#1 Introduction – How people learn
12/27/01
EPISODE #1 INTRODUCTION CHAPTER
HOW PEOPLE LEARN:
INTRODUCTION TO LEARNING THEORIES
Developed by Linda-Darling Hammond,
Kim Austin, Suzanne Orcutt, and
Jim Rosso
Stanford University School of Education 1
The Learning Classroom: Theory into Practice
A Telecourse for Teacher Education and Professional Development
1 Copyright 2001, Stanford University
#1 Introduction – How people learn p. 2
EPISODE #1: INTRODUCTION CHAPTER
HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES
I. UNIT OVERVIEW
HISTORY OF LEARNING THEORY
I believe that (the) educational process has two sides—one psychological
and one sociological. . . Profound differences in theory are never
gratuitous or invented. They grow out of conflicting elements in a
genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91
PHILOSOPHY-BASED LEARNING THEORY
People have been trying to understand learning for over 2000 years. Learning
theorists have carried out a debate on how people learn that began at least as far back as
the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 – 347 B.C.), and Aristotle
(384 – 322 B.C). The debates that have occurred through the ages reoccur today in a
variety of viewpoints about the purposes of education and about how to encourage
learning. To a substantial extent, the most effective strategies for learning depend on
what kind of learning is desired and toward what ends.
Plato and one of his students, Aristotle, were early entrants into the debate about
how people learn. They asked, “Is truth and knowledge to be found within us
(rationalism) or is it to be found outside of ourselves by using our senses (empiricism)?”
Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by
self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge
in the world outside of him. From his empirical base Aristotle developed a scientific
method of gathering data to study the world around him. Socrates developed the dialectic
method of discovering truth through conversations with fellow citizens (Monroe, 1925).
Inquiry methods owe much of their genesis to the thinking of Aristotle and others who
followed this line of thinking. Strategies that call for discourse and reflection as tools for
developing thinking owe much to Socrates and Plato.
#1 Introduction – How people learn p. 3
The Romans differed from the Greeks in their concept of education. The meaning
of life did not intrigue them as much as developing a citizenry that could contribute to
society in a practical way, for building roads and aqueducts. The Romans emphasized
education as vocational training, rather than as training of the mind for the discovery of
truth. Modern vocational education and apprenticeship methods are reminiscent of the
Roman approach to education. As we wil ...
Philosophical school of thought and their impact on education.pptx
This document discusses several philosophical schools of thought and their impact on education, including idealism, realism, and pragmatism. Idealism believes that ideas are the ultimate reality and truth can be found through abstract thinking. Realism asserts that objective reality exists independently of the mind and can be discovered through scientific observation. Pragmatism is a practical philosophy that assesses ideas based on their practical consequences and real-world applications. Each school of thought is associated with different views of curriculum, teaching methods, and the aims of education.
Idealism, as espoused by Plato and Socrates, holds that ideas are the only true reality and focuses on conscious reasoning. Realism, developed by Aristotle, believes reality exists independently of the mind and focuses on observable objects and facts. Pragmatism, advocated by Dewey and Rousseau, views reality as constantly changing and believes in learning through problem solving and experience. Existentialism, developed by Sartre and Kierkegaard, sees reality as subjective to the individual and focuses on freedom, choice, and finding personal meaning. Across these philosophies, teaching methods include discussion, inquiry, problem solving, and empowering students to direct their own learning and values.
This document discusses different philosophical perspectives on education including idealism, realism, pragmatism, naturalism, existentialism, and neo-Marxism. Idealists like Plato believe education should move students toward abstract ideas and truth. Realists such as Aristotle argue that knowledge comes from studying the material world. Pragmatists including Dewey assert education should be experiential and meet students' needs and interests. Naturalists view education as being in accordance with a child's nature. Existentialists focus on individual needs and lived experiences. Neo-Marxists see education's role as empowering students to challenge capitalism.
This document provides an overview of realism and its role in education. It discusses classical realists like Aristotle and Thomas Aquinas, modern realists such as Francis Bacon and John Locke, and contemporary realists including Alfred Whitehead, Bertrand Russell, Hilary Putnam, and John Searle. The aims of realism in education are to understand the material world through inquiry and science. Realists support formal teaching methods, accountability, and a practical curriculum. The teacher's role is to teach students essential knowledge in an organized way.
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The document discusses different perspectives on realism and its role in education. It covers classical realists like Aristotle and Thomas Aquinas, modern realists such as Francis Bacon and John Locke, and contemporary realists including Alfred Whitehead, Bertrand Russell, Hilary Putnam, and John Searle. Realism in education aims to help students understand the material world through inquiry, science, and essential knowledge. Teachers play an important role in presenting curricula in a systematic, organized way to help students acquire the knowledge needed to survive.
This is a very precised and informative presentation for learning Educational Philosophies. Test is also given at the end. This will help you to understand important philosophers and their philosophies.
Philosophy Inventory Lecture Notes - William Allan Kritsonis, PhD
This document discusses different philosophies of education including idealism, realism, pragmatism, existentialism, and constructivism. It provides an overview of major contributors to each philosophy such as Plato for idealism, Aristotle for realism, Dewey for pragmatism, and Sartre for existentialism. The document also discusses how these philosophies impact views on the nature of reality, knowledge, values, and education.
Dr. william allan kritsonis lecture notes on philosophy
1. The document discusses three major branches of philosophy: metaphysics, epistemology, and axiology.
2. It provides an overview of major schools of philosophy like idealism, realism, pragmatism, and existentialism. It also summarizes the views of influential philosophers within each school.
3. Educational philosophy influences leadership, teaching methods, and curriculum development. The different branches and schools of philosophy have implications for how education is approached.
The document discusses several philosophies of education including idealism, realism, pragmatism, existentialism/phenomenology, and neo-Marxism. Idealists like Plato believed that education helps move people towards truth and the good through dialogue and abstract ideas. Realists such as Aristotle focused on empirical research and logic to understand the world. Pragmatists like Dewey emphasized experiential and child-centered learning. Existentialists viewed education as a process of self-creation and choice. Neo-Marxists saw education's role as empowering students to critique and change society.
This document provides an overview of different educational philosophies and metaphysical schools of thought. It discusses the following philosophies in detail: idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, reconstructionism, and information processing theory. The document examines the views of reality, aims of education, curriculum emphasis, and teaching methods associated with each philosophy. It also discusses influential philosophers and theorists such as Plato, Aristotle, Dewey, Freire, Piaget, and Vygotsky.
1. The philosophy of education document outlines several philosophical perspectives on education including idealism, realism, pragmatism, existentialism, and neo-Marxism.
2. Idealists like Plato believe that education should move students toward abstract ideas and truth through dialogue and debate. Realists like Aristotle argue that knowledge comes from empirical study of the material world.
3. Pragmatists such as Dewey view education as a means to solve societal problems, with students learning through experience and projects. Existentialists focus on individual experience and choice. Neo-Marxists see education's role as empowering students to challenge capitalism.
4. Each philosophy shapes differing views of the
TOPIC: Philosophies of Education
CONTENT:
What is Philosophy? What is Philosophy of Education? What are the four main schools of philosophy? Who were the key philosophers within each school of philosophy?
(Social Foundation of Education K-12)
•Mp4 Presentation: https://youtu.be/dOQZx2Ha8_M
•Soft Copy (docx file): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-educationdocx
•Soft Copy (pptx to pdf format): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-education-ppt-to-pdf-formatpdf
TOPIC: Philosophies of Education
CONTENT:
What is Philosophy? What is Philosophy of Education? What are the four main schools of philosophy? Who were the key philosophers within each school of philosophy?
(Social Foundation of Education K-12)
•Mp4 Presentation: https://youtu.be/dOQZx2Ha8_M
•PowerPoint Presentation: https://www.slideshare.net/NiaMaeSabillo/philosophies-of-educationpptx
•Soft Copy (word file): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-educationdocx
•Soft Copy (pptx to pdf format): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-education-ppt-to-pdf-formatpdf
Ancient Greek philosophers such as Socrates, Plato, and Aristotle developed theories of education and learning. Socrates used questioning to lead students to truth through dialectic. Plato believed knowledge comes from recollection of ideas and the role of education is to transform students' souls. Aristotle was a realist who believed knowledge comes from experience and study of the material world. He viewed education as developing citizens' rational abilities through habituation and instruction. Their theories emphasize using questioning, discussion, and applying ideas to develop critical thinking skills.
- Idealism views education as helping move individuals toward truth and the ultimate good through dialogue and abstract ideas. The teacher's role is to transform students' thinking.
- Realism believes truth can be found through empirical study of the material world. Education should help students understand principles to solve problems.
- Pragmatism takes an action-oriented, experiential approach where ideas are tested in practice to achieve desired ends. Education starts with the child's interests and experience.
- Existentialism focuses on individual experience and the choices people make to create their own meaning in an absurd world. Education should consider students' personal "lived worlds."
- Neo-Marxism sees education as a way
1. The document discusses several philosophies of education including idealism, realism, pragmatism, existentialism/phenomenology, and neo-Marxism.
2. Idealists like Plato believed that education should move students toward abstract ideas and truth through dialogue and debate. Realists like Aristotle argued that knowledge comes from empirical study of the material world.
3. Pragmatists like Dewey viewed education as a means to solve social problems through experiential learning. Existentialists focused on the individual experience and helping students understand their lived world. Neo-Marxists saw education's role as empowering students to challenge capitalism.
After reading chapter 4, evaluate the history of the Data Encryp.docx
DES was once the standard for encryption but has since been replaced due to advances in computing power allowing for brute force attacks to break the encryption. The history of DES and its replacement demonstrates how cryptography must continually evolve to stay ahead of increasing computational abilities by enhancing encryption algorithms and key lengths.
After reading Chapter 2 and the Required Resources please discuss th.docx
After reading Chapter 2 and the Required Resources please discuss the following:
Place yourself in the US Government in the 1960s when the Internet concept was being developed.
Provide at least two ideas that would serve as controls on the general public when using the internet.
Base these rules on what you have seen people do with the Internet today.
Make sure that you properly support your post and cite the e-text or valid sources.
.
After reading chapters 16 and 17 post a short reflection, approximat.docx
After reading chapters 16 and 17 post a short reflection, approximately one paragraph in length, discussing your thoughts and opinions about the use of : 1. Internet in Research or 2. Concerns of Ethics in Internet Research. 3. What do you understand about Interventions. APA format, 250 words
***
Chose to reflect on number, either 1, 2, or 3.
Reading Assignment
Chapter 16 – Internet, Secondary Analysis and Historical Research
Chapter 17 - Intervention
.
After reading chapter 3, analyze the history of Caesar Cypher an.docx
After reading chapter 3, analyze the history of Caesar Cypher and its impact on cryptography.
Your paper should be 2 pages not including the title and reference pages and written according to APA formatting. Must include in-text citations and textbook as a reference.
.
After having learned about Cognitive Psychology and Humaistic Psycho.docx
After having learned about Cognitive Psychology and Humaistic Psychology, including the important theorists, the main ideas, and the ways of conceptualizing and treating disorders, students are asked to create a PowerPoint presentation describing the development of each theory. Specifically, students will identify historical antecedents of preceding philosophies/intellectual traditions (1 slides per theory), identify and describe important figures and tenets of Cognitive Psychology and Humanistic Psychology (1 slide per theory), and discuss each theory's views on etiology of disorders, approach to diagnosis, and views on prognosis for diagnosed individuals (1 slide per theory). The project should also include at least one slide evaluating strengths and weaknesses of each theory, and a slide compare them with a Christian Worldview. Finally, the slides should include some sort of visual aid to help describe the information in the slide (e.g., picture, graphic, symbol).
Guidelines
:
The presentation should be no less than 8 slides long, excluding title page and references.
The presentation should include a support/citations from at least 4 sources outside of the textbook.
Pictures and illustrations should be included, where needed and should enhance the content rather than just decorating the slide.
The slides should indicate a good understanding of the development of each theory.
The project should be formatted according to APA guidelines, including, but not limited to, appropriate grammar, spelling, and citations (as necessary)
The project should include in-text citations for all factual information provided and include an APA reference page providing reference information for the cited materials.
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Advisory from Professionals Preparing Information .docx
Advisory from Professionals
Preparing Information Systems (IS) Graduates to Meet the
Challenges of Global IT Security: Some Suggestions
Jeff Sauls
IT Operations Professional
Austin, TX, USA
Naveen Gudigantala
Operations and Technology Management
University of Portland
Portland, OR 97203, USA
[email protected]
ABSTRACT
Managing IT security and assurance is a top priority for organizations. Aware of the costs associated with a security or privacy
breach, organizations are constantly vigilant about protecting their data and IT systems. In addition, organizations are
investing heavily in IT resources to keep up with the challenges of managing their IT security and assurance. Therefore, the IT
industry relies greatly on the U.S. higher education system to produce a qualified and competent workforce to manage security
challenges. This advisory discusses some security challenges faced by global companies and provides input into the design
and delivery of IS curriculum to effectively meet such challenges.
Keywords: Information assurance and security, Curriculum design and development, Computer security
1. INTRODUCTION
Information security and assurance management is vital for
the success of organizations. It is particularly relevant for
global companies whose customers demand a high level of
security for their products. Meeting such high expectations
requires companies to study security best practices,
continually invest in technical and human resources, and
implement a secure corporate environment. The goal of this
paper is to discuss some security challenges faced by global
organizations and to provide suggestions to IS academics
concerning security curriculum to effectively educate the
next generation IT workforce to meet these challenges.
2. SECURITY CHALLENGES FACED BY GLOBAL
COMPANIES
This advisory focuses on security challenges faced by global
companies. For instance, security challenges faced by a
multinational company operating manufacturing plants in
several countries are likely to be much different than those of
a company with a manufacturing plant in a single location.
The goal of this section is to present some security
challenges faced by global companies.
What many companies do in terms of security is driven
by the needs of their customers. For instance, consider the
case of a global manufacturing company that makes
hardware for a smart card. Smart cards include embedded
integrated circuits and customers generally provide the
manufacturer with a detailed list of functional and assurance
requirements for security. The manufacturer of the hardware
is expected to comply with the specifications of the
customer. If the company decides to manufacture in two
plants in Europe and the U.S., it becomes important for the
manufacturer to have uniform security standards in both
plants. These security standards may include many aspects
.
After completing the assigned readings and watching the provided.docx
After completing the assigned readings and watching the provided video links, review the following classic psychological experiments:
Johnson's Monster Study
Loftus, E.F. (1999). Lost in the Mail: Misrepresentations and Misunderstandings. Ethics & Behavior, 9(1), 51.
Milgram's Obedience Experiment
Watson's Little Albert Experiment
Zimbardo's Stanford Prisoner Experiment
After you have become familiar with these five classic studies, select one. Using headers to organize your paper, answer the following questions:
Scientific Merit / Knowledge Gained.
What are the benefits of this study (to society, research, or subjects)?
What are the practical implications (i.e., real-world applications of the findings)?
What are likely consequences to society if this study had not been conducted?
What were the potential psychological costs of this study?
Were the research participants in the study at risk for psychological injury?
Could this type of research have been conducted without the use of deception?
Do you feel the use of deception was justified given the potential cost to participants?
If you were a member of a human subjects’ Institutional Review Board, would you approve the research described in the article?
Do you feel that the contributions of this study outweigh the costs?
Would you have minded if you discovered you participated in that study?
Would you want to (or be willing to) participate as a research assistant for this study?
Risk of Psychological Injury.
Deception.
Decision.
Participation.
Research experience.
Be sure to incorporate information from the Fisher text as well as include information from at least two academic journals discussing the ethics of the experiment.
Length: 3-5 pages
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Advocacy is a vital component of the early childhood professiona.docx
Advocacy is a vital component of the early childhood professional’s role. Advocacy can occur on a daily basis through supportive interactions with children and their families and connecting families to needed resources. At a broader and more public level, advocacy can occur when a specific message is developed and disseminated with the goal of positively impacting the lives of children, families, early childhood professionals, and the field as a whole.
You will create a 16-slide powerpoint:
·
“The role of play in social-emotional development” (Topic of choice)
· 15 slides of information including in-text citations.
· Your slideshow should be 16-18 slides in length with audio narration clearly presenting your advocacy message with a research-based foundation on the topic of your choice.
.
After completing this weeks assignment... Share with your classma.docx
After completing this week's assignment... Share with your classmates which tool you chose and Considering the text and briefly discuss the specific tool of your choice.
1) What is the function of the tool and briefly describe how it is setup and used?
2) What information would the tool yield in an investigation?
.
African Americans men are at a greater risk for developing prostate .docx
African Americans men are at a greater risk for developing prostate cancer than the white men. In every six individuals from this ethnic group, there is one who is at risk of developing prostate cancer in their lifetime. African Americans are 1.8 times more exposed to the risk of developing the disease and 2.2 times more likely succumb from this disease as compared to white men. The increase in the higher risk of prostate cancer among Africa Americans is linked to socioeconomic status. There is a lower socioeconomic status of African Americans and this exposing to high cases of prostate cancer as a result of poor medical check-up and poor healthcare outcomes (Owens et al., 2014).
There are also racial biases and this is harming African Americans in terms of preventive care since they have lower chances of being provided with the PSA test. Recent studies reveal that men from this ethnic group are unlikely to have early diagnosis for the prostate cancer. They are also not likely to be treated in time for the disease like the white men. There are several treatment options and learning sources about the options for prostate cancer. Therefore, the evidence-based, primary care health promotion recommendation to deal with prostate cancer among African Americans involves the prevention programs that are tailored to African Americans to help in the reduction of health disparities (Jackson, Owens, Friedman, & Dubose-Morris, 2015).
There is a need to incorporate culturally suitable and targeted messages and the images, the performance of faith-based initiatives, and the delivery of the educational programs in non-traditional venues for example the common place where people gather. It is also important to include key partners and the stakeholder in the planning, implementation, and assessment of the health and the cancer educational programs to help in the improvement of the health of the community and supporting community engagement. The development of the IDM education program for African American families through working with the community and the clinical partners is helping in the reduction of prostate cancer diseases (Jackson et al., 2015).
References
Jackson, D. D., Owens, O. L., Friedman, D. B., & Dubose-Morris, R. (2015). Innovative and Community-Guided Evaluation and Dissemination of a Prostate Cancer Education Program for African-American Men and Women.
Journal of Cancer Education, 30
(4), 779-785.
Owens, O. L., Friedman, D. B., Hebert JR, & Jackson, D. D. (2014). An intergenerational approach to prostate cancer education: Findings from a pilot project in the Southeastern USA.
J of Cancer Educ., 29
(4), 649-656.
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Advances over the last few decades have brought innovative and c.docx
Advances over the last few decades have brought innovative and creative technological tools to the forefront of learning. Teachers must be aware of these tools to prepare students for professional and educational opportunities in the 21st century. Today’s students are digital natives, and they often respond better to media than to traditional methods of teaching. Having a strong technology repertoire is important for today’s educator.
Create a matrix detailing five multimedia, technology, games, apps, and other technological tools for teaching reading and writing to struggling readers/writers.
In 100-200 words per tool, address the following:
· App/technology tool description, tool location (i.e., online, offline through software, through a game console, etc.), and the cost
· Age level or academic level for which this technology is appropriate
· The purpose and application of the technology to ELA content area (vocabulary, reading, grammar, writing, etc.)
· Advantages and drawbacks of using this technology for ELA instruction
· How technology can be used to engage struggling students and increase literacy skill development.
Support your findings with 3-5 resources.
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Advocacy is a vital component of the early childhood professional’s .docx
Advocacy is a vital component of the early childhood professional’s role. Advocacy can occur on a daily basis through supportive interactions with children and their families and connecting families to needed resources. At a broader and more public level, advocacy can occur when a specific message is developed and disseminated with the goal of positively impacting the lives of children, families, early childhood professionals, and the field as a whole
.
Advanced pathoRespond to Stacy and Sonia 1 day agoStacy A.docx
A 16-year-old boy presented to the clinic with symptoms of strep throat including a sore throat for 3 days. On examination, he exhibited signs of strep throat including tonsil swelling and exudate. A rapid strep test was positive, confirming strep throat. He was prescribed penicillin but had an anaphylactic reaction. This type of severe allergic reaction is caused by IgE antibodies produced in response to environmental allergens like penicillin, which is a fungus. While he had no known drug allergies, he likely had a previous sensitization to penicillin that caused the anaphylactic reaction upon administration.
After completing the reading this week, we reflect on a few ke.docx
After completing the reading this week, we reflect on a few key concepts this week:
Discuss Howell and Mendez’s three perspectives on followership. Note how these behaviors influence work productivity.
Please be sure to answer all the questions above in the initial post.Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.Please be sure to engage by Wednesday at 11:59pm ET and then engage on two more days throughout the week (for a total of three days of engagement, before Sunday at 11:59pm, ET.
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Addisons diseaseYou may use the textbook as one reference a.docx
- Addison's disease is a disorder that was chosen to research. The key aspects that must be discussed include the pathophysiology, most common presenting symptoms, how it is diagnosed, and a standard treatment plan. National screening and treatment guidelines should also be referenced if available.
- Additional scholarly sources beyond the course materials should be used. When researching, look for unique information that may surprise the reader rather than just common facts.
- The discussion post will be evaluated based on criteria such as the quality of the initial post and peer responses, use of scholarly sources, organization, grammar and APA style.
AdultGeriatric DepressionIntroduction According to Mace.docx
Adult/Geriatric Depression
Introduction
According to Mace et al. (2017), geriatric depression disorder is a health condition that affects adult people with the main symptoms see for a patient with the condition being the frequent change in moods and the sadness. The condition is as well common among younger people although this is not a common health issue. As a result of the impact of the condition, there is a need for getting an understanding of the condition and the best medical process that is to be followed. With the treatment of the patients there is a need for understanding the fact that if one medication does not succeed, there is a need for implementation of a new medication or change of the prescription for the patient. This paper focuses on the options chosen for managing the conditions for a patient.
Symptoms of adult/geriatric depression disorder
A patient with geriatric depression disorder will be seen to have issues of mood swings as the main symptoms of the condition. The other symptoms that will be evident will include issues of the feeling of despair and sad and the patient will have issues of pain and aches in all parts of the body. Laird et al. (2019) allude that a patient with the health condition will have risks of loss of appetite and lack of hope or lacking any willingness to get help. There are risks of the patient as well as lacking any morale in improving their condition.
Causes
Vlasova et al. (2019) allude that one of the main risk factors that increased the chance of a patient getting geriatric depression is old age. As such, a patient who is old will be at high risk of being affected by the health condition. The other risk factor is that women are at higher risk of suffering from the health issue as compared to their male counterparts. The people who have a low-level education as well as those that have physical illnesses and influencing the standard of thinking of the person.
Thus, there is a need for healthcare providers to help in the education of the patients who are at risk of suffering from the health condition. The patients who are found to be making use of various drugs and that have psychological stressors are at high risk of being affected by the health concern. The patients as well may lead to affecting the patients who have white matter changes.
Patient case
This is a case of 32-year-old patients of Hispanic origin and who came to the US for his education. The patient has his mother passing on while he was in school and ended up being admitted to the healthcare facility as a result of depression issues. On having an assessment, it is found that the patient does not suffer from any other health issue and the patient has presented that he has had pain and stiff parts of the body.
There are various signs and symptoms expressed by the patient with the main issue faced by the patient being undermined as a result of the color of his skin. There is evidence of the patient having little socializa.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docx
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
Throughout history, philosophers and educators have proposed various pedagogical approaches and theories of education. Socrates employed the Socratic method of questioning to facilitate independent thinking. Plato believed education fulfilled the soul. More recently, Montessori believed children teach themselves through interaction with their environment, while Freire advocated for dialogue and praxis to transform systems of oppression.
HISTORICAL DEVELOPMENT OF EDUCATION AND HISTORICAL DEVELOPMENT OF PEDAGOGYDenysLozanoGuaillas
Education has developed over 5 historical periods from ancient times to the present. Key developments include the rise of education in ancient Greece and Rome, the influence of Christianity in the Middle Ages, the scientific revolution of the modern era, and contemporary trends like constructivism. Modern pedagogy emerged in the late 19th century focused on collaboration between teachers and students and developing students' natural abilities. Contemporary pedagogy continues to evolve based on developments in fields like cognitive science and constructivism.
Idealism is the oldest systematic philosophy in Western culture that believes ideas are the true reality. It began with Plato and believes that material things are imaginary constructions in the mind. Major movements include Platonic, religious, and modern idealism with philosophers like Descartes, Berkeley, Kant, Hegel, and Royce. Idealism views the aims of education as seeking truth and self-realization. It emphasizes developing character and thinking through dialectic discussion, intuitive approaches, and focusing on ideas rather than facts. While idealism promotes high-level thinking, it can be seen as too intellectual and lacking relevance to the real world.
Philosophical school of thought and their impact on education.pptxWarwarFefefe
This document discusses several philosophical schools of thought and their impact on education, including idealism, realism, and pragmatism. Idealism believes that ideas are the ultimate reality and truth can be found through abstract thinking. Realism asserts that objective reality exists independently of the mind and can be discovered through scientific observation. Pragmatism is a practical philosophy that assesses ideas based on their practical consequences and real-world applications. Each school of thought is associated with different views of curriculum, teaching methods, and the aims of education.
Idealism, as espoused by Plato and Socrates, holds that ideas are the only true reality and focuses on conscious reasoning. Realism, developed by Aristotle, believes reality exists independently of the mind and focuses on observable objects and facts. Pragmatism, advocated by Dewey and Rousseau, views reality as constantly changing and believes in learning through problem solving and experience. Existentialism, developed by Sartre and Kierkegaard, sees reality as subjective to the individual and focuses on freedom, choice, and finding personal meaning. Across these philosophies, teaching methods include discussion, inquiry, problem solving, and empowering students to direct their own learning and values.
This document discusses different philosophical perspectives on education including idealism, realism, pragmatism, naturalism, existentialism, and neo-Marxism. Idealists like Plato believe education should move students toward abstract ideas and truth. Realists such as Aristotle argue that knowledge comes from studying the material world. Pragmatists including Dewey assert education should be experiential and meet students' needs and interests. Naturalists view education as being in accordance with a child's nature. Existentialists focus on individual needs and lived experiences. Neo-Marxists see education's role as empowering students to challenge capitalism.
This document provides an overview of realism and its role in education. It discusses classical realists like Aristotle and Thomas Aquinas, modern realists such as Francis Bacon and John Locke, and contemporary realists including Alfred Whitehead, Bertrand Russell, Hilary Putnam, and John Searle. The aims of realism in education are to understand the material world through inquiry and science. Realists support formal teaching methods, accountability, and a practical curriculum. The teacher's role is to teach students essential knowledge in an organized way.
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The document discusses different perspectives on realism and its role in education. It covers classical realists like Aristotle and Thomas Aquinas, modern realists such as Francis Bacon and John Locke, and contemporary realists including Alfred Whitehead, Bertrand Russell, Hilary Putnam, and John Searle. Realism in education aims to help students understand the material world through inquiry, science, and essential knowledge. Teachers play an important role in presenting curricula in a systematic, organized way to help students acquire the knowledge needed to survive.
This is a very precised and informative presentation for learning Educational Philosophies. Test is also given at the end. This will help you to understand important philosophers and their philosophies.
Philosophy Inventory Lecture Notes - William Allan Kritsonis, PhDWilliam Kritsonis
This document discusses different philosophies of education including idealism, realism, pragmatism, existentialism, and constructivism. It provides an overview of major contributors to each philosophy such as Plato for idealism, Aristotle for realism, Dewey for pragmatism, and Sartre for existentialism. The document also discusses how these philosophies impact views on the nature of reality, knowledge, values, and education.
Dr. william allan kritsonis lecture notes on philosophyWilliam Kritsonis
1. The document discusses three major branches of philosophy: metaphysics, epistemology, and axiology.
2. It provides an overview of major schools of philosophy like idealism, realism, pragmatism, and existentialism. It also summarizes the views of influential philosophers within each school.
3. Educational philosophy influences leadership, teaching methods, and curriculum development. The different branches and schools of philosophy have implications for how education is approached.
The document discusses several philosophies of education including idealism, realism, pragmatism, existentialism/phenomenology, and neo-Marxism. Idealists like Plato believed that education helps move people towards truth and the good through dialogue and abstract ideas. Realists such as Aristotle focused on empirical research and logic to understand the world. Pragmatists like Dewey emphasized experiential and child-centered learning. Existentialists viewed education as a process of self-creation and choice. Neo-Marxists saw education's role as empowering students to critique and change society.
This document provides an overview of different educational philosophies and metaphysical schools of thought. It discusses the following philosophies in detail: idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, reconstructionism, and information processing theory. The document examines the views of reality, aims of education, curriculum emphasis, and teaching methods associated with each philosophy. It also discusses influential philosophers and theorists such as Plato, Aristotle, Dewey, Freire, Piaget, and Vygotsky.
1. The philosophy of education document outlines several philosophical perspectives on education including idealism, realism, pragmatism, existentialism, and neo-Marxism.
2. Idealists like Plato believe that education should move students toward abstract ideas and truth through dialogue and debate. Realists like Aristotle argue that knowledge comes from empirical study of the material world.
3. Pragmatists such as Dewey view education as a means to solve societal problems, with students learning through experience and projects. Existentialists focus on individual experience and choice. Neo-Marxists see education's role as empowering students to challenge capitalism.
4. Each philosophy shapes differing views of the
TOPIC: Philosophies of Education
CONTENT:
What is Philosophy? What is Philosophy of Education? What are the four main schools of philosophy? Who were the key philosophers within each school of philosophy?
(Social Foundation of Education K-12)
•Mp4 Presentation: https://youtu.be/dOQZx2Ha8_M
•Soft Copy (docx file): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-educationdocx
•Soft Copy (pptx to pdf format): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-education-ppt-to-pdf-formatpdf
Philosophies of Education (ppt to pdf format).pdfNiña Mae Sabillo
TOPIC: Philosophies of Education
CONTENT:
What is Philosophy? What is Philosophy of Education? What are the four main schools of philosophy? Who were the key philosophers within each school of philosophy?
(Social Foundation of Education K-12)
•Mp4 Presentation: https://youtu.be/dOQZx2Ha8_M
•PowerPoint Presentation: https://www.slideshare.net/NiaMaeSabillo/philosophies-of-educationpptx
•Soft Copy (word file): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-educationdocx
•Soft Copy (pptx to pdf format): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-education-ppt-to-pdf-formatpdf
Ancient Greek philosophers such as Socrates, Plato, and Aristotle developed theories of education and learning. Socrates used questioning to lead students to truth through dialectic. Plato believed knowledge comes from recollection of ideas and the role of education is to transform students' souls. Aristotle was a realist who believed knowledge comes from experience and study of the material world. He viewed education as developing citizens' rational abilities through habituation and instruction. Their theories emphasize using questioning, discussion, and applying ideas to develop critical thinking skills.
- Idealism views education as helping move individuals toward truth and the ultimate good through dialogue and abstract ideas. The teacher's role is to transform students' thinking.
- Realism believes truth can be found through empirical study of the material world. Education should help students understand principles to solve problems.
- Pragmatism takes an action-oriented, experiential approach where ideas are tested in practice to achieve desired ends. Education starts with the child's interests and experience.
- Existentialism focuses on individual experience and the choices people make to create their own meaning in an absurd world. Education should consider students' personal "lived worlds."
- Neo-Marxism sees education as a way
1. The document discusses several philosophies of education including idealism, realism, pragmatism, existentialism/phenomenology, and neo-Marxism.
2. Idealists like Plato believed that education should move students toward abstract ideas and truth through dialogue and debate. Realists like Aristotle argued that knowledge comes from empirical study of the material world.
3. Pragmatists like Dewey viewed education as a means to solve social problems through experiential learning. Existentialists focused on the individual experience and helping students understand their lived world. Neo-Marxists saw education's role as empowering students to challenge capitalism.
Similar to #1 Introduction – How people learn122701EPISODE #1 I.docx (20)
After reading chapter 4, evaluate the history of the Data Encryp.docxkatherncarlyle
DES was once the standard for encryption but has since been replaced due to advances in computing power allowing for brute force attacks to break the encryption. The history of DES and its replacement demonstrates how cryptography must continually evolve to stay ahead of increasing computational abilities by enhancing encryption algorithms and key lengths.
After reading Chapter 2 and the Required Resources please discuss th.docxkatherncarlyle
After reading Chapter 2 and the Required Resources please discuss the following:
Place yourself in the US Government in the 1960s when the Internet concept was being developed.
Provide at least two ideas that would serve as controls on the general public when using the internet.
Base these rules on what you have seen people do with the Internet today.
Make sure that you properly support your post and cite the e-text or valid sources.
.
After reading chapters 16 and 17 post a short reflection, approximat.docxkatherncarlyle
After reading chapters 16 and 17 post a short reflection, approximately one paragraph in length, discussing your thoughts and opinions about the use of : 1. Internet in Research or 2. Concerns of Ethics in Internet Research. 3. What do you understand about Interventions. APA format, 250 words
***
Chose to reflect on number, either 1, 2, or 3.
Reading Assignment
Chapter 16 – Internet, Secondary Analysis and Historical Research
Chapter 17 - Intervention
.
After reading chapter 3, analyze the history of Caesar Cypher an.docxkatherncarlyle
After reading chapter 3, analyze the history of Caesar Cypher and its impact on cryptography.
Your paper should be 2 pages not including the title and reference pages and written according to APA formatting. Must include in-text citations and textbook as a reference.
.
After having learned about Cognitive Psychology and Humaistic Psycho.docxkatherncarlyle
After having learned about Cognitive Psychology and Humaistic Psychology, including the important theorists, the main ideas, and the ways of conceptualizing and treating disorders, students are asked to create a PowerPoint presentation describing the development of each theory. Specifically, students will identify historical antecedents of preceding philosophies/intellectual traditions (1 slides per theory), identify and describe important figures and tenets of Cognitive Psychology and Humanistic Psychology (1 slide per theory), and discuss each theory's views on etiology of disorders, approach to diagnosis, and views on prognosis for diagnosed individuals (1 slide per theory). The project should also include at least one slide evaluating strengths and weaknesses of each theory, and a slide compare them with a Christian Worldview. Finally, the slides should include some sort of visual aid to help describe the information in the slide (e.g., picture, graphic, symbol).
Guidelines
:
The presentation should be no less than 8 slides long, excluding title page and references.
The presentation should include a support/citations from at least 4 sources outside of the textbook.
Pictures and illustrations should be included, where needed and should enhance the content rather than just decorating the slide.
The slides should indicate a good understanding of the development of each theory.
The project should be formatted according to APA guidelines, including, but not limited to, appropriate grammar, spelling, and citations (as necessary)
The project should include in-text citations for all factual information provided and include an APA reference page providing reference information for the cited materials.
.
Advisory from Professionals Preparing Information .docxkatherncarlyle
Advisory from Professionals
Preparing Information Systems (IS) Graduates to Meet the
Challenges of Global IT Security: Some Suggestions
Jeff Sauls
IT Operations Professional
Austin, TX, USA
Naveen Gudigantala
Operations and Technology Management
University of Portland
Portland, OR 97203, USA
[email protected]
ABSTRACT
Managing IT security and assurance is a top priority for organizations. Aware of the costs associated with a security or privacy
breach, organizations are constantly vigilant about protecting their data and IT systems. In addition, organizations are
investing heavily in IT resources to keep up with the challenges of managing their IT security and assurance. Therefore, the IT
industry relies greatly on the U.S. higher education system to produce a qualified and competent workforce to manage security
challenges. This advisory discusses some security challenges faced by global companies and provides input into the design
and delivery of IS curriculum to effectively meet such challenges.
Keywords: Information assurance and security, Curriculum design and development, Computer security
1. INTRODUCTION
Information security and assurance management is vital for
the success of organizations. It is particularly relevant for
global companies whose customers demand a high level of
security for their products. Meeting such high expectations
requires companies to study security best practices,
continually invest in technical and human resources, and
implement a secure corporate environment. The goal of this
paper is to discuss some security challenges faced by global
organizations and to provide suggestions to IS academics
concerning security curriculum to effectively educate the
next generation IT workforce to meet these challenges.
2. SECURITY CHALLENGES FACED BY GLOBAL
COMPANIES
This advisory focuses on security challenges faced by global
companies. For instance, security challenges faced by a
multinational company operating manufacturing plants in
several countries are likely to be much different than those of
a company with a manufacturing plant in a single location.
The goal of this section is to present some security
challenges faced by global companies.
What many companies do in terms of security is driven
by the needs of their customers. For instance, consider the
case of a global manufacturing company that makes
hardware for a smart card. Smart cards include embedded
integrated circuits and customers generally provide the
manufacturer with a detailed list of functional and assurance
requirements for security. The manufacturer of the hardware
is expected to comply with the specifications of the
customer. If the company decides to manufacture in two
plants in Europe and the U.S., it becomes important for the
manufacturer to have uniform security standards in both
plants. These security standards may include many aspects
.
After completing the assigned readings and watching the provided.docxkatherncarlyle
After completing the assigned readings and watching the provided video links, review the following classic psychological experiments:
Johnson's Monster Study
Loftus, E.F. (1999). Lost in the Mail: Misrepresentations and Misunderstandings. Ethics & Behavior, 9(1), 51.
Milgram's Obedience Experiment
Watson's Little Albert Experiment
Zimbardo's Stanford Prisoner Experiment
After you have become familiar with these five classic studies, select one. Using headers to organize your paper, answer the following questions:
Scientific Merit / Knowledge Gained.
What are the benefits of this study (to society, research, or subjects)?
What are the practical implications (i.e., real-world applications of the findings)?
What are likely consequences to society if this study had not been conducted?
What were the potential psychological costs of this study?
Were the research participants in the study at risk for psychological injury?
Could this type of research have been conducted without the use of deception?
Do you feel the use of deception was justified given the potential cost to participants?
If you were a member of a human subjects’ Institutional Review Board, would you approve the research described in the article?
Do you feel that the contributions of this study outweigh the costs?
Would you have minded if you discovered you participated in that study?
Would you want to (or be willing to) participate as a research assistant for this study?
Risk of Psychological Injury.
Deception.
Decision.
Participation.
Research experience.
Be sure to incorporate information from the Fisher text as well as include information from at least two academic journals discussing the ethics of the experiment.
Length: 3-5 pages
.
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You will create a 16-slide powerpoint:
·
“The role of play in social-emotional development” (Topic of choice)
· 15 slides of information including in-text citations.
· Your slideshow should be 16-18 slides in length with audio narration clearly presenting your advocacy message with a research-based foundation on the topic of your choice.
.
After completing this weeks assignment... Share with your classma.docxkatherncarlyle
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1) What is the function of the tool and briefly describe how it is setup and used?
2) What information would the tool yield in an investigation?
.
African Americans men are at a greater risk for developing prostate .docxkatherncarlyle
African Americans men are at a greater risk for developing prostate cancer than the white men. In every six individuals from this ethnic group, there is one who is at risk of developing prostate cancer in their lifetime. African Americans are 1.8 times more exposed to the risk of developing the disease and 2.2 times more likely succumb from this disease as compared to white men. The increase in the higher risk of prostate cancer among Africa Americans is linked to socioeconomic status. There is a lower socioeconomic status of African Americans and this exposing to high cases of prostate cancer as a result of poor medical check-up and poor healthcare outcomes (Owens et al., 2014).
There are also racial biases and this is harming African Americans in terms of preventive care since they have lower chances of being provided with the PSA test. Recent studies reveal that men from this ethnic group are unlikely to have early diagnosis for the prostate cancer. They are also not likely to be treated in time for the disease like the white men. There are several treatment options and learning sources about the options for prostate cancer. Therefore, the evidence-based, primary care health promotion recommendation to deal with prostate cancer among African Americans involves the prevention programs that are tailored to African Americans to help in the reduction of health disparities (Jackson, Owens, Friedman, & Dubose-Morris, 2015).
There is a need to incorporate culturally suitable and targeted messages and the images, the performance of faith-based initiatives, and the delivery of the educational programs in non-traditional venues for example the common place where people gather. It is also important to include key partners and the stakeholder in the planning, implementation, and assessment of the health and the cancer educational programs to help in the improvement of the health of the community and supporting community engagement. The development of the IDM education program for African American families through working with the community and the clinical partners is helping in the reduction of prostate cancer diseases (Jackson et al., 2015).
References
Jackson, D. D., Owens, O. L., Friedman, D. B., & Dubose-Morris, R. (2015). Innovative and Community-Guided Evaluation and Dissemination of a Prostate Cancer Education Program for African-American Men and Women.
Journal of Cancer Education, 30
(4), 779-785.
Owens, O. L., Friedman, D. B., Hebert JR, & Jackson, D. D. (2014). An intergenerational approach to prostate cancer education: Findings from a pilot project in the Southeastern USA.
J of Cancer Educ., 29
(4), 649-656.
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Advances over the last few decades have brought innovative and creative technological tools to the forefront of learning. Teachers must be aware of these tools to prepare students for professional and educational opportunities in the 21st century. Today’s students are digital natives, and they often respond better to media than to traditional methods of teaching. Having a strong technology repertoire is important for today’s educator.
Create a matrix detailing five multimedia, technology, games, apps, and other technological tools for teaching reading and writing to struggling readers/writers.
In 100-200 words per tool, address the following:
· App/technology tool description, tool location (i.e., online, offline through software, through a game console, etc.), and the cost
· Age level or academic level for which this technology is appropriate
· The purpose and application of the technology to ELA content area (vocabulary, reading, grammar, writing, etc.)
· Advantages and drawbacks of using this technology for ELA instruction
· How technology can be used to engage struggling students and increase literacy skill development.
Support your findings with 3-5 resources.
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Advocacy is a vital component of the early childhood professional’s .docxkatherncarlyle
Advocacy is a vital component of the early childhood professional’s role. Advocacy can occur on a daily basis through supportive interactions with children and their families and connecting families to needed resources. At a broader and more public level, advocacy can occur when a specific message is developed and disseminated with the goal of positively impacting the lives of children, families, early childhood professionals, and the field as a whole
.
Advanced pathoRespond to Stacy and Sonia 1 day agoStacy A.docxkatherncarlyle
A 16-year-old boy presented to the clinic with symptoms of strep throat including a sore throat for 3 days. On examination, he exhibited signs of strep throat including tonsil swelling and exudate. A rapid strep test was positive, confirming strep throat. He was prescribed penicillin but had an anaphylactic reaction. This type of severe allergic reaction is caused by IgE antibodies produced in response to environmental allergens like penicillin, which is a fungus. While he had no known drug allergies, he likely had a previous sensitization to penicillin that caused the anaphylactic reaction upon administration.
After completing the reading this week, we reflect on a few ke.docxkatherncarlyle
After completing the reading this week, we reflect on a few key concepts this week:
Discuss Howell and Mendez’s three perspectives on followership. Note how these behaviors influence work productivity.
Please be sure to answer all the questions above in the initial post.Please ensure the initial post and two response posts are substantive. Substantive posts will do at least TWO of the following:
Ask an interesting, thoughtful question pertaining to the topic
Expand on the topic, by adding additional thoughtful information
Answer a question posted by another student in detail
Share an applicable personal experience
Provide an outside source
Make an argument
At least one scholarly (peer-reviewed) resource should be used in the initial discussion thread. Please ensure to use information from your readings and other sources from the UC Library. Use APA references and in-text citations.Please be sure to engage by Wednesday at 11:59pm ET and then engage on two more days throughout the week (for a total of three days of engagement, before Sunday at 11:59pm, ET.
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Addisons diseaseYou may use the textbook as one reference a.docxkatherncarlyle
- Addison's disease is a disorder that was chosen to research. The key aspects that must be discussed include the pathophysiology, most common presenting symptoms, how it is diagnosed, and a standard treatment plan. National screening and treatment guidelines should also be referenced if available.
- Additional scholarly sources beyond the course materials should be used. When researching, look for unique information that may surprise the reader rather than just common facts.
- The discussion post will be evaluated based on criteria such as the quality of the initial post and peer responses, use of scholarly sources, organization, grammar and APA style.
AdultGeriatric DepressionIntroduction According to Mace.docxkatherncarlyle
Adult/Geriatric Depression
Introduction
According to Mace et al. (2017), geriatric depression disorder is a health condition that affects adult people with the main symptoms see for a patient with the condition being the frequent change in moods and the sadness. The condition is as well common among younger people although this is not a common health issue. As a result of the impact of the condition, there is a need for getting an understanding of the condition and the best medical process that is to be followed. With the treatment of the patients there is a need for understanding the fact that if one medication does not succeed, there is a need for implementation of a new medication or change of the prescription for the patient. This paper focuses on the options chosen for managing the conditions for a patient.
Symptoms of adult/geriatric depression disorder
A patient with geriatric depression disorder will be seen to have issues of mood swings as the main symptoms of the condition. The other symptoms that will be evident will include issues of the feeling of despair and sad and the patient will have issues of pain and aches in all parts of the body. Laird et al. (2019) allude that a patient with the health condition will have risks of loss of appetite and lack of hope or lacking any willingness to get help. There are risks of the patient as well as lacking any morale in improving their condition.
Causes
Vlasova et al. (2019) allude that one of the main risk factors that increased the chance of a patient getting geriatric depression is old age. As such, a patient who is old will be at high risk of being affected by the health condition. The other risk factor is that women are at higher risk of suffering from the health issue as compared to their male counterparts. The people who have a low-level education as well as those that have physical illnesses and influencing the standard of thinking of the person.
Thus, there is a need for healthcare providers to help in the education of the patients who are at risk of suffering from the health condition. The patients who are found to be making use of various drugs and that have psychological stressors are at high risk of being affected by the health concern. The patients as well may lead to affecting the patients who have white matter changes.
Patient case
This is a case of 32-year-old patients of Hispanic origin and who came to the US for his education. The patient has his mother passing on while he was in school and ended up being admitted to the healthcare facility as a result of depression issues. On having an assessment, it is found that the patient does not suffer from any other health issue and the patient has presented that he has had pain and stiff parts of the body.
There are various signs and symptoms expressed by the patient with the main issue faced by the patient being undermined as a result of the color of his skin. There is evidence of the patient having little socializa.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxkatherncarlyle
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
Adolescent development is broad and wide-ranging, including phys.docxkatherncarlyle
Adolescent development is broad and wide-ranging, including physical, socioemotional, and cognitive growth. It is important to have an understanding of cognitive and social development in order to meet the diverse needs of adolescent students.
For this benchmark assignment, consider information learned regarding physical development and integrate it with your understanding of the social/emotional and cognitive changes occurring during adolescence.
Write a 750-1,000 word essay addressing the following concerns:
In what ways do cognitive and social development affect learning? How do individuality, identity development, and personal behavior affect learning differences and development?
How can diverse strengths, interests, and needs of adolescents be accounted for when designing developmentally appropriate instruction that advances learning?
What is the significance of providing an environment that brings multiple perspectives into the discussion of content? What considerations should be made for the cultural norms and the personal, family, and community experiences of students?
Why are school, community, and family supports critical to student learning and the overall well-being of adolescents? How can ongoing support from these stakeholders be assured?
How can technology reinforce learning experiences? How can a teacher ensure appropriate use of digital tools in the classroom? In what ways might digital tools support student success and creativity in a collaborative, student-focused classroom environment?
Support your essay with a minimum of three scholarly resources.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Benchmark Information:
MA in Secondary Education
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
1.1: Create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and that enables each student to advance and accelerate his or her learning. [InTASC 1(a), 1(b), 1(d), 1(e), 1(h), 1(i), 1(j); ISTE-T 2b; MC3]
1.3: Bring multiple perspectives to the discussion of content, including attention to students’ personal, family, and community experiences and cultural norms. [InTASC 2(d), 2(j), 2(n), 4(m), 5(p), 10(m); MC1, MC3, MC5]
4.3: Working collaboratively with school colleagues, teacher candidates build ongoing connections with community resources to enhance student learning and well-being. [InTASC 9(d), 10(e), 10(l), 10(r); MC1, MC4]
.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
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How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
#1 Introduction – How people learn122701EPISODE #1 I.docx
1. #1 Introduction – How people learn
12/27/01
EPISODE #1 INTRODUCTION CHAPTER
HOW PEOPLE LEARN:
INTRODUCTION TO LEARNING THEORIES
Developed by Linda-Darling Hammond,
Kim Austin, Suzanne Orcutt, and
Jim Rosso
Stanford University School of Education 1
The Learning Classroom: Theory into Practice
A Telecourse for Teacher Education and Professional
Development
1 Copyright 2001, Stanford University
#1 Introduction – How people learn p. 2
EPISODE #1: INTRODUCTION CHAPTER
2. HOW PEOPLE LEARN: INTRODUCTION TO LEARNING
THEORIES
I. UNIT OVERVIEW
HISTORY OF LEARNING THEORY
I believe that (the) educational process has two sides—one
psychological
and one sociological. . . Profound differences in theory are
never
gratuitous or invented. They grow out of conflicting elements
in a
genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp.
20, 91
PHILOSOPHY-BASED LEARNING THEORY
People have been trying to understand learning for over 2000
years. Learning
theorists have carried out a debate on how people learn that
began at least as far back as
the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 –
347 B.C.), and Aristotle
(384 – 322 B.C). The debates that have occurred through the
ages reoccur today in a
variety of viewpoints about the purposes of education and about
how to encourage
learning. To a substantial extent, the most effective strategies
3. for learning depend on
what kind of learning is desired and toward what ends.
Plato and one of his students, Aristotle, were early entrants into
the debate about
how people learn. They asked, “Is truth and knowledge to be
found within us
(rationalism) or is it to be found outside of ourselves by using
our senses (empiricism)?”
Plato, as a rationalist, developed the belief that knowledge and
truth can be discovered by
self-reflection. Aristotle, the empiricist, used his senses to look
for truth and knowledge
in the world outside of him. From his empirical base Aristotle
developed a scientific
method of gathering data to study the world around him.
Socrates developed the dialectic
method of discovering truth through conversations with fellow
citizens (Monroe, 1925).
Inquiry methods owe much of their genesis to the thinking of
Aristotle and others who
followed this line of thinking. Strategies that call for discourse
and reflection as tools for
developing thinking owe much to Socrates and Plato.
4. #1 Introduction – How people learn p. 3
The Romans differed from the Greeks in their concept of
education. The meaning
of life did not intrigue them as much as developing a citizenry
that could contribute to
society in a practical way, for building roads and aqueducts.
The Romans emphasized
education as vocational training, rather than as training of the
mind for the discovery of
truth. Modern vocational education and apprenticeship methods
are reminiscent of the
Roman approach to education. As we will see, however,
strategies to encourage
cognitive apprenticeships combine the modeling inherent in
learning by guided doing
with the discourse, reflection, and inquiry that the Greeks
suggested to train the mind.
When the Roman Catholic Church became a strong force in
European daily life
(500 A.D. to 1500 A.D.), learning took place through the
church, through monasteries,
and through their school system, which included the universities
(12th century) the
5. Church built throughout Europe. Knowledge was transmitted
from the priest to the
people (Monroe, 1925). Much learning was the memorization
and recitation of scripture
by rote and the learning of trades by apprenticeship. The
primary conception of the
purpose of education was transmission-based. Many classrooms
today continue a
transmission-based conception of learning as the passing on of
information from the
teacher to the student, with little interest in transforming it or
using it for novel purposes.
The Renaissance (15th to the 17th centuries) revived the Greek
concept of liberal
education, which stressed education as an exploration of the arts
and humanities.
Renaissance philosophers fought for freedom of thought, and
thus Humanism, a study of
human values that are not religion-based, was born. By the
sixteenth century the control
of the Catholic Church was being challenged on a number of
fronts, from Copernicus
(1473 – 1543) who suggested that the sun rather than the earth
was the center of the Solar
6. System, to Martin Luther (1483 – 1546) who sought to
secularize education (Monroe,
1925). The notions of individual inquiry and discovery as bases
for learning were
reinforced in the Renaissance. In a sense the recurring
ideological debates over education
for “basic” skills – the reproduction of facts and rudimentary
skills – vs. education for
thinking – the effort to understand ideas and use knowledge for
broader purposes – replay
the medieval vs. Renaissance conceptions of the purposes of
education.
Rene Descartes (1596 – 1650) revived the Platonic concept of
innate knowledge.
Descartes believed that ideas existed within human beings prior
to experience and that
#1 Introduction – How people learn p. 4
God was an example of an innate idea. He recognized that the
body could be appreciated
and studied as a zoological machine, while the mind was
separate and free from the body.
He was one of the first to define precisely the ability of the
7. environment and the mind to
influence and initiate behavior. He also described how the body
could produce
unintended behaviors. Descartes’ first description of reflex
action was influential in
psychology for over 300 years (Hergenhahn, 1976). While this
findings supported the
work of behavioral psychologists seeking to understand the
genesis of behaviors, his
focus on the mind also supported the work of later cognitive
scientists who sought to
understand the thinking process itself.
John Locke (1632 - 1704) revived Aristotle’s empiricism with
the concept that the
child’s mind is a blank tablet (tabula rasa) that gets shaped and
formed by his/her own
experiences. He believed the mind becomes what it experiences
from the outside world.
“Let us suppose the mind to be, as we say, white paper, void of
all characters, without
any ideas: How comes it to be furnished? … whence has it all
the materials of reason and
knowledge? … from experience” (Locke, quoted in Hilgard and
Bower 1975). The mind
8. gathers data through the senses and creates simple ideas from
experience; these simple
ideas combine to develop complex ideas. Locke believed that
education should structure
experiences for students and that one essential learning was the
kind of discipline that
could be developed through the study of mathematics
(Hergenhahn, 1976). The idea that
different disciplines provide qualitatively different mental
experiences and means of
training the mind undergirds the basis of the discipline-based
liberal arts education.
Jean-Jacques Rousseau (1712 – 1778) was one of the first
philosophers to suggest
that education should be shaped to the child. He celebrated the
concept of childhood and
felt that children should be allowed to develop naturally. “The
only habit which the child
should be allowed to form is to contract no habit whatever.”
(Rousseau, quoted in Hilgard
and Bower, 1975) In Rousseau’s novel, Emile (Rousseau, 2000),
the hero learns about
life through his experiences in life. Complex ideas are built
from simple ideas that are
9. gathered from the world around him (Hilgard and Bower, 1975).
The child-centered
philosophies of Dewey, Montessori, Piaget and others follow in
part from similar views.
Kant (1724 – 1804) refined and modernized Plato’s rationalist
theory with his
suggestion that “a priori” knowledge was knowledge that was
present before experience.
#1 Introduction – How people learn p. 5
For Kant, awareness of knowledge may begin with experience
but knowledge existed
prior to experience. Kant espoused that these ideas must be
innate, and their purpose is to
create an organizing structure for the data that is received by
the senses. Kant was also
one of the first to recognize the cognitive processes of the mind,
the idea that the mind
was a part of the thinking process and capable of contributing to
the thoughts that it
developed. This learning theory opened the door to Piaget and
others who would further
develop the ideas of cognition (Monroe, 1925).
10. PSYCHOLOGY-BASED LEARNING THEORY
The nineteenth century brought about the scientific study of
learning. Working
from the thoughts of Descartes and Kant, and especially the
influence of Charles Darwin,
psychologists began conducting objective tests to study how
people learn, and to discover
the best approach to teaching. The 20th century debate on how
people learn has focused
largely on behaviorist vs. cognitive psychology. Psychologists
have asked, “Is the human
simply a very advanced mammal that operates by a stimulus
response mechanism, or
actually a cognitive creature that uses its brain to construct
knowledge from the
information received by the senses?”
Edward Thorndike (1874 – 1949) is considered by many to be
the first modern
education psychologist who sought to bring a scientific
approach to the study of learning.
Thorndike believed that learning was incremental and that
people learned through a trial-
and-error approach. His behaviorist theories of learning did not
11. consider that learning
took place as a result of mental constructs. Instead, he described
how mental connections
are formed through positive responses to particular stimuli. For
Thorndike, learning was
based on an association between sense impressions and an
impulse to action. Thorndike
favored students’ active learning and sought to structure the
environment to ensure
certain stimuli that would ‘produce’ learning (Hilgard and
Bower, 1975).
The father of modern behaviorism, B. F. Skinner (1904 – 1990),
further
developed Thorndike’s Stimulus-Response learning theory.
Skinner was responsible for
developing programmed learning which was based on his
stimulus response research on
rats and pigeons in experiments that provided positive
reinforcement for “correct”
responses. He considered learning to be the production of
desired behaviors, and denied
#1 Introduction – How people learn p. 6
12. any influence of mental processes. Programmed learning gave
proper reinforcement to
the student, emphasized reward over punishment, moved the
student by small steps
through discrete skills and allowed the student to move at their
own speed. “There are
certain questions which have to be answered in turning to the
study of any new organism.
What behavior is to be set up? What reinforcers are at hand?
What responses are
available in embarking upon a program of progressive
approximation that will lead to the
final form of the behavior? How can reinforcements be most
effectively scheduled to
maintain the behavior in strength? These questions are all
relevant in considering the
problem of the child in the lower grades.” (Skinner, quoted in
Hilgard and Bower 1975).
Behaviorist learning theory has had substantial influence in
education, guiding the
development of highly-sequenced and structured curricula,
programmed instructional
approaches, workbooks, and other tools. It has proved useful
for the development of
13. some types of skills – especially those that can be learned
substantially by rote through
reinforcement and practice. However, evidence has accrued that
tasks requiring more
complex thinking and higher mental processes are not generally
well-learned through
behaviorist methods and require more attention to how people
perceive, process, and
make sense of what they are experiencing.
Jean Piaget (1896 – 1980) was the first to state that learning is a
developmental
cognitive process, that students create knowledge rather than
receive knowledge from the
teacher. He recognized that students construct knowledge based
on their experiences, and
that how they do so is related to their biological, physical, and
mental stage of
development. Piaget spent years observing very young children
and mapping out four
stages of growth: sensorimotor (birth to about 2 years),
preoperational (roughly ages 2 –
7), concrete operations (encompassing about ages 7- 14) and
formal operations
(beginning around ages 11 – 15 and extending into adulthood)
14. (Hilgard and Bower,
1975). His work acknowledged the utility of some behaviorally-
guided rote learning
while also arguing that other activities that support students’
exploration are essential:
Generally speaking, since every discipline must include a
certain body of
acquired facts as well as the possibility of giving rise to
numerous research
activities and activities of rediscovery, it is possible to envisage
a balance
being struck, varying from subject to subject, between different
parts to be
played by memorizing and free activity. In which case, it is
possible that the
#1 Introduction – How people learn p. 7
use of teaching machines will save time… (Piaget, quoted in
Hilgard and
Bower 1975).
The Russian scientist Vygotsky (1896 – 1934) extended Piaget’s
developmental
theory of cognitive abilities of the individual to include the
notion of social-cultural
cognition – that is, the idea that all learning occurs in a cultural
context and involves
15. social interactions. He emphasized the role that culture and
language play in developing
students’ thinking and the ways in which teachers and peers
assist learners in developing
new ideas and skills. Vygotsky proposed the concept of the
zone of proximal
development (ZPD) which suggested that students learn subjects
best just beyond their
range of existing experience with assistance from the teacher or
another peer to bridge the
distance from what they know or can do independently and what
they can know or do
with assistance (Schunk, 1996). His work led to an emphasis on
the deliberate use of
discourse and cooperative learning in the classroom, and
theories of assistance or
“scaffolding” that help students learn in systematic ways.
Following Piaget, the
developmental learning theorists brought to education the ideas
that teachers can be more
effective if they organize learning so that it is responsive to the
child’s stage of
development, if they connect learning to the child’s prior
knowledge and experiences,
16. and if they use the social and natural environments as
opportunities for learning.
PROGRESSIVE LEARNING THEORY
The Progressives embraced Piaget’s ideas about child
development, Vygotsky’s
ideas about socially situated learning and the construction of
knowledge, and the age-old
emphases on both experience and thinking or reflection as a
basis for learning. They
endeavored to establish child-centered schools for students to
approach learning through
their own experiences with the understanding that all learning is
situated. They reacted to
the rigidity of the late 19th century school with its focus on the
transmission of
knowledge. The debate of the Progressives, which continues
today, is what is the proper
balance of the traditional school’s focus on teacher transmission
and the progressive
school’s focus on the student learning from his or her own
experience with guided
opportunities to explore, discover, construct, and create.
17. #1 Introduction – How people learn p. 8
John Dewey (1859 – 1952) agreed in part with Rousseau that
education should
not be separate from life itself, that education should be child-
centered, guided by a well-
trained teacher who is grounded in pedagogical and subject
knowledge. Like Locke, he
believed that structured experience matters and disciplinary
modes of inquiry could allow
the development of the mind, thus creating a dialectic between
the child and the
curriculum that the teacher must manage. The teacher’s goal is
to understand both the
demands of the discipline and the needs of the child and then to
provide learning
experiences to enable the student to uncover the curriculum.
Dewey believed that the
ability of a person to learn was dependent on many things, one
of which was the
environment. Dewey, who established the first laboratory
school, was one of the first to
suggest that learning was a situated activity. Like Horace Mann
(1796 –1859), the first
secretary of education for the state of Massachusetts and the
18. founder of the common
school, Dewey felt that education was the primary method of
social progress and reform
(Wirth, 1966). “When education is based upon experience and
educative experience is
seen to be a social process, the situation changes radically. The
teacher loses the position
of external boss or dictator but takes on that of leader of group
activities.” (Dewey, 1938)
In Italy, Maria Montessori (1870 – 1952), introduced a liberated
concept of early
childhood education that provided more opportunity for free
expression, moving children
away from their desks, providing them with activities, and
respecting children as
individuals. Like Dewey, she believed that students learn
through carefully chosen
activities. “The task of the teacher becomes that of preparing a
series of cultural
activities spread over a specially prepared environment and then
refraining from
obtrusive interference.” (Maria Montessori, Education for a
New World) Montessori
went beyond Friedrich Froebel (1782 – 1852), who is largely
19. responsible for the
invention of Kindergarten (which was originally banned in his
native Prussia), to create
K-5th grade child-centered schools (Monroe 1925). Like
Froebel, Montessori felt that the
play of the child was an important aspect of their self-
expression and their social and
cognitive learning, and that teachers should be guides for their
students instead of
authority figures. Along with being the first woman in Italy to
receive a medical degree,
she was also nominated for the Nobel Peace Prize three times.
#1 Introduction – How people learn p. 9
Building on the ideas of the progressives, Jerome Bruner (1915
– ) further
explored the notion that disciplines have certain structural
elements – core ideas and
approaches to knowledge and understanding – that should guide
curriculum development
in a manner that connects to the development of the child.
Bruner developed the idea that
if complex material is broken down into its essential ideas, any
20. student can learn any
subject matter. “Any subject can be taught effectively in some
intellectually honest form
to any child at any stage of development.” (Bruner, 1977)
Bruner developed the concept
of spiral curriculum which returns to the same subject matter
with the student at periodic
points in time, but at each “spiral” the material is substantially
deeper in its intellectual
demands (Hilgard and Bower, 1975). Many of his ideas would
be used by Seymour
Papert as a basis for Logo software in the 1980s.
Today teachers utilize a variety of classroom practices that are
based on all of
these ideas about learning. Contemporary learning theory
recognizes the role that both
experience and reflection play in the development of ideas and
skills. Researchers and
practitioners appreciate that reinforcement and practice play a
role in the development of
skills, and so do cognitive intent, effort, and reasoning. They
acknowledge the
importance of developmental stages; they also recognize that
development can also be
21. encouraged through social interaction and the structuring of
experiences within the
learners’ zone of proximal development or readiness sphere.
Modern learning theories
incorporate the role of culture and other influences on
experience in views of how people
construct their understandings and develop their abilities.
Contemporary theories also
recognize that the content matters – the nature of the disciplines
has much to do with how
they are learned and best taught. In large part because of
differences in underlying views
of the purposes of education, debates continue about “best”
teaching practices. There is
greater appreciation of the fact that different strategies are
useful for different kinds of
learning. It is most productive to think of these issues in terms
of what kind of learning
is sought in what contexts and then deliberate about what
strategies may be most
appropriate for those goals.
#1 Introduction – How people learn p. 10
22. THE LEARNING PROCESS
“Inside the Learning Classroom: Theory into Practice” presents
a body of
learning theory for classroom teachers to use to support their
students’ learning.
This course addresses the relationships among fundamental
aspects of the learning
process, as we understand it today (PLT syllabus, 2001).
Through examples of teaching and learning in practice we will
explore the range
of ways people construct knowledge from experience, build on
prior knowledge, and
organize their own learning. Each segment highlights a
particular feature of the learning
process or set of ideas about how people learn, while the course
as a whole represents a
body of ideas that reinforce and connect with other ideas. All
of these ideas can help
teachers make sense of what is going on in their classrooms and
provide lenses for
understanding students’ growth, development, stumbling blocks,
and successes.
The work of cognitive psychologists, neuroscientists and
23. educational researchers
as well as expert practitioners has provided us with a set of
understandings about how
people learn that have practical implications for teaching.
Some of the key ideas about
the learning process, which are highlighted within and across
video segments, are
presented here:
THE BRAIN PLAYS A ROLE
The mind is set up to process outside stimuli, to make sense of
them, and to draw
connections. We know that while there are critical periods for
motor and sensory
development, the development of the brain is lifelong, and not
predetermined at birth or
within in the first three years. However, psychologists have
observed that individuals do
progress through a predictable series of stages in their cognitive
development. Learning
changes the physical structure of the brain through the process
of continuous interactions
between the learner and the external environment. Differences
in human processing and
24. performance have been found to be related to different brain
structures and functioning.
#1 Introduction – How people learn p. 11
THE LEARNING ENVIRONMENT MAKES A DIFFERENCE
People learn by making sense of the environment and of stimuli
around them.
Greater perceptual development and learning occur in
environments that are rich with
stimuli and provide useful feedback in response to a learner’s
efforts to act upon the
environment. The nature of the tasks confronted, the ways in
which information is
presented, and the expectations for the learner’s involvement all
impact the learning
process. In addition, the nature of the social environment –
whether and how learners
have access to others who can model, describe, or provide
feedback – shapes the learning
process. Reinforcements from the environment and the nature
of feedback from
significant others can stimulate or undermine greater effort.
LEARNING IS BASED ON ASSOCIATIONS
25. Learning is a process of drawing connections between what is
already known or
understood and new information. Thus, prior knowledge is
important to the learning
process. People make connections and draw conclusions based
on a sense of what they
already know and have experienced. Learning can be viewed, in
part, as a matter of
encoding and storing information in memory, processing,
categorizing and clustering
material, and later retrieving this information to be applied at
the appropriate times and
situations. For learning to occur, facts, concepts and ideas must
also be stored, connected
to other facts, concepts, and ideas, and built upon. Knowing in
advance what the big
ideas are and how they relate to each other conceptually helps
learners to make sense of
information and to remember and use it more flexibly.
LEARNING OCCURS IN CULTURAL AND SOCIAL
CONTEXTS
The associations people make and understandings they develop
are dependent
26. upon and influenced by what is valued and what is experienced
at home, in the
community, and within the classroom learning environment.
Culture influences the
knowledge and experiences people bring to the classroom, the
ways in which they
communicate, the expectations that have for how learning will
occur, and the ideas they
have about what is worth learning. The social context created
within the classroom—the
#1 Introduction – How people learn p. 12
ways in which communication, teachers’ and students’ roles,
and opportunities for
collaboration are structured—all influence the learner’s
understanding and construction
of knowledge. The compatibility between cultural contexts,
tasks, and modes of
communication inside and outside of school influence the ease
with which learners will
be able to find and make connections to their experience, and
hence to make sense of
school-based learning experiences,
27. PEOPLE LEARN IN DIFFERENT WAYS
Identifying individual differences among learners can help us to
better understand
and guide the learning process. People can be seen as
possessing a number of
intelligences beyond the linguistic and logical-mathematical
abilities typically
emphasized in schools. Learners also possess inter- and
intrapersonal intelligences,
musical, kinesthetic, and spatial abilities. We also know that
individual learners process
information differently while they are reading or making
mathematical calculations, for
example. Learners have processing differences that influence
how they handle visual,
aural, or kinesthetic information. Information that is available
through learning
modalities or pathways that are better developed will be easier
to understand and use.
PEOPLE THINK ABOUT THEIR OWN LEARNING, AND
THEIR FEELINGS MATTER
Both thoughts and emotions shape the learning process.
Metacognitive skills
—being able to think about and monitor one’s own thinking —
28. enable learners to manage
their learning process, to learn difficult new concepts, and to
problem-solve effectively.
Good metacognitive thinkers are also good intentional learners;
they are able to redirect
the normal frustration that occurs when things are confusing or
not initially productive
into further learning. Emotions also play a role; students who
are fearful, anxious,
depressed, or distracted cannot focus to process information.
Positive emotions –
feelings of confidence and willingness to exert effort – help
students to think, perform a
learning task, and process new knowledge. Emotional
intelligence – the ability to
recognize and manage one’s emotions, to solve conflicts, to
motivate oneself, and to
persevere in the face of difficulty – can also be taught.
#1 Introduction – How people learn p. 13
WHAT TEACHERS CAN DO TO ASSIST LEARNING
Teachers can be more effective in their work if they teach in
ways that are
29. compatible with the natural processes of learning. How can
what we know about
learning help us to think about effective teaching? What is the
teacher’s role in student
learning? The following points are emphasized throughout the
series:
TEACHING IS A PROCESS OF ORGANIZING THE
ENVIRONMENT
Effective teachers can organize the environment to provide
students with active,
hands-on learning and authentic tasks and audiences.
Opportunities for “active” learning
experiences, in which students are asked to use ideas by writing
and talking about them,
creating models and demonstrations, applying these ideas to
more complex problems, and
constructing projects that require the integration of many ideas,
have been found to
promote deeper learning, especially when they are combined
with reflective learning
experiences. Teachers can develop learning activities with real
purposes, audiences, and
activity structures that mirror those outside of school settings.
By encouraging discourse
30. among students about ideas, concepts, and relationships they
can create environments
where the teacher is not the only source of knowledge.
Teachers can also organize
reflection on activity and analysis of ideas and products that
enables learners to transform
activity into broader understandings.
TEACHING IS A PROCESS OF ORGANIZING KNOWLEDGE,
INFORMATION, AND ACTIVITIES
Teachers can organize information in the environment by taking
into account how
people process information, and by linking learning to prior
experience and prior
knowledge. Learning with understanding is more likely to
occur when students are
provided with categories of understanding, or concepts, as
opposed to an unrelated body
of facts. By using advance organizers, teachers can help
students structure knowledge and
information so that the big ideas within a content area are clear.
With an understanding of
the structure of the discipline they are teaching, teachers can
provide cognitive maps of
31. the terrain to be learned, along with content-specific strategies,
examples, analogies, and
#1 Introduction – How people learn p. 14
diagrams to make material meaningful to students and to
address common
misconceptions. They can also teach students how to think
about and monitor their own
learning and performance by providing opportunities to practice
metacognitive strategies.
Teachers can foster students’ understanding and capacity to
undertake complex
performances by organizing a systematic process of modeling
and demonstrating how
experts approach the task, scaffolding steps in the learning
process, coaching learners,
and providing feedback. These roles and strategies can change
over time in response to
how learners develop and change.
TEACHING IS A PROCESS OF ORGANIZING PEOPLE
Much learning occurs in groups and among individuals engaged
in tasks together.
Students learn from each other and from adults outside the
32. school as well as from their
classroom teachers. Effective teachers organize learning
opportunities in social contexts
by enabling students to learn together. Teachers can create a
sense of community within
their classrooms by developing clear norms for behavior,
creating an emotionally safe
environment, encouraging collaborative learning, and having
students teach students.
This includes identifying roles for students as they interact with
one another in group
tasks, pairs, and other arrangements, fostering student
discourse, and managing the
complexities of multiple ongoing tasks and activities.
Teachers can capitalize upon the diversity within their classes
by helping students
make connections between their home experiences and school
experiences, enabling
them to teach each other about their experiences (thus
expanding each student’s
knowledge base), and by providing choices for how to pursue
learning activities in ways
that work best for them.
33. Teachers can also organize adults in their environments to
improve learning by
creating more coherent curriculum across grade levels and
classrooms, by sharing
knowledge with one another to increase everyone’s teaching
repertoire and curriculum
choices, and by collaborating with colleagues to encourage
learning for understanding
throughout their schools.
#1 Introduction – How people learn p. 15
THE RELATION OF THEORY TO PRACTICE
The challenge of teaching may be viewed as the creation of
bridges between the
knowledge embodied in the subject matter, on the one hand, and
the minds and motives
of students, on the other hand. This course is designed to
bridge the contested territory
between theory and practice, where both perspectives are
needed but neither can suffice.
At a theoretical level, this course includes the contributions of
many disciplines, such as
psychology, sociology, linguistics, anthropology, and
34. philosophy. At a practical level no
two situations are quite comparable. Learning to teach thus
demands that we weave
delicate webs of the general and the particular, finding ways to
enrich our personal
experiences through studying the experiences of others, seeking
theoretical insights that
give meaning to what we do, or raising skeptical questions
about what we think we know
(PLT syllabus, 2001).
DEFINITION OF A THEORY
A theory is a way of thinking and a model of how things work,
how principles are
related, and what causes things to work together. Learning
theories address key
questions, for example, how does learning happen? How does
motivation occur? What
influences students’ development? A theory is not just an idea.
It’s an idea that is a
coherent explanation of a set of relationships that has been
tested with lots of research. If
the idea survives rigorous testing, that theory is said to have
empirical grounding.
35. A theory is developed from practical experience as well as
research. Any given
theory is usually about one aspect of the learning process. For
example, Piaget looked at
the stages of cognitive development. He watched his own
children and carefully observed
how they learned things and what they could do. From his
observations, he created an
explanation or a theory of the different stages of development.
Piaget’s stage theory of
cognitive development has been tested in thousands of
subsequent studies.
A theory is modified over time based on the insights of
practitioners as well as the
work of researchers. Theories also intersect with each other.
Other theorists have tested
Piaget's ideas by examining his developmental stage theory
from many different angles.
There is a lot of support for the theory that children progress
sequentially from one
#1 Introduction – How people learn p. 16
cognitive stage to another. However, some have challenged
Piaget’s methods and the
36. limitations that result from studying a only small number of
children. Others have
critiqued the fact that he didn’t take into account the impact of
the learning environment,
the individuals’ motivation, and the nature of the social
interactions involved in his work.
Vygotsky, who was a secondary school teacher as well as a
researcher, noticed aspects of
his students’ learning that caused him to develop additional
theoretical ideas that could be
evaluated and tested by others. Vygotsky and other theorists
have built upon Piaget’s
theories by taking into account the larger social context of the
learning process.
Theories are interconnected. Various theories describe
different, interrelated
parts of a more comprehensive learning process. Below is a
visual that illustrates some
of the ways in which learning theories are related, and how the
chapters and video
vignettes in this course are intended to form a more connected
whole.
FIGURE 1
37. The Learner
The Subject The Environment
Mind and
Brain
Emotions
Multiple
Intelligences
Experience
and Culture
Social
Contexts
Development
and
Learning
Cognitive
Processing
Cognitive
Apprenticeship
Disciplinary
38. Structures
Construction
of KnowledgeTransfer of
Learning
Metacognition
#1 Introduction – How people learn p. 17
APPLYING THEORY TO PRACTICE
To apply learning theories to instructional practices, we need to
understand them
as principles that have been tested and that have some power to
explain how things work
across different situations and contexts. These theories can give
us some consistent ways
of looking at classroom practice and some rational explanations
for what occurs.
However, the events in classrooms are influenced by many
different variables, and no
single theory explains how they will all come together under
different circumstances.
The teacher has a complicated job. She has to consider the
39. various sources of knowledge
and theory that exist, take into account the very specific
classroom situation and students
she is facing, and determine when and how theory can inform
her practice.
Teachers in the classroom experience what Dan Lortie (1975)
called the “multi-
dimensionality and simultaneity of teaching.” Every student,
for instance, brings his/her
idiosyncratic, individual unique challenges, personality, and
ability to the classroom. As
a teacher you experience your students’ individual differences.
Even if there are some
similarities in the developmental processes experienced by 7-
year olds, or some
commonalities in how high school students process information,
every classroom, school
year, and set of curricular demands is distinct and unique in
certain ways. Teachers need
to acknowledge these differences and build on students’ prior
knowledge, languages, and
cultures if the teacher is to build a bridge from where students
start to the curriculum
goals schools would like them to reach. The importance of
40. these differences and means
of addressing them are informed by an understanding of
sociocultural and other learning
theories (Oakes & Lipton, 1999:370).
For these reasons there is not a one-to-one correspondence
between theory and
practice. Integrating theory into practice involves an iterative
process of developing a
deep understanding of how people learn and what influences
motivation, what influences
development, what counts in the social context, and how family
and culture and teaching
all make a difference. For teachers, theory provides some
guidance in making decisions
about curriculum and teaching strategies. Perhaps more
important, it supports some
sensitivities that enable a teacher to ask useful questions about
what may be going on
#1 Introduction – How people learn p. 18
with his students and some indications about hypotheses that
might be helpful in solving
particular problems. Theory doesn’t give teachers a simple,
41. direct answer to Johnny’s
problem or a recipe for how to teach on Monday. It provides
some lenses and some
insights to help a teacher determine what could be going on
with Johnny and how the
teacher might plan the next lesson, given what the field has
learned about learning and
teaching and what she knows about her own teaching context.
What the teacher does is
to dip into a deep basket of intersecting theories, research, and
personal as well as
professional knowledge and decide how they come together for
his or her classroom.
THE TEACHER IS ALSO A THEORIST
The teacher has to do his or her own research as well. Good
teachers have a kind
of “personal practical knowledge” that enables them to
understand what’s going on with
their students. By watching students, observing them in action,
examining their work,
and talking and listening to them, teachers learn about what
makes their students “tick” as
learners. This knowledge has to be merged with other
knowledge about learning and
42. learners in general and in different contexts.
Piaget’s research will not tell a teacher what to do exactly with
Samantha who has
not yet learned to read by the age of seven. Piaget’s work may
suggest that most children
are ready to read by the age of seven and that the teacher should
look into the matter
further to see what else may be worth knowing. Other theorists
will tell the teacher that
there may be aspects of the teaching that Samantha has
experienced, or the language
background that she has had access to, or the motivational
elements or social elements
that influence her learning that are influencing her process of
learning to read. They may
enable the teacher to assess learning difficulties and they may
suggest specific teaching
strategies for working with Samantha. The teacher will take
into account a wide range of
learning theories to develop the right approach for teaching
Samantha how to read.
The teacher has the job of bringing together what the
profession, researchers, and
43. other professionals have come to know about what matters and
what works under
different situations. The teacher has to apply theories
judiciously with careful decision-
making, informed by her own inquiry, and relying on her own
understanding of the
situation at hand. Marilyn Cochran-Smith & Susan Lytle
(2001), Lee Shulman (1993),
#1 Introduction – How people learn p. 19
Gordon Wells (1994), and others describe “teacher-researchers”
as both individual
teachers who use inquiry to make sense of their own practice,
and “communities of
scholars” working together to create new “practice-based
knowledge” about learning and
teaching.
In these ways, the teacher is also a theorist. Roland Barth
(1990) suggests that all
teachers and principals work from an “organizing principle” or
“framework; they are
“theory makers” and they are “theory consumers” (p.107). The
teacher is theorizing
44. about what is going on in the social dynamics of the classroom
and what is going on with
individual children and their particular learning process. The
body of work contributed by
researchers gives them more tools and resources to do this
classroom theorizing and
inquiry.
II. UNIT SYLLABUS
UNIT QUESTIONS
• How have philosophers, psychologists, and educators thought
about the learning
process over the course of history?
• What is the relationship between learning theory and teaching
practice?
UNIT OBJECTIVES
1. Acquaint students with the central debates and major
concepts in the history of
learning theory
2. Introduce students to the main themes of the course and key
ideas about the learning
process and teacher assisted learning
3. Discuss the relationship between theory and practice
45. PRIMARY READINGS
Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). How
people learn: Brain, mind,
experience, and school. Washington, D.C.: National Academy
Press.
Chapter 1: Learning: From speculation to science
#1 Introduction – How people learn p. 20
Oakes, J. & Lipton, M. (1999). Teaching to change the world.
New York, NY:
McGraw-Hill College.
Chapter 2: Traditional learning theories: Transmission,
training, and IQ (pp. 39-
65)
Chapter 3: Contemporary learning theories
SUGGESTED READINGS
Dewey, J. (1968, [ 1900] ). The school and society. Chicago:
Uni ver si ty of Chicago Pr ess.
III. ACTIVITIES AND ASSESSMENT
IV. REFERENCES
46. Barth, R. (1990). Improving schools from within: Teachers,
parents, and principals can
make the difference. San Francisco, CA: Jossey-Bass
Publishers.
Bruner, J. (1960). The Process of education. Cambridge, MA:
Harvard University Press
Cochran-Smith, M. & Lytle, S. (2001). Beyond certainty:
taking an inquiry stance on
practice. In Lieberman, A. & Miller, L. (Eds.). Teachers caught
in the action:
Professional development that matters. New York, NY:
Teachers College Press.
Dewey, J. (1938). The Experience of education. New York,
NY: Simon & Schuster
Hergenhahn, B.R. (1976). An Introduction of theories of
learning. Englewood Cliffs,
Prentice-Hall, Inc.
Hilgard, E.R. & Bower, G.H. (1975). Theories of learning.
Englewood Cliffs, Prentice-
Hall, Inc.
Lortie, D. (1975). Schoolteacher: A Sociological study.
Chicago, IL: University of
Chicago Press
47. Monroe, P. (1925). A Text-book in the history of education.
New York, NY:
MacMillan Company.
Oakes, J. & Lipton, M. (1999). Teaching to change the world.
New York, NY:
McGraw-Hill College.
Rousseau, J.J. (2000). Emile. London, UK: Everyman.
#1 Introduction – How people learn p. 21
Schunk, D. H. (1996). Learning theories. Englewood Cliffs,
Prentice-Hall, Inc.
Shulman, L. (Nov./Dec.,1993). Teaching as community
property: Putting an end to
pedagogical solitude. Change. P. 6-7.
Wells, G. (1994). Changing schools from within: Creating
communities of inquiry.
Portsmouth, N.H., Heinemann
Wirth, A. (1966). John Dewey as educator. New York, NY:
John Wiley & Sons
ADDITIONAL REFERENCES
Cole, M. & Wertsch, J. (1996). Beyond the individual-social
antimony in discussions of
48. Piaget and Vygotsky. Retrieved September 6, 2001, Massey
University , New
Zealand, The Virtual Faculty Web site:
http://www.massey.ac.nz/~alock//virtual/colevyg.html
Funderstanding (1998-2001). About learning. Retrieved
September 6, 2001, from
http://www.funderstanding.com/about_learning.cfm
Kurzweil, R. (1996) The Age of intelligent machines
"Chronology". Retrieved September
6, 2001 from http://www.kurzweiltech.com/mchron.htm
Maria Montessori: A brief biography. Retrieved September 6,
2001, from
http://www.montessori-namta.org/generalinfo/biog.html
Learning theories and models. Retrieved September 6, 2001,
from
http://www.personal.psu.edu/staff/j/l/jll191/knowledgebase/theo
ries/theories.htm
V. WEB SITES AND ORGANIZATIONS
Center for Dewey Studies
http://www.siu.edu/~deweyctr/index.html
Based at the Southern Illinois University at Carbondale, this
49. center provides extensive
information and history about John Dewey's life and research.
Discussion groups and
links are included.
Explorations in learning and instruction: The Theory into
Practice Database
http://tip.psychology.org/
#1 Introduction – How people learn p. 22
Entries from the learning theory sections of the online JSU
Encyclopedia of Psychology.
Organized by theories, domains, and concepts. Provides
resources to other web sites.
About Learning
http://www.funderstanding.com/about_learning.cfm
This site provides an overview of major learning theories from
Funderstanding. Includes
information about constructivism, behaviorism, Piaget,
Vygotsky, and others.
Issues and debates: Educational theory links
http://www.und.ac.za/users/murrell/classrm/theoryed.html
50. A collection of links to web sites that cover a number of topics
in educational theory and
history from Interactive Instructional Material Research and
Resources.
The School Improvements Program (SIP)
http://www.ed.gov/offices/OESE/SIP/
[email protected]
Sponsored by the U.S. Department of Education, SIP consists of
a number of
freestanding organizations that support education reform.