Programming Creativity and Development of Students

Programming Creativity and Development of Students Programming the Creativity and Development of the Students and the Community Abstract: The goal of this research paper focused in try to show the importance of the technology more exactly the implementation of the internet in the development of the creativity and innovation on students and community of developing countries, also make know the importance of courses for have a certificate that now these courses for the development of some skills and abilities or use of some machines, technologies that can be taken on internet. Other goal try to make to know the dedication and fluency of the creativity for innovate in scientist due to the old educational systems make think that they dont are so creative. In the past were some people that dont know how to use a computer or use some programs, or machines and want to know how to use, but sometimes dont have the chance for learn either for the absence of money or because dont are courses, project or programs for try to learn, and if there exist are so expensive or dont have enough capacity, also in the educational part the old structure of education just focused in the development of the knowledge and not the in the development of the creativity of the students. However, now almost of the people know use a computer, smartphone, laptop, etc., but keep being people that dont know how to use these and need help for learn how to manipulate, these are one of the reason that need to create courses, project or programs for include more and more the community. Too the educational system in this century has changed extraordinary the students know how to use machines, technologies, skills, etc. that in the past anybody can believe, and have more c hances for develop their creativity as well as the development of their scientist thought, also now they have the opportunity for create their own entrepreneurship, projects and of this way make that the community will be more connected. The educational and professional system of today in many countries of the world keep using the same old techniques that dont cause any effect or help to the students or workers of this century, there are many different changes in the ways that the students and workers are learning and trying to develop their skills with the technological advance of the world such as: Workers need a different mix of skills than in the past. In addition to foundation skills like literacy and numeracy, they need competencies like collaboration, creativity and problem-solving and character qualities like persistence, curiosity and initiative. (Segan, 2016). However, in the case of the Finland system we can see a big change, and this occur because this system give the chance to the students without regard the age that they have. They can take the classes that they want either for example: electricity, programming, mechanics, etc., but this happened because the Finnish education has incorporated a really great system based in the trust. The Finland Government trust and believe in their teachers and professionals because they has passed a series of courses and projects for have their degrees, and know that they can guide to the students to they really want learn. In this century students can study, learn, and practice easily all thanks to the great advance of the technology, also have more access to courses, projects for improve their skills or try to handle some machines, too have the chance to know how to use these skills, machines by internet and of this way have a certificate that say that they have the skills or the knowledge for use some machines one example of this is the courses that the Cisco Networking Academy that bring the opportunity for everybody can develop their IT skills and career building program for learning institutions and individuals worldwile, another example is blending learning that the students of Innova Schools in Peru have, this model have a curious characteristic because combines traditional classroom methods with individual, independent study delivered through online content. (Segan, 2016) making to the students know more about their selves skills and try to improve their relationship with another classmates. In the past even now almost everybody think that scientists dont have enough creativity and just solve some exercises or just focus on simple problems. However, Scientists Are More Creative Than You Might Imagine (Ossola, 2014) because they need to imagine how can something work or be and next try to show that their theories, ideas are true one good example of this maybe be the atomic theory of Dalton he had to imagine how is a particle his structure, composition, etc. A big problem with the perception or the way of the society see to the scientists is focused in that the schools make see to the students that just be a way to solve a problem, but the true is that are more than one ways to solve some problems, exercises, etc. The development of the technology made to students, professionals, the community in general have more possibilities for improve their skills, also have more access to courses, projects that in the past just few people have access and now with the internet they have the chance for take this kind of courses, also of this way they can learn more and improve their skills having the opportunity for have a certificate making more easy find a job. References Segal, S. (2016, May 20). The case for disruption in Latin Americas classrooms. USA: Council of the Americas. Ossola, A. (2014, November 12). Scientists Are More Creative Than You Might Imagine. The Atlantic.

Analysis of Bruce Dawe and his Poetry Essay

Bruce Dawe is one of the most inspirational and truthful poets of our time. Born in 1930, in Geelong, most of Dawe’s poetry concerns the common person. His poems are a recollection on the world and issues around him. The statement ‘The poet’s role is to challenge the world they see around them’ is very true for Bruce Dawe, as his main purpose in his poetry was to depict the unspoken social issues concerning the common Australian suburban resident. His genuine concern for these issues is obvious through his mocking approach to the issues he presents in his poems. ‘Drifters’ is about a family who move from place to place, as the father needs to move by the demand of his job. Dawe wrote this poem in a very casual language; however, if you read it carefully you would be able to see the seriousness of what he is saying. The young children are growing up to learn no other way of life except the life of continuously moving, as they are all waiting for the day they shall move again. The children get very excited about moving from place to place ‘and the kids will yell truly’. The eldest is becoming aware that their roaming lives may never change ‘the oldest girl is close to tears because she was happy here’. She is becoming frustrated with her life. Dawe shows pity for the wife, as she has to gone through this so many more times before ‘she won’t even ask why they’re leaving this time’. Dawe writes sympathetically about the wife, like when she asks her husband Tom to make a wish in the last line of the poem ‘Make a wish, Tom, make a wish’. Because this is a continuous event, the wife is getting frustrated, as at the time of packing once again she finds that she has not unpacked from there last move. Even though this poem is written in a happy tone Dawe is being serious about the issue of how a family gets upset about being stuck in a life that is continuously moving around and not being permanently settled anywhere. ‘Homecoming’ was written in 1968 during the Vietnam War with the intent of making its audience aware of the senselessness and tragedy of war. The poem  deals with the numerous stages of bringing the dead home for there ‘homecoming’, a supposedly joyous occasion worthy of great celebration. The title serves as a constant reminder of what may have been. Rather than coming home celebrating their Heroic survival, they are being bought home dead. ‘They’re bringing them in, piled on the hulls of Grants, in trucks, in convoys; they’re zipping them up in plastic bags’. Dawe uses a number of clever poetic techniques in order to express his feelings towards war. The repeated use of ‘they’ and ‘they’re’ in the first section hints at the impersonal relationship between the bodies and their handlers. Dawe shows his audience how this is the harsh reality of war, if people allowed the usual human compassion to overcome them every time they saw yet another dead body, it would be too unbearable. Rhythm is also used a great deal in the first section, making it sound almost chant-like through the use of pauses that form a direct beat. This rhythm suggests a slow, mechanical process, almost like an assembly line. Interestingly, Dawe goes against conventional methods of breaking his poem up into different stanzas. Despite this, it is evident that the poem exists in three main sections – the gathering of bodies in the jungles of Saigon, the flight back to Australian for the dead soldiers, and finally the bodies returning home. In the second phase of the poem, this monotonous rhythm is abandoned. Gone is the ‘human touch’ from in the jungles of Saigon, now the bodies are being lifted ‘high, now, high and higher’, suggesting that the bodies are being taken to be laid to rest in heaven. Words like ‘noble’, ‘whine’ and ‘sorrowful’ are used to express the sorrow and regret that Australian’s will feel as their dead youths are bought home.  Through the use of the personification of the planes, Dawe voices the sadness and futility of the situation, ‘tracing the blue curve of the Pacific with sorrowful quick fingers’. In the final phase of ‘Homecoming’ Dawe focuses on the soldiers finally coming ‘home, home, home’. The tone changes, and the lines echo the feeling of homesick Australian soldiers. As the planes approach Australia ‘the coasts swing upward’ to meet the planes. This is the coastline that would have been so familiar to the soldiers had they been coming home alive, yet now they don’t have the opportunity to see the ‘knuckled hills, the mangrove-swamps, the desert emptiness’, an environment vastly different from the jungle they had fought so valiantly in. ‘A Victorian hangman tells his love’ is about a man who enjoys what his job consists of. His job consists of hanging criminals as a punishment for the crimes they have committed. Bruce Dawe writes this poem from the hang mans perspective, it tells the audience how he feels about execution. Dawe explains that the hangman is ashamed to wear his hangman clothes in front of his wife. ‘Two piece tracksuit, welder’s goggles and a green cloth cap like some gross bee- this is the states idea†¦Ã¢â‚¬â„¢. He thinks of a hanging as a nuptial, and by reading these lines you can tell how special hangings are to him. The tone is of this poem is ashamed and proud, the hangman is ashamed because of the cheap clothes he has to wear when it is so special to him and proud because -=—— Dawe writes about the hangings as if they are a ritual, ‘This noose with which we’re wed is something of an heirloom’, the hangman feels as if the hanging gi ves them some kind of special connection. The human condition is explained throughout this poem, the way people feel towards these hangings and the way the hangman feels about these hangings. This was the last hanging to take place in Australia, it was very controversial and Dawe writes about it as if the hangman is very upset, as this will be his final hanging. It is very Australian in setting as it is a defining moment in our history as Australia. It was the last life taken for  capital punishment in Australia. Dawe writes this poem in a controversial way as it describes how the hangman enjoys ‘ hitting the door lever, you will go forth into a new life’ this hangman thinks that he is doing these men a favor by taking their lives. ‘On the Death of Ronald Ryan’ is about a man who is going to be executed for a crime he supposedly committed. Dawe writes this poem in Ronald Ryan’s wife’s or lover perspective. The reader can feel her sadness towards Ronald’s execution, and her respect for him dying ‘most horrifyingly like a man’. The human condition is undeniably Australian as there is the sign of a true fighter ‘annealed un-tranquilized, scorning a final statement’. Dawe writes of the wife as if she wished Ronald died ‘with far more dignity than the shabby ritual which gave you credit for’.

Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Essay

1.2 Explain the main roles and responsibilities of key staff involved in a child’s learning Jobs Governors The Governors are the Head of the school and they are volunteers, that are on a panel. They are there to give direction, set accountability and act as a critical friend. They also hire staff, review pay, and look after the curriculum. The head teacher is responsible for all the school, staff under him and for the pupils, their education and discipline. Academies have greater freedom than state run schools, as they have freedom from the local authority. They set their own pay and conditions for staff. The timetable can be changed and days set to what they think is best, and also the curriculum is not set in stone. Sometimes a faith leader can be in charge of the school. Head teacher They are responsible for all the pupils education, managing the staff, talking with governors, ofsted officials and other officials that visit a school. They are the main disciplinarian of a school. They also watch over the funds, health and safety. Deputy head or Assistant head When the head is away the deputy head will be in charge and carry out his roles. He is also responsible for anything delegated by the head teacher. He would normally teach in a classroom and oversee discipline. An assistant head would not be in charge is the head was away Key stage/ phase / subject coordinator To plan Key stages and support staff. They also teach classes themselves Year leader – To oversee all the teachers and pupils in a year. To plan for events to do with that year. Senco – Works with SEN. Liage with parents. Train staff SEN – Works with children with special needs Teacher – Support Teachers assistant in their work. Responsible for the child and their welfare. Plans lessons Ta’s, Hta’s – Mentors Work with Individuals or groups to improve children’s learning Follow the class teachers instructions Support teachers and help with marking They are a good role model to the child and a team player. They must have to follow the schools policies. Leader Manage consistants 1.3 Show how the way in which a school day and week is organised supports a child’s learning Early Years Lots of play and breaks Focused activity Phonics / maths as a game After 30 minutes the children are allowed to go outside to play freely. Primary 1-6 Key stage 1 is aged 5-7 Key stage 2 is 7 – 11 School starts at 9 am The teacher takes the register. The school meet for the assembly 9.30 first lesson Maths or English Core Subject is taught as the mind is more active Break 10 -1030 Other lessons or reading and spelling 12 – 13.10 Lunch Other lessons, art, computers School ends 3pm Secondary Key stage 3 11- 14 Register by form tutor Assembly Short lesson Break Double lesson, the children will move from one class to another depending on  where a subject is taught. In year 9 the pupils will make their subject choices for the coming 3 years In year 11 they do their key stage 4 or Gsce’s and depending on their results they can then apply to join the Sixth form of the school they are at or another schools sixth form or college, where they will do key stage 5, A levels towards their chosen career path. 1,4 In a plan of a classroom show how the layout can support a child’s learning Active involvement Age plus 1 attention span Game play to keep children interested. Junior Rows, structured tables in groups or horseshoes or carpets Group teaching makes children interact with each other Individual working promotes ideas and life skills. The circle method is used to help the children discuss subjects, so they can all see one another. Also for games The horseshoe is led by the teacher. Great for speaking and board work The carpet is so that the children can be focused on closely. Usually in the corner of a room Rows for individual learning. 1.5 Explain the different ways of communication between the school and parents or carers Letters – for when trips are going to take place or if anything happens to the child at school Email to let the parents know what is going on at the school Text / Phone – Urgent message or absence from school. Website – General information on what is happening at the school and their holiday timetable. Contacts for the school. Parents Meetings / Evenings– to inform the parent of their child’s progress throughout the school year and where they need to improve. Newsletter – What ‘s on guide Meetings – Some subjects need discussion. There are also key stages during a child’s schooling that the parents gets told of. Fronter is a online learning environment Keeping Up With Your Child Literacy 1. Understand some of the main approaches to teaching literacy 1.1 Describe the currant approaches to teaching and learning of literacy The approaches are the 3 key areas of reading writing and speaking and learning. All from literacy mainly and focused upon the use of phonics. They use CVC words to start with the sounds S,A,T,M,P. Words like sat, pat, map, are used and blending letters together. 1.2 Give an outline of English in the national curriculum 1.3 Produce a glossary of common literacy terms used in teaching and learning Differentiation is the task that will differ for each child Program of study for each child Look, say, cover, write, check. A way of breaking words up, the use of different colours in the middle sector. 100 high frequency words (the most used words in the vocabulary)2. Know how to support a child to develop literacy skills 2. Know how to support a child to develop literacy skills in everyday life 2,1 Give examples of how the parent / carer can help develop a child’s literacy skills The use of flash cards, sounds and songs can help a child with their memory and association towards different items. TV and video games help with learning and coordination and working out how to do things Play when out helps develop the child by talking about things you see Lists, Labelling and taking them out to the library or a organised activity. 2.2 Plan an activity which will help a child develop literacy skills Go to a farm. Take pencils and blank paper. Make a tick sheet with different types of animals on it, so the child can tick off the animal as they see it. 2,3 Describe the way in which the activity promotes the development of literacy skills We go to the farm and on our way we talk about what we can see on the road which enhances the child’s literacy skills by naming objects and numeracy skills by counting objects. When at the farm, we can talk about each animal, feed them and pet them. You can find out if the child knows what some of the animals are used for on a farm. Get the child to ask questions. When you get home you can get the child to draw pictures and write what they have done for the day. Then when it is bedtime you can get the child to read the story they wrote, then use their imagination to imagine what each animal will do after a long day on the farm. 2. Understand the main features of the school curriculum 2.1 Explain the subjects, levels, and programmes of study within the national curriculum Each child is given a set of subjects that help them learn. These include English, Maths, Geography, History, PE, Design and technology, Music and Art. RE is provided, but they do not have to study this subject. Schools teach general studies like citizenship and foreign Languages which will help develop skills in life. Compulsory in Key stage 3 All subjects for early years with foreign language. Stage 4 is where a student starts their core subjects plus whichever they choose to study. Program of study  This is where you set out the topics needed to be taught for each subject. It also shows what they will learn in different periods of the school year. Each level is there to improve a child’s knowledge and understanding. 2.2 Give reasons for having a national curriculum Equal learning is provided amongst children. It sets out guidelines to the school and parents from the government. It gives aims and structure to a child’s learning. The levels are set throughout the child’s learning year. Everyone is able to follow progress of where a child should be in there learning path, by going online to the governments website for education . 2.3 Explain the reasons for the different key stages At the end of each stage a test is taken by pupils, before they move onto the next key stage. This assesses the level they have obtained during their current key stage and means that if they require any help it can be given to them. Without the key stages, it would be harder to know if a child is developing their learning capacity. 2.4 Explain the different levels of attainment within a key stage. There are 9 levels of attainment which have different performance levels, which are attributed to a child. This gives you an idea how you can help your child improve in certain aspects of their learning. Level Point Score Description 3a 23 Below average 4c 25 About average 4b 27 About average 4a 29 Above national average 5c 31 Above national average 5b 33 Well above national average 5a 35 Well above national average 6c 37 Exceptional 6b 39 Exceptional 2.5 Explain how attainment can be recorded and reported. They can use the SATS (standard assessment test) exam to tell a teacher or parent what level the child has attained during a key stage. Over the period of a key stage the teacher can use mini tests to gauge how a child is developing by the use of a phonics tests at the end of a year. This is also done via parents meetings, a book to show what they have done and through parents talking teachers if they think there is a problem. BE ABLE TO SUPPORT A TEACHER IN A CLASSROOM ACTIVITY 3.1 Explain some of the teaching strategies used within a classroom Pair working, Group working Discussion – think, pair, Share, tests are tracked. No hands up – promotes classroom talking Show me – all children involved ICT – Done in all 4 key stages. IWB (interactive white boards) for a wide range of files for teachers to work with children. Pair / Group work – Is used to aid communication and promote ideas. It helps them in life skills when they leave school. Promotes confidence and assertiveness. Games – Used to teach children different learning skills, like flash cards, or scrabble. Discussion – More widely used these days as it helps shy children come out of their shells. No hands up – Helps children that are less likely to answer a question. The teacher will pick the child to answer instead. Think / pair / share system – Lets a child rehearse an answer with another before having to answer out loud ICT – A tool used in learning. It enables a child to see what a teaching is talking about. Children need to be taught about both sides of the internet. The dangers as well as the fun side. So they are taught information literacy as there are so many fake websites. Also the dangers of chat rooms. Tracking – Is a way of knowing what level a child has reached. The child is aware of their progress and must make 2 sub levels per year. This is a key strategy in the child’s schooling. 3.2 Explain a range of resources used within the classroom As you get older in schooling you will find you need many items, here is a few for each subject. Maths – Protractor, Calculator and compass English – Dictionary, Exercise book, Reading book, Geography – Globe, Atlas, School trip Sports – Balls, rackets, bats, sports equipment, sports gear. General – Pens, pencils, coloured pencils, ruler, scissors videos and tv and pc 3.3 Explain ways in which volunteers / support workers can contribute to the teaching and learning in a classroom Volunteers / support works can support the teacher, by always helping with photocopying, displays, helping individual children, getting the classroom  ready by putting the books out. Add any letters to children’s bags before they go home. Crowd control by moving the children around in an orderly fashion. They can help the children with their daily schooling by hearing them read, watching them write. Encouraging them to do things and give them more confidence to do things on their own. Mentoring and 1-1 work will help individuals get better at classwork. 3.4 The objective is to make a child of age 5 to 9 better at maths and English, by having a general game at the end of a day or weekly You will need 5 different sized plant pots and a ball and a score sheet. You can split the class in to four groups depending on how many teachers are in a class. Say you have 2 teachers and each teacher will take two groups, with 2 sets of resources. The child is asked an English or maths question, if they get it right they get to throw the ball into a plant pot, each plant pot has a number 1-5, 5 being for the smallest and hardest. If the child scores then its put on the score sheet for that team. As the children get used to the game, they can then play it in smaller groups with a question sheet to guide them, then at the end, they can add up the scores. If the school has houses then the points could be used as a class total and collated to see who the top class is. The game can be extended for use with other subjects. You can also use a spin wheel with different questions attached and the child gets to spin the wheel then has to answer the questions. See pic . 3.5 Explain how the activity can support teaching and learning I feel by doing this game it gives a child a goal, as they want to have a go at potting the ball and scoring points. It will give them a different fun learning experience that they could not only play in the classroom but at home too. A child might not like a subject this is a fun way of getting a child to work and learn and a new way for the teacher to show how fun subjects can be. 3.6 cannot answer at the moment as I cannot test it. The role of family learning

My Reflection On My Stress - 1405 Words

There are always things stressing us out, sometimes some more than others. My stress stems from my continuation of my education, from elementary school, high school, and College. From there on, it spread to my self-image; how I saw myself both physically and mentally. As I continued studying in College, money became an issue. I had to look for a job, eventually for that job I had to â€Å"change† and adjust to the norms and rules of the environment, all of which is difficult. How I see my stress is mentally draining and I feel the need to run a way. But that is not an option. Stress will always be with us. The important fact is how do we deal with it in a positive way and cope with it. School, regardless of grade level, is stressful in both†¦show more content†¦I believe my plan to deal with the stress of school is a great, but there are more out-door options that I’m able to do. I can vary the exercise I do such as less heavy lifting and more aerobic exercise such as jogging and biking. Additionally, I can extend my meditation at home during the evening when my neighborhood has calmed down and its cooler and peaceful outside. Growing up, my family always ate out a lot, for two years my family lived without a stove to cook on. So, being a young family with very little money, we resorted to eating cheap fast food. Of course, we eventually got one but the habit of eating out remained, and it was the start of my negative body image. In the eight years of elementary school, I gained lots of â€Å"baby fat†. I was slowly realizing I was big and wearing husky clothing did not help. I wore lots of baggy clothes to hide it. Furthermore, it didn†™t help that I had bad acne. I didn’t want to see myself in a mirror or on pictures. Nearing the end of eighth grade, there was nothing I couldn’t really do. 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