SP 2011 experiential transcript (Attempt 2 )

Relief for the stressed        May 3 8-9pm            This event helps students learn new ways

Burr Hall.                                    to destress, especially right before finals.

They show you how to make stress balls

and they help you express what it is that

is making you so stressed. This meeting

also shows you that being stressed is okay

if you know how to deal with it.

This event connects to my current studies                                                                                     because my studies are what is causing my                                                                                     stress. At the same time it is helping me do                                                                                    better with my studies because I am learning                                                                                ways to be more calm so I can do my work                                                                                      successfully with out rushing through it                                                                                            because I am stressed.

This event added a lot of value onto my                                                                                       education and professional development because                                                                           it not only will help me with finals and tests for                                                                              school, but it was also help me in the future when                                                                         I am at my job because when I get stressed I will                                                                           know what to do and how to handle it.

People Helping People Meeting

May 2, 6- 7:45

Student center room 219

This meeting was about people helping people. Not only were you able to meet with a bunch of people and discuss the issues you have with school at the time of the year but there were a lot of people there with really good advice to help you with some of the problems you may be having. It also didn’t have to be school related, you could just go there to talk about anything, the whole point of the meeting was for people to help others.

This connects to my current studies because eventually I want to be a guidance counselor. So by going to these types of meetings it will help me communicate better with people and help them with their problems.

This added a lot of value on to my educational and professional development because it helped me realize that everyone needs help with something. It also helped me realize whether school related or job related helping someone will always help you out in the long run, so overall this meeting I think made me a little wiser.

Bradly Davis Reading

May 5, 5:30-7:30

Student center cafe

This event was sort of like a book signing but the author also spoke about his books he has published and his motivational words. He also teaches a creative writing class and talked about how you can express yourself through writing and creating novels. I have to write a very long essay for one of my classes and going to this reading helped me with my inspiration for that essay.

This relates to my studies because I needed to be able to write better for this essay assignment and going to this speaker did just that. He helped me be more creative with my writing and helped me be able to make more sense.

This helps the value of my educational and professional development because educationally I am able to write better essays and professionally I will be able to write in a more organized and professional way.

Tips and Chips Event

April 5, 5:30pm

Library

This event was to help improve resume’s and help get good internships and good summer jobs. I personally needed to improve my resume and going to this event helped me improve my resume a lot. They also showed me ways to get a good internship that relates to my major instead of settling for an internship just to have one.

This relates to my studies especially the internship part because I need an internship in order to graduate. This also helps me understand my major better because I will be working for a company that uses a lot of communication skills

This helps my educational and professional development because educationally I am getting a good internship and professionally I am getting an improved and more professional resume so that when I apply for a job in looks good.

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Slumdog Millionaire

“Slumdog Millionaire”, a film set in the Twenty-first century of modern day India, is a great case for the Cultural and Economic Globalization theory.   This movie has at its core a western influence and a quest for freedom through economic empowerment (capitalism), utilizing the love of western culture and modern technology.

The film has as its central character a young Indian man name Jamal Malik, who was born into misfortune, which is to say he was born into absolute poverty. He was an orphan, and he was from the slums of Mumbai. He grew up with his older brother, Salim, who was both his guardian/protector and antagonist; and having a relationship since childhood with another orphaned child, a girl named Latika. Jamal, had no education and worked in a call center serving tea. However, his resourcefulness and street smarts helped him to adapt to his ever challenging environment and navigate his way through his very difficult life. According to India’s traditional (albeit disappearing) caste system, he is expected to remain in abject poverty until death.  This young Indian mans life was forever altered by western culture and technology, through the popular Indian version of the American Television show “Who Wants to be a Millionaire”. With the whole nation watching, he is just one question away from winning a staggering 20 million rupees.  But when the show breaks for the night, police arrest him on suspicion of cheating.

Throughout the film, the young man is constantly exposed directly or indirectly to western culture (American and European Tourists, Western Currency, even European Literature “The Three Musketeers”) which brought with them valuable life lessons, and provided the answers to many of the questions which he had to answer correctly, to win the game show challenge and become a millionaire. The police inspector shows the videotape and after each question, Jamal recalls parts of his childhood with his brother Salim, his crush for Latika and their fight to survive on the streets to justify each correct answer, guided by his common sense and past experience, and prove his innocence.  Ironically, but consistent with globalization the winning question which brought the young Jamal his fortune and changed his financial standing in society. The question from western literature about the “Three Musketeers”, penned by French writer Alexander Dumas.

The film depicts cultural bias but the message that is communicated is high context communication because it is understood between both parties. India’s characteristics reveal the social practices of the cultural systems. Because their communication takes place in a long term relationship between two people who are often able to interpret even the slightest gesture or briefest comment. The message does not need to be stated explicitly because it is carried in the shared understanding about the relationships. Jamal was an office jockey or coffee runner, yet he worked in a call center, which handled calls from all over the world.  The young man Jamal, because of his social-economic standing, was thought to have cheated when he answered the questions correctly.

It was believed that this lower class Indian (“A Chia-wallah Slumdog”), should not have been able to answer such questions because they were not relevant to his world. He was from the streets or slums of Mumbai. The questions could only have been answered correctly by a better educated more widely exposed (middle or upper-class) Indian.  This was apparent in the way the game show host taunted and mistreated the young contestant, humiliating him and talking to him in a very inferior and condescending manner.

However, in a very specific setting: the angry police inspector, when he is violently interrogating Jamal, whom he suspects of cheating on the “Who Wants to be a Millionaire” show states, “What can a slumdog possibly know?” At this point in the movie, the inspector is the antagonist and certainly not a character with whom we are expected to agree with. By the end of the movie, the inspector has changed his attitude toward Jamal completely. He believes him, sets him free and roots for him to win. For example, as mentioned earlier, the caste system is one which is very prejudicial and oppressive to a certain class of Indian people.

The challenges that Jamal faced, in some ways is familiar to most of us, but in other ways it is very far from our reality. The children in this movie were family, although they were abandoned and left alone to provide for themselves, they were apart of a bigger family which was the slumdog community. When Jamal and his brother went to school the teacher taught them about the Three Musketeer’s which symbolize collectivism because they represent “all for one and one for all”. Jamal invited Latika to come and stay with him and Salim because he recognizes that she was a slumdog and she was alone like them, and all slumdogs stick together. When Jamal won the game, he just didn’t win it for him self, he won it for the whole slumdog community. He showed everyone that has a higher rank in the caste system that is doesn’t matter where you come from, you can still gain knowledge.

They suffered great abuses because they were a part of the lower caste.  Everyone who was higher in the caste system had the right to abuse you, simply because you were a slumdog. In the movie the police constantly abused and tramatised the slumdogs. Because the Indian police can not imagine that a kid from the slums could have the intelligence to answer the questions correctly. And why should he? His entire background is one of hard work, no education and nightmarish conditions that are unbearably and sadly true for so many of India’s children at the lowest caste level. If you were a pretty girl from the slumdog community you could be used to entertain men for money (prostitution, belly-dancing, singing, etc.). In the Indian culture, generally the age threshold for womanhood is much younger than it is in the western culture. In the movie they washed their clothes and played in the same water because as a slumdog it didn’t matter to them.

The cultural bias in this movie was when the Hindis went to fight the Muslims. When this occurred, the cultural riot killed Jamal’s mother. This is what left a lot of children homeless and without parents. In the beginning the studio audience had a bad view of Jamal because he was a slumdog, but as he began to answer questions correctly the audience changed their view of him. The questions that were ask on the game show were cultural bias because they were a part of the western culture, for instance when the host ask him about what was on the face of the hundred dollar bill, he learned it from a blind boy that he knew.  The only reason the host asked him those questions was because he thought that Jamal shouldn’t know the answer because he was a slumdog from India.

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Essay 9 Future of Comparative Education

Future of Comparative Education.

I believe that the future of comparative education has many opportunities to become something great. I believe that there needs to be more studies and more statistics so they researches can learn and go off of those results. The two main things to focus on is systemic studies and international comparative research. By focusing on these two I believe that there will be more positive outcomes for educational development and international aid. I also agree with the book when it talks about using the expertise available in the field to analyze and understand what is happening outside of a particular national context and to make recommendations, by doing this researchers will get a better understanding of international education, and the specific ways of teaching and learning. The future of comparative education needs to know the strengths and weaknesses of each area around the world. By knowing these strengths and weaknesses researchers can develop new ways to overcome the weaknesses and make the strengths grow stronger. I believe this process is all trial and error. You won’t know if a specific method works until you try it, and that is what I believe needs to be done in comparative education. I also agree with the book when it talks about combining different specialists such as; economists, social scientists, psychologists, etc. By combining all of these different fields it provides new ways of developing and understanding comparative and international education. We can only benefit from doing research and I believe the future of comparative education is going in the right direction.

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Essay 8 outcomes

One outcome I found interesting was that a comparison of English and Chinese students on initial teacher education programs, in terms of their knowledge, attitudes, and activities. I found it interesting that they chose to compare the English and Chinese. They each learn in completely different ways, for example the English speaking students learn who they are from speaking their native language and learning the norms of their culture, whereas the same goes for the Chinese, except that they are learning separate things. I liked figure fourteen on page one thirty one where it explains the process of transition. Where at first you are in complete shock, and once you get to the end you are in complete understanding and you are trying to research for solutions to the problems you used to find difficult to understand. I also liked McLeish’s autocratic and democratic styles of provision in education. One comparison in these styles that stood out to me was under the authoritarianism side is has the word censorship, and under the democratic government side across from the word censorship is the word freedom. To me these two words are complete opposites and yet it just shows that some countries believe in having a specific way of learning and teaching and that they believe in being told what to do, and in other countries they believe in being free to what you believe is the right thing to do, and to go with what you feel is right for you.

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Essay 7

 

I believe that international survey can be very beneficial in educational change. In this chapter they discuss different types of survey’s such as;  the IEA and PISA. These surveys are mainly all directed to focusing on better methods of learning and trying to find out why students in certain areas and certain situations learn and do the things they do. I also was pleased to learn the many different focuses each survey has. For example, the EDI component uses a composite index to measure gender equity and create a gender-related index. Whereas others focus on student’s achievements in mathematics, reading comprehension, or science. Another survey was done to see the affects of home and school achievements. I believe that if places like the WAEC; West African Examination Council and CXC; the Carribbean Examination Cousil embrace these surveys and try to figure what exactly is going wrong in the school systems from these surveys they can make education for them much more successful. Even in our own country we can learn from international surveys. We can compare our surveys to other countries surveys and try to gain new techniques and facts from each other.  It is also important to recognize that depending on the environment the students live has a lot to do with the outcomes of the surveys. For example, student’s surveys from Africa are going to have completely different results from student surveys from America, or Italy. It all depends on where you come from and how you were raised and taught.

 

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Midterm pt. 1 and pt. 2

This course assists my fulfillment of the Tier II Cultural Perspective goals because it has opened up my eyes to different cultures and people that I have never seen before. This course so far, has taught me that there are places all over the world that take education and turn it into what they believe learning should be. For example, America has their own way of getting an education, but places like Jamaica have a different way of life in their school programs. This class has also taught me that education can and should be more about the students rather than the teachers. Meaning that students should have a voice in what they think they should be learning, not just the teachers. Also, students should be able to express themselves more through education. By this I mean they should be exposed to many different cultures so that they can take their own culture and compare it to others and express the way they feel about the cultures they have seen. This course helped me realize that students all over the world have goals and want to do big things in life, but “big things” can mean many things to each person. The readings have helped me realize how much research and studies have been done on comparative education and international education. Certain perspective that people have towards education such as, gender, the rich and the poor, areas of where you live, etc. One class activity that I remember the most is being put into groups and discussing each other’s goals for life. I really enjoyed that activity because it made me realize that many people have similar goals, but many people also have very different goals. These goals consisted of getting a good education, going to grad school, have a family, and moving to certain places of the world. I believe that this activity was one of the better ones because it showed the students that people have a lot in common than you realize. There is a certain norm that students in America have in today’s society. Another thing I have learned a lot from is the assignments. Each week when we have discussions I love to read what everyone has to say and what people opinions are on certain topics. There have been a lot of interesting topics, such as; stereotypes, gender viewpoints, “being strange”, and explanations of America. All of these discussions have opened me up to new view points. Each student has a different way of looking at each of these topics and I feel that by reading what each person has to say I learn that everyone thinks differently but that it is a good thing because it opens your mind up to new ways of thinking and looking at a certain topic in a different perspective. All of these things have helped me achieve my Tier II Cultural Perspective goals because all I wanted to do what learn more about people, not just in American, but all over the world and so far this course has done just that.

To investigate the influence of culture and cohesiveness on conflict and effectiveness, the authors made comparisons among groups of U.S. friends and strangers and among groups of Chinese friends and strangers. Groups consisting of 5 members of the same culture engaged in a decision-making task. Among U.S. participants, task conflict and performance results tended to vary together. U.S. strangers reported little task conflict (disagreements about fact or opinion) and performed relatively poorly, whereas U.S. friends’ performances benefited from an uninhibited exchange of individual ideas and opinions. In contrast, Chinese participants reported uniformly high levels of conflict and experienced relatively low performance. The results suggest that a task conflict advantage, with which group members feel comfortable enough to freely express and exchange opinions and disagree with each other to achieve optimal outcomes, might be culture specific.

(The journal of social psychology)

The core culture of an organization is a major force to be recognized when trying to implement any type of change. Those changes that do not fit well with an existing culture will be strongly resisted. The very cultures that may have to undergo change to survive the many paradigm shifts occurring in health care were the basis for past successes. The ability to recognize the core culture of an organization or unit will provide the person with valuable information when the plan calls for implementing change. Understanding culture can be very difficult if you are not willing to open up and learn new things, and new ways of looking at life and the value of life through other people’s eyes.

Muller-Smith, P. (1996). Core culture: the key to successful paradigm shifts. Journal Of Post Anesthesia Nursing, 11(1), 35-38. Retrieved from EBSCOhost.

 

1. Understanding the evolution of life histories requires an assessment of the process that generates variation in life histories. Within-population heterogeneity of life histories can be dynamically generated by stochastic variation of reproduction and survival or be generated by individual differences that are fixed at birth. 2. We show for the kittiwake that dynamic heterogeneity is a sufficient explanation of observed variation of life histories. 3. The total heterogeneityin life histories has a small contribution from reproductive stage dynamics and a large contribution from survival differences. We quantify the diversity in life histories by metrics computed from the generating stochastic process. 4. We show how dynamic heterogeneity can be used as a null model and also how it can lead to positive associations between reproduction and survival across the life span. 5. We believe our approach to identifying the nature of among-individual heterogeneity yields important insights into the forces that generate within-population variation of life-history traits. It provides an alternative to claims that fixed individual differences are a major determinant of heterogeneity in life histories.

Steiner, U., Tuljapurkar, S., & Orzack, S. (2010). Dynamic heterogeneity and life history variability in the kittiwake. The Journal Of Animal Ecology, 79(2), 436-444. Retrieved from EBSCOhost.

When I look back and reflect on my own culture and identity I have a much better understanding of why I am the way I am today. Before attending this class I always believed that you are the way you are because of your parents, but in many cases that is not true. You are your own person and learning from different cultures can be a huge advantage in life because it makes you more rounded and more understanding. When learning and watching about how other cultures live and what their values are really made me think about the things I value and why I value them so much. It also made me look at life a little differently because I realized that in many different countries people are struggling to survive on a daily basis, where I never have to think about if I am going to survive every day. It made me realize how lucky I am, but also how spoiled I am at the same time. I hope to one day travel around the world and learn about other cultures and learn about their values and the things that they love to do because I believe by doing that it will make me a better person, and it will make me more cultured in the end.

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SP 2011 experiential transcript (Attempt 1 )

Title of Event

Habitat for Humanity Meeting

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stress Relief.

 

 

 

 

 

 

 

 

 

 

 

 

Read Across America

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Date, Time, Place

2/2/11

4:30pm

North campus, Student center

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3/1/11

8:00pm

 

 

 

 

 

 

 

 

 

 

 

4/1/11

2:00 pm

South Campus

Please summarize the event in a short essay of about 50 words.

This meeting raised my awareness of sub-standard housing on campus and it helped me become more aware of the families that are in poverty around Willimantic and New London. I also learned that there are a lot of things that I can do to help, just by volunteering at local places around Willimantic.

 

This program helped teach students how to manage their stress. It also helped students talk about the things that stress them out while being at school, like friends and other commitments along with school work. This program was designed to show students that there are many ways to control stress, and that it is okay to be stressed out sometimes.

 

This event was designed to read to children at Natchaug Elementary School and to help them craft bookmarks. The point of this event was to expose children to reading and make reading seem fun for them, so that it will encourage them to want to read in the future. This also helps socialize children with older students. Also children can express themselves through making their own book marks.

How does this event connect to your current studies and mission statement? (at least 25 words)

This relates to my current studies because it opens up my eyes to new things that I will be able to contribute to when I am older.

 

 

 

 

 

 

 

This relates to my current studies because in every subject I am taking there is always something that stresses me out. Where it is an assignment, a test, or a presentation I always seem to be stressed out.

 

 

 

 

This relates to my current studies because I eventually want to work with children when I am older. By doing this event it will help me get a better understanding of how children are and how they learn and observe reading.

What value-added content did this event have on your education and professional development? (at least 25 words)

This had a huge effect on my education because I learned that as a student there are still many things that I can do to help people in need, just by simply donating a can of food. It made me want to learn more about ways that I can contribute to people in need.

 

I learned that there are many breathing techniques that I can do on a daily bases that helps control my heart rate. I also learned that by thinking more possitively makes you less stressed. Last, just by simply talking to someone about what stressed you out relieves stress.

 

 

From this event I learned that not all children learn and read at the same pase. Some children’s attention spans are not fully there yet. I also learned that by related a specific story to something they can relate to helps them understand a book better.

Dr. Martin Luther King, Jr. Community Service Awards Johnson Room, ECSU, 2/23/11, 6 – 7 pm This ceremony will include the honoring of a student, faculty member, and community  member who best represented the ideals of MLK in 2010. I am studying cross-cultural education and Dr. King was a key figure in the 2oth century in bringing people together. I learned more about community participation and models to follow for my own participation at Eastern in the greater Willimantic area.

 

 

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ePortfolio rubric

Rubric for the Best Eastern ePortfolio 2011

Name __Alyssa DeSimone_______________________

URL of this rubric score sheet – Please send this URL to Dr. Stoloff atstoloffd@easternct.edu to share with the jury. ______________________________________

URL of the homepage of your ePortfolio ______________________________

Your email address ___desimonea@my.easternct.edu____

____ I live on campus in _Laurel___ (which hall?)

____ I am a commuter

Please refer to the AAC&U ‘s Integrative Learning VALUE Rubric* for details on the rubric.  The evaluator will review the links that you list here as evidence of fulfilling the elements of the rubric and rate each element using this score –

4 = capstone, 3 = high milestone, 2 = milestone, 1 = benchmark, 0 = not evident.

One may list 1 or more URLs for websites that would display the rubric’s elements.   The maximum score might be 20 points for the entire rubric scoring.   Consider this rubric form as a table of contents or ways of demonstrating competency in your ePortfolio.

Connections to Experience – (Experience) – Connects relevant experience and academic knowledge (capstone – “Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden own points of view.”)

SP 3.2 Objective: students develop a sense of empowerment, ownership of the learning process and deepen understanding regarding the opportunities for meaningful learning outside the traditional classroom setting.

There is room to include the objectives of other strategic initiatives here.

For example, one may list webpages that document community service and service learning as related to coursework, participation in university clubs and other associations, and professional activities, ….

Description of Evidence

Format: List name (date created).  Title of webpage.  Retrieved from http://

and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.

For example,

Stoloff, D.L. (February 25, 2011). ePortfolio rubric.  Retrieved fromhttp://stolofd.wordpress.com/eportfolio-rubric/.

This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.

1.

2.

3.

4.

…. One may list more than four documents.

Connections to Discipline (Academic Portfolio) – Sees (makes) connections across disciplines, perspectives.  “Independently creates wholes out of multiple parts (synthesizes) or draws conclusions by combining examples, facts, or theories from more than one field of study or perspective.”

SP 3.2 Objective: Students will document the full range of his or her learning experiences(including experiential learning)

There is room to include the objectives of other strategic initiatives here.

For example, essays developed in liberal arts courses that combines understanding from multiple discipline, research projects that relied on knowledge from several courses, mixed media projects, …

Description of Evidence

Format: List name (date created).  Title of webpage.  Retrieved from http://

and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.

For example,

Stoloff, D.L. (February 25, 2011). ePortfolio rubric.  Retrieved fromhttp://stolofd.wordpress.com/eportfolio-rubric/.

This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.

1.

2.

3.

4.

…. One may list more than four documents.

Transfer (Applications) –  “Adapts and applies, independently, skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways.”

SP 3.2 Objective: Job and graduate school placement will be assisted by electronic portfolios.

There is room to include the objectives of other strategic initiatives here.

For example, independent study projects, student-lead initiatives, showcasing skills for employment, …

Description of Evidence

Format: List name (date created).  Title of webpage.  Retrieved from http://

and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.

For example,

Stoloff, D.L. (February 25, 2011). ePortfolio rubric.  Retrieved fromhttp://stolofd.wordpress.com/eportfolio-rubric/.

This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.

1.

2.

3.

4.

…. One may list more than four documents.

Integrated Communication (Design) – uses a format, language, or graph (or other visual representation) in ways that enhance meaning.  “Fulfills the assignment(s) by choosing a format, language, or graph (or other visual representation) in ways that enhance meaning, making clear the interdependence of language and meaning, thought, and expression.”

SP 3.2 Objective: students learn to organize learning artifacts in ways that reinforce skills and knowledge and assist them in integrating and synthesizing learning from various contexts.

There is room to include the objectives of other strategic initiatives here.

For example, uses of language, visual design – clarity of layout and presentation, video, and graphic tools … to convey meaning.

Description of Evidence

Format: List name (date created).  Title of webpage.  Retrieved from http://

and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.

For example,

Stoloff, D.L. (February 25, 2011). ePortfolio rubric.  Retrieved fromhttp://stolofd.wordpress.com/eportfolio-rubric/.

This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.

1.

2.

3.

4.

…. One may list more than four documents.

Reflection and Self-Assessment (Reflections) – Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work).  “Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts).”

SP 3.2 Objective: Habits of self-assessment and lifelong learning will be improved with a process through which students record and reflect on their academic and professional accomplishments

SP 3.2 objective: Students will demonstrate the skills of a reflective learner by identifying personal strengths and challenges, assessment of learning and setting goals for the future

There is room to include the objectives of other strategic initiatives here.

For example, mission statement, clear statement of planning and goals, changes in perspectives throughout one’s studies,  …

Description of Evidence

Format: List name (date created).  Title of webpage.  Retrieved from http://

and provide a short essay on how this document fulfills the goals of this section of the Integrative Learning Value Rubric.

For example,

Stoloff, D.L. (February 25, 2011). ePortfolio rubric.  Retrieved fromhttp://stolofd.wordpress.com/eportfolio-rubric/.

This is a prototype of a table of contents for documenting one’s fulfillments of the objectives of the AAC&U’s Integrative Learning VALUE Rubric.

1.

2.

3.

4.

…. One may list more than four documents.

* Association of American Colleges and Universities (2011).  Integrative Learning VALUE Rubric.  Retrieved from http://www.aacu.org/value/rubrics/integrativelearning.cfm.

 

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Chapter 6 – influences of different perspectives on understanding education.

 

Chapter 6.  The influences of differing perspectives on understanding education.

When the book talks about the evolving relationship between the north and the south it made me think about the difference in education the north and south have. Both have different values and priorities such as, in the south they are more concerned with living life at a slower pace, where as the north is looked at to be more high paced, fast talking, and always in a hurry. The influence this has on understanding education is that students in the south are less stressed or less concerned with having to learn and memorize specific things, where in the north students may feel that they are always under pressure to be evolving into “smarter” students. One perspective that stood out to me was the Marxist and neo-Marxist perspectives. When it talks about emphasizing the exploitative relationship between the advantaged rich and the disadvantaged poor and focuses on a more economic inequality. This perspective makes you look at people’s roots and the differences between a rich person’s problem and a poor person’s problem. If you take this perspective and relate it back to the north and south relationship they both have things in common such as, many people associate the north as being “rich” or “wealthy” and the south as being “poor” or “disadvantaged”. In relation to education people’s perspectives of southern education is looked at as not as high of a level, or not a good education compared to schools in the north. This chapter made me think about why people live in certain areas of the world in relation to education and wealth.

 

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Comparative Education

“The comparison of the education systems of several countries lends itself to a variety of methods of treatment, depending somewhat on its purpose.” – Kandel

This quote at the beginning of the chapter is a great explanation of comparative education. All over the world there are many different ways of teaching. For some people it is very hard to understand other systems of education and the issues that are of interest or concern in them. This is why I feel that if more people of authority traveled around the world to observe different systems of education they could learn a lot because of the fact that they are learning new things and new ways of teaching and observing how people react to specific systems. The example the book gives about a school in France having different ideas and norms compared to a school in Britain or Germany. This is why people should become more open to different methods of learning because there a millions of schools around the world, and each day students are learning, so why not take the opportunity to find new ways to teach and discover new ways of learning. One thing I have learned from this chapter is that many people do not want to change their “norms” of education. For example, America has specific norms of teachers and students that are completely different from the norms at schools in India or Japan. The book states that comparative education is a very broad area within the huge range of topics and research approaches subsumed under ‘educational studies’. Although this is true, if we could focus on specific areas of comparative education I believe education can only become better and stronger for the future.

 

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