Discussion Questions Essay Example | Topics and Well Written Essays - 500 words - 21

Discussion Questions - Essay Example If one element would be selected for replacement or upgrade, it would be the software system because this is the system that needs most regular updates. This element should be updated regularly to ensure that all applications are being accessed and to be apprised of the most advanced developments that would facilitate the functioning of the unit. A consistent set of policies and procedures that would ensure the protection of information systems in the workplace should include intensifying authorizations to work areas, including access to information systems, through the use of advanced technological breakthroughs in ID checking, monitoring, and access. As such, these policies and procedures should be regularly reviewed and updated to reflect changing conditions in the workplace and to incorporate new technologies that intensify needed protection of privacy and confidentiality of personal, professional and organizational information. In one’s organization, as soon as biometric identification services were offered in the market, this was immediately implemented to strictly enforce security measures as part of the policies and procedures. IT managers, just like any other managers in any organization, could possibly fail when the functions and responsibilities expected of the position and role are not carried out, as required. This included being apprised of current and future trends in technology that would potentially impact and influence the operations of the organization. Therefore, managers must be aware of being too complacent with current operations, regardless of how efficient current operations are. To avoid these pitfalls, these managers must exemplify skills of introspection, information-processing, as well as resource generation and allocation skills that focus on being proactive, rather than reactive. When implementing both technical and organizational changes, some variables that need to be considered and incorporated are scanning the environment

Research paper Example | Topics and Well Written Essays - 1250 words - 6

Research Paper Example The woman-centric themes of the poems shall be dealt with in this paper. The formal innovations that these poets have made in their poetry shall also be an important part of this paper. This paper shall also look at the divergences within their poetry. Obviously, even though women share many of their concerns, to say that their concerns are identical would be to reduce the complexity and depth of the issue at hand. This paper shall argue that the feminist content of these poems needs to be looked at in terms of the need for solidarity amongst women of all ideological orientations, arising out of their experiences as women in a patriarchal society (Hoffman 48). Anne Sexton’s poem â€Å"Cinderella† speaks of the problems inherent within fairy tales. It speaks of the harmful stereotypes that are perpetuated within and through such stories. The stereotype of the wicked stepmother is one such stereotype. The importance of Sexton’s poem lies in its ability to subtly pi nt at such stereotypes and laugh at them while at the same time rebuking society for believing in them. When she says, That's the way with stepmothers. (373), she intends the reader to detect the sarcasm within the lines. This is intended to reveal the extent to which women in such stories are victimized and portrayed as villains. The reference to the ball as a â€Å"marriage market† (373) is another instance when events that are considered important in popular imagination are deconstructed and viewed as events with social and economic significances. Sexton continues with themes of relevance to women in â€Å"Her Kind† where she expresses solidarity with women of another era. She refers to witch-hunts that have taken place in history, arguing that ‘witches’ were just women who were different from what a patriarchal society wanted them to be. Sexton herself was considered to be a woman different from conventional models of femininity. This may have led her to express her solidarity with other marginalized groups of women from history. Greg Johnson concurs with this view in his review of Diane Wood Middlebrook’s biography of Anne Sexton (408). Sexton repeatedly uses the line â€Å"I have been her kind† (405) in order to emphasize the importance of such solidarity. Her life is important here also because it reveals how difficult it is for women, even famous poets, to lead their lives in a patriarchal society. The self-positioning of female subjectivity in Sylvia Plath’s poetry spans across the subjects of sexuality, history, kinship and heavily politicised and gendered notion of rationality. The focus of the essay shall be on â€Å"Daddy,† â€Å"Lady Lazarus,† and â€Å"Metaphors.† In â€Å"Daddy† one finds the coalescing of the identities of her father and a tyrannical political leader. Owing to the immediate historical backdrop of the poem, the Second World War, one may well speculate t hat the reference here is to the Nazi regime of Adolf Hitler. The analogy between her father and Hitler points to the collusion between patriarchy and dictatorships. It is against the Nazi ideal of racial purity that the speaker establishes her own identity as proudly hybrid when she says â€Å"With my gipsy ancestress and my weird luck/And my Taroc pack and my Taroc pack/I may be a bit of a Jew.† (631) This repudiation of purity enables her to construct her identity outside the rigidly deterministic

Teachers Perceptions of Instructional Supervision

Teachers Perceptions of Instructional Supervision CHAPTER ONE INTRODUCTION This chapter gives a preamble to the whole study. It deals with the problem and the way it is approached. It encloses a brief formulation of background of the study, objective of the study, delimitation and limitation of the study. It also introduces definition of some key terms and the overall organization of the study. 1.1 Background of the Study Teacher education play an important role in promoting the learning and professional growth of teachers. Supervision is one of the functions of education that offers opportunities for schools to be effective and for increasing the professional development of teachers as a means of effectively managing the teaching-learning process (Kutsyuruba, 2003; Arong Ogbadu, 2010). Supervision has existed in all countries for many decades and occupies a pivotal position in the management of education, which can be understood as an expert technical service most importantly concerned with scientific study and improvement of the conditions that surrounds learning and pupil growth (Alemayehu, 2008). According to Vashist (2004), supervision is leadership and development of leadership within groups, which cooperatively assess educational product in light of accepted educational objectives, studying the teaching-learning situation to determine the antecedents of satisfactory and unsatisfactory pupil gr owth and achievement, and improving the teaching learning process. The concept of instructional supervision differs from school inspection in the sense that the former focuses on guidance, support, and continuous assessment provided to teachers for their professional development and improvement in the teaching-learning process, whereas the latter gives emphasis on controlling and evaluating the improvement of schools based on stated standards set by external agents outside the school system (Wilcox Gray, 1996; Tyagi, 2010; Arong Ogbadu, 2010). Instructional supervision is mainly concerned with improving schools by helping teachers to reflect their practices, to learn more about what they do and why, and to develop professionally (Sergiovanni Starratt, 2007). Various authors stated that instructional supervision has clear connection with professional development (Sergiovanni Starratt, 2007; Zepeda, 2007). Kutsyuruba (2003) defined professional development as follows: A major component of ongoing teacher education concerned with improving teachers instructional methods, their ability to adapt instruction to meet students needs, and their classroom management skills; and with establishing a professional culture that relies on shared beliefs about the importance of teaching and learning and that emphasizes teacher collegiality. (p. 11) In Ethiopia, the supervisory services began to be carried out since 1941, with constant shift of its names Inspection and Supervision. Currently, supervision is widely practiced in all schools at all levels (Haileselassie, 1997). In the case of Addis Ababa, Addis Ababa City Administration Education Bureau (AACAEB) has restructured its sub city level supervisory positions from general supervisory approach to subject-area instructional supervisory approach, since the beginning of 2004 (Alemayehu, 2008). 1.2 Problem Statement A research conducted by Alemayehu (2008) in secondary schools of Addis Ababa shows that the subject-area instructional supervision practiced in Addis Ababa City Administration (AACA) has exposed to multiple problems such as, lack of adequate support to newly deployed ( beginner) teachers, less amount of classroom visits and peer coaching by instructional supervisors, focus of supervisors on administrative matters than on academic issues (supporting and helping teachers), and less mutual professional trust between supervisors and teachers. All these and other problems can enable teachers to have a negative perception towards instructional supervision. According to Oliva (1976), the way teachers perceive supervision in schools and classrooms is an important factor that determines the outcomes of supervision process. In addition, previous research and publications revealed that because of its evaluative approaches; less experienced teachers have more negative perceptions on the practice of supervision than more experienced teachers. They consider supervisors as fault finders; they fear that supervisors will report their weaknesses to the school administrator, and consider supervision as nothing value to offer to them (Blumberg, 1980; Olive, 1976; Zepeda Ponticell, 1998). However, literature on perception of teachers toward supervisory practices is very limited in Africa in general and in Ethiopia in particular. Therefore, this study was designed to examine beginning teachers perceptions of the real and ideal supervisory practices and their perceptions on its relationship with professional development in private and government secondary schools of Addis Ababa. This study addressed the following basic research questions: What are the perceptions and preferences of government and private beginning secondary school teachers regarding the actual and ideal supervisory practices? Is there any difference in perception between beginner and experienced secondary school teachers regarding the actual and ideal supervisory practices? What is the perceived relationship between the supervisory practices and teachers professional development? 1.3 Objective of the Study The overall objective of this study was to examine the existing perception of beginning teachers toward instructional supervision and its perceived relationship to professional development in government and private secondary schools of Addis Ababa. Specifically, the study seeks to explore beginning teachers perception of what the ideal supervision should be and how it has been actually implemented in the schools, and their perceived connection to professional development. In addition, it was aimed to explore what differences existed in the perception of instructional supervision between private and government school teachers and between experienced and less experienced (beginner) teachers. 1.4 Significance of the Study Teachers perception of instructional supervision can positively or negatively affect the quality of education. Teachers differ in their preferences and choices of supervisory approaches (Beach Reinhartz, 2000). Though there are some teachers who would like to work alone without additional support, there are other teachers who would appreciate comments about their teaching from their colleagues, supervisors, or school administrators (Augustyn, 2001). In this study, an overview of the theoretical frameworks of supervisory approaches (ideal interpretation) and their practical applications (actual interpretation) were presented. The researcher has a belief that identifying the prevailing perceptions of teachers by undertaking this survey and coming up with sound recommendations can have its own role to play in improving the practical supervisory processes and quality of education at large. To this end, this study will bring about the following benefits: The research findings provided an insight into teachers perception of supervisory practices and thus determined whether teachers were satisfied with such practices and their influence on professional development. The study will enable those involved in supervisory practices to identify the underlying negative perceptions of instructional supervision and seek for application of appropriate supervisory approaches based on teachers preferences and choices. Since the characteristic of education is its dynamism and capacity to respond to changing needs and challenges, the researcher feels that the study will contribute an additional source of information in evaluating the achievement gained as a result of practicing instructional supervision. Finally, the researcher also believes that the study will initiate other researchers to undertake detailed research on the effectiveness of instructional supervision at regional and national levels. In addition, the results of this study may be used to add to the international practices of instructional supervision. 1.5 Delimitation of the study Since Addis Ababa City Administration (AACA) is wide having a total of 112 government and private secondary schools, it will be unrealistic and impractical to attempt to study teachers perception of instructional supervision within a given time limit. Therefore, the study is delimited to 20 private and government secondary schools (10 from each) and 200 teachers (100 beginning and 100 experienced). In addition, public secondary schools in Addis Ababa are not included in this study due to the fact that the government has enacted a law to be included under government control and administration. However, by this movement the schools are not totally shifted to government control. They are partially funded by government and partially by the public, but their name and administration are not yet clear. 1.6 Limitation of the Study The study had limitations in that it includes only government and private secondary schools in Addis Ababa. Primary schools are not included in this study due to time and budget constraints. On the other hand, generalizability of this study was limited by the fact that the research was conducted in secondary schools in one city of Ethiopia. In addition, the study had limitations of all survey type research such as clarity of wording and respondent understanding of some terminologies. Problem of getting recently published books was equally challenging. Therefore, because of these limitations, the study by no means claims to be conclusive. It would rather serve as a spring to study teachers perceptions in a more detailed and comprehensive way. 1.7 Definition of Key Terms For the purpose of this study, the following terms were defined: Instructional supervision: is a process aimed at providing guidance, support, and continuous assessment to teachers for their professional development and improvement in the teaching-learning process, which relay on the system that is built on trust and collegial culture (Beach Reinhartz, 2000). Beginning teacher: refers to a teacher currently in the first or second year of teaching. Experienced teacher: refers to a teacher who has three or more years of teaching experience. Secondary school: is a school usually includes grades 9 through 12. Government secondary school: is a school established and administered by government of Ethiopia. Private secondary school: is a school established and administered by private foreign or local owners. Ideal supervisory approaches: are supervisory approaches stated in various literatures which should be implemented in schools. Real supervisory activities: are those supervisory approaches stated in various literatures which are actually implemented in schools. Professional development: is a major component of ongoing teacher education concerned with improving teachers instructional methods, their ability to adapt instruction to meet students needs, and their classroom management skills, leading to the professional growth of the teacher (Wanzare Da Costa, 2000). Sub-city: in Ethiopian case, it refers to the government administrative hierarchy next to city administration. It is locally called Kifle Ketema. 1.8 Organization of the Study This study comprises five chapters. The first chapter deals with the problem and the way it is approached. It encloses a brief formulation of background of the study, objective of the study, delimitation and limitation of the study, and definition of some key terms. The second chapter reviews some of the current literature pertaining to the area of instructional supervision, different approaches to supervisory process, and their connection with professional development. The third chapter details the research methodology, description of the study area, data sources, samples and sampling techniques, data gathering instruments, validity and reliability of instruments, procedure of data collection, and analysis of the data. Analysis and interpretation of the research findings are presented in the fourth chapter. Lastly, a summary of the study, conclusions, and recommendations are presented in chapter five. CHAPTER TWO THEORETICAL FRAMEWORK AND LITERATURE REVIEW OF INSTRUCTIONAL SUPERVISION AND PROFESSIONAL DEVELOPMENT In this chapter a review of related literature on instructional supervision and its relationship with professional development is provided. The chapter is divided in to four parts as to enable the reader to follow a logical sequence that includes: history of school supervision, overview of supervision approaches, teachers perception of supervisory processes, and the relationship between supervision and professional development. 2.1 History of School Supervision In many developed countries, such as United Kingdom (UK) and United States, much more attention has been given to inspection than school supervision (Lee, Dig Song, 2008). The Inspectorate of Education had originated from France under Napoleons Regime at the end of the 18th century, and other European counties followed the idea in the 19th century (Grauwe, 2007). For example, in UK, the first two inspectors of schools were appointed in 1883 (Shaw, Newton, Aitkin Darnell, 2003) and in the Netherlands it was started in 1801 (Dutch Education Inspectorate, 2008). The terms inspector and inspection are still being used in various developed and developing countries , including United Kingdom (UK), United States, European countries and some African countries such as Lesotho, Senegal, Tanzania and Nigeria (Grauwe, 2007). Traditionally, inspection and supervision were used as important tools to ensure efficiency and accountability in the education system. Later adherents of the terminologies of inspection and supervision are used by different countries in different ways. As outlined by Tyagi (2010), inspection is a top-down approach focused on the assessment and evaluation of school improvement based in stated standards, where as supervision focus on providing guidance, support and continuous assessment to teachers for their professional development and improvement in their teaching- learning process. Nevertheless, since the demand of teachers for guidance and support rendered from supervisors has increased from time to time, some countries changed the terminology and preferring the term supervisor over that of inspector. According to Grawue (2007), some countries have recently developed more specific terminologies: Malawi, uses education methods advisor, and Uganda teacher development advisor. The concepts of supervision and inspection have been changed frequently in Ethiopian education system and the reason was not clearly pedagogical (Haileselassie, 2001). In 19 42, educational inspection was practiced for the first time, then it was changed to supervision in the late 1960s , again to inspection in mid 1970s and for the fourth time it shifted to supervision in 1994 (Haileselassie,2001). Haileselassie stated that: Apart from perhaps political decisions, one could not come up with any sound educational and pedagogical rationale to justify the continuous shift made in the name. With the name changes made we do not notice any significant changes in either the content or purpose and functions. (Haileselassie, 2001, p. 11-12) From 1994 onwards, supervision has been practiced in Ethiopia decentralized educational management. According to the Education and Training Policy (1994), educational supervision is recognized at the center (Ministry of Education), Regional, Zonal, District (Woreda) and School levels. Instructional supervision at school level is practiced by principals, deputy principals, department head, and senior teachers. According to Haileselassie (1997), the functional and true sense of educational supervision depends on the supervisory operation made at the grassroots level, i.e. School level. In this regard, subject-area instructional supervision has practiced in all schools of Addis Ababa since the beginning of 2004. The major responsibilities of subject-area instructional supervisors in Addis Ababa include: (1) examining and reporting the programs, organization and management of the teaching-learning activities; (2) developing and presenting alternative methods used to improve instructional programs; (3) guiding and monitoring schools and teachers; (4) preparing and organizing professional trainings, workshops, seminars, etc.; (5) monitoring and supporting the mentoring (induction) programs for beginner teachers; and (6) providing direct assistance and perform instructional and managerial activities in schools with teachers and principals by organizing and implementing clinical, collegial, peer coaching and cognitive coaching techniques of instructional supervision, etc (Alemayehu, 2008). 2.2 Overview of Supervisory Approaches According to Blasà © and Blasà © (1998), although many supervisory approaches are collaborative in nature, for long time, supervisory of instruction has been viewed exclusively as an inspection issue. Sergiovanni (1992) described supervision as a ritual they [supervisors and teachers] participate according to well established scripts without much consequence (p. 203). This author continued that today, supervision as inspection can be regarded as an artifact of the past, a function that is no longer tenable or prevalent in contemporary education (p. 204). He explained that though functioned for a considerable span of time, this type of supervision caused negative stereotypes among teachers, where they viewed as subordinates whose professional performance was controlled. Supporting this idea, Anderson and Snyder (1993) stated, because of this, teachers are unaccustomed to the sort of mutual dialogue for which terms like mentoring, peer coaching collegial assistance are coming in to u se (p.1). It should be clear, however, that traditional supervisory approaches should not be removed completely because supervisory authority and control are essential for professional development. Mitchell and Sackney (2000) explained this as much of past practice is educationally sound and should not be discarded (p. 37). Having said this, it is important to differentiate instructional supervision from evaluation. Authors described the former as a formative approach and the later as a summative approach (Poole, 1994; Zepeda, 2007). Poole (1994) stated that instructional supervision is a formative process that emphasizes collegial examination of teaching and learning (p. 305). In this regard, participants in the supervision process plan and implement a range of professional growth opportunities designed to meet teachers professional growth and educational goals and objectives at different levels. Teacher evaluation, on the other hand, is a summative process that focus on assessing the compete nce of teachers, which involves a formal, written appraisal or judgment of an individuals professional competence at specific time (Poole, 1994, p. 305). The supervisory (formative) and evaluative (summative) processes should go hand in hand (Sergiovanni Starratt, 2007). While supervision is essential for teachers professional growth, evaluation is essential to determine this growth and teacher effectiveness (Kutsyuruba, 2003; Wareing, 1990). The widely used approaches to evaluation are administrative monitoring, report writing, checklists, and self-assessment. On the other hand, approaches to supervision are categorized as clinical supervision, peer coaching, cognitive coaching, mentoring, self-reflection, professional growth plans, and portfolios (Alfonso Firth, 1990; Clarke, 1995; Poole, 1994; Reninan, 2002; Sergiovanni Starratt, 2007; Zepeda, 2007). Implementing different supervisory approaches is essential not only to give choices to teachers; it is also important to provide choices to the administrators and schools (Kutsyuruba, 2003). Each component of supervisory approaches are discussed as follows. Clinical Supervision According to Sergiovanni and Starratt (2007), clinical supervision is a face- to- face contract with teachers with the intent of improving instruction and increasing professional growth (p. 23). It is a sequential, cyclic and systematic supervisory process which involves face-to-face interaction between teachers and supervisors designed to improve the teachers classroom instructions (Kutsyuruba, 2003). The purpose of clinical supervision according to Snow-Gerono (2008) is to provide support to teachers (to assist) and gradually to increase teachers abilities to be self-supervising (p. 1511). Clinical supervision is a specific cycle or pattern of working with teachers (Sergiovanni Starratt, 1993, p. 222). It is a partnership in inquiry where by the person assuming the role of supervisor functions more as an individual with experience and insight than as an expert who determines what is right and wrong (Harris, 1985). Goldhammer, Anderson and Karjewski (1980) described the structure o f clinical supervision that includes pre-observation conference, class room observation, analysis and strategy, supervision conference, and post-conference analysis. Clinical supervision is officially applicable with: inexperienced beginning teachers, teachers are experiencing difficulties, and experienced teachers who are in need of improving their instructional performance. Sergiovanni and Starratt (2007) stated that clinical supervision is typically formative than summative in its evaluative approach in order to enable beginning teaches collaborate to research their practices and improve their teaching and learning (p. 233). As a result of this, the writers further described that the focus of clinical supervision is not on quality control, rather on the professional improvement of the teacher that guarantees quality of teaching and students performance (Sergiovanni Starratt, 2007). Collaborative Supervision Collaboration and collegially are very important in todays modern schools. According to Burke and Fessler (1983), teachers are the central focuses of collaborative approach to supervision. Collaborative approaches to supervision are mainly designed to help beginning teachers and those who are new to a school or teaching environment with the appropriate support from more experienced colleagues. Thus, these colleagues have an ethical and professional responsibility of providing the required type of support upon request (Kutsyuruba, 2003). In this regard, a teacher who needs collegial and collaborative support should realize that needs do not exist for professional growth, that feedback from colleagues and other sources should be solicited in order to move toward improvement (Burke Fessler, 1983, p.109). The major components of collaborative approaches to supervision which are especially needed for beginner or novice teachers are: peer coaching, cognitive coaching and mentoring (Shower s Joyce, 1996; Sergiovanni Starratt, 2007; Sullivan Glanz, 2003; Kutsyuruba, 2003). Peer coaching Peer coaching, according to Sullivan and Glanz (2000), is defined as teachers helping teachers reflect on and improve teaching practice and/or implement particular teaching skills needed to implement knowledge gained through faculty or curriculum development (p. 215). The term coaching is introduced to characterize practice and feedback following staff development sessions. According to Singhal (1996), supervision is more effective if the supervisor follows the team approach. This would mean that the supervisor should have a clear interaction with teachers and group of teachers, provide an open, but supportive atmosphere for efficient communication, and involve them in decision making. The goal of coaching as described by Sergiovanni and Starratt (2007), is to develop communities within which teachers collaborate to honor a very simple value- when we learn together, we learn more, and when we learn more, we will more effectively serve our students (p. 251). Thus, peer coaching provid es possible opportunities to beginner teachers to refine teaching skills through collaborative relationships, participatory decision making, and immediate feedback (Bowman McCormick, 2000; Sullivan Glanz, 2000). In this regard, research findings showed that beginning teachers rated experienced teachers who coached than as highly competent and the process itself as very necessary (Kutsyuruba, 2003). Cognitive coaching According to Costa and Garmston (1994), cognitive coaching refers to a nonjudgmental process built around a planning conference, observation, and a reflecting conference (p. 2). Cognitive coaching differs from peer coaching in that peer coaching focuses on innovations in curriculum and instructions, where as cognitive coaching is aimed at improving existing practices (Showers Joyce, 1996). As Beach and Reinhartz (2000) described, cognitive coaching pairs teacher with teacher, teacher with supervisor, or supervisor with supervisor, however, when two educators are in similar roles or positions, the process is referred as peer supervision. The writers further identified three components of cognitive coaching: planning, lesson observation, and reflection. Costa and Garmston (1994) described three basic purposes of cognitive coaching, namely: (1) developing and maintaining trusting relationship; (2) fostering growth toward both autonomous and independent behavior; and (3) promoting learning. In a cognitive coaching process, teachers learn each other, built mutual trust, and encouraged to reach at a higher level of autonomy- the ability to self-monitor, self-evaluate, and self-analyze (Garmston, Linder Whitaker, 1993). Mentoring Mentoring as defined by Sullivan and Glanz (2000) is a process that facilitates instructional improvement wherein an experienced educator agrees to provide assistance, support, and recommendations to another staff member (p. 213). Mentoring is a form of collaborative (peer) supervision focused on helping new teachers or beginning teachers successfully learn their roles, establish their self images as teachers figure out the school and its culture, and understand how teaching unfolds in real class rooms (Sergiovanni Starratt, 2007). Sullivan and Glanz (2000) stated the works of mentors as: The mentor can work with a novice or less experienced teacher collaboratively, nonjudgmentally studying and deliberating on ways instruction in the class room may be improved, or the mentor can share expertise in a specific area with other educators. Mentors are not judges or critics, but facilitators of instructional improvement. All interactions and recommendations between the mentor and staff members are confidential. (p. 213) Research projects and publications revealed that mentoring has clear connections with supervision and professional development which serve to augment the succession planning and professional development of teachers (Reiman Thies-Sprinthall, 1998).In addition, Sergiovanni and Starratt (2007) described that the emphasis of mentoring on helping new or beginner teachers is typically useful for mentors as well. By helping a colleague (beginner teacher), mentors able to see their problems more clearly and learn ways to overcome them. As a result, mentoring is the kind of relationship in which learning benefits everyone involved. Self-Reflection As the context of education is ever changing, teachers should have a professional and ethical responsibility to reflect on what is happening in response to changing circumstances. Thus, they can participate in collective reflection practices such as peer coaching, cognitive coaching, or mentoring, as well as self-assessment reflective practices (Kutsyuruba, 2003). According to Glatthorn (1990), self- directed development is a process by which a teacher systematically plans for his or her own professional growth in teaching. Glatthorn further described that self-directed approaches are mostly ideal for teachers who prefer to work alone or who, because of scheduling or other difficulties, are unable to work cooperatively with other teachers. Sergiovanni and Starratt (2007) considered this option to be efficient in use of time, less costly, and less demanding in its reliance on others. Thus, the writers indicated that in self-directed supervision teachers work alone by assuming responsi bility for their own professional development (p. 276). Furthermore, Glatthorn (1990) suggested that self-development is an option provided for teachers that enable them to set their own professional growth goals, find the resources needed to achieve those goals, and undertake the steps needed to accomplish those outcomes (p. 200). In addition, this approach is particularly suited to competent and experienced teachers who are able to manage their time well (Sergiovanni Starratt, 2007). Portfolios As teachers want to be actively participated in their own development and supervision, they need to take ownership of the evaluation process (Kutsyuruba, 2003). The best way for teachers to actively involve in such practices is the teaching portfolio (Painter, 2001). A teaching portfolio is defined as a process of supervision with teacher compiled collection of artifacts, reproductions, testimonials, and student work that represents the teachers professional growth and abilities (Riggs Sandlin, 2000). A portfolio, according to Zepeda (2007), is an individualized, ongoing record of growth that provides the opportunity for teachers to collect artifacts over an extended period of time (p. 85). Similarly, Sergiovanni and Starratt (2007) stated that the intent of portfolio development is to establish a file or collection of artifacts, records, photo essays, cassettes, and other materials designed to represent some aspect of the class room program and teaching activities. As Sullivan and Glanz (2000) stated portfolio documents not only innovative and effective practices of teachers, but also it is a central road for teachers professional growth through self-reflection, analysis, and sharing with colleagues through discussion and writing (p. 215). The writers further described that portfolio can be used to support and enrich mentoring and coaching relationships. Professional Growth Plans Professional growth plans are defined as individual goal-setting activities, long term projects teachers develop and carry out relating to the teaching (Brandt, 1996, p. 31). This means that teachers reflect on their instructional and professional goals by setting intended outcomes and plans for achieving these goals. In professional growth plans as part of instructional supervisory approach, teachers select the skills they wish to improve, place their plan in writing including the source of knowledge, the type of workshop to be attended, the books and articles to read, and practice activities to be set. In this regard, Fenwick (2001) stated that professional growth plans could produce transformative effects in teaching practice, greater staff collaboration, decreased teacher anxiety, and increased focus and commitment to learning (p. 422). Summative Evaluation There is a clear link among instructional supervision, professional development and teacher evaluation (Zepeda, 2007). Teacher evaluation involves two distinct components: formative evaluation and summative evaluation (Sergiovanni Starratt, 2007). The writers differentiated formative teacher evaluation as an approach intended to increase the effectiveness of ongoing educational programs and teachers professi

Threats to Marriage :: Social Issues, Single Mothers

Today there are many threats to marriage and family; and everyone seems to have an opinion on how to create it; fix it; repair it or dissolve it. We no longer look to marriage with dreamy visions of a spouse and the endless bounty of the life and family before us. â€Å"We† seem to want many of the benefits a marriage brings without making the commitment. In the 1700’s marriage was a commitment between families, which was taken seriously. There were marriage bonds with monies paid and then the court order for the marriage; and in other colonies this time-revered process might have 17 distinctive steps. http://www.austincc.edu/jdikes/Marriage%20Ways%20ALL.pdf Ever since Dan Quayle used the television character â€Å"Murphy Brown† in his June 1992 speech as â€Å"encouraging family disintegration† the government has continued to make, â€Å"marital status and family structure†¦.major themes of political rhetoric and government policy† (Page 518). Quayle also remarked that, â€Å"marriage is probably the best anti-poverty program of all† (American Vision and Values, Page 179). Here was one politician who believed the country needed better role models and a return to the values on which our country was founded. Dafoe Whitehead suggests these topics are perceived as an attack on single mothers; and are met with â€Å"anger and denial† (American Vision and Values, Page 182). Rather than attack a single family structure - single mothers, consider the outcomes produced by non-traditional structures. Kay Hymowitz believes â€Å"we are becoming a nation of separate and unequal families that threatens to last in the foreseeable future† (Page 560). This will have consequences on every aspect of our society. Marriage, before children, was the given status quo for the pro-family period of the 1950’s. At that time, divorce and illegitimacy was  ½ of today’s rate, marriage was universally praised and family was hailed as the most basic institution. The 1960’s brought disruptive social and cultural forces. The divorce rate soared and illegitimacy increased 22%. In the 1970’s we see where women could now afford a family without a spouse. It seems the choice to work equally with men devalued the homemaker role of previous decades (Graglia, Carolyn Domestic Tranquility Page 540). These choices were centered on career goals and achieving motherhood; without truly addressing the needs of family and children. And yet many single mothers hover around the poverty line – not nearly as glamorous as â€Å"Murphy Brown† made it seem.

Psychosexual stages vs. psychosocial stages Essay

In psychology when the word development is mention to two theorists, stand out. These theorists are Sigmund Freud and Erik Erikson. Freud being the father of psychology changed the technique of studying the development of individuals. Erikson was influenced by Freud but he felt that be underestimated other significant dimension that shape our development. They both agreed that personality develop is mostly an unconscious process and when it does happen, it is over time and has universal stages. They believe that personality is developing through a sequence of predestined stages. In each stage, there is crisis that needs to be conquered in order to advance to the next stage in life. However, Freud believed the libido, person’s biology and basic needs are major factors in our development of personality (Simon & Gagnon). Although Freud’s theory influenced Erikson, instead he believed environment and culture were major factors that influenced our personality (Wallerstein, Robert & Goldberger, 2000). Freud called this development process psychosexual theory and Erikson called it psychosocial theory. Both have similarity within their theories as the age group are divided the same. Even so, they differ in way. Freud believed that the first three stages were the most important. He also understood personalities were developed by conflicts resolved and the demands from reality. Erikson believed all stage were equally important and cultural experiences helped develop personally (Wallerstein, Robert & Goldberger, 2000). They both had a different development process and outcomes. In order to grasp the theories, I will examine each theorist and personality stages individually. In the first stage, that Freud called this psychosexual stage the oral stage and Erikson called this psychosocial stage the trust vs. mistrust stage. Both Freud and Erikson acknowledge the trust and dependency infants have to their mothers. In the oral stage, the child makes the connection between the mother’s presences with satisfying of their hunger. In the trust vs. mistrust, the child develops trust when they can depend on the mother to fulfill their needs thus developing a trustworthy relationship. However, these theories express different outcome when need are satisfied or not. For Freud, the crisis here is weaning the child from the mother. As time progresses the infant begin to differentiation itself from their mother. The child comes to acknowledge there is no longer an umbilical connection and they a separate person from their mother (Simon & Gagnon). As a result, later in life they grow to be optimistic and passivity. On the other hand, if the infants who do not make the distinction turn out to be pessimistic, immature and gullibility and obsessed with the mouth. Some of these obsessions include biting nails, thumb sucking, and eating and drink obsessively and verbal aggressive. As for Erikson’s theory, trust and mistrust is the ego crisis. If the infant discover that no one is willing to fulfill his need then mistrust will develop. Conversely, if the child’s needs are satisfied through good parenting, the child will develop trust. The child will also develop the skill of hope and learn cosmic order in respect to society (Cloninger, 2004). In the second stage, Freud called this psychosexual stage the anal stage and Erikson called this psychosocial stage the autonomy vs. shame stage. Both Freud and Erikson acknowledge child want to have personal control and the importance of toilet training. In the anal stage, the child wants to master holding on and letting go. Therefore, the child learn the control his own bowel movements through toilet training. In autonomy vs. shame stage, toilet training is used to master their body functions (Wallerstein, Robert & Goldberger, 2000). This will instill a sense of control and independence in the child. However, both theories disagreed on the outcome of successful or failing to toilet training. For Freud, the crisis is toilet training. If the child is successful at toilet training then they will be creative and productive in their adult life (Simon & Gagnon). Nevertheless, if the child fails they will either become anal explosive or retentive. Anal explosive is when the child is rebelling during toilet training. This rebellion will cause the child to be messy, cruel, destructive and hostile as an adult. Anal-retentive is when the child withholds during toilet training. This will cause the child to be controlling, stingy and stubborn. For Erikson, although toilet training is important the crisis in this stage is control and independence. If the child does not feel supported, they will develop shame and doubt. It is important that the child feel supported by parents in order to develop autonomy, the ego skill will, law, and order in respect to society (Cloninger, 2004). In the third stage, Freud called this psychosexual stage the phallic stage and Erikson called this psychosocial stage the Initiative vs. guilt stage. Both Freud and Erikson recognize that at these stages the child finding identity with his or her parent, and sex difference. In phallic stage, the child begins to identify him or she with their parents thus acknowledges sexual difference. According to Freud, this process occurs through the Oedipus and Electra conflict. The Oedipus conflict is when the son wants to murder his father because he wants to be with his mother. The reason the wants to murder the father is for fear. He fears his father will discover the desire for his mother, and will be punished with castration (Cloning, 2004). The Electra conflict is when a girl changes her erotic relationship from the mother to the father. This relationship change is possible by the girl’s anger toward her mother (Cloninger, 2004). The reason for her anger is that she feels her mother was not dominant enough to protect her from castration. This change of object is facilitated by the girl’s anger toward her mother for not being powerful enough to protect her from castration. The child identifies with the same-sex parent in order to vicariously posses parent of the opposite sex (Simon & Gagnon). The child believe the more they are like the same-sex parent they will be able to replace the other parent. Thus the superego will develop and the end of the crisis. If the child cannot resolve this struggle they will have trouble forming the superego, sexual role identity and sexual confused (Simon & Gagnon). In the initiatives vs. guilt, the child acknowledges sex difference and parent identification through these social roles. According to Erikson, the child decided the person they want, affirm their power and control through playing and social contact (Widick, Parker & Knefelkamp, 2006). The child must feel encourage to play and have social contact in order to have initiative. The child will also have a sense of purpose and learn ideal prototypes in society. However, if the child is not encouraged they will believe they are bad and have guilt (Widick, Parker & Knefelkamp, 2006). In the fourth stage, Freud called this psychosexual stage the latency stage and Erikson called this psychosocial stage the industry vs. inferiority stage. Both Freud and Erikson acknowledge the importance of development thought school. In the latency stage, the child develops into a more socially and academically driven person. This helps the child become constructive. In industry vs. inferiority, the child works on tasks until they are complete. The child hopes to receive recognition for constructing something for society. During this stage, Freud explains that the child’s sexual drive is inactive thus there is no crisis. This is because there is a repression of sexual impulse (Simon & Gagnon). Instead the child use this repressed energy in to their social and academic lives. Yet, Erikson believes the crisis here is how to become a product individual in society. During this stage, the children want to learn new skill like reading, writing, counting and drawing (Widick, Parker & Knefelkamp, 2006). Those children who are not encourage or praise for their accomplishment from their parents or teachers will develop problems with competence and self-esteem and inferiority. However, the children who are encouraged or praise for their accomplishment develop confidence, pride, competence and technological order in society (Cloninger, 2004). In this fifth stage, things are a little different. This fifth stage concluded Freud‘s psychosexual stage while Erikson had four left. These stages are identity vs. identity diffusion, intimacy vs. isolation, generativity vs. stagnation and integrity vs. despair. I will compare and contrast these four stages with Freud’s psychosexual stage the genital stage. Both Freud and Erikson acknowledge the importance of building the self through previous experience through the genital stage and identity vs. identity diffusion. In the genital stage, there is no crisis but after being able to overcome each psychosexual stage now the individual can began to live a balanced life. However, sexual desires are no long dormant instead; they are strong sexual interest in the opposite sex. Adolescences are in search of sexual or romantic relationships with other adolescences (Simon & Gagnon). Some of the characteristics that are developed include vanity, appearance and attention. For Erikson, the crisis here is finding self and personal identity. In order for an adolescence to establish a sense of self, they must go out and try new things. If the child is not encouraged, they can develop negative identity or identity foreclosure and identity confusion (Widick, Parker & Knefelkamp, 2006). Nevertheless, if the child is encouraged to explore different roles, activities and behaviors the adolescence will be able to develop their identity, the ego skill of fidelity and learn ideological worldview in society and is able to move to the next stage (Cloninger, 2004). Erikson called this intimacy vs. isolation. Both Freud and Erikson acknowledge the importance of seeking a relationship with the opposite sex through their theories. In the genital stage, there is no crisis but latency has been conquered and the focus is seeking pleasure through sexual contact (Simon & Gagnon). In Erikson’s intimacy vs. isolation, the crisis is finding love not sexual pleasure. Since the young adults have a sense of identity, they can seek an intimate relationship without fears of losing their identity (Widick, Parker & Knefelkamp, 2006). If a person does not find intimacy with someone, the young adult will become isolated. However, if they do find intimacy they will develop the ego skill of love and learn pattern of cooperation and competition in society and advance (Cloninger, 2004). Erikson called this generativity vs. stagnation. Both Freud and Erikson recognize the significance of seeking welfare of life and society through their contributions. In the genital stage, as the individual mature in to adulthood, they are no longer just interested in their selves but others. In Erikson, generativity vs. stagnation, the adult want to contribution to society and that will ultimately outlive them. This contribution is range from children, social or political change or art (Wallerstein, Robert & Goldberger, 2000). If the adult is unable to cultivate a contribution then they will have sense stagnation, failure, disconnected or involved in their life. On the other hand, if they are able to contribute they will feel a sense of generativity, develop the ego skill of care and learn currents of education and tradition in society thus move to the final stage (Cloninger, 2004). Erikson called this integrity vs. despair. Both Freud and Erikson identify this stage when the personality is complete formed. In the genital stage, the personality is well balanced in all aspects of the person (Simon & Gagnon). In Erikson, integrity vs. despair, the individual reflect on their life. When reflecting occurs if there are regrets or dissatisfied with life, they will have despair (Wallerstein, Robert & Goldberger, 2000). However, if there is a sense of fulfillment then they will have integrity, wisdom as an ego skill and in society (Cloninger, 2004). Now that I have examined each theorist and their stage individually, it is clearly to see where there theories are similar and different. When compare the theories we are able to see why personality development is unconscious, slow and universal. In contrast, we can see how they differ in the process of development by recognizing the outcome. 1. Reference 2. Cloninger, S. (2004). Theories of personality. (pp. 45-48). NUpper Saffle RIver, New Jersey: Pearson Prentice Hall. 3. Simon, W., & Gagnon, J. (n.d.). Psychosexual development. Society, 35(2), 60-67. 4. Wallerstein. , Robert, S., & Goldberger, L. (2000). Ideas and identities: The life work of erik erikson.Psychoanalytic Psychology, 17(2), 437-442. 5. Widick, C., Parker, C., & Knefelkamp, L. (2006). Erik erikson and psychosocial development. New Direcrtion for Student, 1978(4), 1-17.

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Perception and Creativity in the Life of Tupac - Term Paper Example The object of analysis for the purpose of this assignment is Tupac Shakur as a significant figure of change in the music industry. He is among the pioneers of rap music in the 1990s. Tupac was a dynamic artist and influential to most African American youths as well as white people in the United State. His life story is inspired by change and struggle towards right. He was well known as the most influential artists of his time. This document tends to explore the relationship between transformation of location and transition in creativity and focuses on Tupac’s life. Tupac is known for the representative of Western Hip-hop. However he was born in New York. Tupac Shakur was born of two popular members of the Black Panther party Afeni and Billy Shakur. He was born at the time her mother had been convicted with bombing charges. He was first named Tupac Amur which meant the shining serpent. While growing up in the north coast, Shakur spent much of his teenage life in acting. He feat ured in his first movie which was known as A Raisin in the Sun. this was produced by the Apollo Theatres as a benefit of Jesse Jackson’s presidential campaign in 1983. He then moved to the Baltimore School of Art. Tupac moved to the west coast after dropping out of the film school. He was 17 years old. While in the south coast, he settled in Marin County California. This is where his career transformed from acting to rap as he became a roadie and dancer for Digital Underground rap group. Since then, he became popular to rap music featuring in the group’s albums such as son of the P and the EP which were released in 1991 and 1990 respectively. As an underground artist, he signed Interscope music productions and released an album 2pacalpse in 1992. The album became famous for its message on racial strength. He then ended his acting career with the film Gang related posing as a sidekick to James Belushi. At this point, his main focus shifted from movies to music.

Project Assessment Essay Example | Topics and Well Written Essays - 1500 words

Project Assessment - Essay Example Heseltine, the former deputy prime minister, criticized the cost-benefit analysis of the HS2 high-speed railway line. He even suggested that the expected cost of  £42.6 billion could be reduced by  £10 billion. The comment came after the heightened debate about the certainty of the estimated benefits of the HS2 project. Heseltine also pointed out that the analysis did not consider consequential growth in the project these included later expansion to connect London and Birmingham in 2026, and Manchester and Leeds by 2033. This attracted undying criticism from many quarters. However, the government was insistent that the benefits the project will bring outweighs the project’s cost. One of the latest criticisms was that the government overestimated the value of time that people travelling for business would save for short journeys. The assumptions at the time did not consider that a person could still work on transit using their laptops or other mobile devices. This has seen the time savings on business travel cut down by about a third (Mason & Watt 2013).

Classical music Essay Example for Free

Classical music Essay It is Saturday March 1 2008 and I have woken with an excited feeling in my stomach. Today, I am being treated to something I have never experienced before and I am looking forward to what is in store. My father, is taking me to a classical concert. I am 18 years old and big band music is not really my style, I appreciate music but of the modern variety rather than the old school kind. My father loves classical music and plays it constantly in his study. His favourite composer is Leonard Bernstein so it is today, with great animation, he is taking me to encounter his love of this music. We are attending the Waukegan Concert Chorus which is at 624 Douglas Ave, Illinois, the concert is a tribute to Bernstein Williams; namely, In Remembrance of Bernstein Williams. My father assures me that although my liking of music may not be to his taste, I will go away from the concert feeling uplifted and appreciative of what I have heard. Our journey takes us to Waukegan during the early evening and as we approach the venue I can feel a buzz in the air. Other attendees are heading towards the seating area and as my father and I locate where we are sitting, I am somewhat satisfied that we have seats near to the front. My father explained in the car, on the way, even though it is the music you are listening to, it is also just as important to watch the performance. Before me is a huge orchestra; perhaps the biggest I have ever seen, not that I have seen many. There is a plethora of various noises coming from the ensemble and as each musician tunes in their instrument and plays small excerpts from their music stand, it is perhaps unbelievable that any kind of harmony will occur at all. However, the moment the conductor enters the room, there is an eerie silence, almost as if someone had turned the musicians off by a control button. The conductor is a gentleman who turns to his audience and bows his head, turning and repeating this gesture to his orchestra. As the first piece of music is played I feel myself vibrating with the enormity of the noise. For many years I have heard my father’s classical records being played from behind the study door but to be present at a live performance was truly exhilarating. One of my favourites in terms of familiarity was West Side Story. The introduction sounded amazing; upbeat and vibrant, the instruments seemed almost alive. Even closing my eyes, which I actually did, I could hear each piece of equipment as it was used. The brass and woodwind instrumentalists brought intrigue and manoeuvre to the story of the piece being played whilst the drums added the extra element of spirit in the arrangement. Despite the variety of instruments played and the different roles they played within the piece, the unity came together with such an intensity, I was taken aback by its impact. The formation and structure of the concert allowed me to lose myself within the music, it was almost as if I were watching the musical itself. This perhaps was the purpose of the concert itself, it worked with an effortless outcome. As the flutes and violins played ‘I Feel Pretty’, I felt almost compelled to stand up and sing as the notes poured through the air. The tempo was light in places and amplified in others; the exaggeration of drama was as apparent as the subtlety of tenderness applied to the nature of the story. Its volume was deafening yet tolerable as each instrument alerted itself naturally within the composition. On occasion I did look around at other spectators, like moths to a flame, transfixed faces and total satisfaction and appreciation of what was before and around them. I did relate to this. As the concert came to an end, I did feel somewhat saddened that it was all over. The climax of the music was a crescendo of brilliance and I am pleased to say, my father’s original prediction of how I would feel, was absolutely correct. I felt euphoric and inspired by such a performance. I had attended the concert with an open mind and allowed myself to absorb the instruments intentions; I felt all the raw emotions of West Side Story and even the pieces of music played I had heard for the first time, still brought me a sense of appreciation.

The Concept Of The Afterlife Religion Essay

The Concept Of The Afterlife Religion Essay Throughout the history of man one of the biggest questions that haunt human existence is the question of the Afterlife. Is there a God? Is there a heaven or a hell? Do we have souls? And what happens to it once it leaves this earth and the physical body? The prospect of the unknown has brought about many different ideas and theories; each religion, culture and era has developed their own notions and set truths in order to explain what will happen once we die. In order to gain some understanding on this subject this paper will exam the four biggest religions; Christianity, Islam, Buddhism and Hinduism and how they explain the unknown and the divine plane beyond ours. Christianity In the Christian religion they believe in the concept that after physical death the soul maintains consciousness and there is an in-between state between death and the resurrection of the body. Another concept is that until the resurrection, which will happen during the Second Coming or the return of Jesus Christ also known as Judgment day, the spirit sleeps. These two ideas are divided into three main sects; The Catholic Church, the Orthodox Church, and Protestantism. Although all three of these groups are similar in that they believe that upon death the soul will face judgment for his or her actions while on earth, they each have their different perception of when and how it will happen. These in-between states mentioned above are classified into two planes, Heaven and Hell, within the New Testament. Even though Hades appears in both the New Testament and in the Revelation, to express the concept of hell, the idea of hell does not derive from the place in Greek mythology that is the underworld the place of the dead. This is due to the fact that it is a place that consists of the undead both good and bad. Therefore to better understand hell one talks about Tartarus a place in the underworld even lower than Hades were the wicked go. Hell is described to be a place or state, were souls who have not repented for their sins and/or have rejected Jesus Christ as their savior, suffer eternal damnation. In biblical teachings it is said that the soul passes into hell after God has judged them irredeemable for their actions while on earth. Hades also consist of Elysium, a utopia were those who have lived worthy lives go. This is known as the kingdom of God or Kingdom of heaven, discussed mostly in Revelations in the New Testament. It is considered a place or state that is inherited by the righteous a place of paradise and eternity with god. Although the literalness of heaven is debatable, it is said while on earth, Jesus often preached about the heven as a reward, a final destination, for those who have been virtuous and followed the word of his father. Christians believe that in the end of time Jesus Christ will rise again and all who have died will be resurrected for the Last Judgment. This is when the kingdom of God will be fully established; in Revelation 21 it states that an army of angels will come down from heaven to fight those who oppose God and reestablish Gods eternal reign over all of his creations. It is the final day ware the wicked will be punished and the righteous rewarded. Therefore those who want to be saved must repent for their sins and follow the teachings of Jesus Christ so that they can be with him after Judgment day. The Catholic Church believes that upon death those souls who have been saved do not go straight to heaven but go through a process of purification in purgatory in order to be cleansed before they can be in Gods presence. Souls who have not been saved however go straight to hell to be damned for all eternity. They also believe that those who have not been baptized cannot go to heaven for they commit original sin, but dwell in Limbo, if they have died without moral sin. Waiting for the Day of Judgment when Jesus will come back to earth to bring those souls to heaven. The Orthodox Church believes that both heaven and hell are in the same dimension, and one does not experience either separated from God, hell just like heaven is simply being with God although hell still means living in eternal damnation and suffering. According to the orthodox tradition God loves all human being including the sinners, therefore he does not cut anyone off from himself but instead those who go to hell are t hose who self-exclude themselves from everybody else .The Protestants believe that hell was created by God in order to punish the devil, and his fallen angels. It is believed that after judgment day those souls who did not seek deliverance from God while on earth would be sent to hell to be punished for their sins, which are most people. However unlike Martin Luther who believed that the soul stayed unconscious and slept after death, John Calvin, believed that souls maintain awareness after physical death and went straight to hell upon dying. He based this off of the fact that Protestants believed that because Jesus Christ had already paid for our sins on the cross, there should be nothing stopping ones soul from going straight into heaven or hell. Islam The description for life after death in the Islamic faith comes from the Quran, which states two main concepts for the afterlife or Akhirah, the oneness of God and the unavoidable day of resurrection, the Islamic Day of Judgment. Due to this In Islam human beings experience are broken down into four stages, the first two are mans experience on earth (1. the stage of the womb and 2. The stage of the mortal world). It is in these two stages that man is tested to determine his place in the afterlife. Muslims believe that God holds every human being whether they are Muslim or not accountable for their actions and deed while they live on earth. Therefore it is taught within Islam that the only purpose to life is the preparation for the afterlife and attaining a spot in paradise. In order to do this the Quran teaches that mans has to practice integrity and generosity to others and to devote ones self to Allah, the one and only God. Salvation only comes with the practice of moral and ethica l responsibility while on earth. The last two stages are mans experience once the spirit leaves its earthly body. The stage of the grave, known as Barzakh, is broken down into three events; the first is when the soul leaves the body, the second is the reflection of ones actions and endeavors while alive, and the third is a state of cold sleep where man awaits Judgment day. The final stage, the hereafter or rest of eternity comes after the Day of Judgment, when all human beings have been resurrected and judged in the eyes of God to either spend their eternal lives in Jannah (heaven or paradise) if they were virtuous or Jahannam (hell or spiritual state of suffering) if they were unrighteous or in denial of the truth of Allah. There are two different types of souls that are excluded from these stages and do not have to wait till Judgment day; the first are those who die fighting in Gods name, they are honored by immediately being allowed to rise to paradise by Gods side; and the secon d are those who are the enemy of Islam, they are punished by going straight to the spiritual plane of suffering. However, those who are sent to hell do have the ability to ascend to the spiritual state of heaven once they have been purified by Jahannam unless they are non-muslim or Kafir, then they are punished for eternity. Both Jannah and Jahannam have different levels within their own spiritual plane, each reserved, depending on how one was measure during their time on earth. Buddhism Due to the fact that Buddhism was born out of Hinduism it contains some of the same basic principles for the afterlife, such as rebirth after death (individual passing from one form to another) and karma (accumulated sums of ones good or bad deeds), along with the same end goal to escape the never ending cycle of reincarnation because life is suffering. This escape is only obtainable if one lets go of all their desires they hold on the earth using the Buddhist form of liberation or Nirvana. Nirvana is not a place or a state, but the end of rebirth, directly translated it means extinction, referring to the elimination of all ones desires, allowing one to become free from all earthy attachments. Buddhism diverts from Hindu beliefs on the subject of eternal souls, according to Buddha human beings do not obtain a soul. His doctrine of anatta explains that because individuals experience memories, impulses, traditions, desires and so on, they are deceived into thinking that they have souls because these attachments can be perceived as encompassing an ego. However this is not the case, humans are just a container of emotions and habits that are reused over and over again as the body is reincarnated life after life. Therefore in order to escape from the constant suffering that is existence humans need to purge themselves of their false self, leaving nothing to reincarnate hence being free of the cycle(8). The type of rebirth one may have depends on the how moral ones actions were in his or her previous life. For example if one projected negativity such as hatred or greed, committing physical or emotional harm to those around him or her, that person would be reborn into a lower realm (a.k.a animal, ghost, demon etc.). If one were to promote positive and constructive actions based on love, metta (kindness) and peace they would be reincarnated into a happy realm, becoming a person or arising into a heavenly realm in their next life. In death one need to stay aware of the dying process for as long as possible, because as one passes the thoughts that are experienced impacts either the state they are in after death, or if nirvana is not achieved, their next reincarnation experience. According to Tibetan Buddhism after death, the spirit goes through bardos (a limbo like plane were the individual waits till rebirth), this is made up of three different stages spread over forty-nine days. The first stage is called Chikai Bardo or the bardo of dying which can take from a half a day to four, after death, giving the deceased time to realize they have passed. In that moment of realization the spirit experiences a euphoric awareness of a clear white light. For those who are more spiritually intuitive this awareness last longer and will lead to a higher plane of truth. However for the average person this will not happen and their spirit will descend into a secondary state or clear light. In the second stage, Chonyid Bardo or bardo of Luminous mind. The individual will experience the backlash of the karma they had created during their life, facing vision of both serene and wrathful representations of human feelings. In order to achieve nirvana the spirit has to confront and navigate itself through these personifications free of harm. The third stage is the process of rebirth/reincarnation and it is called Sidpa Bardo or the bardo of rebirth. It is only the truly enlightened spirits that have shed all their earthly desires through nirvana that can skip the process of the three bardos and ascend directly to the dimension of paradise. Hinduism Like Buddhism Hinduism believes in reincarnation, however Hinduism sees the soul (atman) as immortal and eternal while the body is the one that undergoes constant birth and death. A soul goes through the process of reincarnation over and over again until it has fully developed and becomes perfect. Perfection however is not an easy feat, a soul has to enter many bodies live many different lives and have many different experiences. Only after this can a soul finally become part of the divine. For those soles that are never able to make the transformation to perfection, they will only be able to be one with god again through the process of great destruction. Destruction is needed in order to end the cycle of creation, which for Hindus only occurs once the individual spirit separates from the source. After the process of creation has occurred and the soul and true self has separated from the One, it conceals itself and becomes part of an uncivilized form that has both a jiva also known a s a false self, and an ego. Because of the ego the form is cursed with earthly attachments such as desires and urges. The Jiva and ego also suffer from delusions and ignorance, the soul having lost all of its knowledge of truth upon separating from God. For this reason they behave in a self-centered manner displaying characteristics that are both selfish and inconsiderate. It is because of this childish behavior, as though they are the only ones in the universe and are completely different from other beings that the soul suffers as it does. Upon death the jiva and soul survive this time period is seen as both a period of recuperation and learning. Before being reincarnated into another physical body the soul has to go through judgment based on its past lifes Karma. Depending on the morality of their past deeds along with how many other past births they have experienced, the jiva either goes to heaven or hell until they have been rewarded or punished enough for its past life actions. Then taking the knowledge that it has gained from this experience and ready to try again the jiva is prepared to be born again. It is through Karma that the true self slowly awakes within the jiva, because it teaches the jiva that good actions bring about positive results and bad actions pain therefore by making mistakes and learning from them the jiva will overcome its ignorance. This however takes time, therefore throughout the cycle of life the individual jiva experiences a limitless number of births and deaths also known as Samsara. The purpose for this is that each time a jiva is reborn it brings a little bit more knowledge from its time in between physical bodies helping it to gradually realize its unity with God and self. Each physical body it is born into, like in Buddhism, depends on its deeds in its previous life; therefore the jiva may be reincarnated into a lesser life or a higher life. It is not until the jiva has gone through a countless number of rebirths and lifetimes that it can begin to gain some awareness to the truths around it and seek higher forms of happiness. It is this self-awareness that will bring completely detached or want of earthly pleasures and desires that the jiva is in search for, because only then can it be completely liberated (moksha)from the constant cycle of death and birth. The afterlife allows for so many possibilities because no one truly knows what will become of them or their soul once they have passed on. Each of these religions explores different theories and philosophies and has come to their own ideas on the subject, however despite their differences one similar tenant does run through them. They all agree that in the afterlife one will be punished or rewarded based on their actions while on earth. Whether it is by a supreme being such as God while existing in another world (heaven or hell) such as the Christians and Muslims believe or through the correction mechanism like Karma that comes through being reincarnated in which the Buddhist and Hindus believe.

King James 1 and the Church Essay example -- Essays Papers

King James 1 and the Church King James IV, of Scotland, seized the English throne in 1603 after the death of Elizabeth I and became James I of England. He was the son of Mary Queen of Scots and had been King of Scotland since 1567. During his reign, James increased the power of the monarchy making his rule absolute. James I was involved with every area of government. Under his rule Scotland and England were united, the King James Version of the Bible was published, William Shakespeare and various other writers prospered, education thrived, and the American colonies were founded.[1] However, James faced many problems with unifying the government. One of the main problems was the religious conflict existing within the Church of England. Anglicans and Puritans wanted the church organized in separate ways, but King James felt a unified state church would create a more powerful government God had given James the right to rule and therefore non-conformity to religious policies was a sin against God. Although he wanted one state church, James believed compromise and toleration would naturally drive citizens to become members, conforming to the policies of the Church of England. Throughout his reign James attempted to decrease religious tensions, as people hoped to increase their influence and role they played in the decisions of the church. There was a distinct split within the Church of England between the Puritans and the Anglicans. The Puritans were members of the Church of England, wanting reformation. They wished to eliminate of some ceremonies and dogmas closely resembling those of the Catholic Church. Puritans were more devout Christians then regular members. They believed the Sabbath should be strictly observe... ... wasn’t completely unified, James did make changes that improved conditions. Since he wasn’t completely intolerable of other viewpoints he created a strong central government for one of the first times in English histories. Notes 1. Stephen A. Coston, â€Å" King James I of England Interesting Facts† (10/20/00) A.V. Publications Corp. 2. S. J, Houstan, James I, 1st ed.. (Great Britain:Lowe and Brydone, 1973), 16. 3. Houstan, 57. 4. Antonia Fraser, King James I of England, 1st ed. (New York:Alfred A. Knopf, 1975), 104. 5. Fraser, 105. 6. G.B. Harrison, A Jacobean Journal, 1st ed. (London: George Routledge and Sons, 1941), 105 7. Harrison, 106. 8. Fraser, 117. 9. Harrison, 152. 10. Houstan, 61. 11. Fraser, 182. 12. Houstan, 63. 13. Fraser, 182.