Monday, December 30, 2019
Exceptional Things That Great Teachers Do
All teachers are not created equal. Some are frankly better than others. It is a privilege and special opportunity when we have a great one. Great teachers go above and beyond to ensure that each child is successful. Many of us have had that one teacher that inspired us more than any other. Great teachers are able to bring the best out of every student. They are often energetic, fun, and seemingly always at the top of their game. Their students look forward to coming to their class each day. When students are promoted to the next grade, they are sad that they are leaving but armed with the skills necessary to be successful. Great teachers are rare. Many teachers are capable, but there are a select few who are willing to spend the time necessary to hone their skills enough to become great. They are innovators, communicators, and educators. They are compassionate, endearing, charming, and funny. They are creative, smart, and ambitious. They are passionate, personable, and proactive. They are dedicated, continuous learners who are gifted in their craft. They are in a sense the total teaching package. So what makes someone a great teacher? There is not a single answer. Instead, there are several exceptional things that great teachers do. Many teachers do a few of these things, but the great teachers consistently do them all. A Great Teacher Is Prepared:à Preparation takes a lot of time. Great teachers spend a lot of time outside of the school day preparing for each day. This often includes weekends. They also spend countless hours during the summer working to improve their craft. They prepare detailed lessons, activities, and centers each designed to maximize student learning opportunities. They create detailed lesson plans and often plan for more in a day than they typically can complete.Organized:à Being organized leads to efficiency. This allows great teachers minimal distractions and maximizes instructional time. Increasing instructional time will lead to an increase in academic success for students. Organization is about creating an efficient system to find resources and other materials quickly which a teacher needs. There are many different organizational styles. A great teacher finds the system that works for them and makes it better.A Continuous Learner:à They continuously read and apply the newest research i n their classroom. They are never satisfied whether they have taught for one year or twenty. They seek out professional development opportunities, research ideas online and subscribe to multiple teaching related newsletters. Great teachers are not afraid to ask other teachers what they are doing in their classrooms. They often take these ideas and experiment with them in their classroom.Adaptable: They recognize that each school day and each school year is different. What works for one student or one class may not work for the next. They continuously change things up to take advantage of individual strengths and weaknesses within a classroom. Great teachers are not afraid to scrap entire lessons and start back over with a new approach. They recognize when something is working and stick to it. When an approach is ineffective, they make the necessary changes.Constantly changing and never become stale: As trends change, they change with them. They grow each year they teach always impro ving across multiple areas. They are not the same teacher from year to year. Great teachers learn from their mistakes. They look to improve upon what has been successful and find something new to replace what has been not worked. They are not afraid to learn new strategies, technologies, or implement new curricula.Proactive:à Being proactive can stave off a lot of potential problems including academic, discipline, or any other issue. It can prevent a small concern from turning into an enormous problem. Great teachers recognize potential problems immediately and work to fix them quickly. They understand that the time put into correcting a small problem is considerably less than it would be if it ballooned into something bigger. Once it becomes a large issue, it will almost always take away from valuable class time.Communicates:à Communication is a critical component of a successful teacher. They must be adept at communicating with several subgroups including students, parents, ad ministrators, support personnel, and other teachers. Each of these subgroups must be communicated with differently, and great teachers are terrific at communicating with everyone. They are able to communicate so that every person understands the message they are trying to convey. Great teachers keep people informed. They explain concepts well and make people feel comfortable around them.Networks:à Networking has become a critical component of being a great teacher. It has also become easier. Social networks such as Google, Twitter, Facebook, and Pinterest allow teachers from all over the world to share ideas and provide best practices quickly. They also allow teachers to seek input and advice from other teachers. Networking provides a natural support system with those who share a similar passion. It provides great teachers with another means of learning and honing their craft.Inspires:à They are able to pull the best out of every student they teach. They inspire them to become b etter students, to maximize their time in the classroom, and to look towards the future. A great teacher takes an interest a student has and helps turn it into a passion making educational connections that will potentially last a lifetime. They understand that each student is different, and they embrace those differences. They teach their students that it is those differences that often make them exceptional.Compassionate:à They hurt when their students hurt and rejoice when their students rejoice. They understand that life happens and that the kids they teach do not control their home lives. Great teachers believe in second chances, but use mistakes to teach life lessons. They offer advice, counseling, and mentoring when necessary. Great teachers understand that school is sometimes the safest place a kid can be.Respected: Respect is earned over time. It does not come easy. Respected teachers are able to maximize learning because they do not typically have classroom management iss ues. When they have an issue, they are dealt with quickly and in a respectable manner. They do not embarrass or berate the student. Great teachers understand you have to give respect before you earn respect. They are considerable and thoughtful to everyone but understand that there are occasions where they must stand their ground.Able to Make Learning Fun: They are unpredictable. They jump into character when reading a story, teach lessons with enthusiasm, take advantage of teachable moments, and provide dynamic, hands-on activities that students will remember. They tell stories to make real life connections. Great teachers incorporate student interests into their lessons. They are not afraid to do crazy things that motivate their students to learn.Going Above and Beyond:à They volunteer their own time to tutor a struggling student after school or on weekends. They help out in other areas around school when they are needed. A great teacher is the first to help a family of a studen t in need in any way they can. They advocate for the students when necessary. They look out for each studentââ¬â¢s best interest. They do what it takes to ensure that each student is safe, healthy, clothed, and fed.Lovingà What They Do:à They are passionate about their job. They enjoy getting up each morning and going to their classroom. They are excited about the opportunities they have. They like the challenges that each day presents. Great teachers always have a smile on their face. They rarely let their students know when something is bothering them because they worry it will affect them negatively. They are natural educators because they were born to be a teacher.Educating:à They not only teach students the required curriculum, but they also teach them life skills. They are in a constant state of teaching, taking advantage of impromptu opportunities that may captivate and inspire a particular student. They do not rely on a mainstream or boxed in approach to educate. Th ey are able to take a variety of styles and mold them into their own unique style to meet the needs of the students that they have at any given time.
Sunday, December 22, 2019
Ethc-445 Principles of Ethics Final Exam Answers - 1948 Words
ETHC-445 Principles of Ethics Final Exam Answers To Download This Tutorial Visit below Link http://www.studentsoffortunes.com/downloads/ethc-445-principles-of-ethics-final-exam-answers/ (Product Type) : Instant Downloadable We invite you to browse through our store and shop with confidence. We invite you to create an account with us if you like, or shop as a guest. Either way, your shopping cart will be active until you leave the store. All Tutorials will be E-mailed immediately after the Payment, Please Check your inbox or Spam Folder and can also be downloaded by clicking on Tutorial Bucket. For Any Other Inquiry Feel Free to Contact us: studentsoffortunes@gmail.com For More Tutorials Visit: (â⬠¦show more contentâ⬠¦(Points : 5) To indicate what is prohibited or impossible To indicate that one choice is better than others To show what actions are legal To convey requirements and obligations To indicate that there are really no choices available 5. (TCOs 7, 8) Ethical Egoism proposes that all decisions should be made to promote what? (Points : 5) Our fiduciary responsibilities The good will of others Our self-interests The welfare of the community Stronger relationships 6. (TCOs 2, 4, 9) Free people are motivated toward forming social structures according to a social contract in order to overcome what problem identified by Thomas Hobbes? (Points : 5) The need to overcome disagreements A perpetual state of warfare The establishment of a monarchy Taxation to support the costs of government Organized ways to select leaders 7. (TCOs 3, 6) Agricultural biofuels are not properly a renewable source of energy in the environmental ethics debate. Which of the following also is not a renewable source of energy? (Points : 5) Windmill turbines Hydroelectric power Tidal flow generators Biomass waste systems Solar cells 8. (TCOs 3, 6, 7) The notion that the only thing good without qualification is a good will is attributed to whom? (Points : 5) St. Thomas Aquinas Socrates John Locke Immanuel Kant Oliver Cromwell 9. (TCOs 8, 9) Which ethical concept is organized and directed toward following the greatest
Saturday, December 14, 2019
School Kills Creativity â⬠Ken Robinson Free Essays
1. I agree with this statement, my explanation is that everybody got an education since they was born. First, you have to define the word ââ¬Å"educationâ⬠. We will write a custom essay sample on School Kills Creativity ââ¬â Ken Robinson or any similar topic only for you Order Now In my opinion education is same as imitation because everyone learns by imitate from what people have done. Students learn mathematic by the method that ancient people made, baby or kids learn everything from what they have seen. You can see that when we were young, we imitated the way we speak from our parents, and we drew the picture from what we see. In that time, we enjoyed that moment. So, we can say that education is in our instinct. 2. 3. What he say happen to us because we have been taught to live in the same pattern, we have to do something in the same way, we have to do something in the same pattern, to make mistake is prohibited. If you learn from history, many things come from the mistaken; Alfred Nobel found Dynamite when he tries to make other thing. Another reason why I agree with his word is that weââ¬â¢re all taught by the same way, so after graduated, weââ¬â¢ll be something like a textbook that you can find it easily. Creativity is the thing that canââ¬â¢t be taught. It has in everyone but education system obstruct it. School kills creativity ââ¬â Ken Robinson In his speech at the TED conference in February 2006, Sir Ken Robinson claims for a reformation of the current creativity retarding worldwide education system. His point of departure is that children are born with huge talents, wasted by the contemporary education system. While children are not afraid of being wrong, school and the ecological system eliminate this attitude. Read alsoà How Powerful Do You Find Atticus Finchââ¬â¢s Closing Speech? Robinson thinks that this, making mistakes, is the only way to develop new ideas, although getting on in life means not making mistakes. People, especially children, should have more space to be wrong, accordingly to possibilities of creating something new. Being developed in the 19th century, the education system is focused on providing the requirements for a job in the industry and academic ability. The orator points out that the hierarchy of subjects around the world is the same: first comes math and languages, followed by humanities and concluded by the arts, especially usic and art, after that drama and dance. In Robinsonââ¬â¢s opinion this is the right order of priorities for a scientific career, but not for people of the future which have to solute the world problems in a more creative way. Talented people do not get the sense of achievement, because things they are good at are not valued at school; hence, their high creative potentials are wasted. Furthermore Sir Ken Robin son mentions an ââ¬Å"academic inflationâ⬠around the world, since conditions for job entrance referring to oneââ¬â¢s academic degree are raised. Intelligence is diversely based on visual, tonal, kinesthetically, dynamic and abstract influences as a result it is the interaction of different disciplinary ways of seeing things. That is why the whole body has to be educated to use the whole spectrum of human capacity. Therefore fundamental principles of the education system have to be changed in order to send the next generation into a better future. In my personal experience, around two years ago when I was in high school, I lost all of my confidence and didnââ¬â¢t know what I have to do. My score were lower than other students in the class. The teachers used to ignore me and treated me as a troublemaker. After finishing some internship in America, Iââ¬â¢ve realized that I was not that kind. People who I had met in America, especially my boss and my co-worker, encourage me to do what I really want to do. And finally I have a confidence that I can do everything if I want to. Good morning. How are you? Itââ¬â¢s been great, hasnââ¬â¢t it? Iââ¬â¢ve been blown away by the whole thing. In fact, Iââ¬â¢m leaving. (Laughter)à There have been three themes, havenââ¬â¢t there,à running through the conference, which are relevantà to what I want to talk about. One is the extraordinary evidence of human creativityà in all of the presentations that weââ¬â¢ve hadà and in all of the people here. Just the variety of ità and the range of it. The second is thatà itââ¬â¢s put us in a place where we have no idea whatââ¬â¢s going to happen,à idea how I have an interest in education ââ¬âà actually, what I find is everybody has an interest in education. Donââ¬â¢t you? I find this very interesting. say youà actually, youââ¬â¢re not often at dinner parties, frankly, if you work in education. (Laughter) Youââ¬â¢re not asked. And youââ¬â¢re never asked back, curiously. Thatââ¬â¢s strange to me. But if you are, and you say to somebody,à you know, they say, ââ¬Å"What do you do? â⬠à and you say you work in education,à you can see the blood run from their face. Theyââ¬â¢re like,à ââ¬Å"Oh my God,â⬠you know, ââ¬Å"Why me? My one night out all week. â⬠(Laughter)à But if you ask about their education,à they pin you to the wall. Because itââ¬â¢s one of those thingsà that goes deep with people, am I right? Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it,à partly because itââ¬â¢s education thatââ¬â¢s meant toà take us into this future that we canââ¬â¢t grasp. If you think of it, children starting school this yearà will be retiring in 2065. Nobody has a clue ââ¬âdespite all the expertise thatââ¬â¢s been on parade for the past four days ââ¬âà what the world will look likeà in five yearsââ¬â¢ time. And yet weââ¬â¢re meantà to be educating them for it. So the unpredictability, I think,à is extraordinary. And the third part of this is thatà weââ¬â¢ve all agreed, nonetheless, on theà really extraordinary capacities that children have ââ¬âà their capacities for innovation. I mean, Sirena last night was a marvel,à wasnââ¬â¢t she? Just seeing what she could do. And sheââ¬â¢s exceptional, but I think sheââ¬â¢s not, so to speak,à exceptional in the whole of childhood. What you have there is a person of extraordinary dedicationà who found a talent. And my contention is,à all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education andà I want to talk about creativity. My contention is thatà creativity now is as important in education as literacy,à and we should treat it with the same status. (Applause) Thank you. That was it, by the way. left. Well I heard a great story recently ââ¬â I love telling it ââ¬âà of a little girl who was in a drawing lesson. She was sixà and she was at the back, drawing,à and the teacher said this little girl hardly everà paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to herà and she said, ââ¬Å"What are you drawing? â⬠à And the girl said, ââ¬Å"Iââ¬â¢m drawing a picture of God. â⬠à And the teacher said, ââ¬Å"But nobody knows what God looks like. â⬠à And the girl said, ââ¬Å"They will in a minute. â⬠à (Laughter) When my son was four in England ââ¬âà actually he was four everywhere, to be honest. Laughter)à If weââ¬â¢re being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: ââ¬Å"Nativity II. â⬠But James got the part of Joseph,à which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts:à ââ¬Å"James Robinson IS Joseph! â⬠(Laughter)He didnââ¬â¢t have to speak, but you know the bità where the three kings come in. They come in bearing gifts,à and they bring gold, frankincense and myrhh. This really happened. We were sitting thereà and I think they just went out of sequence,à because we talked to the little boy afterward and we said,à ââ¬Å"You OK with that? â⬠And he said, ââ¬Å"Yeah, why? Was that wrong? ââ¬Å"They just switched, that was it. Anyway, the three boys came in ââ¬âà four-year-olds with tea towels on their heads ââ¬âà and they put these boxes down,à and the first boy said, ââ¬Å"I bring you gold. â⬠à And the second boy said, ââ¬Å"I bring you myrhh. â⬠à And the third boy said, ââ¬Å"Frank sent this. â⬠(Laughter) What these things have in common is that kids will take a chance. If they donââ¬â¢t know, theyââ¬â¢ll have a go. Am I right? Theyââ¬â¢re not frightened of being wrong. Now, I donââ¬â¢t mean to say that being wrong is the same thing as being creative. What we do know is,à if youââ¬â¢re not prepared to be wrong,à youââ¬â¢ll never come up with anything original ââ¬âà if youââ¬â¢re not prepared to be wrong. And by the time they get to be adults,à most kids have lost that capacity. They have become frightened of being wrong. way. Weà where mistakesà And the result is that we are educating people out ofà their creative capacities. Picasso once said this ââ¬âà he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately,à that we donââ¬â¢t grow into creativity,à we grow out of it. Or rather, we get educated out if it. So why is this? I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. Actually, weà just outside Stratford, which is whereà Shakespeareââ¬â¢s father was born. Are you struck by a new thought? I was. You donââ¬â¢t think of Shakespeare having a father, do you? Do you? Because you donââ¬â¢t think ofà Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he wasà seven at some point. He was inà somebodyââ¬â¢s English class, wasnââ¬â¢t he? How annoying would that be? (Laughter) ââ¬Å"Must try harder. â⬠Being sent to bed by his dad, you know,à to Shakespeare, ââ¬Å"Go to bed, now,â⬠à to William Shakespeare, ââ¬Å"and put the pencil down. And stop speaking like that. Itââ¬â¢s confusing everybody. â⬠à (Laughter) Anyway, we moved from Stratford to Los Angeles,à and I just want to say a word about the transition, actually. My son didnââ¬â¢t want to come. Iââ¬â¢ve got two kids. Heââ¬â¢s 21 now; my daughterââ¬â¢s 16. He didnââ¬â¢t want to come to Los Angeles. He loved it,à but he had a girlfriend in England. This was the love of his life, Sarah. Heââ¬â¢d known her for a month. Mind you, theyââ¬â¢d had their fourth anniversary,à because itââ¬â¢s a long time when youââ¬â¢re 16. Anyway, he was really upset on the plane,à and he said, ââ¬Å"Iââ¬â¢ll never find another girl like Sarah. â⬠à And we were rather pleased about that, frankly,à because she was the main reason we were leaving the country. (Laughter) But something strikes you when you move to Americaà and when you travel around the world:à Every education system on earth has the same hierarchy of subjects. Every one. Doesnââ¬â¢t matter where you go. Youââ¬â¢d think it would be otherwise, but it isnââ¬â¢t. At the top are mathematics and languages,à then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too,à thereââ¬â¢s a hierarchy within the arts. Art and music are normally given a higher status in schoolsà than drama and dance. There isnââ¬â¢t an education system on the planetà that teaches dance everyday to childrenà the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if theyââ¬â¢re allowed to, we all do. We all have bodies, donââ¬â¢t we? Did I miss a meeting? Laughter) Truthfully, what happens is,à as children grow up, we start to educate themà progressively from the waist up. And then we focus on their heads. And slightly to one side. If you were to visit education, as an alien,à and say ââ¬Å"Whatââ¬â¢s it for, public education? â⬠à I think youââ¬â¢d have to conclude ââ¬â if you lo ok at the output,à who really succeeds by this,à who does everything that they should,à who gets all the brownie points, who are the winners ââ¬âà I think youââ¬â¢d have to conclude the whole purpose of public educationà throughout the worldà is to produce university professors. Isnââ¬â¢t it? Theyââ¬â¢re the people who come out the top. And I used to be one, so there. (Laughter)à And I like university professors, but you know,à we shouldnââ¬â¢t hold them up as the high-water mark of all human achievement. life, anotherà them. Thereââ¬â¢sà not all of them, but typically ââ¬â they live in their heads. They live up there, and slightly to one side. Theyââ¬â¢re disembodied, you know, in a kind of literal way. They look upon their bodyà as a form of transport for their heads, donââ¬â¢t they? meetings. Ifà by the way, get yourself along to a residential conferenceà of senior academics,à and pop into the discotheque on the final night. Laughter) And there you will see it ââ¬â grown men and womenà writhing uncontrollably, off the beat,à waiting until it ends so they can go home and write a paper about it. Now our education system is predicated on the idea of academic ability. And thereââ¬â¢s a reason. The whole system was invented â⠬â around the world, there wereà no public systems of education, really, before the 19th century. They all came into beingà to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for workà are at the top. So you were probably steered benignly awayà from things at school when you were a kid, things you liked,à on the grounds that you wouldà never get a job doing that. Is that right? Donââ¬â¢t do music, youââ¬â¢re not going to be a musician;à donââ¬â¢t do art, you wonââ¬â¢t be an artist. Benign advice ââ¬â now, profoundly mistaken. The whole worldà is engulfed in a revolution. And the second is academic ability, which has really come to dominateà our view of intelligence,à because the universities designed the system in their image. If you think of it, the whole systemà of public education around the world is a protracted processà of university entrance. And the consequence is that many highly talented,à brilliant, creative people think theyââ¬â¢re not,à because the thing they were good at schoolà wasnââ¬â¢t valued, or was actually stigmatized. And I think we canââ¬â¢t afford to go on that way. In the next 30 years, according to UNESCO,à graduating throughà combination ofà technology and its transformation effect on work, and demographyà and the huge explosion in population. Suddenly, degrees arenââ¬â¢t worth anything. Isnââ¬â¢t that true? When I was a student, if you had a degree, you had a job. If you didnââ¬â¢t have a job itââ¬â¢s because you didnââ¬â¢t want one. And I didnââ¬â¢t want one, frankly. (Laughter)à But now kids with degrees are oftenà heading home to carry on playing video games,à because you need an MA where the previous job required a BA,à other. Itââ¬â¢sà And it indicates the whole structure of educationà is shifting beneath our feet. We need to radically rethinkà our view of intelligence. We know three things about intelligence. One, itââ¬â¢s diverse. We think about the world in all the waysà that we experience it. We think visually,à we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heardà yesterday from a number of presentations,à intelligence is wonderfully interactive. The brain isnââ¬â¢t divided into compartments. In fact, creativity ââ¬â which I define as the processà of having original ideas that have value ââ¬âà more often than not comes about through the interactionà of different disciplinary ways of seeing things. The brain is intentionally ââ¬â by the way,à thereââ¬â¢s a shaft of nerves that joins the two halves of the brainà called the corpus callosum. Itââ¬â¢s thicker in women. Following off from Helen yesterday, I thinkà this is probably why women are better at multi-tasking. Because you are, arenââ¬â¢t you? Thereââ¬â¢s a raft of research, but I know it from my personal life. If my wife is cooking a meal at home ââ¬âà which is not often, thankfully. (Laughter)à But you know, sheââ¬â¢s doing ââ¬â no, sheââ¬â¢s good at some things ââ¬âà but if sheââ¬â¢s cooking, you know,à sheââ¬â¢s dealing with people on the phone,à sheââ¬â¢s talking to the kids, sheââ¬â¢s painting the ceiling,à sheââ¬â¢s doing open-heart surgery over here. If Iââ¬â¢m cooking, the door is shut, the kids are out,à the phoneââ¬â¢s on the hook, if she comes in I get annoyed. I say, ââ¬Å"Terry, please, Iââ¬â¢m trying to fry an egg in here. Give me a break. â⬠(Laughter)à Actually, you know that old philosophical thing,à if a tree falls in a forest and nobody hears it,à did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, ââ¬Å"If a man speaks his mindà in a forest, and no woman hears him,à is he still wrong? â⬠(Laughter) And the third thing about intelligence is,à itââ¬â¢s distinct. Iââ¬â¢m doing a new book at the momentcalled ââ¬Å"Epiphany,â⬠which is based on a series ofà interviews with people about how they discoveredà their talent. Iââ¬â¢m fascinated by how people got to be there. Itââ¬â¢s really prompted by a conversation I hadà with a wonderful woman who maybe most peopleà have never heard of; sheââ¬â¢s called Gillian Lynne ââ¬âà have you heard of her? Some have. Sheââ¬â¢s a choreographerà and everybody knows her work. She did ââ¬Å"Catsâ⬠and ââ¬Å"Phantom of the Opera. â⬠à Sheââ¬â¢s wonderful. I used to be on the board of the Royal Ballet in England,à as you can see. Anyway, Gillian and I had lunch one day and I said,à ââ¬Å"Gillian, howââ¬â¢d you get to be a dancer? â⬠And she saidà it was interesting; when she was at school,à she was really hopeless. And the school, in the ââ¬â¢30s,à wrote to her parents and said, ââ¬Å"We thinkà Gillian has a learning disorder. â⬠She couldnââ¬â¢t concentrate;à she was fidgeting. I think now theyââ¬â¢d sayà she had ADHD. Wouldnââ¬â¢t you? But this was the 1930s,à and ADHD hadnââ¬â¢t been invented at this point. It wasnââ¬â¢t an available condition. (Laughter)à People werenââ¬â¢t aware they could have that. Anyway, she went to see this specialist. So, this oak-paneled room,à and she was there with her mother,à and she was led and sat on this chair at the end,à and she sat on her hands for 20 minutes whileà this man talked to her mother about allà the problems Gillian was having at school. And at the end of it ââ¬âà because she was disturbing people;à her homework was always late; and so on,à little kid of eight ââ¬â in the end, the doctor went and satà next to Gillian and said, ââ¬Å"Gillian,à Iââ¬â¢ve listened to all these things that your motherââ¬â¢sà told me, and I need to speak to her privately. â⬠à He said, ââ¬Å"Wait here. Weââ¬â¢ll be back; we wonââ¬â¢t be very long,â⬠à and they went and left her. But as they went out the room, he turned on the radioà that was sitting on his desk. And when theyà got out the room, he said to her mother,à ââ¬Å"Just stand and watch her. â⬠And the minute they left the room,à she said, she was on her feet, moving to the music. And they watched for a few minutesà and he turned to her mother and said,à ââ¬Å"Mrs. Lynne, Gillian isnââ¬â¢t sick; sheââ¬â¢s a dancer. Take her to a dance school. â⬠I said, ââ¬Å"What happened? â⬠à She said, ââ¬Å"She did. I canââ¬â¢t tell you how wonderful it was. We walked in this room and it was full ofà people like me. People who couldnââ¬â¢t sit still. People who had to move to think. â⬠Who had to move to think. They did ballet; they did tap; they did jazz;à they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School;à she became a soloist; she had a wonderful careerà at the Royal Ballet. She eventually graduatedà from the Royal Ballet School andà founded her own company ââ¬â the Gillian Lynne Dance Company ââ¬âà met Andrew Lloyd Weber. Sheââ¬â¢s been responsible forsome of the most successful musical theaterà productions in history; sheââ¬â¢s given pleasure to millions;à and sheââ¬â¢s a multi-millionaire. Somebody elseà might have put her on medication and told herà to calm down. Now, I think â⬠¦ (Applause) What I think it comes to is this:à Al Gore spoke the other nightabout ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the futureà is to adopt a new conception of human ecology,à one in which we start to reconstitute our conceptionà of the richness of human capacity. Our education system has mined our minds in the wayà that we strip-mine the earth: for a particular commodity. And for the future, it wonââ¬â¢t serve us. We have to rethink the fundamental principlesà on which weââ¬â¢re educating our children. There wasà a wonderful quote by Jonas Salk, who said, ââ¬Å"If all the insectsà were to disappear from the earth,à within 50 years all life on Earth would end. If all human beings disappeared from the earth,à within 50 years all forms of life would flourish. ââ¬Å"And heââ¬â¢s right. What TED celebrates is the gift of the human imagination. We have to be careful now that we use this giftà wisely and that we avert some of the scenariosà that weââ¬â¢ve talked about. And the only wayà weââ¬â¢ll do it is by seeing our creative capacitiesà for the richness they are and seeingà our children for the hope that they are. And our taskà is to educate their whole being, so they can face this future. By the way ââ¬â we may not see this future,à but they will. And our job is to helpà them make something of it. Thank you very much. How to cite School Kills Creativity ââ¬â Ken Robinson, Papers
Friday, December 6, 2019
Definition of Human Resource Management
Question: What is human resource management? What is the primary function of human resource management? What is the role of human resource management in an organizations strategic plan? Answer: Definition of Human Resource Management Human resource management is an approach that helps to organise people efficiently. One of the main organisational functions is Human resource management. The Human resource management focuses on the management of, recruitment of, and delivering the direction for the employee of the organisation. Human resource management should perform by the line manager of the organisation. It is the function of the organisation that works based on some organisation issues. Those issues are hiring, compensation, safety, development of the organisation, performance management, wellness, and the motivation of an employee, training, benefits, communication and also administration. Human resource management is a strategy of maintaining the organisation effectively and it is also an approach of comprehensive to manipulate the employee and the culture of the workplace and also the organisation environment (Thacker, 2012). Human resource management is going away from traditional roles, traditional person nel, and administration. Now these are become outsourced increasingly day by day. At present Human resource management is anticipated to add the value to the employees strategic utilisation and that impact of the employees programmes in the organisation in tangible ways (Thacker, 2012). The Human Resource Management is involved in the various roles. These roles are strategic direction, measurement and also the HRM metrics that are mainly used to demonstrate the value of the management Primary function of human resource management An effective human resource management have some primary function. These provide the HR discipline and also the HR participation. The function of the human resource management describes as follows. Recruitment: The organisations position in the market as well as the success of the organisation depends on the success of the employment and the recruiter. The employee is played the main role in the organisation to produce the products (Yawson, 2012).These employees are selected through the recruitment process. The organisation advertise for the job post, the candidate applies for this post by this source of advertisement, company conduct the interview and finally best candidate are chosen for the post. This is the total recruitment process. Safety: Safety is the one of the very important benefit of any organisation. In any organisation or company HR as well as the employee should always safety first. It gives a safe environment to the employees (Yawson, 2012).For this HR must need to support some activities in the organisation. Employee relationship: Employee relationship is very much affected by the workplace environment in the organisation. If the relationship among the employee is good, the organisation moves to the goal as early as possible (McClintock, 2011). Training and development: The training and development are very much needed to the employee for increasing the skills for earning the organisation profit (McClintock, 2011). Moreover, different programs that includes tuition reimbursement programs and tuition assistance programs that are mainly done in the training and development area of HR. Role of human resource management in an organisations strategic plan The roles of human resource management in an organisations strategic plans are mainly selection and staffing, development of the organisation, training and development. In the following these rules are described in briefly. If one organisations Human resource management is effective in nature, then this organisation can enable the employee to devote their work effectively. The overall direction of the organisation and the achievement of the goal of the organisation and objectives should be fast forwarded to success by using the strategy of human resource management. Selection and Staffing: Every organisation firstly needs to set the goal. When target are set in the organisation, need to achieve the goal or the target (McDonnell, 2012). This can be able only by the employee of the organisation. For this reason, the organisation needs to select the proper candidate in the selection process or the recruitment process. In the selection process, HR selects the candidate as the employee of this organisation. That is why HR needs to focus on the target market as well need to clear knowledge in the task of this particular post. Development of the organisation: From the business strategy, it is decided that every organisation and any company should develop their project to achieve the goal. In the development procedure, there have strategic rules but sometime these need to change in the process of the workplace. Though departments are developed the work individually, often HR need to aware the group development of the organisation (McDonnell, 2012). Training and development: Training and development evolves the increasing skills and knowledge of any organisation and company. The training and development procedure helps to achieve the goal without hard work and also the small in time. From the research, it is found that 20%workforce should be well trained (Zhang, 2012). The training and development procedure grow the strategy of the organisation. Reference List Anderson, L. (2010). Talking the talk a discursive approach to evaluating management development. Human Resource Development International, 13(3), 285-298. McClintock, P. (2011). Skills and Workforce Development 2010. Sydney: COAG Reform Council. McDonnell, A. (2012). Global Human Resource Management Casebook. The International Journal Of Human Resource Management, 23(7), 1507-1509. Thacker, R. (2012). Introduction to special issue on Human Resource Management certification. Human Resource Management Review, 22(4), 245. Yawson, R. (2012). Leadership and management development: developing tomorrow's managers. Human Resource Development International, 15(1), 131-134. Zhang, M. (2012). The development of human resource management in China: An overview. Human Resource Management Review, 22(3), 161-164.
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