Why Students of the School of Pharmacy Shift to Another Course Essay Example for Free

Why Students of the School of Pharmacy Shift to Another Course Essay Introduction Pharmacy is a course concentrating on drugs and patient care. With rapid advances being made in medicine, it is necessary for pharmacy students to encounter more pressure in studying and to be life-long learners after graduating from pharmacy school. Motivation is a psychological concept that refers to a person’s willingness to put effort in order to achieve educational goals and it is necessary in being sure of what you want. But there are cases that student’s motivation is degraded because they don’t want what they’re doing or taking up. There are maybe factors or reasons why students choose their course they didn’t want it at first but with this factors and reasons it may lead to the confusion of students during the period of that course and decides to shift. If you have decided to change because you don’t enjoy your current course, then you should be absolutely certain that you’ll enjoy the course you’re moving to. You should also be aware that changing course has significant negative consequences, you have to be certain that the change is worth it. Our aim is to know the different factors that affect the decision making of the students why they shift course after a year or two in pharmacy school. The researchers have chosen this study to know the reason why there are students shifting to other course in their early years or their later years. The researchers wanted to know what are the reasons as to why there are students, even though they know that is hard, still keep on going. Maybe the researchers might be able to postulate a better course outline that the students might be comfortable with. With this in mind, the researchers decided to create a survey so they can gather and come up with insight applicable to the students of Centro Escolar University Manila, School of Pharmacy. Setting of the study This study was conducted in Centro Escolar University Manila where it was established on June 3, 1907 by Doà ±a Librada Avelino and Doà ±a Carmen de Luna for the instruction and training of the youth in all branches of the arts and sciences. With some branches, a single blackboard and a few book, two educators steadfastly nurtured a dream of establishing a nationalistic center of learning for Filipino women. The first college that is Pharmacy, opened in 1921, the College of Liberal Arts, Education and Dentistry followed one after the other. Three years later, the College of Optometry was established. CENTRO ESCOLAR UNIVERSITY: SEVENTY FIVE YEARS OF FILIPINISTIC EDUCATION A BRIEF HISTORY: Centro Escolar University was founded in 1907 by Doà ±a Librada Avelino, then a young woman of 24, together with Doà ±a Carmen de Luna, a close friend and associate, and Fernando Salas, a lawyer friend, who gave Doà ±a Ada encouragement and financial support. Originally and fittingly called Centro Escolar de Seà ±oritas, the institution offered an education program whose set-up and guiding philosophy are provided in Article IV of the by-laws governing the college: The purpose for which the corporation is constituted is the opening of primary, intermediate and secondary classes, and later on the collegiate departments, and the teaching of the subjects which refer to physical, intellectual, moral and civic training of the individual. The constitution and the by-laws of the Centro Escolar de Seà ±oritas was approved on June 10, 1910, three years after its establishment. The educational philosophy of the founder is reflected in the academic and civic training she and her colleagues gave the students. Their participation in civic public events had always been one of the typical characteristics of the pedagogy of Doà ±a Ada. It was her aim to bring out the Filipino woman from her femininity and respect for valued tradition. Doà ±a Ada practically shouldered the entire responsibility for the successful administration of the school from the date of its founding to her death on November 9, 1934. (She was succeeded by Doà ±a Carmen, who continued the work left by her co-founder until the former’s death on November 4, 1962. From 1962 to her death on December 10, 1973, Mrs. Pilar Hidalgo Lim, educator and civic leader, was president of the University. Mrs. Lim’s administration was characterized by expansion in enrollment and infrastructure development). During the early stage, Doà ±a Ada was assisted by her co-founder, Doà ±a Carmen, who was sub-directress and dean of discipline; by Margarita Oliva, Doà ±a Ada’s cousin, who served as administrator; by Maria Francisco, (later to become Mrs. Villaceran), first Filipino woman-lawyer, who was the first secretary of the Centro Escolar University; and by Felisa B. Francisco, who served as the first treasurer of the Centro Escolar de Seà ±oritas. Among the first faculty members of the Centro Escolar were Josue Soncuya lawyer, educator; Manuel Revago – eminent orator and man oof letters; Alberto Campos – former captain of the Spanish Army. Later, two of the stalwarts joined the pioneer. Miss Generosa de Leon, an AB graduate of CEU (1910), served as Registrar and Treasurer from 1921 up to her death on October 11, 1962. Conception A. Aguila joined the Centro Escolar de Seà ±oritas as kindergarten teacher in 1921, then served subsequently as high school teacher, college instructor, principal and supervisor. At the time of her death on September 6, 1959, Dr. Aguila was legal and educational consultant, executive director and dean of the Graduate School. The Centro Escolar University has now a kindergarten school, an elementary school, a high school, 12 colleges and a graduate school. The years of their founding are as follows: 1907-Kindergarten, elementary, general secondary, music and home arts course 1911-Two-year high school commercial course 1917-Three-year domestic science course. Not long afterwards this was made a 4-year course 1921-College of Pharmacy 1924-College of Liberal Arts and College of Education 1925-College of Dentistry 1926-Graduate School 1928-College of Optometry (the first college of Optometry in the Philippines) 1930-College of Music 1948-College of Social Work 1958-College of Food and Nutrition 1960-College of Medical Technology 1963-College of Chemistry 1975-College of Nursing The Centro Escolar University has grown from 123 students in 1907 to the present close to 18,000 on all levels in three campuses. A number of changes have taken place since its founding in order to meet the demands of the fast changing society. In all of these changes, however, the administrators have always been guided by the Founder’s philosophy of moderate modernism and progressive Filipinism captured in the motto: ciencia y virtud. It has also a branch in Tambo, Paraà ±aque, Rizal. Founded in 1954 as Baclaran High School, the CEY branch is now named Generosa de Leon Memorial School in memory of the late â€Å"Maestra Osang†, former registrar and treasurer of Centro Escolar University. Another branch was opened in Malolos, Bulacan in 1978 in response to the national call to decongest Metro Manila. The fourth president of the Centro Escolar University and its first male president is Mr. Dionisio C. Tiongco. In his inaugural address on May 4, 1974, President Tiongco committed the University to a greater invovlment in the national’s affair. He spoke of two general directions to achieve this goal; first to enable the University to do a better job as an institution of learning, he wholeheartedly supported the idea of consortiums. Second, he encourage the search for innovations which are responsive to the needs of the times. As a result, Centro Escolar University has started to offer non-degree work-oriented and technical courses in order to respond to a specific need. He further pledged to continue the pursuit of excellence in the standards of instruction and research of the University. The understanding and appreciation of Philippine life and culture has always been the underlying motivation behind most of the University research projects and cultural presentations. In depth studies of Filipino culture groups and of basic rural communities abound in the University research literature. The outstanding University publications treat of the Filipino family in its rural and urban orientation and of the food culture of the Filipinos. Recently completed in an NSDB-sponsored research on the Filipino adolescents in the rural and urban setting. The credit of pioneering in the presentation of opera in Filipino goes to CEU. Over the years, some of the University opera presentations are original works like Hinilawod, Mariang Makiling, Princesa Urduha, and Pilipino translation of the classic opera pieces like Aida, Carmen, Mignon, Lucia at Lammermoor, Tales of Hoffman, Merry Wives of Windsor, La Traviata, Rigoletto and Un Ballo in Mashera. BIBLIOGRAPHY JOURNALS AND MAGAZINES Hastings, Jan K., et. al. â€Å"Pharmacy Students Motivation†, American Journal of Pharmaceutical Education, vol.65 (Fall 2001) ELECTRONIC SOURCES How Hard is Pharmacy from http://www.pharmdprograms.orglis-pharmacy-school-hard/ What it Takes To Get A Pharmacy Degree from http://www.life123.com/career-money/careers/pharmacy/pharmacy-degrees.shtml What To Consider Before Becoming A Pharmacist from http://www.life123.com/carrer-money/careers/pharmacy/becoming-a-pharmacist.shtml Five Things to Consider Before Shifting Courses from http://www.ormahighlights.com/2012/07/five-things-to-consider-before-shifting-course/ Shifting College Course from http://www.sharedreviews.com/article/shifting-college-courses Changing Course at University from http://www.studentroom.co.uk/wiki/changing-course Why Do Students Shift Course from http://www.mylot.com/w/discusion/1601353.aspx Impact Of A Gender Shift On A Profession from http://www.forumpublicpolicy.com/archive07/gardner.pharmacy.pdf Significance of the study The study will answer administrator, teachers in School of Pharmacy as to why pharmacy students choose to shift rather than finish the course. We will know the subjects that make students decide to shift. Knowledge of this will greatly help them be responsible to adopt earlier to decrease failing grades in the subject, thereby reducing the shifters of pharmacy. If we will know the reason why students of pharmacy shift, we might be able to make a course outline to prevent the shifting of pharmacy student.

Solubility Characteristics Between Organic Compounds

Solubility Characteristics Between Organic Compounds Objective: The objective of this experiment is to study the relative solubility of organic compounds in various solvents. Besides, understanding on the effect of polar groups on a nonpolar hydrocarbon skeleton is the aim for the test. Introduction: The purpose of this experiment is to explore and understand the solubility characteristics between organic compounds and their relative solvents. The structure of organic compound indicates its solubility, acidity, basicity, reactivity, stability and so on. All of these properties can be called as â€Å"function† and different structure has different functions after reacting with solvents. It is important to know the solubility of reactant because it directly determines the recrystallization and reaction yields. In recrystallization process, an impure compound is dissolved into a highly concentrated solution at a high temperature. The mixture was left to cool to open air to filter out the insoluble impurities. After the further cooling of solution, the remaining amount of solute can no longer be held in solution forms, it will be purified into crystals, which can later be collected. This process has used the concept of solubility. In short, insoluble of reactants in solvent in dicates no reactions occur. In chemistry, there is a term in describing the solubility of polymer which is like dissolves like. The meaning is one substance is more likely to soluble in those solvents that are having similar properties. Polar compounds are generally soluble in other polar compounds; non-polar compounds are generally soluble in other non-polar compounds. Same goes to molecules that can form hydrogen bonds, they are generally soluble with other molecules that can form hydrogen bonds. To prevent unnecessary test, structure of reactants should be observed whether they are like dissolves like to predict the solubility before handing on the procedures. Acid-base extraction is a type of liquid-liquid extraction. Its basic concept is based on different solubility levels between organic solvent and water. In this case, the organic solvent may be any carbon-based liquid that have less solubility in H2O. The common used organic solvents are ethyl acetate, dichloromethane, or ether. Acid-base extraction is usually used to differentiate organic compounds from each other based on their acid-base properties. The assumption leans against this method is that majority of the organic compounds are likely to dissolve in organic solvent than that in water. However, if the organic compound is rendered ionic, it is eventually having high solubility in water compared to organic solvent because rendered ionic has the ability to easily transform into ions. It can be ionized into cation by adding a proton or becomes an anion by removing a proton (an H+ ion). The fundamental theory behind this technique is that salts, which are ionic, tend to be water-s oluble while neutral molecules tend not to be. If there is an addition of acid to a mixture of an organic base with organic solvent, the organic base will receive a proton to become cation while acid remains unchanged. Conversely, an addition of base into acid mixture together with organic solvent, acid will be deprotonated and transforms into anion meanwhile basicity remains the same. Both of these cation and anion will be dissolved in water and this aqueous layer can be eliminated after phase separation and the pure substance can be obtained. Ultraviolet–visible spectroscopy defines an absorption spectroscopy in the ultraviolet-visible spectral region. Its working theory is using light in the adjacent and visible (near UV and near infrared) ranges. The chemical inside the electromagnetic spectrum region will absorb the light which affects the perceived color of chemicals. At that moment, the light energy will be used by molecules to perform electronic transition. By going through Ultraviolet–visible spectroscopy, the compositions of organic compound can be identified. Diagram1 shows the energy distribution of each orbital inside a chemical compound. Diagram1 When UV light is passing through the compound, energy will be absorbed to promote the electron from either non-bonding orbital into anti-bonding orbital or that from bonding orbital into anti-bonding orbital. The energy of UV light was stored inside its wavelength whereas different wavelengths associate different strength of energy. The relationship between energy and frequency of light can be shown in the equation below: It shows the energy is directly proportional to frequency of light. Since UV spectroscopy is always giving the data of its wavelength instead of frequency. The relationship between frequency and wavelength needed to be considered. From next equation, it proves that the lower the wavelength gives higher frequency since they are inversely proportional: If large amount of energy needed to promote electrons, lower wavelength of UV light will be absorbed. Absorption spectrometer is only working in a range from about 200 nm (in the near ultra-violet) to about 800 nm (in the very near infra-red). Due to this case, when the electron is promoted from an orbital having weak energy (For example, pi bonding orbital has lower energy compared to non-bonding orbital), more energy is needed to help in transferring the electron. The wavelength of light absorbed will be shorter than 200 nm. Now the detection of functional group in this situation is ambiguous because the absorption of light does not happen in range. Non-bonding orbital requires lone pair of electrons inside the organic compound which means it may be containing oxygen, nitrogen or a halogen. The wavelength like 180nm will be absorbed to promote electron from pi bonding orbital into pi anti-bonding orbital while 290nm of wavelength will be used for promoting electron from non-bonding orbital. 290nm of wavelength will be picked because the spectrometer works in the range of 200 800 nm. Organic compound with different functional groups have their unique electrons configuration. The energy and wavelength of UV light required is also distinct. However, these properties prove that each composition has its own particular reading of wavelength absorption. From this, the composition of one unknown compound could be identified by testing the Ultraviolet–visible spectroscopy. Here is some example of compounds with their wavelength absorption. Example1 Furthermore, Infra-red spectrum is also one of the methods used to identify the composition of organic compound. Diagram2 shows the setup of Infra-red spectrum: Diagram2 Detector will absorb the non-absorbed infra-red and produce a graph by its strength on different wavelengths. For example, if the sample absorbs 800cm-1 of infra-red, the remaining light that passing through the sample will be lesser. Hence the graph will show a large trough at 800cm-1 of wavelength because detector received less amount of infra-red. This is the typical Infra-red spectrum: From the example above, the trough at 3000+ cm-1 indicates there is absorption of infra-red by sample to excite bonds in the molecule to a higher state of vibration either stretching or bending. Observation on this trough can determine the functional group inside the organic sample because every functional group has their approximate range of infra-red absorption. The advantage of applying Infra-red spectrum is that it can detect the other smaller parts of differences between the molecules that having same functional group. For example, both propan-1-ol and propan-2-ol contain same OH group as functional group. These can be shown in two graphs below: They have almost the same troughs around the area at 3000 cm-1 which indicates the same functional group. However, the regions between 1500 and 500 cm-1 shows the distinct in composition. This region is called fingerprint region. The pattern in the fingerprint region allows the user to evaluate the compound.

The Ontological Argument Essay -- Philosophy Religion

The Ontological Argument In Anselm's ontological argument he is trying to prove the existence of God, his argument is an argument purely based on the mind and does not require the moral agent to venture into the real of the senses. Ontology is to do with being, or what something is. Anselm's ontological argument concerns existence and whether it is an attribute of God in the same way omnipotence, omniscience and benevolence are believed to be. The argument is an a priori argument. It does not rest on proving God's existence by relying on experimental knowledge but on showing that God must exist logically, or that God's non-existence is illogical. The main idea behind Anselm’s argument is that if I can think X to exist X must exist because it is possible to conceive it. As such the central premise of the ontological argument is: 'God is that than which nothing greater can be conceived' In other words it is better for something to exist in reality that in the mind, or to exist is the best quality something can poss...

Music and the Sixties Essay -- Music Politics History Essays

Music and the Sixties What the music of the late 1960s and early 1970 are attempting to achieve is a protest to the U.S. government. From the lyrics of Neil Young's Ohio performed by Crosby, Stills, Nash, and Young, the vocalists are memorializing the incident that occurred during a protest about U.S. involvement in the Vietnam War in Kent State University where nine students were injured and four students were killed by the Ohio National Guardsmen who opened fire on unarmed students: Tin soldiers and Nixon's comin,' We're finally on our own, This summer I hear the drummin' Four dead in Ohio Got to get down to it. Soldiers are gunnin' us down. Should have been gone long ago. What if you knew her And found her dead on the ground? How can you run when you know? Eddie Holland and Norman Whitfield's War is one of the best selling song of the 1970 who also protested about the U.S. involvement in the Vietnam War. It is in these lyrics that describes how war does not solve any problems and how it does not do any good to innocent civilians in Vietnam and to the families whose son(s) are off to war: War-huh-yeah What is it good for? Absolutely NOTHING! Uh huh, Uh huh (repeat) War-I despise 'Cos it means destruction Of innocent lives War means tears To thousands of mothers how When their sons go off to fight And lose their lives Comparing War and Ohio to the top ten singles of 1970s, it suggests that the music of the 1970s not only deals with issues dealing with U.S. involvement in Vietnam. The music of the 1970s also brought up many other issues such as love and relationships. For example, Jackson 5's I Want You Back describes how this person falls in love with a girl. But he ignores her ... ...it talks about how the Government is attacking Eminem of his lyrics when Eminem has the free will to write or say anything he wants, even though Eminem does not mean what he says. It also goes for the same when U.S. is in war with Iraq. Everyday, President Bush states that the troops of U.S. are liberating the Iraqi people to allow them to have freedom of religion, press, and importantly speech while here in the U.S. the protesters are being suppressed by the Government and the pro-war demonstrators. One of the person who was being surpressed by the government and pro-war demonstrators is a Dixie Chicks lead singer Natalie Maines who apologized to President Bush for saying she was ashamed that he was from Texas. And so in conclusion, the music of the late 1960s and early 1970s not only dealt with the Vietnam War, but many other issues such as love and relationships.

Ecstasy Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ecstasy, or 3, 4 methylenedioxymethamphetamine, was first synthesized and patented in 1914, by the German drug company Merck. The original purpose of the drug was to be an appetite suppressant, however in 1970 it was given to clinical depressed patients to open them up and talk about their feelings. Then in 1986, Ecstasy was determined to cause brain damage (http://faculity.washington.edu/chudler/mdma.html).   Ã‚  Ã‚  Ã‚  Ã‚  Ecstasy is used at the party and rave scene for its effects on the emotional state of the user. The drug lowers the user’s inhibitions; it relaxes them. The drug also increases awareness and feelings of pleasure and joy while giving the user energy. Side effects of the drug includes: headaches, chills, eye twitching, jaw clenching, blurred vision, and nausea http://faculity.washington.edu/chudler/mdma.html). But the hangover ecstasy causes is said to worse then the hangover alcohol causes(â€Å"After the Rave: the Ecstasy Hangover).   Ã‚  Ã‚  Ã‚  Ã‚  The hangover produced by ecstasy causes the user to have memory impairments. This is due to the loss of serotonin, which will be discussed later on. The reduction in serotonine affects the brains capacity to learn and remember. The memory impairment has shown to be detected up until two weeks after use, but habitual users who have become addicted show damage for up until seven years. Research has shown that the impairment is not due to withdrawal, but is heavily dose- dependent (â€Å"Ecstasy’s Legacy†).   Ã‚  Ã‚  Ã‚  Ã‚  Another problem with Ecstasy is the deadly combination it makes when mixed with other drugs and medications. Other drugs have harmed the body more so, because they use the liver enzyme CYP2D6 that metabolizes the drug. Thus the body can not rid itself of ecstasy and acts as if experiencing an overdose. The body then dies as if it has overdosed (â€Å"Deadly Combination†).   Ã‚  Ã‚  Ã‚  Ã‚  Other drugs such as anti-depressants, trigger a surge of blood pressure when mixed with ecstasy. This surge causes the heart to be overworked and eventually burn out, leading to cardiac arrest and death. Molecular Mechanisms, another medication, block the neurotransmitters that clear the nervous system of ecstasy(â€Å"Deadly Combination†).   Ã‚  Ã‚  Ã‚  Ã‚  The nervous system is the area of the body most affected by... ... breathing trouble, and also comas. As with GHB and ecstasy, rohypnol works to destroy the body in the nervous system. Roypnol is a type of benzodiazepine, a sedative or an antianxiety medication. The benzodiazepine interacts with the receptors on neurons in the brain. Roypnol, like GHB targets the neurotransmitter GABA. The interaction between the GABA receptors and the roypnol inhibits neurons and reduces neuronal activity. The bonding of the receptors enhance the affect of GABA and begin to reduce brain activity. Taken over long periods of time, the affect of the hyperactivity of GABA will cease all brain activity (www.faculity.washington.edu/chudler/ghb.html).   Ã‚  Ã‚  Ã‚  Ã‚  Drugs kill. That is the bottom line. It doesn’t matter the dosage of drug taken, because if the user becomes addicted the body is already poisoned with the toxins. Most drugs affect the nervous system. The nervous system is what keeps the body alive, to mess around with substances that are harmful to the system is like writing a death sentence. Drugs are not going to eliminated from society but people need to be kept informed about their decisions and the effects their choices have on them.

Moni Lisa Smile Andralogical Model

Movie â€Å"Moni Lisa Smiles† Related to Andragogical Style of Teaching The movie begins with Katherine Watson (Julia Roberts), in 1953, accepting an art history teaching position at the prestigious New England school for women. She is a liberal and a feminist who was inspired to come to Wellesley to â€Å"make a difference†. After a semester of teaching a progressive, less traditional teaching style, she is given conditions by the alumni that, if she is to stay at Wellesley, she will teach the outlined syllabus and submit her lessons plans for prior approval.This demonstrated the hard core traditional style view that governed Wellesley’s educators. The students were expected to memorize the textbook. The administrator made the statement, â€Å"You didn’t come to Wellesley to help people find their way; you came to help people find your way. † To compare the behavior of the students in the film, I’ll start on the first day of class; the stude nts embarrass Ms. Watson, the teacher, in front of the class evaluator by knowing everything she had prepared. The character, or teacher, seemed to demonstrate two different educational or behavioral positions.At the end of the movie, you find numerous assumptions of the andragogical model. Ms. Watson appeared as a feminist who refused to fall under the traditional educational objectives or educational theories. Therefore, she changes her educational model or theory to the andragogical style of teaching. This was a change from the beginning of the movie when she first entered the classroom with the traditional power point. Thus according to Knowles (2011), she originally followed the pedagogical model. This model is clearly defined in The Adult Learner written by Knowles, Holton, and Swanson, 2011.It explains the pedagogical model assigns the teacher full responsibility for making all decisions about what will be learned, how it will be learned, when it will be learned, and if it ha s to be learned (2011, p. 60). This is the style of teaching the administrative staff at Wellesley believed to be the best. Historically this model has been found to be less effective than the andragogical style for adult learners who have specific educational needs. The assumption that the andragogical model is based on includes: (Knowles, 2011 p. 63-67) Principals of teaching 🙠 Knowles, 2011 p. 63-67) . The learner’s need to know. -The first task of Watson was to help the students become aware of the need to know by making or demonstrating an intellectual case for the value of learning by giving them the potential tools, thus improving the quality of their lives. As an educator her goal was to help them discover the gaps between where they were and where they wanted to be. She demonstrated that there is much more to art that memorizing a textbook. This was demonstrated best in the movie when she talked to Joan about pursuing law school and seeking a career. 2. The l earner’s self-concept. Educator Watson was fully aware the girls had arrived at the self-concept that they were more than capable of reading the book and memorizing the information as they had been previously taught in the past. Educator Watson was approached with resentment and resistance by the girls demonstrating they had previously read the text. The attitude was, â€Å"We know this so just let us go out in smoke and socialize. † Watson was on top of the situation by coming to the second class introducing new thought stimulating ideas; she utilized a power point presentation that included a picture of Soutine’s â€Å"Carcass. She presented several other power points of art not found in the text and challenged the students to transition from being dependent learners, to think outside the box, transitioning and becoming self-directing learners. She also challenged them to become more than the traditional art students. Katherine tries to get the students to ex plore ideas by a metaphorical demonstration in the paint-by-numbers of the Van Gough painting ‘Sunflowers’, in which the whole class in this scene paints their own painting individually. 3. The role of the learner’s experiences. Educator Watson took teaching to another level by utilizing different learning strategies. She loved group discussions, problem solving and simulation exercises. She taught the importance of art related to individual expression and the students demonstrated their knowledge of this by each painting their own sunflower portrait. This was a demonstration of the role of the learner’s experience. With this example, she opened their minds to new approaches, encouraged expression of values, sensitivity training, and mediation through self-expression of art.She took them to her place where she had a collection of various artists that included modern to historical portraits. 4. The readiness to learn. -Ms. Watson’s new andragogical a pproach and thought provoking ideas stimulated a readiness to learn that changed from the original attitude in the first class. The girls with high expectations and obvious intellectual history became excited and ready to learn. The new approaches used by Watson changed the attitude toward the non-ivy league teacher. She encouraged them to use their experiences and valued their ideas and accepted them as people. . The orientation to learning. -Watson’s education style included real-life situations, and she taught them how art could help them to deal with problems. She used her personal history and collection to explain the importance of expression. She challenged their minds to analyze paintings and to paint for pleasure and therapeutic and social interactions. Watson wins them over when she introduces paintings not in the text, encouraging thought provoking ideas that really stimulated the minds of these students. . The motivation to learn. -Watson was an excellent motivator in the film. She never let the girls think for once that just memorization of a book was acceptable. She encouraged learning to go above the ideas of tradition. (Again; with the example of Soutine’s â€Å"Carcass† and more†¦) She motivated them to keep learning and encouraged them to be career oriented. Several times she told the students that they could be the housewife of their dreams, but to look at further education to fulfill their career dreams.When you look at the movie and the leading students, you realize at first they refuse to go along with the free thinking ideas and they think the textbook contains everything they need to know. Katherine is appalled at the fact that they actually think of their education as a way to pass their time until they are married. The behavior of three main students include: Giselle Levy (Maggie Gyllenhaal), the student that in the beginning of the movie abruptly spoke out and said, â€Å"We’re a far cry from Oakland, † in a snotty tone. She appeared to represent the class attitude.She appears to also be the most self-destructive of the students and does not seem to confront Watson’s ideas like the other two. She displayed a characteristic most would look at as being promiscuous; the film displayed her behavior as being the most feminist and she was exhibited as a student who liked to control men with her body, leading you to believe she traded sex for favors and sometimes just plain fun. The second student, Elizabeth (‘Betty’) Warren (Kirsten Dunst), whose mother is the head of the alumni, heads up the editorials for the school newspaper.Her viscous description of Ms. Watson’s roommate gets her fired. She is a malicious gossip that utilized her editorials like a knife to publicly downgrade others and doesn’t agree with Watson’s feminist ideas. This conflict of ideas is presented during the movie; they had many heated discussions. Betty strongly beli eved in the popular cultural idea that the woman’s place was in the home. Wellesley College, a prestigious New England women’s school, expected you to memorize course contents much like the pedagogical model or theory of adult model of learning.The women of that day attended prestigious schools expecting to prepare to become superb mothers, with the ultimate goal to take care of their husbands, only the elite males, and be home to care for the children. The third actor is Joan Brandwyn (Julia Stiles), who appears to be very open to the suggestion of Watson to pursue her dreams of attending law school. She struggles with the societal expectations of a woman in the 1950’s, to marry and have children, which were glorified as the ultimate prestigious goal.She is actually given a C on an assignment and goes to visit Ms. Watson when she is asked, â€Å"What is your plan after graduating? † â€Å"Just for fun,† questioned Watson, â€Å"if you could go to any law school in the country, which school would it be? † Joan told her Yale and explained Yale leaves five slots open for women and one of those five slots is for a Wellesley girl. Watson gets her an application, which she submits, and to her amazement she is accepted. She makes the decision in the movie to get married, and Ms.Watson continues to educate her that she can do both and ultimately gives her a plan on how she can be married and go to school. Watson pushes her students not to settle for the lifestyle of a housewife, but have career oriented goals. To analyze the role of the teacher promoting the conditions of learning, according to Knowles, is to look at the learning environment, not only the physical environment, but the mutual trust, respect, helpfulness, including freedom of expression and the acceptance of differences (2011, p. 92-93).The students must perceive the goals of the learning experience as their own goals. Educator Watson developed mutual trust and respect with the students. She demonstrated this in the movie when they decided they wanted her to be included in a social event. At the girls’ social, she was encouraged to drink alcoholic beverages and answer personal questions about her private affairs with men. She was open, honest and interacted with them, building a trust and demonstrating and expressing her commitment to teaching â€Å"to make a difference†.She again encouraged education to be a career building tool and iterated the goals of learning needed to be their career goals. She encouraged planning and commitment toward these goals in the movie, especially in one example where she actually got an application for Betty to Yale law school. According to our text, in review of the theories applied, Malcolm Knowles first introduced the andragogy concept or theory as an honest attempt to focus on the learner (2011 p. 2). The strength of andragogy is the fact that its six core adult learning principles can app ly to all learning situations (2011 p. ). It is a transactional model that enables those designing and conducting learning to build more effective learning processes (Knowles, 2011 p. 2). Knowles iterates the andragogy concept, when applied properly, will do everything possible to ensure the learner takes part in their learning process. This theory is best for the adult learner as their needs and capacity to learn are fully developed. We can utilize our experience and the fact that we have become responsible workers and learners.The pedagogical model assigns to the teacher the full responsibility for making all decision about what will be learned, how, and when it will be learned (Knowles 2011 p. 60). This model leaves to the learner the submissive role of following instructions and memorization. The characteristics of the prestigious Wellesley College for woman in 1953 included a satirical review of stuffy attitudes of the alumni and administration. They had rigid rules and goals f or the students. At the top of the list was getting married and college was just a place to go until that happened.Furthermore, Katherine Watson, a feminist teacher from California, whose unconventional adult teaching style was acquired from Berkeley, was shocked to learn that students viewed their education as a prerequisite for getting married. The progressive thinking taught in California was not accepted well by the staff at Wellesley. The new teachers’ class is hit and the students’ enrollment in her class increased, but the strict rules and guidelines put in place by Wellesley were not easy to swallow by Katherine who came to â€Å"make a difference. † It was obvious the institution and the educator were in conflict.At the close of the movie, Katherine decides to leave and go to Europe. Betty dedicates an editorial to her teacher claiming that Katherine is â€Å"an extraordinary woman who lived by example and compelled us all to see the world through new eyes. † As the movie ends, the students follow the taxi Katherine is in on their bicycles. Betty seems to be struggling and peddling the hardest as if to thank her for changing her life. If I was in the educational environment in the movie, I would promote learning by utilizing the framework of the six principals displayed by Knowles.The first step in acceptance of administration is to make them an active part of decision making when her new syllabus was created. As the teacher, I would empower administration with Knowles ideas and let them see my new ideas through his ideas and history. They certainly seem to feel that they must have the upper hand and make decisions and this would give the control feature they appear to need. Historically Knowles has proven himself. In the 1950’s he was the Executive Director of the Adult Education Association of the United States of America (Smith, 2002 p. 1-13).He had already published his first textbook that was a guide for educato rs and this textbook was followed by many more. If administration wanted to stay the prestigious college of the nation, they would realize it was time for change. According to the article by Smith, Knowles was responsible for a number of important ‘firsts’; he was the first to chart the rise of the adult education movement in the United States, the first to develop a statement of informal adult education practice, the first to develop a statement of informal adult education practice, and the first to attempt a comprehensive theory of adult education via the notion of andragogy) (Jarvis, 1987 p. 185). I firmly believe the administrative staff may need some education and redirection. After all, they are one of the most prestigious schools in the nation. I cannot see administration accepting to follow a less than the best for their girls, wives and future mothers. I am sure it would take patience and persistence. But if you look at the principles listed above and included the administration and persistently made them aware of the need to change to keep up with the ‘educational political hierarchy’ you would slowly ‘make a difference’.Empowerment often promotes change and Knowles was the leader in adult education of the 1950’s. When you review this film and similar films, it helps you comprehend the contemporary and historic constraints imposed on teachers and the contexts of dealing with alumni and administration. I had never really thought about the politics and social involvement of schools and teachers in the past and I can see what a dilemma it could create. I loved the movie and watched it more than once. I plan to purchase it to use for future educational reference.I can see that schools are sites of politics and culture, but as educators we must provoke the expression of students’ future identities and possibilities. References Knowles, M. S. , Holton, E. F. , & Swanson, R. A. , (2011). The adult learner . (7th ed. ). Amsterdam: Elsevier Inc. (Part I, Chapters 1-6). Smith, M. K. (2002) Malcolm Knowles, informal adult education, self-direction and andragogy’, The encyclopedia of informal education, Retrieved from: www. infed. org/thinkers/et-knowl. htm. Image Source Page: http://web. utk. edu/~start6/knowles/malcolm_knowles. html

Glass Castle

ESL 400Koffi Dibi 02/26/2013 Learning how to value life. The glass castle is a memoir of Jeannette Walls (author and narrator). In this memoir, she is relating the neglectful way that her and siblings (Maureen, Brian and Lori) have been raised by their parents Rex and Rose Mary Walls. For this reason, the CPS (Child Protective Service) decided to make an investigation to know rather or not they should remove the custody of the Walls children to their parent. For me good parenting is being able to lead your children toward the real difficulty of life and I hink Rex and Mary Rose are doing it. In my opinion this will be a hard decision to take. The Walls family shouldn’t be separated because, even though they are neglected by their parent They are learning about life values which are living fearlessly and being responsible. Also we have admit the fact that the parents are educating them. So, although the parents are irresponsible they are not bad as some people think. The walls children are constantly exposed to a dangerous situation where they are always capable of Handling it.On their house on North Third Street (in Phoenix), Jeannette was about to get sexually abused during the night by one the guy of their neighborhood because Mary Rose and Rex decided to let the doors and the windows open. Instead of being afraid, they run after the pervert to give him a correction while their parents were sleeping (103). Well common children with a lot of affection wouldn’t react that way. Because of the neglect hatitude of their parent they learned how to defend themselve. Years old Jeannette burned herself when she was cooking hot dogs. She spent weeks at the hopistal. Back home, she started to cook again because she was hungry and no one would do it for her(10- 15). Her carefree mother told her â€Å"You’ve got to get right back in the saddle. You can’t live in fear of something as basic as fire† It is probably an horrible thing to say to your child that just got a burning accident, but it true that you cannot be afraid of fire since it’s used to do a lot of things as it happens to cook.Some other kids would be traumatized for life but Jeannette faced it. As you can see the Walls parent are pushing their kids to get over their fear which is a good thing to do. When the Walls were in Welch, the elders of the children (Brian, Jeannette and Lori) knew that they should take responsibility by contribute money for the household. So they are bringing extra money to help (196). I guess when you have irresponsible parent like they do have, you just have to learn how to be in charge.This kids have the ability to think that â€Å"mom and dad won’t do it so let’s do it†. The parent are teaching the children not to wait for someone to do thing for them. That point shouldn’t be ignored. While they were moving around, Rose Mary and Rex took the time to educate their children, teaching them math ematic, physics, geology and how to read. The Walls children are smart at the point where they could help their mother with her work as a teacher.In Welch, when Lori and Jeannette decided to save money to go to in New York, Jeannette could do others kids of her school homework and asignments in math, science and book report and get paid for it(224). Even though she is neglect, she get enough skill from her parents that made her good at school. The Glass Castle is a memoir of Jeannette Walls relating her childhood story with her dysfunctional parents. She is talking about the neglectful way that her and her siblings (Maureen, Brian and Lori) are raised.Through examples we were able to see that even though Rose Mary and Rex are irresponsible, they aren’t as faulty as some people think. Because they learned to their children how to be fearless, responsible and they also educated them. So I suggest the CPS to let the walls family together because separating them can cause an emot ional trauma which can negatively affect their personality . The society need strong people like them. The CPS should oblige Rose Mary and Rex to accept welfare to the government and make sure that the children live in a decent environment.