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EDF2005 Module 8

EDF2005 Module 8

Part 1

Sudbury Valley School (Links to an external site.)If you are having any trouble viewing videos in this course, please make sure your browser is not blocking “unsecured” sources (this is often signified by a shield in your URL bar)

Then, briefly post your reactions to the video. What are the positive and negative aspects of the Existentialism philosophy of education as shown by the Sudbury Valley School?

Part 2

For this activity, you will:

– Complete the Inventory of Philosophies of Education on pages 170-172 of your textbook.

– Be sure to include the results of your inventory AT THE TOP of your paper

List the score for each of the 5 philosophies (example: Essentialism 20, Progressivism 22, etc.)

– Write a paper (300 word minimum – please include a word count unless it is substantially over the minimum) on YOUR educational philosophy. This is what YOU believe. It is likely that it will include aspects from the different major educational philosophies in the inventory. Relate your answer to the educational philosophies from the inventory.

– Submit your paper in the file upload below.

Questions to consider when developing your philosophy:

1. What is the purpose of education?

2. What content and skills should schools teach?

3. How should schools teach this content?

4. What are the proper roles for teachers and students?

 

Requirements: 1 page

Inventory of Philosophies of Education

As you read through the following statements about schools and teaching, decide how strongly you agree or disagree. We will help you interpret your results. Write your response to the left of each statement, using the following scale:

5 Agree strongly

4 Agree

3 Neither agree nor disagree

2 Disagree

1 Disagree strongly

______ 1.

A school curriculum should include a common body of information that all students should know.

______ 2.

The school curriculum should focus on the great ideas that have survived through time.

______ 3.

The gap between the real world and schools should be bridged through field trips, internships, and adult mentors.

______ 4.

Schools should prepare students for analyzing and solving the social problems they will face beyond the classroom.

______ 5.

Each student should determine his or her individual curriculum, and teachers should guide and help them.

______ 6.

Students should not be promoted from one grade to the next until they have read and mastered certain key material.

______ 7.

Schools, above all, should develop students’ abilities to think deeply, analytically, and creatively, rather than focus on transient concerns like social skills and current trends.

______ 8.

Whether inside or outside the classroom, teachers must stress the relevance of what students are learning to real and current events.

______ 9.

Education should enable students to recognize injustices in society, and schools should promote projects to redress social inequities.

______ 10.

Students who do not want to study much should not be required to do so.

______ 11.

Teachers and schools should emphasize academic rigor, discipline, hard work, and respect for authority.

______ 12.

Education is not primarily about workers and the world economic competition; learning should be appreciated for its own sake, and students should enjoy reading, learning, and discussing intriguing ideas.

______ 13.

The school curriculum should be designed by teachers to respond to the experiences and needs of the students.

______ 14.

Schools should promote positive group relationships by teaching about different ethnic and racial groups.

______ 15.

The purpose of school is to help students understand themselves, appreciate their distinctive talents and insights, and find their own unique place in the world.

______ 16.

For the United States to be competitive economically in the world marketplace, schools must bolster their academic requirements to train more competent workers.

Page 171

______ 17.

Teachers ought to teach from the classics, because important insights related to many of today’s challenges and concerns are found in these Great Books.

______ 18.

Students learn effectively through social interaction, so schools should plan for substantial social interaction in their curricula.

______ 19.

Students should be taught how to be politically literate, and learn how to improve the quality of life for all people.

______ 20.

The central role of the school is to provide students with options and choices. The student must decide what and how to learn.

______ 21.

Schools must provide students with a firm grasp of basic facts regarding the books, people, and events that have shaped the nation’s heritage.

______ 22.

The teacher’s main goal is to help students unlock the insights learned over time, so they can gain wisdom from the great thinkers of the past.

______ 23.

Students should be active participants in the learning process, involved in democratic class decision making and reflective thinking.

______ 24.

Teaching should mean more than simply transmitting the Great Books, which are replete with biases and prejudices. Rather, schools need to identify a new list of Great Books more appropriate for today’s world, and prepare students to create a better society than their ancestors did.

______ 25.

Effective teachers help students to discover and develop their personal values, even when those values conflict with traditional ones.

______ 26.

Teachers should help students constantly reexamine their beliefs. In history, for example, students should learn about those who have been historically omitted: the poor, the non-European, women, and people of color.

______ 27.

Frequent objective testing is the best way to determine what students know. Rewarding students when they learn, even when they learn small things, is the key to successful teaching.

______ 28.

Education should be a responsibility of the family and the community, rather than delegated to formal and impersonal institutions, such as schools.

Interpreting Your Responses

Write your responses to statements 1 through 25 in the columns provided on p. 172; then tally up your score in each column. (We will return to items 26 to 28 in a bit.) Each column is labeled with a philosophy and the name of the teacher who represented that view in this chapter’s opening scenario (the charter school discussion). The highest possible score in any one column is 25, and the lowest possible score is 5. Scores in the 20s indicate strong agreement, and scores below 10 indicate disagreement with the tenets of a particular philosophy.

Your scores in columns A through E, respectively, represent how much you agree or disagree with the beliefs of five major educational philosophies: essentialism, perennialism, progressivism, social reconstructionism, and existentialism. Check back to see if your scores reflect your initial reactions to these teachers’ points of view. For example, if you agreed with Ghosh’s proposal to create an “Academy,” then you probably agreed with a number of the statements associated with essentialist education, and your score in this column may be fairly high.

Page 172

A B C D E

Essentialism (Ghosh) Perennialism (Sarah) Progressivism (Marcus) Social Reconstructionism (Ted) Existentialism (Eloisa)

1. _____ 2. _____ 3. _____ 4. _____ 5. _____

6. _____ 7. _____ 8. _____ 9. _____ 10. _____

11. _____ 12. _____ 13. _____ 14. _____ 15. _____

16. _____ 17. _____ 18. _____ 19. _____ 20. _____

21. _____ 22. _____ 23. _____ 24. _____ 25. _____

Scores _____ _____ _____ _____ _____

Compare your five scores. What is your highest? What is your lowest? Which three statements best reflect your views on education? Are they congruent and mut-ually supporting? As you look at the statements that you least support, what do those statements tell you about your values? You may notice that your philosophical leanings, as identified by your responses to statements in the inventory, reflect your general outlook on life. For example, your responses may indicate whether you generally trust people to do the right thing, or if you believe that individuals need supervision. How have your culture, religion, upbringing, and political beliefs shaped your responses to the items in this inventory? How have your own education and life experiences influenced your philosophical beliefs? This may be the beginning of a lifelong process for you. But it is a conscious and thoughtful way of positioning yourself, of determining your beliefs and approaches as an educator. This process will bring to the surface your answer to the question, what do I believe in? What kind of teacher do I want to be? What will I expect from my students? What do I expect from myself?

Be patient and thoughtful in answering these questions. It is likely that it will take a while for you to sort all this out. It is worth the time and the effort. It is believed that Socrates once said the unexamined life is not worth living. Perhaps the same can be said about teaching.

Now that you have begun to examine varying beliefs about education, you may even want to lay claim to a philosophical label. But what do these philosophical labels mean? In the following pages we will introduce you to all five of these educational philosophies and look at their impact in the classroom.

Five Philosophies of Education

Essentialism, perennialism, progressivism, social reconstructionism, and existentialism. Taken together, these five schools of thought do not exhaust the list of possible educational philosophies you may consider, but they present strong frameworks for you to refine your own educational philosophy. We can place these five philosophies on a continuum, from teacher-centered (some would say “authoritarian”) to student-centered (some would characterize as “permissive”).

Let’s begin our discussion with the teacher-centered philosophies.

EDF2005 Module 8 Read More »

Kyra Dilley and Virginia Anderson

Kyra Dilley and Virginia Anderson

Introduction

Independence Medical Center is a rural referral hospital with 115 beds in Independence, Iowa. Like all hospitals, administrators and providers try to avoid errors, and it’s the patient safety officer’s role to monitor the hospital’s safety posture and recommend better practices. But what happens when a mistake leads to a medication error?

Patient Identification

At Independence Medical Center, the patient safety officer conducts daily safety rounds. Today, she’s rounding at the pediatric unit on the eighth floor.

Kyra Dilley and Virginia Anderson

Kyra Dilley: Hi, where’s the charge nurse?

Virginia Anderson: That’s me. What’s up?

Kyra Dilley: Well, I’m doing my safety rounds and I noticed that there are two patients on this floor in rooms directly across from each other: B. Moore and B.R. Moore.

Virginia Anderson: That’s not all — they have really similar birthdates! B. Moore was born on 8/11/05 and B. R. on 11/8/05.

Kyra Dilley: Okay, that’s even more concerning. How are you making sure not to confuse those patients?

Virginia Anderson: It’s not a problem. We’re making sure that the two patients always have different nurses.

Kyra Dilley: Well, that’s good, but I have to warn you that this is a troubling situation. Are all shifts aware of the need to schedule nurses around this?

Virginia Anderson: There are notes in both charts. We had to do that; we’ve been short staffed this week and there’s been a lot of shifting around.

Medication Error

Later that week, the PSO gets a call from the hospital’s risk manager.

Kyra Dilley and Arthur Chester

Kyra Dilley: This is Kyra Dilley.

Arthur Chester: Hi, Kyra, this is Arthur Chester. I’m calling to let you know about a medication error on the eighth floor.

Kyra Dilley: Oh, no. Was it B. Moore or B.R. Moore?

Arthur Chester: How did you know? It was B. Moore, birthdate 8/11/05. My investigation isn’t complete but there were two patients with similar names and birthdates in rooms in close proximity.

Kyra Dilley: Okay. Have you interviewed the nurses involved yet? There should have been different nurses for each patient.

HIPAA

The day after the medication error, B. Moore’s mother signs in at the front desk to get her visitation pass. As she is standing at the front desk, she overhears an inappropriate conversation between Ida Feeney, the unit secretary, and a nurse from a different unit of the hospital.

Ida Feeney and Brenda Turner

Ida Feeney: Did you hear about the Moore kid? It’s a good thing they caught that right away. She’s small for her age, and that insulin could have really done a number on her.

Brenda Turner: Jeez, how much did they give her?

Ida Feeney: Well, she wasn’t supposed to have any. But I forget the actual dose. I’ll look in the EHR later, but I think it was pretty high.

Brenda Turner: Wait, is it Belinda Moore?

Ida Feeney: Yes, why?

Brenda Turner: I think she’s in a gymnastics class with my daughters!

 

Write a 5-7 page recommendation to senior leadership about steps the organization needs to take to resolve a patient safety issue that occurred. Include an explanation of why it is important to address the issue and the role the patient safety officer will play in helping to resolve the issue.

Alarming numbers of unnecessary patient deaths occur in U.S. hospitals and around the world. \“Quality and patient safety in health care have been on the forefront of the public\’s mind since the publication of the Institute of Medicine\’s (IOM) seminal report, \’To Err Is Human,\’ in 1999\” (Johnson, Haskell, & Barach, 2016, pg. xv). The literature supports revising systems and processes in an effort to narrow the difficult safety and quality gaps. Worldwide, issues of patient safety and patient-centered quality care drive health care reform. Current approaches are not adequate; patients remain at risk for needless harm.

Demonstrating a firm understanding of the various components of patient safety is fundamental to understanding health care quality, risk management, and patient safety overall.

For this first assessment, you will assume the role of a patient safety officer at your local hospital. You will analyze a patient safety issue that occurred and then prepare a five- to seven-page recommendation for senior leaders about why it is important to address the issue, along with your recommendations about how to address it. You will also need to detail the role you as the patient safety officer will play in helping the organization resolve the issue.

Reference

Johnson, J. K., Haskell, H. W., & Barach, P. R. (2016). Case studies in patient safety. Burlington, MA: Jones & Bartlett Learning.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Analyze the quality and performance improvement activities within the health care organization.
  • Competency 3: Analyze the importance of patient safety in health care.
  • Competency 4: Apply leadership strategies to quality improvement in a health care organization.
    • Analyze the patient safety officer\’s role in implementing patient safety plans.
  • Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with health care professionals.
    • Write a clear, persuasive, organized recommendation plan that is generally free of errors and is reflective of professional communication in the health care field.
    • Provide citations and title and reference pages that conform to APA style and format.

Preparation

To help prepare for successfully completing this assessment:

  • Select one of the three scenarios from the Vila Health: Patient Safety simulation activity that interests you the most for further analysis in your assessment:
    • Scenario 1: Patient Identification Error.
    • Scenario 2: Medication Error.
    • Scenario 3: HIPAA/Privacy Violation.

Instructions

For the scenario you selected, write a five- to seven-page recommendation for leadership that describes the safety threat, the importance of addressing the threat, and your recommendations for resolving it. Be sure to include all of these headings in your paper and to address all of the bullets underneath each heading:

  • Potential threat to patient safety:
    • Identify the issue you selected from the simulation activity as the potential safety threat.
    • Describe the issue that occurred with sufficient detail so that leadership has a clear understanding of what happened.
  • Implications of not addressing threat:
    • Evaluate the risk to the organization if this issue is not addressed. In your evaluation, be sure to address all of the following:
      • What does the health care safety imperative say about the issue?
      • How does the health care safety imperative apply in this case?
      • Which regulatory agency(ies) have oversight about the issue?
      • What specifically do the regulation(s) state about the issue? For example, you might consider the Joint Commission\’s national patient safety goals.
      • What impact do regulatory agencies have on organizations\’ patient safety programs?
      • How do health care organizations incorporate regulatory agencies\’ guidance when establishing reporting and investigation best practices?
      • If the hospital fails to correct the threat, what are the potential consequences to patients, employees, and to the organization?
  • Patient safety officer\’s role in effective implementation of patient safety plans:
    • Explain the role patient safety officers assume in implementing patient safety plans in health care organizations.
    • Clarify your responsibility and role as the patient safety officer in this specific instance.
    • Provide one example from the literature to illustrate your points.
  • Recommendations to reduce patient safety threat:
    • Describe your five-point plan to reduce or eliminate this patient safety threat.
      • What best practice tools or techniques does your plan include to reduce or eliminate these types of errors? Consider processes for responding, rounding, detecting, incident reporting, operational considerations, et cetera.

In a health care professional setting, recommendations to leadership would typically not be in APA format. As a result, your paper does not need to conform to APA format and style guidelines. It does, however, need to be clear, persuasive, organized, and well written without spelling, grammar, and/or punctuation errors. In addition, recommendations you write in a professional setting would be single-spaced. For the purpose of this assessment, however, please use double-spacing.

Also, health care is an evidence-based field. Your senior leaders will want to know the sources of your information, so be sure to include at least two peer-reviewed sources. You may use the suggested resources for this assessment. Your citations and references do need to conform to APA guidelines.

Additional Requirements

  • Length: Your recommendation will be 5–7 double-spaced pages, not including title and reference pages.
  • Font: Times New Roman, 12-point.
  • APA Format: Your title and reference pages need to conform to APA format and style guidelines. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.
  • Scoring Guide: Please review this assessment’s scoring guide to ensure you understand how your faculty member will evaluate your work.

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Brecht & Weill’s The Seven Deadly Sins presents

Brecht & Weill’s The Seven Deadly Sins presents

Film Question

Brecht & Weill’s The Seven Deadly Sins presents a satire of America written in 1933 which we watch in a 1993 video art production directed by Peter Sellars. This “sung ballet” tells of two Annas leaving the their family in the country because of their necessity to make their fortunes in the cities. The work features depictions of an unnamed city (for Faulheit/Sloth), Memphis, Los Angeles, Philadelphia, Boston, Baltimore and San Francisco.

Tennessee Williams’ Ten Blocks on the Camino Real is another work of the “imaginary city.” It purports to take place in one small city (The Camino Real) in a South American country, however it all may really be a dream space, or the land of fiction (complete with famous literary characters), a depiction of hell (as per the epigram), an allegory of prison life, or possibly a parody/satire of the USA itself.

Like Brecht & Weill’s The Seven Deadly Sins, Williams’ Ten Blocks on the Camino Real (which we watch in a 1966 TV production) is a difficult, challenging, modern artwork, sometime abstract or obscure or ambiguous, that deals starkly with both the poetical, and the profane. Both works are radical and unusual, and as such they require effort and a certain open-minded willingness to push past initial discomfort and confusion and engage in an intellectually rigorous fashion.

Write a five paragraph, single spaced essay, with an additional work cited page (MLA style) at the end.

Your essay should follow this outline:

PARAGRAPH ONE – INTRODUCTION – introduce Brecht & Weill’s The Seven Deadly Sins as directed by Peter Sellars and Tennessee Williams’ Ten Blocks on the Camino Real as you frame a connective through line argument about both works with a clear “if ______________, then _________________, and so ___________________” thesis at the conclusion of the paragraph.

PARAGRAPH TWO – start with a strong topic sentence – unpack the representations of the cities in Brecht & Weill’s The Seven Deadly Sins — the unnamed city (for Faulheit/Sloth), Memphis, Los Angeles, Philadelphia, Boston, Baltimore and San Francisco in Brecht & Weill’s The Seven Deadly Sins. Despite being a work of grotesquery, what truth does this abrasive satire suggest in each city? Collectively what do all seven cities suggest about the USA? what does director Peter Sellars add to Brecht/Weill and what are his effects?

PARAGRAPH THREE – start with a strong topic sentence – unpack what the (location of) Camino Real might be, and enter the debate if it is allegorical, and why or why not. Continue by examining what Ten Blocks on the Camino Real (the one-act play) says about the city and cities.

PARAGRAPH FOUR – start with a strong topic sentence – connect (“add up”) your interpretations of Brecht & Weill’s The Seven Deadly Sins with your interpretations of William’s Ten Blocks on the Camino Real – how are they similar works and how are they different? explore them both as visual media works, and as literary texts – what do they each contribute to the idea of “the imaginary city”?

PARAGRAPH FIVE – CONCLUSION – reach an original conclusion about Brecht & Weill’s The Seven Deadly Sins and William’s Ten Blocks on the Camino Real – are they relevant works, why or why not? – what can both works tell us about urban life? how are real cities different than imaginary ones?

WORK CITED PAGE – MLA STYLE

Requirements: 1400 words

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For this assignment you should watch a movie

For this assignment you should watch a movie

For this assignment you should watch a movie, or re-watch a movie you remember seeing in the past.  In any number of movies I can think of there is a leader who, by articulating a vision and a challenge to others to see it happen, convinces followers to join them in trying to achieve something. The leader then organizes the activities and motivates followers to help the entire organization achieve the vision. There are plenty of sports movies (e.g., Coach Carter, Remember the Titans), action movies (Oceans 11, The Italian Job), and animated movies (e.g., Toy Story, A Bugs Life), where some leader(s) create a compelling vision for others to follow and lead others to success.  In the paper, take 500=750 words to describe the basic plot of the movie (in your own words!).  Then, for the rest of the paper, using some of the terms and ideas described in the chapters, explain how the leader(s) contributed to success. Be sure to reference both the movie, and sections of the textbook chapters you refer to. Feel free to use other sources of information to further understand and describe theories. For example, the Path-Goal Theory may be a very powerful concept for understanding a particular leader’s success, but since this is covered in less than one page in the text book, it may be necessary to access a few more sources to fully apply this theory. 

This paper should be around 1800-2500 words, with proper referencing of all sources used. I recommend using the APA format for the paper and references, although I am not a stickler for following every detail of the official formating guidelines. The library or the writing center can provide assistance if you have any questions. There are also a number of sources of information regarding this standard, including http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx and http://www.csun.edu/~hbsoc126/soc4/Writing%20Sample%20and%20Refernce%20Guide%20as%201%20file.pdf. As described in some detail in the academic integrity section of the syllabus, it is very important that all sources of information used receive proper attribution in papers.

Submit the paper in Blackboard using the .doc, .docx, or .rtf format. Blackboard is set up to accept two attempts, because sometimes an individual will first upload the wrong version, or right after submitting will remember that something important needed to be included.  If more than one attempt is uploaded, only the second one will be graded. Papers are typically graded in the order received, and after the submission deadline has passed. However, sometimes I will start grading papers as they come in, prior to the deadline.

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Morality Reflection

Morality Reflection

Egoism is a broad ethical doctrine that claims moral decisions are (and, in some cases, should be) made in self-interest. At the opposite end of the spectrum would be Altruism (also sometimes called benevolence), which states that decisions can (and, in some cases should) be completely selfless. Hobbes argues that even apparently altruistic acts can be viewed through egoism (as selfish) in that a person may gain a good feeling or some other benefit by helping others. His opponents would argue that this is a pessimistic or negative worldview. What do you think? Do you believe moral decisions/actions can be selfless? Or are all of our decision made with at least some self-interest in mind? Whatever your opinion, explain your reasoning.

Requirements: 200 Words

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