How Do You See the World?

How Do You See the World? I was taught early on in life that God is the center of all creation and we should fear Him; for one day we must account for our life. I knew the bible existed, but I never read it. I was told stories out of the bible, but I did not understand the meaning of them. My parents were born, raised and educated through high school in the Catholic faith and neither parent continued on to higher education. My dad joined the Army and was sent to fight in the Vietnam War. My mom became pregnant with me after one year of college. Although neither parent will discuss this era of their life with me, I believe that my parents faced some terrifying events which pulled them away from their faith in God. I grew up in a world of emotional turmoil that would not be conquered until I was in my twenties. To this day, neither parent is close to God; however, I have experienced salvation through Christ. Moreover, my life is much better because of Him. As a survivor of unvarying mental and emotional abuse by my father and of consistent bullying I was subjected to during my teenage years in junior high and high school, currently, I have a tendency to be autonomous and not ask for help in fear that I will be rejected, ridiculed or pushed to the edge. Furthermore, the abuse I endured have long lasting effects such as lack of confidence, shy, withdrawn, confused, unfocused, and low self-esteem. After high school, I began drinking alcohol at parties and experimented with marijuana, not because I enjoyed the feeling, but because I fit in with a group of people I called my friends for the first time in my life. I met and dated my boyfriend for three years, lived in sin and became pregnant. I do not think I have ever admitted this before, but subconsciously, I believe I became pregnant on purpose. I grew up with the viewpoint that I would not bring a child into this cold, cruel, meaningless world with so much violence and disease. As it tu rned out, my daughter was a gift; a chance for me to make a life for me and her. Although I did not marry my daughters father, mostly out of fear that I would end up divorced like my parents, we remain very good friends. While he was studying for his Masters program in college, he developed a personal relationship with Jesus and introduced me to an entirely different world that I grew up knowing. I too, developed a personal relationship with Jesus but it would still be a few more years that I would completely understand what that meant and it would cost me dearly. I continued to live a very sinful life and found myself dating men that treated me just like my father and bullies. I would do anything to win their approval. I just wanted to feel loved. In the year 2000, I met this man who I fell deeply in love with. He was the furthest thing from a Godly man as you could get. In 2002, he would end up stealing everything I owned and leave me to pick up all the pieces once he moved on. I lost my money, car, my house, my job, my friends, and nearly my daughter. I soon realized it was God letting me know that he was not pleased with my choices so he got my attention dramatically. This time, I turned my life over to God completely and asked him to drive and He has not let me down since. Volunteering had always been an escape for me. I volunteered with a youth group in high school so I searched for something meaningful I could do as an adult. The Jaycees, a current volunteer group I have been with since August, 2000 has been one of the single most fulfilling journeys I have ever been on. This international organization has opened my eyes to an entire world of both wonderful and tragic ways. I have had the opportunity to be friends with people I would not have otherwise met. I have helped third world countries by providing food, water, shoes, books, toys and malaria nets. I have helped people in my own community by providing financial assistance, food needs, rides to the hospital for medical needs, etc. All the while helping others, I was actually changing my own worldview. I lost my It is all about me filter and saw the world had bigger problems than mine. I loved Jesus more than anything and questioned the reasons why God allowed such travesty to occur in His world. To do more, I joined a small group through my church and became committed friends with them. In June 2009, I affirmed my relation with Christ for a second time by being baptized, two years later, my daughter affirmed her relation with Christ. Today, I see the world with a completely different set of eyes. Instead of the why me questions with no answers, I pray what can I do to help someone today prayer. I have discovered that I am somebody with value, choices, talent, and that I have an enormous amount of love to give and there is an entire world out there that would graciously accept it. My latest prompt from God was to return to school and discover new talents, make new friends and become educated the proper way. The Lord wants me to explore His world through His eyes which is what led me to the Christian College I am at today. Lord is revealing his plan for me like if it was an onion: only peeling one layer off at a time and as long as my heart and mind are wide open, the future holds amazing things for me.

Establish a Safe and Supportive Learning Environment

Unit 1 Preparing to teach in the Lifelong Learning Sector Theory assessment level 4 Question 1 Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle. The role, responsibilities and boundaries of a teacher are ever changing a teacher can inspire greatness in a learner. It is however, possible to teach without the learner actually learning anything, a teacher can have a great in-depth knowledge of their subject yet if they can not inspire or engage the learner their knowledge may not be passed on.I believe for myself, as an instructor it will be key in my job role to be a facilitator and establish an atmosphere in which the learners feel comfortable, where they are not threatened by external factors, this humanistic approach is mainly based around the theory of facilitative learning by Rogers (1983). Carl Rogers theory argues that people have a natural eagerness to learn and that through learning people change their percept ion of themselves. The theory recognises that the facilitator should focus on the relationship between teacher and learner not merely the teaching.Open discussion with students should be encouraged to prevent conflict, as it is recognised that resistance can be common in learning as the student in some cases is giving up what they previously thought to be true. The main aspect of this theory is that the most important part if learning is the change in the learners concept of self. Gravells (2008) describes teaching as a cycle, which can start at any point. The teacher’s roles, responsibilities and boundaries in terms of the teacher/training cycle are made up of 5 points Identify needs and planning, designing, facilitating/deliver, assessing, and evaluating.A teacher can start at any point of the cycle, it is however argued that for learning to be effective the cycle must be complete. The 5 stages are further discussed below. Identify needs As an instructor my role would be to refer to my company’s goals ensuring I am aware of what the learner is required to gain from being in my class. I will be teaching NVQ level 2 in electrical and mechanical maintenance so it is key that the needs of the learner are met to the required governing body EMTA standards.A criticism of this is there are boundaries set by EMTA which I can not deviate from; there is a strict learning practice and syllabus that must be adhered to. Within my role I will also be required to consider the learners learning styles, it is extremely important to be aware of each learners learning style to ensure they can learn effectively. Fleming (1987) describes 3 main learning styles, visual, auditory and kinaesthetic. It is recognised that most people will have a preferred learning style, however most people learn through more than only one style.For all the syllabus is set it is my responsibility to ensure the lessons are engaging and suitable for the learners depending upon their learni ng styles. Some aspects of the syllabus are required to be taught in a specific way, however this does not prevent me from including additional teaching. Such an example of this will be having to practically demonstrate a wiring process, alongside this set out aspect of the session I could design handouts and hold group discussions about safety aspects.Including varied teaching methods will hopefully help to engage all learners regardless of their preferred learning styles. The teaching style can also be approached from different angles, I can change my teaching style be it pedagogical, andragogical or didactic depending upon the lesson content. The style I will commonly be required to use, most certainly at the beginning of the course, will be andragogical as there are health and safety issues and laws and legislations to adhere to. Another important factor I must consider when identifying the needs of my earners is their learning process. A commonly used theory of learning process is that of Kolb (1984) who describes 4 different stages of the learning process. Concrete experience, observation and reflection, abstract conceptualisation, and finally active experimentation, once again just like the teaching cycle, the learning cycle can start at any stage and is continuous. This theory particularly emphasises the importance of varied teaching methods and teaching the same concept but through different means to ensure learners have a full understanding. Plan and designPlanning and design of the lesson will require myself to study the set learning criteria set by EMTA and from that create lesson plans to and engage the group of learners and keep the group interested and wanting to learn more. Once again I must adhere to the laws and legislation whilst doing this as the lesson been carried out involves the learners actually doing the work themselves which is andragogical teaching method. Further more as the class is hands on I must make sure that the equipment nee ded for the course is available, and there is an internal verifier to sign off the work completed during the course.Deliver Once I have identified the needs of the learners and planned and designed my course I can now deliver my course the first thing I would do is to complete an ice breaker, maybe have a game of human bingo. This would allow myself to get to know the learners and allow the learners to get to know each other, making a more relaxed environment. Then from there I can go about setting ground rules, the group will be aged from 16 to 21 so I wouldn’t want to patronise them, I would negotiate the rules with the group, but some rules would be set in stone specifically laws and regulations for their own safety.To deliver the course my teaching style would be mainly andragogical as been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to carry out the task for them selves. In ter ms of learning styles I would try deliver all 3 styles visual, audio and kinaesthetic I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves. AssessAssessments are carried out over the course of the syllabus this would make sure the learner is actually learning and gaining the required knowledge from the course. These are non-negotiable assessment which would be carried out in their NVQ portfolios which involves practical and theory assessments. At the end of each class I would also aim to have a quick questions session, allowing myself to ask the learners questions relating to the lesson plan, thus ensuring all aspects which I intended to teach have been understood.This process would also allow me to identify any areas which are not understood, allowing me to recap or teaching differently in a future session. Evaluate In terms of evaluating teacher training cycle at the end of every course unit I wou ld have one to one interview with my learners and discuss if objectives were meet not only to help the learner but also to help me with my teaching so I can always endeavour to improve. Another method to evaluate how the course went would be to ask the learners to complete a questionnaire allowing for more truthful responses as these could be filled in independently and without the learners name.Evaluation is a hugely important part of the process specifically for myself as this would allow me to identify any weakness and help me improve for the following modules. For all I will be asking for the course to be formally evaluated at the end of each module, I would make my learners feel confident that if there is any improvements they think I could make within the duration of the course they can approach me and make suggestions. Evaluation should be constant during the teaching process to ensure I am teaching to the best of my ability and the learners are learning to the best of theirs .

Benefits of computing gross profit on sales in contrast to contribution margin

The computation of gross profit on sales, which can be derived under the absorption costing approach, is a profitability measure normally conducted under financial analysis. This accounting ratio outlines the gross profit generated from every $100 of sales. Such measure is highly useful in financial analysis, because it provides indications on the profitability potential and cost efficiency of the company. For instance, if there was an increase in sales of 10%, but the gross profit margin declined by 4%.This indicates that the cost efficiency of the organization deteriorated during the period. Such analysis cannot be conducted under the contribution margin approach, because gross profit is not present. However, under the contribution margin approach one can calculate the contribution to sales ratio which indicates the contribution determined from every $100 of sales. This would also provide indications on the control of variable costs once compared over time.Difference in Net Income arising from different approaches. In the example of ABC Company the profit under the two methods is the same. However, this is not always the case. Profits under the two methods differ whenever there is movement in inventory. This is due to the fact that since under the absorption costing technique fixed manufacturing costs are included in the cost of goods sold, a proportion of fixed costs will be included in inventory leading to such a difference.Contribution margin approach not allowable for external reporting. The contribution margin approach, despite being highly useful to provide valuable information for decision making, is not acceptable for external reporting. This is due to the fact that it does not comply with the Generally Accepted Accounting Principles (GAAP). For example, under the GAAP the income statement layout should clearly outline the gross profit made by the company. Under the contribution margin method this is not highlighted.Another important reason why the ab sorption approach is allowable for external reporting and not the contribution approach is due to the way in which the income statement is classified. The GAAP state that the income statement is classified by function, like under the absorption method. In the contribution approach it is classified by cost behavior. Indeed separation between fixed and variable costs is made under such method. This conflicts with another requirement of the GAAP. Reference: Drury C. (1996). Management and Cost Accounting. Fourth Edition. New York: International Thomson Business Press.

Enhancing Emotional Development of Children with Dramatic...

Syllabus Dramatic Play Generally dramatic play has been proven is one of the main activities that can enhance child emotional development and can be the entertainment for the children. The game we would like to propose in our syllabus is â€Å"Live in Your Space†. In this dramatic game, the instructors will give instructions to kids to build their own space such as school, library, post office, kitchen, grocery or office. The kids will be divided into smaller groups of three or four peoples for them to work together to build their own space in 30 to 45 minutes period and after that the kids need to act the roles they have chosen since children actually love to pretend as adults. There are various toys provided in the childcare that kids can use to build the setting they want. For example a group of kids wanted to build a classroom setting. They can use everything in their surrounding for the setting such as books, number or alphabets blocks, some cards and etc. They also can arrange the chairs and tables in order to make it similar with a classroom by help from teacher. After the setting, the kids can pretend as teacher teaching in the classroom or as students listening to the lessons. The teacher can ring a bell when wanted the end the pretend play to make the situation similar with a real school. Generally in this game, kids need to learn how to work together and tolerate with each other in order to accomplish the task. They might have different opinions in setting theirShow MoreRelatedPlay in childhood 1379 Words   |  6 PagesPlay What is play? Play is defined as engaging in activates for enjoyment recreation rather than a serious practical purpose. Playing is a disorganized voluntary spontaneous activity, which may include objects, one’s body, symbol usage, and relationships. 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