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Principles of Professional Development
Conclusions on professional development
Engage in professional development
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Types of Work-Based Learning Activities
Work-based learning programs come in many forms and sizes. They may be designed exclusively for students at the secondary or postsecondary level or for students at both levels. Work-based learning programs may be schoolwide, districtwide, regional, or statewide, or they may be based on a combination of local and statewide implementation and oversight. Michigan's school-to-work system, for example, is designed and implemented by state and local personnel who work collaboratively to establish partnerships of employers, schools, labor organizations, parents, students, and community members to meet their local community needs by offering one or more occupational learning and career exposure activities (Ingham Intermediate School District [ISD] 1995a).
The following forms of work-based learning are part of the occupational learning component of Michigan's work-based learning system (Ingham ISD 1995a, 1995b):
- Contracted Instruction--career and technical education instruction and support
services provided to students by a business, industry, or private educational agency
through formal written agreements with public education agencies
- Cooperative Education--programs combining classroom instruction with employment (part-
time jobs during the school year or periods of study and employment alternating on a
full-year, semester, or parallel basis)
- School-to-Apprenticeship--work-based programs in which employers, employer
associations, or employers and unions establish programs allowing high school students
to participate in registered apprenticeships while completing their high school
graduation requirements
- Registered Apprenticeship--conventional apprenticeship programs registered with the
Bureau of Apprenticeship and Training
- Career Exploration--programs involving job shadowing and/or worksite mentors);
- Service Learning--programs combining meaningful community service with academic
learning, personal growth, and civic responsibility
- Career Internships--programs in which students spend time in a business, industry, or
other organization to gain insight and direct experience
- Career Academies--schools typically organized around a single employer or consortium
of employers in an industry, and designed to increase awareness of career
opportunities within particular occupational areas and teach the basic, life, and
employment skills required for jobs or further training
- School-Based Enterprises--programs in which groups of students produce goods or
services for sale
Another possible form of work-based education is work-based tech prep, which Bragg (1995) distinguishes from traditional tech prep programs on the basis of the higher visibility of employers. In work-based tech prep models, employers help develop formal plans linking students' school-based and work-based learning directly to their career goals, they provide formal work-based experiences, and they sponsor mentors and coaches.
Subsequently what is done is that selected high schools develop a curriculum that is organized around a specific career cluster, which are like a specialized charter school. The goal is to feature a series advanced “pathway” courses that can help students to enrich their knowledge through work-based learning and academics. In turn, this specialized education will allow student to demonstrate their understanding through assessments and industry credentialing opportunities. As well these schools are enrolled in a learning exchange that have partnerships that are organized to support the programs of study by coordinating statewide networks of education partners, businesses, industry associations, labor, and other organizations (2013, p. 21-23). Consequently, the program is driven to help high school students develop a career path and to receive exploratory education that will given them an advantage in either college endeavors or in the job market.
In the comedic, yet thrilling play, The Tempest, William Shakespeare uses characters such as Caliban, Alonso, and Ariel to show Prospero’s immense cruelness and pure monstrosity. Moreover, these Shakespearean characters are also used to highlight Prospero’s change in character into a kinder and more forgiving person. Prospero starts the play out as a vengeful monster, after an illuminating moment however, his persona transforms into his true identity of a compassionate man.
By using symbolism to develop the story, Golding shows his readers that the island is a place of evil and changes the boys from civil to savage. The end of Golding’s story shows the order and organization on the island dying along with Piggy and Simon, causing chaos and destruction to Ralph and the others. Even after many years, Golding’s book still holds the same message, the human nature is the same in everyone and chaos and destruction can be caused by this human nature even in the most peaceful
Throughout the play, Prospero is a figure who talks at rather than to the other characters, including his daughter Miranda, Prince Ferdinand, and Ariel, his airy servant. At the end of Act IV Prospero is caught up in the ecstasy of punishing and determining the fate of his foes. The beginning of Act V, however, marks a change in the character of Prospero, which averts a possible tragedy. Prospero is unsettled even though his plans are reaching fruition. In his talk with Ariel for the first time we see an actual conversation take place. In addition, in the line "...And mine shall." (Shakespeare V.i.20) we see a change of heart on the part of Prospero, and in the following monologue the audience is privy to introspection and contemplation even beyond that of the end of the masque in Act IV "We are such stuff as dreams are made on..."(Shakespeare).
Genocide: The deliberate killing of a large group of people, especially those of a particular group or nationality. When people think of this forbidding word, their mind immediately flashes to images of concentration camps and Adolf Hitler’s army raising their arms, saluting to swastikas used during the Holocaust in WWII. But what people don’t realize is that genocide is not such a rarity. Thousands, even millions of civilians die each time genocide strikes. Genocides have been committed since the beginning of humanity, but three massacres since Hitler’s reign left the world shocked again at its own cruelty.
In this career about there are approximately an average of 2600000 people employed. There is many duties in this field but the main achievement in this field is to maintain a stable and healthy life towards a patient. This is not always going to be a success one day you might have to deal with an unexpected health issue that can no longer be cured. You may pass by this situation quite frequently that doesn’t mean you’re a bad nurse.
There are several aspects to look at when distinguishing a systematic genocide from other humans’ rights violations, and it is not an easy task. The current definition covers a basis of the word, but several other generalizations and details can be concluded to recognize when seeds of genocide are being sown. Genocide The Systematic Killing of a People indicates...
William Shakespeare, in his play The Tempest, uses social order, with particular reference to 17th century gender stereotypes to explain the nature of the main character, Prospero. Prospero is master of the three other main characters, with whom he shares very different relationships. Miranda, his daughter, represents the stereotypical "submissive female" of Elizabethan times who didn't resist; she accedes to everything Prospero says. As a result, Prospero exerts a sort of passive control in relation to Miranda, easily exercising power over her. Caliban, on the other hand, represents the complete opposite of Miranda, fitting an unbridled male role that represents deviation from power. Because of Caliban's digression, Prospero commands him with sheer anger and contempt, an aggressive form of control. Fitting between the roles of Caliban and Miranda is Ariel, Prospero's servant. Ariel, a spirit who is never assigned a gender, represents the middle ground between male and female and is thus treated by Prospero with a mixture of aggressiveness and passiveness. This assertive control results in a paternalistic relationship between Prospero and Ariel. Despite these differing relationships, Prospero utilizes each and every character to reach his ultimate goal: the advancement of his political position in Milan.
In Harry Potter and the Deathly Hallows, author J.K. Rowling displays the themes of feminism, love, and death because she personally experienced the importance of each. Throughout her lifetime Rowling experienced many difficult and wonderful times with her family, friends, and fans. These experiences and the effects that they had on the author’s life are clearly demonstrated in her written work. Through her characters in this novel Rowling created an outlet that she may solve her problems and relive the wonders of her life not only for herself but for her readers as well.
It is very common that many high school students hold part time jobs while going to school. When these teens work, they are able to learn and experience life lessons from ethical and moral work. Knowing that school is aways and should be a priority, students should work while in high school because working helps students be more responsible with their lives, help them practice time managment, and also helps students see and experience the real world.
...specially the island that they are inhabiting. Prospero can’t see that he has stolen any type of chance that he could be the ruler of the island. Soon enough, Caliban understands that Prospero sees him as someone to be ruled. Caliban eventually realizes that he has been cheated of ever becoming the ruler. As the consequence of his realization, Caliban turns harsh and savage-like, which only confirms Prospero’s view of him. Shakespeare brings out the harsh reality of what characters believe to be “the right way” in The Tempest. With Caliban, Shakespeare showed his audience how degrading it can be to be the person who will always be considered the “savage” even though they hadn’t had a chance to show their true potential.With Prospero, Shakespeare showed the readers that he was wronged in the beginning of the play, but his quest to prove them wrong, he wronged others.
Health care providers are faced with bioethical issues every day when caring for a wide variety of patients. Bioethical principles are outlined in order to help these professionals provide the best possible care for their clients. The first principle focuses on the autonomy of individuals. This is the foundation of “informed consent” that is required before performing any medical care on a patient. The patient must completely understand the benefits and risks associated with any medical acts and make their own decision. The second principle states that no intentional harm or injury to the patient can result from the medical decision. This principle of nonmaleficence helps set standards of care to prevent wrongdoing. Beneficence is the third bioethical principle that states that it is the responsibility of the health care provider to benefit the patient. The fourth bioethical principle refers to justice and that each patient is treated with fairness. Every patient is entitled to impartial medical care to ensure the appropriate distribution of goods and services (McCormick, 2013). These bioethical principles help guide health care professionals when making difficult decisions related to controversial topics and practices.
Prospero began as a man loved by his people as the Duke of Milan, yet he is later driven out of power by his own brother, Antonio. Antonio “supplant [his] brother” (2.1.258) because he “[believed]/He was indeed the duke” (1.2.102-3). Antonio greedily craved power that he forced away his brother from his own home. The
In the Tempest we learn that Prospero was focused on vengeance upon the king’s group by his sense of justice because of what Alonso, Antonio and Sebastian have wrought upon him and his daughter Miranda. Using his and Ariel’s
A summer or part-time job pays more than money. Even though the money earned is important, the work experience gained has a greater long-term value when one applies for a full-time job after graduation from school. Job application documents (the application blank and the personal data sheet) ask you to list jobs you have held and to list as references the names of individuals who supervised your work. (Gieseking and Plawin, 1994, 22)