to think of better ways why something works the way it does.The name itself points at imbalanced knowledge towards a certain topic. Let’s take for example a group of students leading an experiment where they are mostly sure of what the outcome will be. Their desire to find results that matches their theory will be biased, and if something in the experiment indicates their theory is not completely true ther e will be a moment of conflicting cognitions; this is what researchers call cognitive disequilibrium. Starting as early as the 1950’s, social psychologist Leon Festinger coined the term â€Å"cognitive dissonance† in his book When Prophecy Fails.At the same time, developmental psychologist Jean Piaget realized his work in cognitive developmental theory, including a close approach to cognitive dissonance. He conceptualized that as a child grows up, he will constantly be finding new information that will challenge the former beliefs he had, thus making an imbalance in cognition and making the child adapt to a new set of ideas (Colombo, 2002). This kind of conflict affects learning the same way it can affect the process of gathering information. Much like in research, theories can change drastically based on how big the changes are when finding new data.According to Chin and Brewer (1993) there are seven different forms of response to inconsistent information, the unpredi cted information that can possibly throw off one’s already learned knowledge: ignoring, rejecting, excluding, abeyance, reinterpreting, peripheral change, and theory change. Because of its ability to change theories and change our perception of beliefs, cognitive disequilibrium is not only a concept, but it also serves as a major pedagogical technique. In the context of educational psychology, cognitive disequilibrium can be used as a tool to defy students and their ideas.We can see instances where in class a teacher asks a student a question related to the material to see if the student is familiar with it, but that does not show understanding of the material. By asking more in-depth questions of why a student thinks he has the right answer or by asking about how he came about finding the answer we are solidifying a pathway that shows us why the answer is such. If there is not an exact pathway that could explain how one came to conclude that the answer is correct, there may be an error in between that could change the answer. In the case of our lecture class, Dr.Zola has made use of this technique in a couple of occasions to motivate students into thinking deeper about their answers to simple questions he makes. I remember at least one occasion where he asks a simple question about a student’s take on a subject, and when the student confidently answered, Dr. Zola asked follow-up questions that made the student rethink his response, and thus think better about his argument. Not only would he give follow-up questions, but introduce new ideas backed up by other researchers of prestige that could really change the way we think.The times he presents new information that unbalances our beliefs are just followed by very small pauses where we reconsider our ideas, until we have to discuss them with other students or we move ahead to new material. Every concept that we rethink due to new information presented should be given a good amount of time to brea k down what we know about the concept and build up a new conclusion in our minds. By giving us more time to think, we can further build up on the ideas on our mind and solidify the new concepts we are learning.Like I said before, we need to plan out a pathway that leads us to our concluding ideas or theories. Due to the fact that most of our work in lecture and discussion is based on partner or group talk; we need to be ready to give out our opinions on different matters with a solid argument. It is true that most of the concepts we learn about in lecture are somewhat familiar to us since we have dealt with them ourselves or we have seen people been affected by what researches have to say about cognitive development.However, it is always good to satisfy the need to learn more about different concepts by bringing up new information that will make us see the concept from a different angle. We need to be able to break down what we know about the concept, pick up the details that are st ill useful to us, get rid of the details that are no longer any useful, and accept the new details that will shape our concepts in different ways. Goldilocks Principle Another technique used by effective teachers deals with being able to assign tasks and assignments to students so that they fit their levels of skill or prior knowledge.The Goldilocks principle is appropriate for this, since it deals with finding the right level of difficulty materials that are given to students. Like Graesser mentioned it (2008), material that is too easy for the audience will be disregarded as it may seem repetitive from what the audience or students have learned before; if the material is too hard, students may find it too frustrating and will give up. This technique suggests that materials and assignments should not be too hard or too easy.At a right, constant level students will remain engaged with the material. This is related to what O’Donnell, Reeve, and Smith (2008) explained as Vygots ky’s â€Å"zone of proximal development† as the concept that tells us that a child should be taught at his own level of recent maturity. This means that a student shouldn’t be pushed to work the material as if he has already mastered it or been experienced with it, but that he should work the material as if he’s still practicing it. As Wolfe et al. 1998) demonstrated in their article a group of researchers from two different schools experiment how background knowledge can affect students’ ability to comprehend different materials given. In this experiment, students were given the task to learn about something of background knowledge to them; in this case, it was the functions if the human heart. Students were given the same material but in different reading levels. The researchers found out that little background knowledge on the topic made the students gain about as much knowledge as the students with major background knowledge did.In other words, students whose prior knowledge did not overlap enough with the contents of the text did not learn well but neither did students whose knowledge overlapped too much with the contents of the text. At the end of their research, they found out that â€Å"low-knowledge† students understood just as much as â€Å"high-knowledge† students when their material was customized for the highly coherent and detailed, just as when the material given to high-knowledge students was presented with coherent gaps that they had to fill in by themselves.This technique should be used in a classroom environment to reach for those students that are not fully engaged to the material given. In the classroom we could find different types of learners, but it is fair to say that under-challenged and over-challenged students make up most of the class. By finding a way to balance the material and presenting it in a way that is fully detailed for some and challenging for others the instructor will be able to have most, if not all of the class fully engaged. Based on what I have experienced in class, we can say that Dr. Zola has made good use of this technique. Dr.Zola is letting his students use their own background knowledge to fill in gaps in the knowledge of other students through discussion. By bringing up questions that almost everybody is familiar with, but that everybody has a different take on, the discussions amongst students can last for a good while, and students always end up learning from each other when sharing stories and background knowledge. After all, there are several ways to keep a variety of learners engaged in the classroom, as by having discussions to keep the class active, integrating other fields in the material, stimulating the senses of the audience, etc.These last mentioned only keep the class active, and hopefully everybody engaged, but as a teacher one must still work on filling those gaps that some students may have about the material being learned . References Colombo, J. (2002) Infant Attention Grows up: The Emergence of a Developmental CognitiveNeuroscience Perspective. Current Directions in Psychological Science  , Vol. 11, No. 6 (Dec. , 2002), pp. 196-200. Retrieved from http://www. jstor. org/stable/20182811 Wolfe, M. W. , Schreiner, M. E. , Rehder, B. , Lahman, D. , Folts, P. W. , Kintsch, W. , & Landaure, T. K. (1998).Learning From Text: Matching Readers and Text by Latent Semantic Analysis. Discourse Processes, 25(2/3), 309-336. Graesser (2008). 25 Learning Principles to Guide Pedagogy and the Design of Learning Environments. Life Long Learning at Work and at Home. Retrieved from http://psyc. memphis. edu/learning O’Donnell, A. , Reeve, J. , Smith, F. (2008) Educational Psychology: Reflection for Action. Hoboken, NJ: John Wiley & Sons. Chinn, C. A. , & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical Framework and implications for.. Review of Educational Research, 63(1) , 1.

Self Evaluation Influences Leadership Development

Self-Evaluation influences Leadership Development Across the years, humans have kept their baby photos, their yearbooks, the letter from a friend, and their first checkbook safely. Usually, they do this because it gives a timeline of where a person has been and where they are now. For some, this method of self-assessing can be rewarding, yet for others, this process may be daunting if they are not at the level they had hoped. According to Dye (2010), values-driven leaders are self-assessors. In essence, leaders understand that their actions are being observed; therefore, they need to know themselves with the dual intention of personal development and professional achievement (Dye, 2010). In fact, outstanding leaders have an exceptionally†¦show more content†¦However, the results of a self-evaluation process can allow a leader to commence a personal development plan that is goal oriented and focused on exceptional leadership skills (Zenger Folkman, 2013). In fact, per Kozak (2014), the process of self-evaluation and self-as sessment, helps a leader become a better leader because it brings forth guidance and knowledge about traits, strengths, and most importantly, weaknesses that can be developed into strengths. Conquering the ability of self-evaluating may lead to increased confidence, â€Å"trust and credibility by others and an improvement of emotional, social intelligence and self†esteem† (Kozak, 2014). Self-Evaluation correlates with Self Esteem. Speaking of self-esteem, one of the true values in self-evaluation is the value of oneself as a person (Kozak, 2014). In essence, being cognizant of the own strengths will improve self†esteem and confidence (Kozak, 2014). A self-confident leader can lead in meaningful ways. According to Brown, Dutton, and Cook (2001), high self-esteem people use a variety of strategies to protect and rebuild feelings of self-worth. On the other hand, self-assessment can also lead to identifying significant gaps that can then lower self-esteem. Therefore, it is important to understand that self†esteem does not correlate automatically to better performance of oneself (Kozak, 2014). Personally, the self-evaluation processShow MoreRelatedThe Planning Phase Of A Annual Expectation818 Words   |  4 Pageseveryone year around (Responsible Conduct in Research Mentoring, n.d.). Plan and organize leadership groups to continue their ongoing leadership developments; this activity allows leaders to listen to the other leaders thinking and ideas. The meeting will discuss the experiences that we as leaders have encountered since maybe the last session, expressing the rewards and non-rewards from the experience. Peer leadership groups would have a timeline of once a month or every two-week gathering (Research MentoringRead MoreOrganizational Leadership and the Role of Self-Evaluation and Assessment1144 Words   |  5 Pagesï » ¿Organizational Leadership and the Role of Self-Evaluation and Assessment Introduction The ability to manage and lead a diverse organization is predicated on how effectively a leader understands their innate strengths and weaknesses, in addition to gaining insights into how effectively they communicate. The role of self-evaluations and self-assessments in providing leaders with insights into how they can make the most of their strengths and define strategies for addressing their weaknessesRead Moreself assessement Essay1227 Words   |  5 Pagesleaders 1.5 Leadership self-evaluation/self-assessment 1.6 The benefits of self- assessment/self-evaluation to leaders today. 1.1 INTRODUCTION Organisations are made up of people and people are a huge asset to any organization. To be more successful in achieving their goal and objectives; organisations needs to have an understanding about their human assets, their behavior, tendencies, best practice etc..† Leadership is the ability of one person to influence a groupRead MoreImportance of Self-Assessment in Leadership Roles1078 Words   |  4 PagesLeadership is based on a complex interaction between the leader and the existing social and circumstantial environment, i.e. the current team and project characteristics. With continuous changes in team and project structure, the leader is expected to modify his/her efforts accordingly in order to ensure efficiency and success. Therefore, leaders find themselves in a never-ending learning experience during which adjustments in leadership style will not only be required, but will have to be soughtRead MoreInterpersonal Skills : Interpersonal And Social Skills1682 Words   |   7 Pagesmust have the ability to relate well with followers. Effective leaders have self-awareness, as well as the awareness of those around them. The leader needs to be socially perceptive. A leader requires interpersonal skills to show emotional intelligence. It assists a person in understanding emotions and applying this understanding to daily tasks. A leader must also learn ways of ensuring temperance with their emotions as self-regulating ensures good leaders appear professional to their subordinatesRead MoreThe Key Components Of Emotional Intelligence1609 Words   |  7 PagesEmotional Intelligence and Leadership in Nursing To better understand the applications of emotional intelligence in nursing and leadership, it is important to identify the key components of emotional intelligence (EI). By examining Daniel Goleman’s book Working with Emotional Intelligence, this paper will examine EI’s function in nursing as it applies to various roles in leadership. Lastly, it will discuss ways in which EI can be used for personal and professional development. History of Emotional IntelligenceRead MoreEssay on Building an Effective School1252 Words   |  6 Pagesaddresses standards and procedures on ensuring quality service as leaders. These standards and guidelines aligned to leadership standards from the National Association of Elementary School Principal (NAESP) (www.naesp.org) an ILIAD partner. The unstructured interview analysis will describe leadership styles and roles, curriculum development, and evaluation methods. Leadership Styles The strength of the school is shown through the school capacity, achievements, and instructional values. InstructionalRead MoreEffective Instructional Leadership For High Performing Schools1319 Words   |  6 Pagesstudents, it s pretty hard for them to construct what s going on in the classroom, so that students see it in their self-interest to be self-engaged. With that being said, as an instructional leader, my vision for improving student achievement is to help create an environment where high standards for all students and staff members are valued daily. High quality professional development is offered and implemented throughout the school year. All learning environments are safe and disciplined for allRead MoreA Competency Model Of Leadership1366 Words   |  6 PagesLeadership Competency Model A competency model of leadership is a simple concept, â€Å"it describes the behaviors and skill managers need to exhibit if an organization is to be successful† (Hughes, Ginnett Curohy, 2015, p. 251). Within organizations there is an importance for the development of leaders in today’s society to meet the needs for their organization. While the leader needs to display unique leadership for their organizations, there are certain attributes and quality which are needed forRead MoreEssay about Early Childhood Education Field1117 Words   |  5 Pagesincreasingly turned to the development of effective professional practice among early childhood educators (ECEs) as the predominant approach in securing better outcomes for children. ECEs have thus found themselves under increased pressure to develop professional practices through professional development which has been demonstrated to have a profound impact on children’s holistic development and their performance p rospects in society. This essay will focus on the development of effective professional

Learning Systems And The Education System - 1228 Words

In the past, the learning system was non complex. Students invariably learned in classrooms. They would learn from and be educated by their teacher and grasped other facts from textbooks. The teachers would ask them questions and students would answer them to display they understood. Other information about other parts of the world, they learned from books. Throughout the years, the learning system changed. Issues or flaws in the system were addressed and improved. Different learning systems that were superior were invented for the purpose of improving the education of students. Every time the learning system surpasses the others, the students and world’s education exceeds. The quick changes and the increase of difficulties of the current world causes new challenges and needs of improvement in our education system. The American education system in the past and present has changed because of the issues and flaws found in it, because of those issues, the students do not have the knowledge they are required to have in college or a successful career.We are realizing we have to change the way our learning system functions to fit the way the world is now. To overcome the difficulties in our learning system, we have to look at the problems and how to improve it. Any strategies we use must deal with the multiple factors that affect the education system, the influence of its part, and the complicated interdependencies within it and its environment. The learning system in the presentShow MoreRelatedLearning Systems And The Education System1228 Words   |  5 Pagesthe past, the learning system was really simple. Students always learned in classrooms. They would learn from and be taught by their teacher and grasped other facts from textbooks. The teachers would ask them questions and students would answer them to show they understood. Other information about other parts of the world, they learned from books. Throughout the years, the learning system changed. Issues or flaws in the system were addressed and improved. Different learning systems that were betterRead MoreThe Education System And The Learning Process1608 Words   |  7 Pagescharacter in the education system and the learning process. Her revolutionary philosophy on learning and how it should be introduced works so well that it is still being used over a hundred years after she invented it in 1907. She was born in 1870 and went to an all boys technical school to be a n engineer. After that, Maria tried for the University of Rome to become a medical professional but was rejected. She later became a teacher, physician and innovator who discovered the use of learning by buildingRead MoreWhy Learning Is The Core Of The Education System1730 Words   |  7 PagesLearning is the core of the education system and one of the most important activities needed for a child’s development. Philosophers and psychologists such as B.F Skinner (1948) have†¯been working for many years†¯trying to understand how learning occurs and how teaching styles can have an effect on said learning. There are many different learning theories†¯which provide an†¯understanding†¯on how†¯students absorb, process and retain information†¯during learning. Due to the observational and experimentalRead MoreEducation As A System Of Empowering Learning And Securing Of Data1144 Words   |  5 PagesEducation is portrayed as a system of empowering le arning and securing of data. Education happens under the course of an educator. The English word philosophy begins from the Greek word philosophia - which implies way. African Philosophy is described as the way Africans think when in doubt, experiences and nearness. It is a thinking that respects African universe of view. Enlightening Philosophy uses speculative, insightful and consistent gadgets to clear up the suggestions and to consider theRead MoreLearning Inner Workings Of The United States Education System1102 Words   |  5 Pageshow the United States education system works, what drives a teacher, and what makes a teacher effective. This explication will focus on the three educational areas that have made the biggest impact on me this semester. A major factor I have taken away this semester is learning inner workings of the United States education system. I learned how it was a system that was not meant to benefit everyone. In its early states, only young white males received an education. This system was constantly revampedRead MoreTeaching And Learning Environments At The New Zealand Education System Essay1735 Words   |  7 PagesTeaching and learning is a pivotal process that is constantly evolving. The previous notions of education being about an expert in the field teaching those who do not know, are being challenged with the belief that students should be prepared for jobs that do not yet exist, using technology that isn’t yet invented and solving problems that we have not yet faced. This new stance on learning has initiated the upheaval of the New Zealand education system with the reformatting of many schools into modernRead MoreCooperative Learning Should Be Considered The Natural Progression Of The America n Education System1611 Words   |  7 PagesCooperative learning should be considered the natural progression of the American education system. Traditional education techniques place students in a competitive atmosphere. Cooperative learning requires students to work together to achieve success. A democratic method for a democratic society. Cooperative learning does not allow for a single winner, instead through group efforts, each student’s strengths help the collective achieve success. This paper will address the history of cooperative learningRead MoreA Brief Note On Abolish Grading And The American Education System Values Grades And Test Scores More Than Students Value Learning847 Words   |  4 Pagesmuch as I can in this class.† So why should the system that educators believe works and have used for so long change? The American education system values grades and test scores more than students value learning. Teachers expect their students to work hard for good grades and achieve the highest possible test scores on standardized test. If all teachers are concerned about is the grades their students are getting and not whether or not they are learning the material being taught to them. They can’tRead MoreThe Rigidness of the Higher Educational System1032 Words   |  5 PagesIn todays society, the higher education system has been a very controversial topic for many years. There are many problems that people have with the higher education system in America. People have questioned its tactics and debated the pros and cons of the higher education system. One of the many problems that higher education presents is that learning is linear. Many educators do not go into further detail with their lesson. Most teachers and professors in colleges have a set plan, and this isRead MoreA Brief Note On Open And Distance Learning1729 Words   |  7 Pages1.0 Introduction Open and Distance Learning has become a force to be reckoned with and is contributing immensely to both social and economic development and has become an accepted as an indispensable part of the mainstream of educational system both in developing as well as in the developed countries with particular emphasis for the former. This growth has been the result of the interest that has been evinced both by the trainers as well as the educators in the use of new, Internet-based and multimedia