Nursing Career and its Advantages in doing Higher Education Essay Example for Free

Nursing Career and its Advantages in doing Higher Education Essay Abstract Nursing image is changing every day from ancient gown and cap to colored scrubs. People choose nursing for different reasons. I chose this profession because; I like to be a role model for the new nurses. After I graduated as a Registered Nurse (RN) in 1999 my first patient said, â€Å"If an Angel has dropped from heaven that is you nurse†. R.Mariam (personal communication, June, 1999). This sentence inspired me a lot and gave hope in my career. Job satisfaction is an essential part in any profession especially in this field since, we deal with life and death and it helps to raise patient’s safety, performance, quality of care, patient’s satisfaction and productivity of the organization. Like in any other field, this field also has some frustrations, but facing the problem and coping with frustrations is what helps us to reach the goal. This paper also explains the advantages of doing continuing education since, nursing profession is widely spreading and changing every day and it needs highly qualified knowledgeable and competent employees to serve. Keywords: Nursing profession, Career, Job satisfaction, patient’s safety, quality of care, performance, productivity, frustrations, and continuing education. Nursing Career and its Advantages in doing Higher Education Nursing is an art, science and profession by which we render care for the patients irrespective of all ages, religion, caste or gender who are acutely ill and in critical condition. Nurses around the world make the largest group of health professionals. They are the back bone of the healthcare system. Nurses are not only providing care for the patients, but they are also responsible for the emotional welfare of patients and their families too. Career as a Critical Care Nurse: When I was a kid, I always wanted to pursue a career in nursing or medical field. I have a sister who is a nurse. At the age of 19 years in India, I  decided to go for nursing degree and I graduated as a Registered Nurse in 1999. Nursing profession touched me a lot and it made my career interesting. I started my career as an Operating Room scrub nurse and circulating nurse. It was interesting everyday by not only taking care of the patients, but also managing the operating room activities, ensuring that the equipment’s are safe and sterilized, equipment’s are properly audited and consent forms were filled and signed by concerned members of the family. It is very crucial to be an operating room nurse, as the entire procedure depends on the efficiency and job knowledge. It is the responsibility of the nurse to be the mediator between the patients, families and the physicians. Being an operating room nurse I did not have much interaction with my patients. Almost all patients in operating room gets general anesthesia. As an OR nurse, I felt I am not interacting with the patients well and I am not fulfilling my job as a nurse completely. After few years, I decided to become an Intensive Care Unit (ICU) nurse. Transition from OR to ICU nurse was little hard for me initially, but I enjoy working with the patients and spending enough time with them and their families. At times, I have to be an advocate between the patients, families and doctors because we deal with critically ill patients. Reason for Motivation to continue in Nursing: According to Locke and Lantham (2002), Personal goals play an important part in direction and maintenance of behaviors which is needed to achieve rewards. People who are confident, believe in their ability to achieve goal and believe that the attainment of goal will lead to successful career are the ones able to complete their task effectively to reach their goals (Lent, Brown, Hackett, 1994). Nursing profession is one of the widely expanding fields that call for passion according to (Raye, L. 2006). It is a good choice for people who find themselves more comfortable and satisfied in helping people who are in need to maintain and achieve normal health. Nursing offers wide variety of opportunities according to each individuals interests such as critical care unit, labor and delivery, pediatrics, geriatrics, telemetry, med-surg, oncology, infectious diseases, pain clinic, outpatient clinic etc. And also  it offers continuing education and competencies to keep the knowledge and skills up-to-date (Raye, L.2006). It offers flexible working hours such as three twelve hour shifts or four ten hour shifts (Blanche, J.2010). And due to the availability and shortage for nurses it offers incentive and bonuses for extra hours. It is a lifetime career which is flexible and rewarding. If we lose jobs in one position there are lots of available jobs in the market for talented individual s. It is also well-paying job with good benefits such as tuition reimbursement for higher education, medical benefits, life insurance and child care. Overall it is flexible. The reason why I have chosen nursing career was, a nurse who inspired me in my life and my interest towards, caring for human beings. The American Association of Colleges of Nursing (1998, 2008) and the National League for Nursing (2007) identified caring as the foundation for nursing. At the age of 15 years old, my dad had a massive heart attack and he was in Intensive care unit. He was intubated, on the ventilator, with so many drips infusing, with monitor alarming all the time. My whole family was very upset and hopeless. The nurse who took care of my dad was very dedicated , honest and very knowledgeable , she went above and beyond in helping us in that situation, keeping track of vital signs, maintaining his breathing, keeping him hemodinamically stable, giving back care, mouth care, sponge bath and giving emot ional support to the family and explaining what’s is going on with him. Few days later my dad died in the hospital but the nurse who took care of my dad stayed in my mind. Since then I always wanted to be a nurse who is caring, attentive to the emotional wellbeing of the patients and their families, providing emotional support because family place trust and self-respect in our hands. They want us to keep their loved ones comfortable, pain free and monitored all the time and not left alone. My passion for nursing grew when a patient or family member smiles at me and say â€Å"Thank you†, it enlightens me and lights up my day with more energy and spirit. Frustrations in Nursing Profession: The most important thing that frustrates me is the charting. Now most of the hospitals are computerized, but some hospitals still do paper charting and add more and more paper work every day. This means I have to spend more time doing paper charting than taking care of the patients. Sometimes we are short staffed and we have to do not only the registered nurse jobs, but we also have to be a house keeper doing accidental cleaning, secretary entering orders, patient care tech, Phlebotomist doing lab draws and also calling doctors with the patient’s lab and radiology results if we don’t see them on rounds. These are the thing which frustrates me, because it reduces the time which we spend for the patient care. Overall, Frustrations are common and it can happen in any other field but the nature of frustration may differ. Advantages due to addition Education in my Career: 1. Now most hospitals in New Jersey prefer Bachelor’s degree in nursing and there is a â€Å"global shortage for nurses, it gives us job security† (Blanche, J.2010). 2. It offers potential high income for well qualified employees. 3. More choice availability to go back to school to continue in higher education for nurse practitioners, nurse anesthetist and nurse educator. 4. It also helps us to interact with the other hospital nurses and health care professionals in classes which help me to improve patient care and make my job more enjoyable. 5. It gives knowledge and skills in critical thinking in assessment and problem solving in everyday practice. 6. It offers opportunity to be a mentor for the new nurses and to be a resource nurse. 7. By doing Bachelor’s degree in nursing, I am sure by the end of the course I will be well trained in areas such as effective communication, leadership and critical thinking which is very important in today’s nursing practi ce as well as it is necessary for administrative position, research and teaching. References American Association of Colleges of Nursing. (1998). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. Blanche, J. (2010). 10 reasons a nursing degree is a good best in education today. Retrieved from http://www.nurses-forum.com/blog/246/10-reasons-a-nursing-degree-is-a-good-bet-in-education-today/ Locke, E. A., Latham, G. P. (2002).

gatdream The Great American Dream in F. Scott Fitzgerald’s The Great Gatsby :: Great Gatsby Essays

The Great Gatsby and the American Dream Everyone wants to be successful in life, but most often people take the wrong ways to get there. In the 1920’s the American Dream was something that everyone struggled to have. A spouse, children, money, a big house and a car meant that someone had succeeded in life. A very important aspect was money and success was determined greatly by it. This was not true in all cases however. The belief that every man can rise to success no matter what his beginnings. Jay Gatsby was a poor boy that turned into a very wealthy man, but did he live the American Dream? Money is actually the only thing that Gatsby had a lot of. Jay Gatsby tries to live the life of The American Dream, but fails in his battle. I became aware of the old island here that flowered once for Dutch sailors’ eyes – a fresh, green breast of the new world. Its vanished trees, the trees that had made way for Gatsby’s house, had once pandered in whispers to the last and greatest of all human dreams; for a transitory enchanted moment man must have held his breath in the presence of this continent, compelled into an aesthetic contemplation he neither understood nor desired, face to face for the last time in history with something commensurate to his capacity for wonder. (P. 171). On his last visit to Gatsby’s house, Nick realizes that Gatsby’s belief in life and love resembles the hope and faith of those early Dutch sailors coming to America, looking forward to freedom and spiritual and material jubilation. With this in mind, we can be sure that Gatsby is the reflection of the American Dream. So, in what way is Gatsby representative of the American Dream? After people have determined their specific aspirations, they need to structure a course of actions to achieve them in order to bring their dreams to reality. For Gatsby, his dream is very easily realized, to a certain extent, by virtue of his immense ambition and idealism. As described by Nick in the novel, Gatsby has an "extraordinary gift for hope", which has never been found in any other person: If personality is an unbroken series of successful gestures, then there was something gorgeous about him, some heightened sensitivity to the promises of life, as if he were related to one of those intricate machines that register earthquakes ten thousand miles away.

Group work

How Does Group Work Contribute to Teaching and Learning in Primary Schools?Group work, known to others as collaborative or concerted acquisition, is defined as a â€Å"situation in which, two or more people learn or attempt to larn something together† [ Wikipedia Contributors, 2010 ] . This paper focuses on how on the job collaboratively impacts both instruction and acquisition in primary schools. It describes the background to the development of collaborative acquisition and high spots the techniques frequently employed. The rules to effectual group work are explained, with both advantages and disadvantages noted. Collaborative acquisition is a pedagogical scheme which utilizes a assortment of larning activities to heighten a pupil ‘s apprehension of a peculiar subject. This is an betterment to traditional acquisition theoretical accounts besides defined as non-interactive talks, where cognition is gained from direct talks or the reading of books and articles. Traditional larning bids really small interaction or engagement from the pupils, hence a batch or really small may be learnt depending on the person. Collaborative larning accordingly stands as a constructivist attack to acquisition, and is identified as arising from a constructivist epistemology, as pupils are asked to take part and lend to their ain acquisition and development. The thoughts of bookmans such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative acquisition, which basically implies that both the pupil and the environment are actively dynamic entities in the acquisition procedure as the pupil tries to portray the lessons. This procedure requires that cognition be discovered and translated utilizing linguistic communication and other larning Plutos to which the pupils can actively associate. Lawrence Kohlberg researched the moral determinations made by kids. His probe is such that â€Å"he developed an interview procedure offering a figure of scenarios, each with a moral dilemma† for which he had pre-determined replies. He realized that six phases of moral development existed and that some people are unable to make most advanced degrees of ethical reading. He thereby concluded that ; â€Å"the development of moral concluding happens in a peculiar sequence, and that each measure of the manner is a precursor to the next† [ KidsDevelopment.co.uk, 2010 ] . Jean Piaget ‘s theory of Cognitive Development suggests that persons go through a series of phases on their manner to independent thought. Piaget provinces that â€Å"all cognition refering world consequences from actions or operations upon it, which makes it alter, uncovering its stable and variational properties† ( Piaget, 1980 p222 ) . Lev Vygotsky believed that socialisation increases cognition and frequently clip changes a kid ‘s ideas and behaviors. Vygotsky suggests that larning is achieved in three ways ; imitative, instructed and collaborative. Imitative larning involves the pupil merely copying what was taught and instructed acquisition involves the pupil following waies antecedently given. Vygotsky ‘s work was focussed on two of import thoughts. First being the Zone of Proximal Development ( ZPD ) ; this describes the degree of distinction between a job that a pupil can work out independently and a job in which a pupil will necessitate the aid of others. ZPD is frequently identified as an person ‘s degree of existent competence relation to their degree for possible development. The 2nd thought is known as staging and describes the facet of support given to pupils when it is desired. Group work allows pupils to work together in little squads, uniting people with changing backgrounds, experiences, proficient and rational competences, towards the attainment of a specific aim. Each member of the squad has the duty of larning the stuff for himself, while besides assisting other members to clearly understand the lesson therefore making an â€Å"atmosphere of achievement† ( Palmer, Peters and Streetman. 2008 ) . Students thereby derive both cognition and societal accomplishments. The usage of group treatments helps pupils to explicate constructs and thoughts by supplying immediate feedbacks. Students learn how to trouble-shoot hand in glove in order to happen the best solution to a job. â€Å"When pupils formulate their ain solutions in this mode, they are genuinely believing critically ( Davis, Mahler & A ; Noddings, 1990 ) . Swortzel expresses that there are two major theoretical attacks to group work â€Å"Motivational and Cognitive† ( Swortzel, 1997 ) . Group work is seen as motivational because pupils recognize that their success or failure in the attainment of the specified end is dependent on them being able to work together as a squad. They thereby encourage each other to acquire the assigned undertakings done decently and on clip, in so making â€Å"cooperative acquisition additions pupils ‘ motive to make academic work† ( Johnson, Johnson & A ; Holubec, 1986 ) . The cognitive attack suggests that through group work pupils go more critical with their thought. Students are stimulated to believe ‘outside the box ‘ , therefore geting increased degrees of perceptual experience, consciousness, and concluding and judgment abilities. Group treatments are really synergistic with each person showing their point of view. Within a diverse group, there will be doubtless changing sentiments accordingly foregrounding attacks to the same subject. A collaborative model must foremost be established before the execution of collaborative larning techniques. The instructor should research collaborative acquisition and observer other instructors who have already implement the usage of group work. The instructor should hold on a good apprehension of the advantages and disadvantages to group work and must develop a acute grasp for the technique of scaffolding. The instructor so needs to make up one's mind if collaborative acquisition is ideal for the topic being taught, the type of pupils and take into history schoolroom limitations, if any.Teachers implementing collaborative acquisition are expected to be competent in the undermentioned countries:* Stipulating instructional aims * Determining group size and assign pupils to groups * Determining Group Size and Assign Students to Group * Classroom agreement * Planning instructional stuffs to advance Interdependence * Assigning group functions * Assigning undertakings * Structuring positive mutuality and answerability * Explaining the standards for success * Stipulating desired behaviors Before implementing collaborative larning the instructor should explicate to the pupils their determination for the usage of group work and explicate the advantages and disadvantages. The finding of group sizes may change depending on the nature of the undertaking and the work load. Groups can be homogenous or heterogenous, grouping pupils with similar involvements and strengths or they may be wholly indiscriminately selected. Once groups are established they normally do non alter really frequently, so as to let pupils to develop a constructive working relationship with each other. It is of import that the furniture in the schoolroom be organized in a manner which allows the pupils to work as a unit, sooner confronting each other, whilst leting for their flexible motions. Teachers should take into history the bing resources needed for successful undertaking completion and guarantee that they are readily accessible by the groups. The instructions and stuffs a instructor chooses for a group should guarantee that each member of the group makes a meaningful part and that single assignments within the group will be equally distributed. Teachers should construction positive mutuality and answerability by regularly proving both the groups and the members of the group for apprehension of the capable affair. Members should be encouraged to be able to actively support the stance of the group and their ain. The standards for success of the group should be clearly communicated and measures put into topographic point to measure the group ‘s public presentation as a unit every bit good as the single public presentations of the members. Once the groups have been established, instructors need to supervise the behavior of the pupils and aid with demands while monitoring. In so making, instructors may help with the answering of inquiries and supply and jump point of position or sentiment. Teachers may besides supply feedback on the work completed or the advancement made. Should struggles originate within the groups, instructors should step in to guarantee that such struggles are rapidly resolved and explicate the deductions of unwanted behaviors. It is besides really of import that instructors provide approbation and, or motive where it is deserved. Students play the most of import function in the art of collaborative acquisition. Their functions include and are non limited to, working together, actively listening to each other, maintaining records of work and advancement, oppugning each other, presuming personal duty and finishing the assigned undertaking.An article written by Dillenbourg and Schneider provinces that there are a few mechanisms to collaborative acquisition:* Conflict or Disagreement, proposing that when equal to peer struggles originate, societal factors cause scholars to disregard the dissension and to some extent forces them to happen a executable solution to the job. One facet of this theory states that diverging point of views normally lead to academic additions, while the other provinces that â€Å"when struggles are non verbalized they do non foretell positive outcomes† ( Dillenbourg and Schneider, 1995 ) . This article draws two decisions relative to this mechanism one being that â€Å"slight misi nterpretations can be every bit efficient as a clear struggle between two agents who severally believe P and non P† and the 2nd being that â€Å"verbal interactions generated to work out struggle are related to larning outcomes† ( Dillenbourg and Schneider, 1995 ) . * Alternative Proposal besides referred to as the â€Å"confirmation biases† by Dillenbourg and Schneider ( 1995 ) . In so making pupils actively develop thoughts that support their suggestions and wholly disregard thoughts that do non. They frequently times can non abandon their thought or suggestion because another suggestion may non be forthcoming ; nevertheless other group members make alternate suggestions. * ( Self- ) account ; the Self-Explanation consequence, as it is in known in many cognitive scientific discipline literature, describes that in a state of affairs where one pupil is more cognition that the other, the latter will automatically larn from the signifier, and besides that the former will hold on a better apprehension of the subject being explained as he endeavours to interpret into to footings to with the latter pupil can actively associate. Having successfully explained the more knowing pupil would hold improved upon his accomplishments to interrelate and gained improved assurance. Had there been any uncertainnesss in the account, person even more knowing might be able to clear up. * Internalization ; the article explains this mechanism as one in which pupils explain or justify their suggestions to each other, the verbalisation of such impacts all involved and that the constructs communicated are integrated into the hearers concluding. â€Å"Thinking is viewed a treatment that 1 has with oneself and which develops on the footing of treatments we had with others† ( Dillenbourg and Schneider, 1995 ) . The article besides states that for this mechanism to be effectual a few conditions must be met, â€Å"One status is that topics can merely absorb constructs which are within their ‘zone of proximal development ‘ , i.e. within the vicinity of the current cognitive degree. Another status is that the less able equal is non left as a inactive hearer, but participates into the joint job work outing strategy† ( Dillenbourg and Schneider, 1995 ) * Appropriation, this is explained as one pupil detecting the thoughts or accounts of another and taking those thoughts or accounts and edifice on it to do their ain. Learning is double as the first pupil reinterprets his actions relative to that of the 2nd, and the 2nd pupil got a sound foundation on which to construct. * Shared Cognitive Load, this involves the distribution of undertakings which will come together to accomplish the overall aim of the group. When the work load is even shared between pupils, each pupil can work meticulously on the assigned undertaking, thereby extinguishing redundancies and bettering the efficiency of the group. * Mutual Regulation, by using any of or a combination of the mechanisms antecedently described, pupils frequently have to modulate the actions of each other to guarantee that the stipulated guidelines are adhered to for the attainment of their ends. * Social Grounding, described limpidly by Dillenbourg and Schneider as â€Å"the mechanism by which an person efforts to keep the belief that his spouse has understood what he meant, at least to an extent which is sufficient to transport out the undertaking at hand† ( Dillenbourg and Schneider, 1995 ) . This mechanism requires the talker to look into for apprehension, and where misunderstand is seeable to clear up, thereby constructing a portion apprehension of the job. George W. Gagnon. Jr. , and Michelle Collay developed another design for collaborative acquisition and in this theoretical account teachers develop a series of stairss that their instruction construction follows every bit listed below: * â€Å"They develop a state of affairs for the pupils to explain† ( Gagnon and Collay, 2004 ) * â€Å"They select a procedure for groupings of stuffs and students† ( Gagnon and Collay, 2004 ) * â€Å"They build a span between what pupils already cognize and what the instructors want them to learn† ( Gagnon and Collay,2004 ) * â€Å"They anticipate inquiries to inquire and reply without giving away an explanation† ( Gagnon and Collay, 2004 ) * â€Å"They encourage pupils to exhibit a record of their thought by sharing it with others† ( Gagnon and Collay, 2004 ) , and * â€Å"They solicit pupils ‘ contemplations about their learning† ( Gagnon and Collay, 2004 ) .A comparing of there collaborative techniques, is illustrated in Appendix 1.Johnson, Johnson, and Smith ( 1991 ) high spots three cardinal undertakings instructors should follow for the rating of the efficiency and effectivity after there group work is completed. First, instructors should supply a closing through summarisation. That is, to sum up the lessons of import points or to hold each group explain their work and the points they found of most significance. Second is to measure the pupils larning, by measuring how they have attained or failed to achieve the coveted result and supplying the feedback required, leting pupils to better on their ability to work as a group and therefore personal development. Third, instructors should do note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that â€Å"Constructivism is a theory of cognition which claims that cognition is non passively received but actively constructed by the scholar, and that the map of knowledge is adaptative, functioning to organize experience, instead than detect reality† ( online, 2010 ) Group work has academic, societal and physiological benefits to both pupils and instructors. Academic benefits include: the development of critical thought and the active engagement of pupils in the acquisition procedure. The societal benefits include: the development of societal larning systems for pupils and physiques diverseness apprehension among pupils and instructors. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiousness of pupils. Although collaborative larning seems to be dependent on the actions and willingness to larn, which should for many be a natural procedure, there are many disadvantages as there are advantages to is execution. A few of the obstructions faced are ; some pupils prefer to work competitively instead that collaboratively, instructors lack the ability to readily measure the work produced, instructors sometimes do non cognize how to mensurate the effectivity of their instructions in a collaborative scene, sometimes the assigned undertakings are non applicable to a pupils ends or abilities, and sometimes the undertakings are non â€Å"difficult plenty to dispute but non so hard as to stonewall a conversation.† Some groups may be comprised of ‘slow scholars ‘ who may be viewed as others as priceless, thereby advancing ‘superior ‘ behavior by the ‘fast scholars ‘ . Table 1, Appendix 2, illustrated assorted group constructions and the advantages and dis advantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many schemes instructors utilize in group work activities, many of which are strongly endorsed by a commission known as the ‘Plowden Committee ‘ . â€Å"By disbursement clip with groups of kids, instructors could set their instruction to the demands of the persons of that group to a greater extent than when working with an full category of pupils as a whole. This besides ensures that all kids have a sensible sum of direct contact with their instructor regardless of the fact that they are working in groups† [ Hastings & A ; Wood, 2002 ] . This suggests that collaborative acquisition enhances the happening of individualised attending given to pupils, by presenting â€Å"one-on-one† interactions between pupils and equals and pupils and instructors. The article besides illustrates that schoolroom agreement is really of import in guaranting that collaborative acquisition is efficient and effectual. It shows that collaborative acquisition in widely accepted and really normally practiced across the Earth ; â€Å"In primary schoolrooms throughout the UK, it is standard pattern for kids to sit around sorted tabular arraies – normally with four to six kids in each group. Such agreements are besides common in primary schools in other English-speaking states, Australia and USA for illustration. Precisely because this constellation is so normal and so good established in our schools, it is unusual to inquire about its principle or to oppugn its appropriateness† [ Hastings & A ; Wood, 2002 ] . An abstract written from an experiment conducted by Gillies and Ashman, â€Å"One hundred and 92 Grade 6 kids participated in a survey which compared the effects on behavioral interactions and accomplishment of ( a ) co-op acquisition in which group members were trained to join forces to ease each other ‘s acquisition, and ( B ) co-op acquisition in which members were non trained but were simply told to assist each other. Graded random assignment of participants occurred so that each gender-balanced group consisted of one high- , two medium- , and one low-ability student†¦Ã¢â‚¬  ( Gillies & A ; Ashman, 1999 ) . The observations showed that the pupils who worked in the ‘Trained ‘ groups where more antiphonal and helpful to each other, giving accounts where necessary to help as they worked together. It showed that pupils in the ‘untrained ‘ groups were a batch less helpful towards or concerted with each other. From the consequences it was besides co ncluded that â€Å"the kids in the ‘trained ‘ groups exercised more autonomy with their acquisition and obtained higher acquisition results than ‘untrained ‘ peers† ( Gillies & A ; Ashman, 1999 ) . This survey is one of the many to certify to the success of group work. Despite some drawbacks Collaborative acquisition has legion benefits, as is explained, runing from academic to physiological and it execution in primary schools is rather a positive move. Students at the primary school degree are rather waxy and there is no better clip for them to develop the really valuable competencies that working in a group has to offer. At the primary school degree they are mature plenty to hold an apprehension of what group work requires. Many of the surveies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school degree are normally better equipped for when come ining higher degree larning establishments. They would hold learnt to comfortably associate with equals and grownups, such as instructors or other authorization figures, they would hold learnt the value of self-expression and self-explanation, actively listen and esteem the positions of others. These pupils realize that as persons w e have different backgrounds, experiences and traditions and as such may hold diverging attacks to the same job. These pupils will besides be better able to distinguish between the demand to work collaborative and the demand to work competitively and in so making will cognize when best to use the several attacks. This research has revealed that both the instructors and the pupils play a polar function in the success of collaborative acquisition. Teachers are non expected to merely delegate undertakings and sit back while the pupils work on their ain. Teachers must play an active function throughout the procedure. They must be after for the assignment with clearly structured undertakings that will advance collaborative interactions, promote mutuality and excite cognitive thought among pupils. Teacher must supervise the procedure supplying ongoing feedback and be readily able to decide struggles should they originate. Teachers should be able to actively scaffold their pupils, cognizing when their support is needed and that it should bit by bit be withdraw. Students in order to successfully accomplish their aims in groups must appreciate the benefits of group work. They must hold a clear apprehension of the coveted aim and the sub-task demand to successfully accomplish the aim. They must be able to actively and reflectively listen to each other and utilize creativeness and objectiveness to work positively together. In so making they will larn to further positive work attitudes with others, thereby bettering on their interpersonal accomplishments as they prepare for the work universe. Appendix 1 Three Constructivist Design Models [ 1 ] 1. The Learning Cycle 2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction ( ICON ) theoretical account created by Robert O. McClintock and John B. Black, and is really similar to Dillenbourg and Schneider.Appendix 2Table 1: Forms of Cooperative Groups [ 2 ]Name OF GROUP WHAT IS THIS? WORKS BEST FOR Benefits Drawback Pair-share 2 pupils with one job portion their thoughts or inquiries. Each individual speaks, listens, & A ; gives feedback. Content that requires treatment, contemplation, or account. Increased engagement clip, Helps those who are diffident Fewer positions and solutions Saber saw Each member of the little group researches one portion of the inquiry /content for a certain sum of clip. The members of the group come back together. Each member teaches his/her portion to the remainder of the group. Content with four or five parts to research. Students gain learning and research accomplishments Some pupils feel pressured by a clip bound Split-class treatment The category is split into half. Each side discusses /debates their cognition /beliefs, etc. Arguments or treatments Students may alter their sentiment or develop a different position Some pupils may talk less with such a big group. Random groups of 3 Class is split into groups of 3. The groups discuss the subject. Predicting what will go on, reacting to a state of affairs. Receive a assortment of feedback, group members are accountable Easy to go forth out or team up against a diffident pupil or one who has a different sentiment Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Making plays/skits or an activity in which pupils must work together outside of category. Students can work at a gait that best suits them, pupils are seldom world-weary and frequently motivated It is unrealistic to happen a wholly homogenous group, weaker or unpopular pupils may be excluded. Diverseness Groups Students are formed into groups where they come from a broad assortment of backgrounds, involvements, etc. Researching geographics, history, and diverse life styles. There are many chances to derive different positions Minorities may go anomic Multi-aged groups Students are divided into groups in which there are a mixture of ages Older pupils learning younger pupils ( i.e. scientific discipline experiments ) . Older students- there is less force per unit area to vie with equals, Younger pupils fell of import that an older individual is passing clip with them Older pupils may be a bad influence ; Older pupils may non cognize how to work with a younger kid or an â€Å" at hazard † pupil Peer-led Conferences Students prepare and take a treatment of stuff with parents, teachers, pupils, etc. A major undertaking in which pupils set up Stationss for several intelligences. Students get the chance to genuinely learn, pupils learn self assurance. Students whose parents are inactive in the school may be alienated from those whose parents participate ; some pupils may non be involved in interactions.Notes:These diagrams were obtained from: hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.htmlThis tabular array was obtained from: hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning # Frequently_Asked_Questions_about_Cooperative_LearningMentions* B. , Mahler, C. A. & A ; Noddings, N. ( 1990 ) . Constructivist positions on the instruction and acquisition of mathematics. Journal for Research in Mathematics Education by National Council of Teachers of Mathematics. [ Online ] hypertext transfer protocol: //home.capecod.net/~tpanitz/tedsarticles/coopbenefits.htm. [ Accessed: March 20, 2010. ] * Concepts to Classroom. Three Constructivist Design Models. Disney Learning Partnership. Thirteened Online. 2004. hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html. [ Accessed: March 21, 2010 ] * Davis, R. Palmer, G. , Peters, R. , & A ; Streetman, R. ( 2003 ) . Concerted acquisition. In M. Orey ( Ed. ) , Emerging positions on acquisition, instruction, and engineering. hypertext transfer protocol: //projects.coe.uga.edu/epltt/ . [ Accessed: March 21, 2010 ] * Harel, I. & A ; Papert, S. ( 1991 ) . Constructionism. Norwood, NY: Ablex Publishing Corporation. * Johnson, D. W. , Johnson, R. T. , & A ; Holubec, E. J. ( 1986 ) . Circles of acquisition: Cooperation in the schoolroom. Edina, MN: Interaction Book Company. * Kafai, Y & A ; Resnick, M. ( Eds. ) ( 1996 ) . Constructionism in pattern. Mahwah, NJ: Lawrence Erlbaum Associates. * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/PiagetsCognitiveDevelopmentTheory [ Accessed: March 20, 2010 ] * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/VygotskySocioCulturalTheory [ Accessed: March 20, 2010 ] * KidsDevelopment.co.uk. Jane Marshall. [ Online ] hypertext transfer protocol: //www.kidsdevelopment.co.uk/KohlbergsMoralReasoningStages. [ Accessed: March 20, 2010 ]  · Nigel Hastings & A ; Karen Chantrey Wood. ( 2002 ) . Group Seating in Primary Schools: an untenable strategy1? Nottingham Trent University. Education-Line. Online. hypertext transfer protocol: //www.leeds.ac.uk/educol/documents/00002181.htm [ Accessed: March 21, 2010 ] * Orey, M. ( Ed. ) . ( 2001 ) . Emerging positions on acquisition, instruction, and engineering. Online. hypertext transfer protocol: //projects.coe.uga.edu/epltt/ [ Accessed: March 21, 2010 ] * Retrieved from â€Å" hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Main_Page † * Panitz, T. ( 1996 ) . A definition of collaborative vs. concerted acquisition * Papert, S. ( 1993 ) . The Children ‘s machine: rethinking school in the age of the computing machine. New York: Basic Books. * Perkins, D. N. ( 1986 ) . Knowledge as design. Hillsdale, NJ: Lawrence Erlbaum Associates. * Pierre Dillenbourg and Daniel Schneider. Collaborative Learning & A ; the Internet. ICCAI 95 article. TECFA ( unit of Educational Technology ) , School of Psychology and Education Sciences. Feb 8, 1995. hypertext transfer protocol: //tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_5.html # HEADING9. [ Accessed: March 20, 2010. ] * Robyn M. Gillies and Adrian F. Ashman ( 1999 ) . Teaching collaborative accomplishments to primary school kids in classroom-based work groups. Graduate School of Education, The University of Queensland, Brisbane, Australia. Online. hypertext transfer protocol: //www.sciencedirect.com/science? _ob=ArticleURL & A ; _udi=B6VFW-3VV41V4-1 & A ; _user=10 & A ; _coverDate=09 % 2F30 % 2F1996 & A ; _rdoc=1 & A ; _fmt=high & A ; _orig=search & A ; _sort=d & A ; _docanchor= & A ; view=c & A ; _searchStrId=1261791467 & A ; _rerunOrigin=google & A ; _acct=C000050221 & A ; _version=1 & A ; _urlVersion=0 & A ; _userid=10 & A ; md5=000d51b3bb0b63ad82d4d7cbe3fcd552 [ Accessed: March 21, 2010.  · Swortzel, K. ( 1997 ) . The effects of concerted larning methods on accomplishment, keeping, and attitudes of place economic sciences pupils in North Carolina. Journal of Vocational and Technical Education, [ online ] . hypertext transfer protocol: //scholar.lib.vt.edu/ejournals/JVTE/v13n2/Abu.html [ Accessed: March 20, 2010. ] * Thomas, H. W. , Mergendoller, J. R. and Michaleson, A. ( 1999 ) . 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Karl Marx s Theory Of Hegemony Theory Essay - 1518 Words

â€Å"By emphasizing a democratic civil society as a context for democratic government, the recovery of nineteenth century democratic theory promises a richer understanding of the role of citizens and an understanding of the relationship between democracy and freedom as human development† (Niemi, 2010, p. 41). This paper will discuss about Karl Marx; in regards to class systems, Antonio Gramsci; how studying Marxist thought assisted with his theory of Hegemony Theory. The centre-periphery model will also be discussed. Two texts have been chosen to compare and contrast, Barnes, T., Cahill, D. (2012) and Raney, V. (2006). Lastly to apply theories as a reference point for comparison stated in, (Thussu, 2006, p. 1) â€Å"theories of international communication evolved into a discrete discipline within the new social sciences and in each era have reflected contemporary concerns about political, economic and technological changes and their impact on society†. By the end of this paper it should be clear of what is the relationship between Marx, Gramsci and the centre periphery model. Karl Marx (1818-1883), was a German philosopher, social scientist, historian and revolutionary socialist stated in (Kreis, 2008). Early nineteenth century Marx originally developed Marxism with Friedrich Engel to improve society by implementing socialisms within a political ideology; stated in (Williams, 1973, p. 3) which is based on social groups being driven by creating and maintaining wealth. Based on theShow MoreRelatedThe Communist Manifesto And Das Kapital1507 Words   |  7 PagesKarl Marx A German philosopher, economist, journalist and revolutionary scientist, Marx was best known for his work in economics. He laid the foundations for today s theories of labor and capital. The Communist Manifesto and Das Kapital were among the most famous of his published works. 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