...of her activities involving science and math are not encouraged she starts to listen to her parents and stop exploring. When she is in Middle School she stops at a science fair poster. Instead of signing up she uses the window to put on lipgloss. Society does not make science or math ‘cool’ for girls to enjoy, so girls stop finding excitement in science and math. The commercial is...
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...Career Information Teachers: Career, Salary and Education Information Career Profile: What do Teachers do? Tasked with the responsibility for educating the next generation of students, teachers enjoy a career with a real impact. Teachers can be found at the preschool through secondary level, working in public or private settings in classrooms both large and small. While teachers of younger students typically focus on a general education, middle and secondary school teachers often specialize in a certain subject, such as math, languages, or science. Teachers can use a variety of approaches to teach their students. Hands-on learning may involve art, science materials, or computers. Group work encourages students to work in teams, while teachers facilitate the learning process through discussion and one-on-one feedback. A Day in the Life of a Teacher The individual workload for teachers depends mostly on the school's location and the age of the students. Leadership in individual school systems and educational benchmarks can increase the level of regulation on the classroom, which can be frustrating to teachers. Some schools allow teachers to have mentors and team-teaching opportunities, but most teachers work alone with a changing group of students. Teacher Training and Education Many aspiring teachers go back to school to earn their teaching certificate after a bachelor's degree and years in the workforce. For teachers focusing on a specific subject, such as math, a related...
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...epiphany, but rather evolved over time. Curiosity has always been a defining quality of mine, probably ever since I was a young boy watching "The Magic School Bus" and reading "ZooBooks". A general yearning for discovering new things, regardless of topics or delivery via books, television, or teacher, was the first step to spark my interest in science. Later as a middle school student, I became much more aware that I enjoyed and excelled in science and math more than any other subjects. Entering into my middle school's math and science accelerated program allowed me to further develop my interest in science as I took Honors Biology and spent my summer between 8th and 9th grade volunteering for Cornell’s Cooperative Extension conducting water sampling for effluent matter at local bays. It was also at this point that I started to give thought to what careers I may want to pursue, specifically in a scientific field. In my past three years of high school, I've taken great initiative to enrich my scientific experience and identify which fields directly interest me. I became a member and now president of my school's selective science research program, attended lectures at Stony Brook University and started ready Scientific News. Reading about Physics made me inquisitive about the unknown. In math I started a trail-blazing path by self-teaching Math B (does it have another name) during the summer between 9th and 10th grade which allowed me to go onto Pre-Calculus sophomore year. To prepare myself...
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...Psychology Affect My Career Decisions Our career choices are shaped by the personal interest and environment in our lives. This research paper will discuss how interest and environment influenced my career decisions throughout the years. Become a Magician, Veterinarian, Psychologist and Accountant are some of various my career selections in the past 18 years. My early childhood career selection was to become a Magician. Why would I want to become a Magician? Because I read a book called “Charlie and the Chocolate Factory” and I was attracted by those fancy events. In the book, Mr. Wonka has the biggest candy factory in the world, and he can turn impossible things into possible situations. I always thought it would be great if I can have the same ability as him. My career decisions became more realistic while in Middle School and the High School. When I was in Middle School, I wanted to become a Veterinarian after I got my first puppy. I love dogs, and I want to make Veterinarian profession my future career. I found some information about Veterinarians in “Wiki Answers”, which indicates that “Veterinarian are required to study a Biology related major and must graduate with a Doctor of Veterinary Medicine degree from a 6 year program at an accredited college (http://wiki.answers.com). After I saw this reference website; I choose to abandon this career choice because Science is not my favor subject. After Middle School, in High School I decided that I...
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...children in the workplace as they can be seen as unreliable and less dedicated. This is unfortunate as many fathers have to struggle with work and family, but that fact doesn’t affect them in the same what that it does women. Lindsey, L. (2011). Global Perspectives of Gender. Gender Roles A Sociological Perspective (pp.272-301). Upper Saddle River, New Jersey 07458. Prentice Hall. 2. How does stereotyping related to the female gender role impede female managers as they perform their corporate roles and as they strive for upward mobility in those roles? Stereotyping directly affects female managers while performing in their corporate roles. Women, according to Lindsey (2011), are placed into two groups: women with a career and a family and those who only have a career. Women who have families are not held to the same expectations as female managers who do not. Businesses believe that their investment in the female managers is lost whenever...
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...in life. 2003 Teacher of the Year Helen Elizabeth Rogers (Council of Chief State School Officers, 2014) stated “I believe the teacher must embrace the whole child in caring and positive manner…” I have always wanted to be like my first grade teacher. She made an ever lasting impression in my life. She was a very dedicated and compassionate person. I will never forget that she went to my house every day to take me my homework and daily school work since I was not allowed to go to school when I had the chicken pox. Not only did she drop off my school work, she also went over the new material. When I was allowed to return to school, I was not behind in any of the courses. At first, I wanted to teach 4th or 5th grade students. But in talking to my Algebra high school teacher, my decision changed to become a math teacher. I have always loved math and with the growth of math teacher shortages I decided to teach middle school math with the intention to one day becoming a high school math teacher. I wanted to be able to prepare those students for their next chapter in their lives just as 2009 Teacher of the Year Anthony J. Mullen (Council of Chief State School Officers, 2014) stated “A teacher can receive no greater reward than the knowledge that he or she helped recover a lost student” I wanted to be that teacher that helped the students move on to higher education than give up just after high school. 2005 Teacher...
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...incorporated organization which exists for educational or charitable reasons, and from which its shareholders or trustees do not benefit financially.” After carefully considering many exemplary organizations, and knowing of what exactly a non-profit organization is, and how the said organization should operate I selected the Expand Your Horizons non-profit organization. The Organization began in 1974, as a Math and Science Network with an informal group made up of women scientists, and educators, in the San Francisco Bay Area. The concerned with the low female participation in math and science courses initiated them to plan and coordinate programs to strengthen girls in these topics. A two year grant from the Carnegie Corporation in 1978 was awarded to the small Network to help establish it as a formal organization and soon the organization operated at the Mills College campus in Oakland, California. The mission of this organization is to “encourage young teenage girls in middle and high school to pursue science, technology, engineering and mathematics (STEM) Careers.” With a fun hands-on activities approach and STEM role models to guide the girls, the goal of this Network is to motivate girls into becoming “innovative and creative thinkers ready to meet 21st Century challenges.” Serving females only, this organization has not only expanded from its main office in California, to almost the entire United States but also Europe...
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...This essay will discuss the current leadership of French Ford Middle School (FFMS) and his characteristics toward school leadership. Also discussed will be what has been learned about change within the educational system. Lastly the possible changes that could be made to FFMS are presented. CURRENT LEADERSHIP The current leadership of French Ford Middle School (FFMS) is held by a single principal. His educational career began receiving an undergraduate secondary educational degree from Fairmont State College in West Virginia with an emphasis in history. He taught social studies at the high school level for 9 years before receiving his Master’s Degree in administration from University of Nevada Reno. He began his administrative career at FFMS as the vice principal combined with responsibility of rural schools principal for three K-8 grade level schools. After four years of being the vice principle at FFMS he took the position as principal at FFMS and has been in that position for ten years. The characteristics of FFMS’s principal are generally not well liked and cause difficulty for the schools operation. A few of his characteristics as principal are effective for the school community and he has been a great asset. FFMS has only been open for 17 years the principle has been a part of that leadership either as a vice principal or principal for 13 of those 17 years. He has had a great amount of influence on the school. Some aspects of the principal’s characteristics are represented...
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...Wayne Center Elementary School, those were the glory days. I remember the recess, the stress-free life, and the days where I got more than eight hours of sleep. What I remember most is the place where I decided on my profession, and I have the teachers at Wayne Center to thank. My acumen in math started extremely young, and I remember finishing the addition and subtraction rockets and multiplication charts quite quickly in second grade and fourth grade, respectively. The moment at Wayne Center Elementary School that defined my future plans is the moment when I received the Jim Tilghman’s Math Award in fifth grade. At this moment, I realized I had potential in the field of mathematics, and this experience at Wayne Center Elementary helped me...
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...Doctoral Program Goal Statement John K. Bond My goals for applying for the Doctorate of Educational Leadership are varied; first, I desire to gain a better understanding of the use of data in education and how to apply the knowledge gleaned from that data to help solve problems we face in education today. Secondly, I understand that an advanced degree will enable me to continue on an upward career path. My professional aspirations for the next five to ten years from now are to become a public school superintendent or director of curriculum and instruction, and I am certain that a doctoral degree in Educational Leadership will aid in paving the way for these positions. My professional experiences are varied as well. I am a veteran of the United States Air Force and of the United States Army National Guard, serving my country for a total of seven years in those organizations. My teaching career began as the Director of Bands at Wahama High School where I served for eleven years. I also served as band director at Meigs (OH) Middle School and at Gallia Academy High School before becoming the assistant principal at Wahama in 2008. In the spring of 2009 I was named Principal at Wahama. My contributions to the doctoral program will be shaped by my experiences in these positions, all of which include a varying degree of leadership and interpersonal skills. My philosophy as Principal is that my job is make my teachers as effective as they can possibly be and that I will...
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...Frosh at Forty by Mary Mase From 10 years old forward I knew what I wanted to be “when I grew up”. At 17, when I graduated from high school, my mind was still on that same track. Military. College. Graduate School. Lawyer. At 18 however, I married and started a family. I have no regrets about that. I love my family. My husband and my kids are my life. They mean everything to me and that is why, now, I am more determined than ever to finally make this trek. I never gave up on my dreams, just sorta tucked them away until the timing was right. It finally is, and here I am, at CCC enrolled in the Criminal Justice program. My son will graduate this year from CCC. My daughter, a sophomore in high school, is already taking CCC classes. I'm lucky. Their as proud of me as I am of them. Some kids might dread seeing their mom on campus. Being a student at 40 though comes with certain challenges. When I was in high school we were taught typing and word processing on the Commodore 64 computer, which was the latest and greatest of technology available at the time. We had no idea back then that we would have the world at our fingertips via the inter-webs on laptops, game systems and mobile phones. That we would be reading books on hand held devices instead of an actual, tangible, printed paper, bound book. We had no clue that instead of cracking open a dictionary or encyclopedia we would do research using “Google” or “Bing”. I guess I never expected to be the oldest person in the class either...
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...I am an individual who believes in a good quality of life for all. My passion is to help people and give back to the community. I greatly enjoyed volunteering for St Jude’s Hospital which directed me to the medical field but at the same time I enjoy math, problem-solving and computer challenges, so I decided to mix them both together and be Bioengineer. I am pursuing a degree in Bioengineering because I enjoyed taking math and science in high school and I also have an interest in genetics. I am currently developing my interest in Bioengineering by taking Genetics, Bioethics, and Biotechnology as my science elective in school this year. I have taken Biology, Chemistry, and Physics in school and I am currently in my fourth year of taking a math...
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...Topic: Apply the sociological imagination, as well as theories and concepts from this course, to your life or your parents’ life (you can choose yourself, either of your parents or both your parents). In other words, how have important events, experiences, or the life trajectory of you or your parents been shaped by, connected to, and/or reflective of broader societal dynamics, patterns, institutions, or structures? Essay Outline I want to apply sociological imagination to my own life. I want to write about how Asian Americans still encounter discriminations and stereotyping despite being the “model minority”, how being an immigrant can have a negative reputation within the Asain American community. The binary of being FOB and Asian American. Second I want to talk about bamboo ceiling, how it contrast to the glass ceiling. Also I want to talk about what it means to be an Asian female in a scientific field. Discuss the issue of race vs. ethnicity, U.S is a Pluralism society, yet racial discrimination and stereotype still exBU On the surface, sociology is about the study of human behavior within the society. But sociology is much more than that, it correlates seemingly general human behavior with society, using sociological imagination, one can analyze an episode of an individual’s life to border social issues and historical events. It allows oneself to denaturalize from one’s immediate environment, questioning it and connecting it to broader social dynamics. As an Asian...
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...“Outline and explain reasons for female achievement in education since the early 1990’s.” Concerns over the link between gender and educational attainment focus mainly on the extent to which males and females perform differently in education and their tendency to study different subjects. However it is not true that males attain more qualifications in general than females at school. Girls have outperformed boys in 16 + examinations since at least the late 1960s but these overall gender differences in educational achievement began to increase in the late 1980s after the introduction of the GCSE. Previously traditional ideas about the proper role of women in society prevented them from achieving their full potential, yet now women have different priorities and are no longer destined to be only housewives and homemakers; women are now expected by society to go to school and get an education. Female aspirations have changed dramatically from the 1970’s to the present; Women have become more than just bearers of children, cooks, cleaners and wives. They are now educated; becoming surgeons, pilots, physiatrists and anything they want to be. An ethnographic study done by sociologist Sue Sharpe: ‘Just like a girl’, found a change in the aspirations of females in an interview conducted in the London borough of Ealing in the 1970’s and early 90’s. Her findings display a major shift in the views of women and education. In the 1970’s...
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...Early and Middle Adulthood Paper Morgaine Smith PSY280 April 17, 2012 Early to middle adulthood is a time of independence, identity seeking, and lifestyle forming. During this time people strike out on their own, building relationships and establishing social and health-affecting habits. Middle adulthood differs from young adulthood in social needs (although the basic need for socialization remains the same), and represents a shift in attitude about relationships and vocations that moves from fluidity to stability. Health practices are also at work here, with factors such as diet, exercise, and drug use in young adulthood impacting middle adulthood later on. Erikson believed that people need constant contact with others throughout their lives, from birth to death, whether that contact is romantic intimacy or a relationship with friends and family. In romantic relationships, young adults tend to be “serially monogamous” [ (Berger, 2010) ], or remaining emotionally or sexually involved with only one person for a period of time, though the relationship is rarely permanent, and the young adult may have many of these relationships during this stage of his or her life. This is typical for the age group, which is characterized by an unwillingness to commit permanently to a job, a spouse, or even an educational program. Young adults today are markedly different from young adults in the previous generation, in that they marry later and may not start families or enter a permanent...
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