Aspiring Education Essay Example for Free

Aspiring Education Essay Education is a must on every people’s lives, a requirement for a person to be successful in life. We can all remember how our parents scold as, as we disobeyed on what they are telling us to do. My parents inspire me about education. Both of them finished high school and graduated in college; my father graduate with a Master’s Degree while my mother has a Bachelor’s Degree. They struggled so hard to be successful, so my siblings and I will have a healthier life, a better house, family and a brighter education. In this quote Chanakya said, â€Å"Education is the best friend. An educated person is respected everywhere. Education beats the beauty and the youth.† Chanakya interprets that it is the most powerful and the best treasure in all things that you will achieve in life. Education is intensely vital; it can strongly provide one with priceless life opportunities, ultimately save one from a life of agony, and powerfully free those who are understated. In â€Å"Straw into Gold,† Sandra Cisneros emphasizes sharply that education opens doors, gives one perspective, and provides one with valuable life opportunities. For instance, she openly explains, â€Å"I had the same sick feeling when I was required to write my critical essay for the MFA exam – the only piece of noncreative writing necessary in order to get my graduate degree.† Sandra conveys the idea that she still continue to pursue her education even though she knows that she can fail anytime. The author suggests that you have to keep going even though you know that you will fail. Further, she later explains, â€Å"Along the way there has been straw for the taking. With a little imagination, it can be spun into gold.† Sandra articulates the idea that we can create a better person in ourselves if we allow education to permit to take a hold of us. The author suggests that even with a little imagination you can achieve your dream. Therefore, in her narr ative, Cisneros ultimately reveals that we just need to turn our dreams  into reality. In â€Å"Learning to Read and Write,† Frederick Douglass emphasizes that education is the key to freedom. For example, he explains, â€Å"Under its influences, the tender heart became stone, and the lamblike disposition gave way to a tiger-like fierceness.† Douglass conveys the idea that his once gentle mistress transformed into a cruel woman who did not want him to get educated. The author suggests that his mistress became gullible to the ignorant ideas about slavery. Further, he later explains, â€Å"The silver trump of freedom had roused my soul to eternal wakefulness.† Douglass implies the idea that he found a new hope of freedom to slavery that makes his soul to eternal wakefulness. The author suggests that if he has the determination and work-hard he will become a free person and not a slave. Thus, in his slave narrative, Douglass ultimately reinforces the concept that only education will provide one with liberty and self-determination. In â€Å"Superman and Me,† Sherman Alexie emphasizes that education can save one’s life. For example, he explains, â€Å"We were poor by most standards, but one of my parents usually managed to find some minimum wage job or another, which made us middle class by reservation standards. I had a brother and three sisters. We lived on a combination of irregular paychecks, hope, fear, and government surplus food.† Alexie express the idea that they’re living in poverty and they survived because of his parent’s minimum wage job. The author suggests that they still persist to live on a world of hope, fear, irregular paychecks, and government surplus food. Further, Alexie interprets, â€Å"I am smart. I am arrogant. I am lucky. I am trying to save our lives.† Alexie conveys the idea that he struggled, studied hard, and stood up just to save the other Indians and escape from the reservation. The author suggests that if you study hard you can get out, f rom the reservation, and be a free Indian. Thus, in his narrative, Alexie ultimately reinforces the concept that only education will provide one with valuable life opportunities. The three authors showed the different essential sides of education. Education is intensely vital; it can robustly provide one with  opportunities, ultimately save one from a life of misery, and mightily free those who are discreet. In this quote, Carl Rogers said, â€Å"The only person who is educated is the one who has learned how to learn.† Carl conveys that if you know how to listen, speak, read, and learned how to learn it means that you are an educated person. He also interprets that you will not be educated if you don’t know how to learn. Therefore, we should take advantage of education while it last.

Academic and Vocational Integration :: Vocational Education Educational Essays

Academic and Vocational Integration The integration of academic and vocational education, mandated through the 1990 Carl D. Perkins Vocational and Applied Technology Education Act and supported by the 1994 School-to-Work Opportunities Act, is a concept that has been interpreted and implemented in a variety of ways. As a result, its role in school reform and its effectiveness in modifying curriculum content, teaching practices, and school structure to enhance student preparation for work have become obscured. This Myths and Realities attempts to clarify the importance of academic and vocational integration in relation to emerging pedagogy, teaching and learning practices, and school-to-work efforts. New Pedagogy and Teaching/Learning Theories Overshadow the Value of Integration Current research on teaching and learning supports a constructivist pedagogy, which contends that people construct knowledge through their interpretive interactions with and experiences in their social environments. In constructivism, the focus of teaching is on empowering learners to "construct new knowledge" by providing opportunities for them to test academic theories through real-world applications of knowledge in settings that are socially relevant to their lives. Beane (1998) highlights several factors reflecting support of this pedagogy: 1. Growing support for active learning and knowledge construction in place of rote memorization and the accumulation of knowledge constructed by others. 2. Interest in patterns of brain functioning as related to learning. 3. An emerging awareness that knowledge is socially constructed, influenced by ones prior knowledge and social, cultural, and academic experiences. Student-centered teaching, project-oriented instruction, problem-based learning, and contextual teaching and learning are currently promoted as strategies for implementing constructivism. However, they also reflect the philosophy upon which academic and vocational integration is based: that education must forge connections between knowledge development and its application in the workplace. In its most basic form, curriculum integration involves the infusion of academic content into vocational programs, often referred to as "enhanced academics." The new vocationalism, however, calls for "enhanced relevance," which is achieved when students engage in learning experiences that are situated in real-life contexts and that afford in-depth understanding and the development of higher-order thinking skills (Pisapia and Riggins 1997; Stasz 1997). Urquiola et al. (1997) note that curricular integration reflects the process of contextualization by bringing authentic work elements to abstract academic subjects. It contributes to the development of students critical thinking and collaborative skills as well as those that prepare them for skilled jobs. Learning in context and constructing knowledge through socially based experiences are two teaching/learning concepts that draw upon principles of curriculum integration.

Anne Bradstreets `Before the Birth of One of Her Children` is written to her husband. What does the poem suggest about their relationship?

The woman speaking in the poem understands that the danger of giving birth could lead to death and â€Å"with death's parting blow†¦The sentence past is most irrevocable. † With the uncertainty of what the ordeal would bring her, she writes her final words through the poem. It is clear that the woman in the poem has a very good relationship with her husband. She says that the reason why she makes the poem is because she loves him too much: â€Å"love bids me/These farewell lines to recommend to thee.† In her love for him, she is even willing to give up some of the years God allots for her life to his husband when she says, â€Å"And if I see not half my days that's due,/What nature would, God grant to yours and you† Finally, the fact that the coming birth is not the first time for the couple suggests that they enjoy the experience of sharing life with their kids. She wants him to take care of them if ever she dies as much as he took care of her when she was alive: â€Å"Look to my little babes, my dear remains./And if thou love thyself, or loved'st me,/These O protect from step-dame's injury†. We do not hear the husband in the poem but we get the idea that he loves her, too, when she bids him to â€Å"kiss this paper for thy dear love's sake,/Who with salt tears this last farewell did take. † She knows he would take her passing very badly. Question 2: Describe and explain Mrs. Gearsons reaction to her sons death in William Dean Howells story `Editha. ` When Editha meets Mrs.Gearsons for the first time, the mother’s tone was reproachful of the young girl: â€Å"he told me he had asked you to come if he got killed. You didn't expect that, I suppose, when you sent him. † She knew why her son went to war in spite her bringing him up to think that â€Å"was (is) a fool thing as well as a bad thing. † Editha has influenced his son so greatly for him to do something that was against the values he grew up wit h. Mrs. Gearsons has read the letter Editha gave George before he left where she told him that she would only marry a man who â€Å"must love his country, first of all†.In mocking, she told Editha: â€Å"I suppose you would have been glad to die, such a brave person as you! † Mrs. Gearson looked at war as being not about soldiers fighting for the honor of their country, but of people killing each other and mothers and wives losing sons and husbands. Editha would neither understand her blame in George’s death nor the pain that Mrs. Gearson was feeling. She simply dismissed Mrs. Gearson’s outbursts as the consequence of ill health. In the end, she would continue â€Å"to live again in the ideal. †

The Exemplary Hope, Obedience and Care of Paul and Timothy...

INTRODUCTION Paul’s letter to the church at Philippi is very tame when compared to those he wrote to other churches, such as those at Galatia and Corinth (292). This proves to be the case in Philippians 2:19-24. In these six verses Paul is intending to communicate two main points: (1) He believes that Timothy is a respectable teacher of God’s word, and he wants the Philippian congregation to recognize this (Phil 2:22); (2) Paul intends for Timothy’s visit to be encouraging to the Philippian brethren, and for their encouragement to be reciprocated in himself. In writing this section of verses, Paul also communicates another message through implication. Paul is sending Timothy to the church in Philippi because he is unable to go†¦show more content†¦Although Paul’s tone is indicative that he foresees a likelihood of death in his near future, his use of jElpivzw adds dissonance to this idea. Marvin Vincent believes that Paul is not claiming freedom from a dea th sentence. Rather, he is demonstrating his desire to live, and then framing that desire within the context of his submission to Christ’s will (73). On the other hand, Gordon Clark affirms that Paul is counting on living longer, and that his mention of sacrifice in verse 17 was purely metaphorical. Paul uses a a†pax legovmenon, ÃŽ µÃ¡ ½ ÃË†Ãâ€¦Ãâ€¡Ã¡ ¿ ¶, which has no equitable English translation, carries the idea of â€Å"taking to heart† or â€Å"sincerely internalizing† something (78). Paul is communicating the important nature of the mission that Timothy is undertaking. In the final portion of this pericope, Paul reveals that he is waiting on a change, or a sign, before he sends Timothy. However, in verse 19 he uses the adjective tacevwV. This indicates the depth and genuine nature of the trust Paul had in Jesus. Paul relies [ejn] Jesus to deliver him, as he hopes in him. Not only does Paul hope to send him after his current situation is cleared up (verse 24), but he hopes to send him soon. Paul clearly demonstrates his faith by his actions and reliance upon the power of prayer, and the power of Jesus [God] to deliver those who trust and hope in him. This [tacevwV] is