This document provides information on several topics related to adult education, including prominent adult educators Margaret Sanger and Sharan Merriam, unique adult education programs like Goodwill Industries and the Maine College Transition Initiative, important adult education organizations like Tennessee Technology Centers and the Coalition of Lifelong Learning Organizations, and reflections from four students on what they learned.
Child marriage, household responsibilities, high levels of pregnancies, lack of access to appropriate information about sexual and reproductive health, mental health issues and school-based violence are some of the main factors and contribute to lost years in schooling.
Parents Attitude towards Girl Child Education: A Sociological Study of HaryanaRHIMRJ Journal
Girls and boys have the same rights to get a quality education. But the ‘gender gap’ becomes painfully evident when
looking at who is in the classroom. Girls lag behind than boys at all levels of formal education in Haryana. Enrolment,
retention, transition and achievement rates for girls are always lower than that of boys. This means that even many of the girls
who are enrolled in school do not complete Secondary School education. There is the strong belief that negative parental
attitude must be blamed for the low level education of girls. The purpose of the present study was, therefore, to assessing
current parental attitude towards the education of girls children. The study analyzed the data from 50 parents, who had one or
more than one school going children. Out of these, 20 parents belonged to upper caste families, 15 parents belonged to middle
caste families and 15 parents belonged to lower caste families. The age range of the sample was 18-50 years, and they all
belonged to Bohar village of Rohtak District. 20-item questionnaire schedule was used for collecting data. The findings
showed that the overall attitude of the respondents was moderately favorable and positive towards schooling and education of
their children. The study reflects that generally parents would want to educate both boys and girls, however when there are
other demands on the family's resources that the education of the girl child is considered a secondary issue.
Child marriage, household responsibilities, high levels of pregnancies, lack of access to appropriate information about sexual and reproductive health, mental health issues and school-based violence are some of the main factors and contribute to lost years in schooling.
Parents Attitude towards Girl Child Education: A Sociological Study of HaryanaRHIMRJ Journal
Girls and boys have the same rights to get a quality education. But the ‘gender gap’ becomes painfully evident when
looking at who is in the classroom. Girls lag behind than boys at all levels of formal education in Haryana. Enrolment,
retention, transition and achievement rates for girls are always lower than that of boys. This means that even many of the girls
who are enrolled in school do not complete Secondary School education. There is the strong belief that negative parental
attitude must be blamed for the low level education of girls. The purpose of the present study was, therefore, to assessing
current parental attitude towards the education of girls children. The study analyzed the data from 50 parents, who had one or
more than one school going children. Out of these, 20 parents belonged to upper caste families, 15 parents belonged to middle
caste families and 15 parents belonged to lower caste families. The age range of the sample was 18-50 years, and they all
belonged to Bohar village of Rohtak District. 20-item questionnaire schedule was used for collecting data. The findings
showed that the overall attitude of the respondents was moderately favorable and positive towards schooling and education of
their children. The study reflects that generally parents would want to educate both boys and girls, however when there are
other demands on the family's resources that the education of the girl child is considered a secondary issue.
Running Head MY PHILOSOPHY OF TEACHING 1My Pe.docxtoltonkendal
Running Head: MY PHILOSOPHY OF TEACHING 1
My Personal Philosophy of Teaching
Introduction
Education is a continuous process that accompanies and goes through the whole life of man, where the role of the teacher is to help the student to do himself. So; education as a frames process is very complex, because it seeks nursing students to be realized as human beings, which implies stimulating their freedom and autonomy while respecting the other; Encouraging him to learn the culture to which they have come, awakening their ability to communicate, respect and internalize the values so that with freedom to reach, participate critically and innovatively in new cultural realizations. Part of my philosophy is to promote in my students the value and individual ability for self-realization through reasoning.
My goal is to develop a critical, whole, and accomplished human being. To achieve my goal, I encourage my students to talk about their experiences and direct situations; since knowledge develops in an affective framework, of values; responds to the needs and interests of the student and therefore learning is developed from the perception of the student, in accordance with their experiences and experiences.
As an educator, I know learning can only be made successful by both instructor and learners. Being an instructor, I will serve my role of making my student get the nursing context in which they can understand the motivation of decisions made by those nursing figures and they can critically evaluate those motivations as well as getting the real essence of actions taken when they synthesize the event themselves. I always want my learners to know that emotionally and intellectually their daily life is as the result of events which were created by normal human being like themselves whom maybe in their mind come across of implications or even foresee result of their actions.
It is always my joy to make my learners understand that what they are currently learning is because of those events that have been developed by others and that have shaped the nursing career, to make sure they can handle consciously this event whenever they leave my classroom. My priority is to draw the picture of conversion between nursing and nursing actors those are being studied by my students. I make sure also dialog arising in the class as the reaction of my teaching is conducted in a mutual respect, tolerance of diversified opinions and safe atmosphere to make sure that any candid dialogs of most uncomfortable topics are discussed. Nursing has evolved over a long time and thus it is my desire that my students understand the various nursing contexts that have been carried on from time to time and which have shaped the nursing culture today.
As an instructor, I use varied methods of teachings to ensure that discussions and interactions are encouraging and do not create monotonous feeling to my learners. One ...
Chandra FarmerEDUC 6358-Strategies for Working with Diverse Ch.docxbartholomeocoombs
Chandra Farmer
EDUC 6358-Strategies for Working with Diverse Children
September 6th, 2022
Week 1/Post 1: Formulating Goals
1.
The two professional goals you developed related to anti-bias education and your work in an early childhood setting.
· Goal 1: Developing relationships to form inclusive communities in the classroom
· Goa1 2: Develop an awareness of how unconscious bias can impact the classroom.
2.
The ways in which the readings and media segment from this week have influenced the formulation of your goals. Be sure to support your comments with specific references to and/or examples from the Required Resources.
According to Walden University (2011) “The world today is a world in which children are going to grow up side-by-side with people who are very, very different from them. The notion of growing up in a community of people very much like you is gone” (pg. 1). I also came across a website “
Teaching Tolerance,” where it discussed critical practices for anti-bias education and teacher leadership. This article was about the importance of valuing and embracing multiple perspectives to reach the best and most comprehensive approach to leadership. The author suggests teacher leaders reflect on what they still don’t know and need to learn about something to seek out professional development for growth in those areas; the author really promotes the idea of having self-awareness to diminish bias and become culturally aware in teacher leader practices (Learning for Justice, 2022). Both the “Walden and Teaching Tolerance” sources are about the road and progression to becoming an anti-bias educator.
3.
The ways in which the implementation of these goals will help you to work more effectively with young children and families.
I aspire to be an anti-biased channel in which students will experience culture in a vast and more comprehensive way. Children’s experiences in education should teach the four goals of anti-bias education (i.e., identity, diversity, justice, and activism) and promote the ultimate goal of equality and social equity for all (NAEYC, n.d.). I am, the compilation of everything experienced in my life. With this, we are constantly growing, changing, adapting new view and discarding others. Each experience builds on the last to continue to reinforce the structure you are each day. As future educators, it is our job to be the future of knowledge. What we say, do, actions we take directly reflect what our students see. Choose your curriculum wisely, but choose your words even more carefully. Take the wealth of knowledge you and only your life has accumulated and share it with each class you have the chance to influence. Be the spark of change and the advocate to every child that walks through your door.
4.
Challenges you might encounter on your journey to become an early childhood professional who understands and practices anti-bias education.
Cult.
Being enrolled in the MS in Child and Adolescent Developmental Psych.docxtaitcandie
Being enrolled in the MS in Child and Adolescent Developmental Psychology program has truly added to my personal and professional growth. First of all, the program has allowed me to virtually meet many colleagues within the educational/psychology field. I have learned a lot from reading my colleagues discussions and opinions. The program has allowed me to organize my time better and become more responsible. For example, many personal plans were cancelled due to studying (which I have learned to appreciate).
As an elementary teacher, I normally used to refer Special Educational Needs students to the school’s SEN department. There is only so much you can do as a teacher! However, this program has helped me understand learning disabilities, developmental pathways, psychological disorders and much more. I’ve found the course material to be very useful when it comes to interventions and helping children. Now, I can hopefully utilize my new knowledge in the classroom. Most importantly, this program has taught me to become more sensitive towards the unique needs of children/adults.
Being an advocate of social change is important. “In many societies around the world, teachers are looked upon as the individuals who can help to bring about positive changes in the lives of people.” (Bourn, 2016, p. 63). Learning, global education and education development are closely related to personal and social change elements (Bourn, 2016). Studies suggest that teachers need to look beyond raising awareness of specific issues; they needs to encourage students to have their own voice, take action and promote their own unique skills to make a difference (Bourn, 2016). The MS program has taught me to create my own mission of social change to inspire children (students) to act in positive manners. I will try my best to be a social change agent within my classroom by fighting harmful stereotypes, applying theory/ evidence based information to practice, creating an anti-bias environment and educating ‘the whole child’, focusing on their social-emotional development in addition to their learning experiences. To contribute to social change, I must be knowledgeable about specific problems and the reasons contributing to those problems. To contribute to social change, I will try to allow students to practice how to think, instead of what to think.
Finally, one person who has truly offered their support during the entire program is my husband, Karim. Karim has offered much emotional support and encouragement during these 2 years, he also offered help and advice. These 2 years have passed by very quickly! He was truly patient and understanding while listening to many of my psychological analyses (many of them could be wrong I presume :D) . I dedicate my degree to him and ofcourse to all my colleagues and professors in the program who were supportive.
Reference
Bourn, D. (2016). Teachers as agents of social change.
International Journal of Development Education.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
3. Margaret Sanger
1879-1966
In a time when birth control was relatively
absent, Sanger spoke out for women.
She attended nursing school and it was there
she realized the need for men and women to be
educated.
She advocated for women’s health and birth
control.
She founded Planned Parenthood
She wrote many books and articles on birth
control, sex, VD, and abortion.
Her actions helped to fuel the feminist
movement and she is still a prominent figure in
feminism and in women’s healthcare programs.
She not only spoke out, she persevered and was
innovation in the area of social reform.
4. Sharan B. Merriam
1942-present
Has an Ed.D. in Adult and Continuing
Education.
She has written, co-written, and is used as a
reference for many articles in the Adult
Education field.
She has received many awards for her
research and her contributions.
Dr. Merriam serves as a touchstone for many
adult educators and their associated
programs.
Her research and the incorporation of theories
she has developed has helped to improve
countless programs in quality and quantity.
5. G O O D W I L L I N D U S T R I E S
M A I N E C O L L E G E T R A N S I T I O N
P R O G R A M
Unique Adult Education
Programs
6. Goodwill Industries
Goodwill has
locations
thousands of
cities across
the world that
help millions
of people.
Goodwill’s purpose is
to provide educational
service and trainings
skills to adult with
physical, social, and
economic barriers.
“A hand
up is not a
hand out!”
Goodwill’s’
pupils are all ages
and come from all
walks of life:
displaced workers,
under-employed,
convicted felons,
have a disability,
etc.
Adult education can occur in all
individuals regardless of race, creed,
gender, age, or ability. Every person
has some form of ability and what one
does with their ability determines
their success in life.
7. Maine College Transition Initiative
Over 1,300 students
receive education
through this program
every year. Students
further their careers and
find meaningful
employment outside of
the factory industry.
The purpose of this
program is to help adult
students across Maine
make the transition from
community college to a
four-year university.
Adults without the
necessary education
to become employed
within the state of
Maine.
By individuals looking
to improve employment
rates for former factory
workers.
9. Tennessee Technology Centers
Founded in 1963 by the Tennessee General Assembly
Part of the state’s higher education system
27 regional centers
Completely adult-focused in 1993
Purpose is to train adults for jobs
Healthy balance of cohort and Montessori style
Programs are based on clock hours, but typically last
20 months at roughly 20 hours per week
Very high graduation and placement rates
Considered a national model
10. Coalition of Lifelong Learning Organizations
Established in 1973
National organization for groups with a common interest
in lifelong learning
Gives several awards to to those who contribute to the
cause
Purpose is to develop, maintain, and improve lifelong
learning education
Public educator on adult education and lifelong learning
Assisted Joint Commission of Community Colleges with
Tech Prep legislation
Worked with National Coalition for Literacy to
strengthen the continuum of adult education
Very involved in influencing many key pieces of adult
education legislation
11. The Future of Adult Education
• In the future we can predict that adult education will
continue to grow in the areas of forms, on-the-job-
training, workshops, and community-based training.
• The providers of adult education programs will have
a more in-depth understanding of trends and other
learning designs that will help the progression of
adult education.
• These progressions will help improve the overall
learning experience that participants of adult
education programs will have.
• In the future, we all can make adult education more
visible by sharing the great experiences we
have had with adult education programs.
• Each one. Teach one.
12. Individual Reflection – Christy Blanch
I always thought of adult education as either supplemental learning or
adults going back to school, but always as formal education.
I had very little knowledge of adult learning.
Reflecting on what we have learned, I realize the field is broad – adult
learning can be:
By learning more about how adults learn and about what should be
considered adult education, I can better understand my adult students
and reach out to them. I have already done this in the MOOC I teach.
13. Individual Reflection – Kristin Walsh
I personally didn’t realize how much organizations like Goodwill do
to help adults get back into school, and I hope I have the opportunity
to continue to support them in the future.
I think programs like the Maine College Transition Initiative are a
perfect way to help people master the problems facing them with
support from people around them. If programs like MCT were more
prevalent, I think more people would be interested/less intimidated
by the idea of going back to school.
Working with this particular group has really broadened my own
perspective, and hopefully I’ve been a help to them as well!
14. Individual Reflection – Rob Mathews
I had no idea adult education was such a broad topic area.
I now see adult education as virtually any setting where adults can
learn and grow.
I have found learning about key adult educators and organizations in
our history to be very interesting and enlightening.
By understanding that virtually any adult engagement can be adult
learning, I have grown to appreciate each and every situation where
this is the case.
By gaining a better understanding of the impacts of adult education on
our society, I am now better equipped to understand the unique needs
and learning styles of adults.
15. Individual Reflection –Kandace Hoosier
• This course has given me a broader perceptive on the field of
adult education.
• Learning about the various adult education programs has
shown me that there are many others in the community setting
that are trying to make a difference in others lives not only in
Indiana but all over the world.
• This course has also showed me that in the field of adult
education, at times it takes a team to get the goals of an adult
education program accomplished. I am very appreciative to
have had the pleasure of working in an amazing group on this
semester’s group projects.
