Observation Report Project Essay - 3585 Words

During my observations in the different classrooms at â€Å"The childcare Center†, I learned about the proper environment, the fundamentals of the teachers lesson plans, their health and safety regulations, their approach to guidance and discipline, and overall quality childcare. The center has eight different levels of age groups; each of them has their own curriculum based on their age and developmental needs. This curriculum changes and has a new theme each month that helps the lead teachers to be able to start their lesson plans each week. From infants all the way to pre-K the lesson plans include fine motor, gross motor, art and sensory, math and manipulatives, music and movement, language including both signing and Spanish. Upon†¦show more content†¦I saw that the staff praised and encouraged the children often without using any form of time out or negative words. As a lead teacher they take on many responsibilities from writing lesson plans, following curriculum, preparing art projects ahead of time, lead and teach children, overseeing their assistants and ensuring they are following the licensing rules and procedures, and keeping a clean and safe environment at all times. To keep each classroom in ratio sometimes there will be one or two assistants that will take on the duty of primary caregiver of one or more children depending on the ratio in the room. Many of the assistants have little experience in the child care and are currently in college. The best way to know if the person is a good fit it to do a working interview. During a working interview the applicant will be placed in one or more rooms to see how they respond to the children as well as how the children respond to them. Most of the assistants don’t have more than a high school diploma; but they are required to be CPR certified, and maintain training hours throughout the y ear. Infant A starts with babies as young as six weeks up until about six months when the infants become mobile. The lead teacher in this room just recently took a new position up front and Ms. Ayla who just received her CDA has taken over her position. There is a one primary care giver or teacher to every four children ratio that must always beShow MoreRelatedEssay On Managing The Building Envelope979 Words   |  4 Pagesenvelope (B-Ev). Historical Perspective Manual field review processes have been well established for years. Typically, information would be collected using notes and drawings to report current conditions and to plan for repairs. The field activity has been often directly related to the deliverable, whether it was a report, a construction review document, or an estimate. 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Drug Use Attention Deficit Hyperactive Disorder Essay

Introduction Studies indicate as many as 34% of students at institutions of higher education in the United States of America have used Attention Deficit Hyperactive Disorder (ADHD) stimulants illegally (Desantis and Hane par. 5). This alarmingly high number begs the questions: Are these drugs dangerous? Do people think that it is acceptable to use neuroenhancers? More interestingly, though, could these drugs potentially academically benefit their consumers in an academic environment? Adderall is a drug used to increase the focus and concentration of someone with a mental disorder such as ADHD. Although illegal, these drugs are often used without a prescription by students. At one American university, 6.9% of students had admitted to using Adderall at least once in college (Desantis and Hane par. 4). This same study found that 81% of participants think that illegal use of Adderall is â€Å"’not dangerous at all’ or only ‘slightly dangerous’† and 0 of the 175 participants admitted to the knowledge that stimulants posed a significant health risk (Desantis and Hane par. 6) There is evidence from one study that these drugs can increase cognitive abilities, but there have been no conclusive studies that examined the negative side-effects of these drugs when used for non-medical reasons (Lucke, Bell, Partridge, and Hall par. 10). This suggests that neuroenhancing drugs could be used for the betterment of society. If effective, these drugs have the potential to increase efficiency inShow MoreRelatedAttention Deficit Hyperactive Disorder ( Adhd ) And The Frontal Lobe887 Words   |  4 PagesAttention Deficit Hyperactive Disorder (ADHD) and the Frontal Lobes Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) throughout history has been seen as a behavioral issue. 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Time and Professionalism Free Essays

What is professionalism? There are many different forms of professionalism depending on whose opinion of professionalism it is. I will go with my opinion of professionalism. For the thirty years of my life I must say, I have learned a lot about my experiences in life. We will write a custom essay sample on Time and Professionalism or any similar topic only for you Order Now I’ve learned from myself, I have learned from my friends, and I have learned from mere strangers. I have seen people succeed in their goals. I have seen people fail in their goals. Failing doesn’t mean that you can’t try again. I believe we learn from our mistakes or if you possibly can, learn from others before you commit the same mistake. Well, I have come to a great conclusion. Professionalism plays a major, a very important role in succeeding in life despite of what goal you are trying to reach. To become a doctor there comes a need for a great amount of professionalism. To become a stockbroker, there is a need for people with nothing but a great mind and professionalism. Even to become a professional football player, despite of the great skills you may have to catch a 60 yard pass for a touchdown, there is still a great amount of professionalism expected from that professional wide receiver. Professionalism comes in many different aspects. The first most important aspect of being professional is the mere first image that you present yourself with. I say professionalism starts with your dress code and hygiene. The first detail you will put out to a person meeting you the first thing is that of how you are dressed. You should be dressed up for the occasion you are presenting yourself for. In an interview for example, a man should be dressed with a dark suit with a plain matching tie and decent shoes, also with his hair groomed. The second most important aspect of being professional is how you present yourself! Yes, you may be well groomed, with a perfect elegant suit but, if you do not have the perfect elegant professional attitude, the attire well, does not mean a thing. Professionalism plays a part in every characteristic of any person. So that being said, when being professional make sure you have the proper aura present. Make sure when you meet that important person that will decide your fate that you have a welcoming smile on your face. Make sure you present enough eye contact that you seem very much interested in what that person is trying to offer you and at the same time, not too much eye contact that it may come across to the other person that you are being maybe too cocky. Greet that person with a firm but not too firm handshake. Make sure that interviewer knows that you are comfortable and also make him or her feel just as comfortable. That is a big plus. Although I emphasized that the first impression you make to anyone will determine to the other person on what level your professionalism is to them. Do not forget that consistency is key to life. Yes, your first impression is big and will have a great impact on anyone. Anyone can have a great impression for one day. Can you do it on a daily basis? Can you maintain your characteristics of professionalism? Can you leave a great impression on people every day? This leads me to my third most important aspect of professionalism. Consistency! Although I put it at third most important does not mean that it is not as important as the first two. They play a role together as one. Consistency is big on every part of your personality, characteristic, and statistically. Are you prepared to be dressed professional at all times despite of whatever affair you may have? Are you willing to dress to the occasion? Are you prepared to have a great attitude and personality at all times, despite of what personal issues you may have? Can you keep that smile on your face and a positive attitude? Are you able to keep your good grades at all times? Are you able to have a 100% attendance? Can you show me 100% effort every day? Yes you have to have a great attitude and be dressed accordingly at all times but, can you do this 99. 9 percent of the time. This is what people look for in a professional. Someone they can rely on. There is one thing people tend to forget when talking about professionalism. Everyone has free personal time to enjoy their lively hood. There is no objecting to that. But do not forget that although you are on your own free personal time that there is not anyone watching you. As a famous musician once said, â€Å"the streets is watching†. There are always eyes on you if you are in a public place. You cannot everyday go to work and display a personality of professionalism, then go out to a club and be the worst most obnoxious person ever. Well you can. But I bet you didn’t see your assistant manager on the other side of that club watching you with astonishment! That one mistake may have cost you your whole chance of becoming the next person to being promoted in that company. That is why I say consistency is key. You cannot be professional in places where you think may only matter. Once you take a career that involves you being professional, you must always display that same amount of professionalism at ll times. When you are at work, when you’re out at the park, when you’re at the movies, at a bar, anywhere you go you must be professional at all times. This does not mean you cannot have fun. You can have fun and be professional. Just as long as you present yourself in a respectable fashion. I personally will display all these aspects to my experiences in m y future for my externship. I have learned a lot about myself and my experiences. I must admit. Most times I have not lived in a professional manner. I am now seeing things in different light. I am seeking the respect of a different group of people than in my past. I know that with all being said above. Without me living up to my knowledge and words I cannot succeed in my field of study so now it comes to that point that I will have to have a great output in my personality, my dress code, and I have to be consistent at all times. I have not been perfect, and I know no one is but I can only try! So after this report I will sit back and evaluate my little theory in professionalism and understand. I can’t only talk about it. I will be about it! How to cite Time and Professionalism, Essays

Diffusion of Innovations free essay sample

Much research from a broad variety of disciplines has used the model as a framework. Dooley (1999) and Stuart (2000) mentioned several of these disciplines as political science, public health, communications, history, economics, technology, and education, and defined Rogers’ theory as a widely used theoretical framework in the area of technology diffusion and adoption. Rogers’ diffusion of innovations theory is the most appropriate for investigating the adoption of technology in higher education and educational environments (Medlin, 2001; Parisot, 1995).In fact, much diffusion research involves technological innovations so Rogers (2003) usually used the word â€Å"technology† and â€Å"innovation† as synonyms. For Rogers, â€Å"a technology is a design for instrumental action that reduces the uncertainty in the cause-effect relationships involved in achieving a desired outcome† (p. 13). It is composed of two parts: hardware and software. While hardware is â€Å"the tool that embodies the technology in the form of a material or physical object,† software is â€Å"the information base for the tool† (Rogers, 2003, p. 259). Since software (as a technological innovation) has a low level of observability, its rate of adoption is quite slow. For Rogers (2003), adoption is a decision of â€Å"full use of an innovation as the best course of action available† and rejection is a decision â€Å"not to adopt an innovation† (p. 177). Rogers defines diffusion as â€Å"the process in which an innovation is communicated thorough certain channels over time among the members of a social system† (p. 5). As expressed in this definition, innovation, communication channels, time, and social system are the four key components of the diffusion of innovations.Four Main Elements in the Diffusion of Innovations Innovation Rogers offered the following description of an innovation: â€Å"An innovation is an idea, practice, or project that is perceived as new by an individual or other unit of adoption† (Rogers, 2003, p. 12). An innovation may have been invented a long time ago, but if individuals perceive it as new, then it may still be an innovation for them. The newness characteristic of an adoption is more related to the three steps (knowledge, persuasion, and decision) of the innovation-decision process that will be discussed later.In addition, Rogers claimed there is a lack of diffusion research on technology clusters. For Rogers (2003), â€Å"a technology cluster consists of one or more distinguishable elements of technology that are perceived as being closely interrelated† (p. 14). Uncertainty is an important obstacle to the adoption of innovations. An innovation’s consequences may create uncertainty: â€Å"Consequences are the changes that occur in an individual or a social system as a result of the adoption or rejection of an innovation† (Rogers, 2003, p. 436).To reduce the uncertainty of adopting the innovation, individuals should be informed about its advantages and disadvantages to make them aware of all its consequences. Moreover, Rogers claimed that consequences can be classified as desirable versus undesirable (functional or dysfunctional), direct versus indirect (immediate result or result of the immediate result), and anticipated versus unanticipated (recognized and intended or not). Communication Channels The second element of the diffusion of innovations process is communication channels.For Rogers (2003), communication is â€Å"a process in which participants create and share information with one another in order to reach a mutual understanding† (p. 5). This communication occurs through channels between sources. Rogers states that â€Å"a source is an individual or an institution that originates a message. A channel is the means by which a message gets from the source to the receiver† (p. 204). Rogers states that diffusion is a specific kind of communication and includes these communication elements: an innovation, two individuals or other units of adoption, and a communication channel.Mass media and interpersonal communication are two communication channels. While mass media channels include a mass medium such as TV, radio, or newspaper, interpersonal channels consist of a two-way communication between two or more individuals. On the other hand, â€Å"diffusion is a very social process that involves interpersonal communication relationships† (Rogers, 2003, p. 19). Thus, interpersonal channels are more powerful to create or change strong attitudes held by an individual. In interpersonal channels, the communication may have a characteristic of homophily, that is, â€Å"the degree to which 14The Turkish Online Journal of Educational Technology – TOJET April 2006 ISSN: 1303-6521 volume 5 Issue 2 Article 3 two or more individuals who interact are similar in certain attributes, such as beliefs, education, socioeconomic status, and the like,† but the diffusion of innovations requires at least some degree of heterophily, which is â€Å"the degree to which two or more individuals who interact are different in certain attributes. † In fact, â€Å"one of the most distinctive problems in the diffusion of innovations is that the participants are usually quite heterophilous† (Rogers, 2003, p. 9). Communication channels also can be categorized as localite channels and cosmopolite channels that communicate between an individual of the social system and outside sources. While interpersonal channels can be local or cosmopolite, almost all mass media channels are cosmopolite. Because of these communication channels’ characteristics, mass media channels and cosmopolite channels are more significant at the knowledge stage and localite channels and interpersonal channels are more important at the persuasion stage of the innovation-decision process (Rogers, 2003).Time According to Rogers (2003), the time aspect is ignored in most behavioral research. He argues that including the time dimension in diffusion research illustrates one of its strengths. The innovation-diffusion process, adopter categorization, and rate of adoptions all include a time dimension. These aspects of Rogers’ theory will be discussed later in more detail. Social System The social system is the last element in the diffusion process. Rogers (2003) defined the social system as â€Å"a set of interrelated units engaged in joint problem solving to accomplish a common goal† (p. 23).She used both qualitative and quantitative methods to analyze the characteristics of early adopters and the difference between early adopters and mainstream faculty. The selected factors investigated were patterns of computer use, computer expertise, generalized self-efficacy, participant information, teaching and learning changes, motivators to integrate technology for teaching and learning, impediments to integrating technology for teaching and learning, earning about technology, methods for using and integrating technology in teaching and learning, and evaluating the outcomes of using technology for teaching and learning. Less’ (2003) quantitative research study used Rogers’ (1995) diffusion of innovations theory to investigate faculty adoption of computer technology for instruction in the North Carolina Community College System. She classified the faculty members based on Rogers’ five categories of innovation adoption and compared them on the demographic variables of age, gender, race/ethnicity, teaching experience, and highest degree attained.While a significant relationship emerged between Rogers’ adopter categories and their years of teaching experience and highest degree attained, the results did not show an important difference between faculty adopter categories and age, gender, and race/ethnicity. Less further classified the faculty as users in any of Rogers’ five categories and non-users of computer technology in instruction. No significant difference existed between users and non-users in demographic characteristics of age, gender, race/ethnicity, teaching experience and highest degree attained.Using Rogers’ diffusion theory, Blankenship (1998) employed both qualitative and quantitative research methods in studying the factors that were related to computer use by instructors in teaching. In his study, the variables were attitude toward computers, access to computers, training in computer use, support for computer use, age, grade level taught, curriculum area, gender, and teaching expertise. All these factors were used to predict computer use by teachers in classroom instruction. One of the major findings of the study was that grade level and curriculum area must be considered for successful training.Also, attitude, support, access, and age were statistically s ignificant predictors of computer use in classroom instruction. Finally, Blankenship suggested the following strategies to increase computer use in classroom instruction: grade and curriculum targeted computer training, technical support, and computer labs in every building. Using quantitative research methods, Surendra (2001) examined the diffusion factors proposed by Rogers (1995) and other sources to predict the acceptance of Web technology by professors and administrators of a college. He reviewed the training factor among the types of access.Access in general and training in particular were found to be the best predictors in the diffusion process of Web technology-based educational innovation. Moreover, he found that the diffusion factors, Rogers’ attributes of innovations, are useful predictors of the adoption of innovation. Also, a relationship was found between computer knowledge and the adoption of innovation. Carter (1998) conducted a computer survey and in-depth interviews to determine computer-based technologies that were bein g used by the faculty members and the factors that affect their use of these technologies. Faculty attitudes toward using computer-based technology, support, resources, and training were the selected factors needed to use these technologies effectively. Also, Carter found that word processing software, e-mail, and Internet resources were the most frequently used computer-based technologies. Another study was conducted by Zakaria (2001) on factors related to IT implementation in the curriculum. The selected factors in the study were the Malaysian Ministry of Education Polytechnic faculty members’ attitudes toward IT, their IT use in teaching, and the availability of IT.Despite a lack of IT use in general, faculty members usually had a very positive attitude toward IT use in their teaching. Most faculty members reported barriers to IT use in their teaching. Furthermore, Zakaria argued there was a gender difference in terms of IT use. No significant difference existed between the faculty members’ department membership and IT use in general. Also, he found that the highest level of education was negatively correlated with IT use and other demographic variables, and the level of education was correlated with email and World Wide Web use.While age was positively correlated with teaching experience, teaching load was significantly correlated with online discussion use. Finally, the highest level of education and adoption willingness were found to be the most significant predictors of IT use in teaching. Analyzing the data quantitatively and qualitatively, Anderson et al. (1998) studied the attitudes, skills, and behaviors of the faculty members related to their IT use at a large Canadian research university.Based on Roger’s (1995) two major adopter categories, they defined the faculty members as â€Å"earlier adopters† and â€Å"mainstream faculty† and provided strategies for reducing the gap between these two groups. Although mainstream faculty used information technologies for research and professional communication applications, their adoption of these applications in teaching was very low. To increase their adoption of computer 21 The Turkish Online Journal of Educational Technology – TOJET April 2006 ISSN: 1303-6521 volume 5 Issue 2 Article 3 echnologies for instructional purposes, the incentives, training programs, and barriers should be taken into account in comprehensive adoption strategies.