migration Essay -- essays research papers

The need to migrate from lower highly-developed countries to developed countries is generally due bigly in part to financial reasons. In most cases, the attractiveness of higher wages in urban environments unremarkably outweighs the inconvenience of being away from family members and becoming acclimated in a new environment. In lower developed countries, under-employment is high and the demand for labor is low. As such the problems arises with rural to urban migration. This migration into urban cities is usually an attractive alternate(a) for individuals with low education levels, generally with limited experience in the clownish sector. Initially at first, an individual may feel uneasy since the insecurity factor involved with migrating into a different environment is high and the likelihood of finding a job is uncertain. As much of a contact as this may be, the willingness to take this risk and migrate is usually a better alternative than staying in the current environment with insufficient al-Qaeda with limited job opportunities. The role of government policies also plays a large role in affecting the level of migration into a country. If the government stand increase the perceived probability of getter a job sooner, even more(prenominal) people would migrate from the rural sector to the urban sector. This being so, the corresponding would also be true for the opposite scenario. Should the government fail to impose policies that would increase the level of perceived probability, the amount of peo...

Rappaccinis Daughter Essay: Allegory of the Garden of Eden

In the literal sense, Nathaniel Hawthorns Rappaccinis Daughter is the grade about the contender between 2 scientists that ultimately causes the destruction of an innocent young woman. However, when the story is examined on a symbolic level, the reader sees that Rappaccinis Daughter is an allegorical reenactment of the genuine fall from innocence and purity in the Garden of Eden. Rappaccinis garden sets the level of this allegory, while the characters of the story each represent the important figures from the Genesis account. through and through the literary devices of poetic and descriptive diction, Nathaniel Hawthorne conveys the symbolism of these characters, as well as the setting. The story takes place in mid-nineteenth century in Padua, Italy and revolves around two major settings the mansion of an old Paduan family, and Rappaccinis lush garden. The mansion is pull ind as, spunky and gloomythe palace of a Paduan noble desolate and ill-furnished This description establis hes a dark mood throughout the story. Hawthorne writes, One of the ancestors of this familyhad been pictured by Dante as a partaker of the immortal agonies of his orchestra pit The allusion of Dante refers to The Divine Comedy and the Inferno describes the souls in Hell. Furthermore, Baglioni converses with Giovanni in this mansion chamber and tries to manipulate him in his movement to destroy Rappaccini. In a sense, the dark and gloomy mansion symbolizes the theater of evil. The second major setting is the garden. The author uses poetic diction to describe Rappaccinis garden. Hawthorne writes, There was one shrub in particularthat bore a profusion of purple blossoms, each of which had the luster and richness of a treasureseemed enough to illuminate th... ...ce 35 (1989) 43-69. Male, Roy R. Hawthornes Tragic Vision. Austin Texas University crush, 1957. Marder, Daniel. Exiles at folk A Story of Literature in Nineteenth Century America. Lanham University Press of America, In c., 1984. Norford, Don Parry. Rappaccinis Garden of Allegory. American Literature 50 (1979) 167-186. Phal, Dennis. Architects of the Abyss The uncertain Fictions of Poe, Hawthorne and Melville. Columbia University of Missouri Press, 1989. Person, Leland S., Jr. Aesthetic Headaches Women and Masculine Poetics in Poe, Melville and Hawthorne. capital of Greece University of Georgia Press, 1988. Shurr, William H. Rappaccinis Children American Writers in a Calvinist World. Lexington University of Kentucky Press, 1981. Waggoner, Hyatt H. Hawthorne A fine Study. Cambridge Harvard University Press, 1955.

Jk Rowling

Although she writes under the pen defecate J. K. Rowling her name when her first Harry muck about book was make was simply Joanne Rowling. Her publishing company Bloomsbury feared that the target audience of boyish boys might be reluctant to demoralize books written by a female author, and requested that she use two initials, rather than reveal her first name. Born on 31 July 1965 in Yate, Gloucestershire, England She attended St Michaels Primary School. Her professional, Alfred Dunn, has been suggested as the inspiration for the Harry Potter headmaster Albus Dumbledore. She attended secondary school at Wyedean School and College.Rowling has said of her adolescence, Hermione A bookish, know-all Harry Potter character is loosely based on me. Shes a mimicry of me when I was eleven, which Im not particularly proud of. Rowling read for a BA in French and Classics at the University of Exeter, and after a year of ruminate in Paris, she moved to London to work as a tec and biling ual secretary for Amnesty International. In 1990, while she was on a train trip from Manchester to London, the thought process for a story of a young boy attending a school of wizardry came fully organize into her mind.She told The Boston Globe that I really dont know where the idea came from. It started with Harry, then(prenominal) all these characters and situations came flooding into my head. Rowling then moved to Porto, Portugal to teach English as a foreign language. 25 While there, on 16 October 1992, she married Portuguese television journalist Jorge Arantes. Their child, Jessica Isabel Rowling Arantes was born on 27 July 1993 in Portugal. 36 They scattered in November 1993. 36HYPERLINK l cite_note-36&824337In December 1993, Rowling and her daughter moved to be high-priced her sister in Edinburgh, Scotland. 18 During this period Rowling was diagnosed with clinical depression, and contemplated suicide. 38 It was the feeling of her illness which brought her the idea of De mentors, soul-sucking creatures introduced in the third book. 39 In 1995, Rowling finished her manuscript for Harry Potter and the Philosophers Stone on an old manual typewriter. The book was submitted to twelve publishing houses, all of which rejected the manuscript. 36 A year later she was finally habituated the green light (and a ? 1500 advance) by editor Barry Cunningham from Bloomsbury, a comminuted British publishing house in London, England.Soon after, in 1997, Rowling received an ? 8000 present from the Scottish Arts Council to enable her to continue writing. 49 The following spring, an auction was held in the United States for the rights to publish the novel, and was win by Scholastic Inc. , for $105,000. In June 1997, Bloomsbury published Philosophers Stone with an initial print-run of 1000 copies. Five months later, the book won its first award, a Nestle Smarties Book Prize. In February, the novel won the prestigious British Book Award for Childrens Book of the Year, and later, the Childrens Book Award.

Anxiety, stress and burnout in nursing Essay

Anxiety, var. and burnout in c be for is a signifi loafert issue, which affects many nurses during their master key career (McVicar, 2003). Graduate nurses modulationing from university education to a hospital setting pil pitiful slip additional get alongs of emphasis and juvenile ch whollyenges at this time and require fit measures such as a congestive pasture environs (Chang & antiophthalmic factor Hancock, 2003). At limn the nation is experiencing a severe treat dearth that is impacting greatly on the charm conditions of nurses that remain (Chang & international adenineere Hancock, 2003). In this detailed appraisal melodic line and burnout leave alone be defined, as will all major terms throughout this paper. The author will discuss the critical care for short mount up and describe the symptoms of accentuate and burnout. Causes of burnout and underline will be discussed in relation to the ammonium alum and beatd nurse. The author will present and discuss stress and burnout prevention strategies. Throughout this essay empirical demonstration will be used to demonstrate validity of concepts. A literary starts search was conducted using computerized databases that were searched over the time period 2003-2008 and acknowledged faculty member Search Premier, psycINFO, Psychology and Behavioral Sciences Collection, EJS E-Journals Database, Professional Development Collection, Medline, Health tooth root Nursing/Academic Edition, Health Source Consumer Edition and Cinahl. Key linguistic communication searched let ind burnout, nursing, misgiving, stress, shortage, piddle, and strategies.Stress is thought to be connected to an individuals response to specific implys, if the individual assesses the demand as beyond their resources this generates a stress response (Clancy & angstrom McVicar, 2002, as cited in McVicar, 2003). Stress responses include variation in an individuals biochemical, physiological and behavioural processes (B illter-Koponen &type A Freden, 2005). fit to McVicar (2003) the ability of the individual to handle the stress response is interdependent on specific causes, grapple mechanisms and the environment where demands are produced. Stress is commonly part of a larger problem and is noted as the introductory phase of a chronic process (Gillespie & axerophthol Melby, 2003). If severe stress and anxiety persist without interventions being implemented this whitethorn lead to burnout, which is typically characterized by aflame enervation, de individualalisation and reduced mortalal accomplishment (Maslach & adenosine monophosphate Jackson, 1986 as cited in Chang & group A Hancock, 2003).Chang, Daly & group A Hancock et al., (2006) call downs that stress from track down reduces the quality of work environment, line of work satisfaction, psychological nearlybeing and somatic health on nurses. Since stress has been identified as prevalent in nursing there dupe been dissimilar r esearch studies discussing the causes and impacts of stress (Billter-Koponen & adenine Freden, 2005). As well as the effects of work place stress on nurses, there is the larger issue of the consequences for the health care system, with many nurses conclusion the only way to cure burnout is leaving the workforce, this is further impacting the serious shortage of nurses world wide (Chang et al., 2005 Edwards and Burnard, 2003 as cited in Chang, Bidwell & vitamin A Huntington, 2007).A writings review of stress in nursing by Chang, Hancock & group A Johnson et., 2005 commented that currently the severe shortage of nurses in Australia is the largest since World War II and reports that by 2010, there will be a shortage of or so 40, 000 nurses (RMIT University, 2003 as cited in Chang, Hancock & adenosine monophosphate Johnson et al., 2005). A report by AIHW (2005), engraft that the nursing work force has persisted to age, with the average age of nurses vary magnitude from 42.2 years old in 2001 to 45.1 years old in 2005 and the join of on the job(p) nurses aged over 50 years has incr saved from 24.4% to 35.8%. The elderly population of nurses will eventually be leaving the duty in years to come when the shortage of nurses is at its worst, this will further compound the issue (Janiszewski Goodin, 2003).The Australian government has responded to the issue of an aging workforce by further older nurses to comprehend with further take apart and actively deter them from retiring (Wickett, McCutcheon &type A Long, 2003). After many years of decline of enrolments to tertiary nursing courses there has been a considerable influx of appli postts, this is thought to be created by the governments increasing media c antiophthalmic factoraigns to generate interest in nursing as a career, however, the boost in enrolments does not necessarily solve the nursing shortage as the larger issues of why retention of nurses has not been winning absorb not been addressed and media c ampaigns could almost been seen as a band-aid top up the larger problems (Wickett, McCutcheon & Long, 2003). The nursing shortage has seen many clumsy workers entering the aged care sector as a heterotaxy of registered nurses currently the aged care system is overwhelmed with demand and patient multiformness (Wickett, McCutcheon & Long, 2003). Duffield & OBrien-Pallas (2002, as cited in Wickett, McCutcheon & Long, 2003) suggest trey main reasons for the growing nursing shortage, these include, personal issues that pertain to stress, burnout and an neediness of balance in their personal lives.Secondly Duffield & OBrien-Pallas (2002, as cited in (Wickett, McCutcheon & Long, 2003) cite presidential termal and wariness issues, which relate to body of work military unit, either verbal or physical between patients or supply, as issues of concern in retention of nurses as well as professional issues with dissatisfaction stemming from the ability of the nurse to provide quality of care in component of luxuriously demand (Chang, Hancock & Johnson, 2005 Wickett, McCutcheon & Long, 2003). These unresolved problems bring to the nursing shortage emphasize the urgency of ordurevassing the nursing profession and environment so that the sustainability of the health care system fuck continue (Chang, Hancock & Johnson, 2005).There are multiple symptoms of anxiety and burnout, as noted, prolonged stress and anxiety can result in burnout. carnal effects of stress include persistently elevated arterial air pressure, indigestion, constipation or diarrhoea and weight gain or sacking (McVicar, 2003). In cases of severe prolonged stress physical effects can progress to clinical hypertension, gastric disorders, nausea, fatigue, headaches and exacerbated symptoms of asthma (McVicar, 2003 Billter-Koponen & Freden, 2005). The possible cause of fatigue in severe stress and anxiety is gamey levels of cortisol, which is a hormon e that can be produced in excess when a person is stressed leading to cortisol affecting catnap patterns and resulting in sleep difficulties (Billter-Koponen & Freden, 2005). According to Hugo (2002, as cited from Billter-Koponen & Freden, 2005) symptoms of stress in European countries are rising, in 2003 over 5,000 nurses in Sweden were sick for over 30 days with approximately 40% of the diagnosis for the long-term absence from work being emotional exhaustion (burnout), the 2003 statistics were describe to have increased by 20% from the previous year.Billter-Koponen & Freden (2005) suggests that the larger proportion of demands for nurses are psychologically related and in turn this creates more than psychological disturbances than physical symptoms. The three core elements of burnout emotional exhaustion, depersonalisation and reduced personal accomplishment can produce various psychological effects. Emotional exhaustion may legislate when the nurse experiences t he inability to function professionally at a psychological level, the symptoms may include depression, sleep disturbances and the inability to domination emotions (Maslach et al., 1996 p.4 as cited in Gillespie & Melby, 2003 Patrick & Lavery, 2007). A nurse who develops depersonalization may have feelings of irritability, anger and a general negative attitude towards clients, according to Leiter (1993, as cited in Patrick & Lavery, 2007) depersonalization transpires from a need to create outdistance from the work that is emotionally draining (Maslach et al 1996 p.4. as cited in Patrick & Lavery, 2007 Chang & Hancock, 2003). Reduced personal accomplishment can create feelings of inadequacy, self-doubt, low self-esteem and the predisposition to view their level of skill and care negatively (Chang & Hancock, 2003 Patrick & Lavery, 2007).These symptoms are especially worrying as they can reduce quality of care and drop-off patient satisfaction (Janssen et al ., 1 999 Garrett & McDaniel, 2001 as cited in Chang & Hancock, 2003). It is generally accepted that nurses who are lushly stressed or experiencing burnout typically have poor melodic line satisfaction, high absenteeism rates and many nurses contemplate leaving the profession all told (Larson, 1987 Callaghan & Field, 1991 as cited in Chang & Hancock, 2003). A qualitative knowledge by Billter-Koponen & Freden (2005) interviewed nurses about their own experiences regarding work place anxiety, stress and burnout, the nurses commented they felt powerless to avoid burnout and had inadequate time or goose egg to take on patient demands.The nursing profession involves demands beyond clinical technical skills, teamwork and constant care of patients the post of nursing requires a high level of emotional labour, which can lead to many mental synthesis complex causes of stress and burnout (Phillips, 1996 as cited in McVicar, 2003).Gillespie & Melby (2003) found that the leng th of substitutes and work shift patterns, which included night duty contributed to emotional exhaustion, personal relationship problems, worry concentrating and fatigue. Similarly, Efinger et al., (1995 as cited in McVicar, 2003) reported shift work as having a negative influence on social and personal aspects of the nurses lives, it was in any case mentioned that night shift work was specificly draining in terms of physical health and disrupted family life. Furthermore a study by Chang, Daly & Hancock et al., (2006) consisting of 320 randomly selected Australian registered nurses who were listed on the New South Wales fitting board database found that work load was the most common source of stress with indications that high workload negatively affected the mental health of nurses. Chang, Daly & Hancock et al., (2006) also comment on the legal requirements of providing a synthetic rubber work place in which workers are not under excessive stress, which is affectin g their mental health.However, a study by Patrick & Lavery ( 2007) found on a random sample of 574 division 1 squared-toe Australian Nursing Federation members were surveyed on burnout in nursing pass ond that hours worked by nurses have a weak correlation with emotional exhaustion. until now it could be argued that these results are not a true indication of regular nurses feelings as 65.73% of the participants worked part-time or casual nursing roles with the average keep down of hours that nurses worked in this study being 32.17 hours, which amounts to a lower average than in full time work (Patrick & Lavery, 2007). A cross-sectional study by Spooner-Lane & Patton (2007) found that nurses who worked full-time experienced higher levels of emotional exhaustion compared to part-time or casually works nurses. Increases in workload endure in other areas such as recent updating of technology, particular(a) responsibilities, paper work and increasing supply shortages (Chang & Hancock, 2003).A study by Gillespie & Melby (2003) that consisted of a triangulated research design, which incorporates both qualitative and vicenary methods as well as using questionnaires, focus groups and interviews found that round shortages were cited numerous times as a earthshaking cause of anxiety and stress. The nurses specifically identified the use of agency staff as a concern as many nurses expressed the issue of spending semiprecious time inciteing agency staff in locating equipment and explaining the way that particular ward operated (Gillespie & Melby, 2003). A nurse that was interviewed in Billter-Koponen & Fredens (2005) study reported trying to bridge the gap of time illogical from plain demands by coming in early, working through meal breaks, and staying back to work longer. Nurses interviewed in Gillespie & Melbys (2003) study also stated that junior nurses were forced to take on roles beyond their experience. A focus group by the Australian Government further reports levels of egression in turnover and the increased amount of more acute patients as a source of stress due to staff levels remaining moribund while demands escalate (Chang & Hancock, 2003).Considering levels of demand are high and staff levels are not increasing as well as interchange agency staff or pressuring junior staff to meet major(postnominal) roles these pressures would certainly contribute to anxiety, stress and potentially, burnout. Role equivocalness can be described as insufficient information about specific responsibilities and roles that a nurse must undertake (Chang & Hancock, 2003). Role ambiguity can occur in the form of objective ambiguity, which arises from lack of information for that particular role, and subjective ambiguity, which is associated with the social and psychological features of role performance (Kahn et al., 1964, as cited in Chang & Hancock, 2003).Chang & Hancock (2003) conducted a qualitati ve study of cx tertiary nursing graduates from 13 institutions across New South Wales, Australia who work in one of four teaching hospitals about role stress in graduate nurses, the participants were surveyed during 2-3 months of working and then again between 10-11 months. Chang & Hancock (2003) reported the graduates experienced role ambiguity at bottom the basic few months of working and this continued throughout the 12 months as well as being a contributor to lower job satisfaction. However, Chang & Hancocks (2003) study was limited due to the use of self-reporting by the graduates, which is subjective and not objective data. Patrick & Lavery (2007) suggests role ambiguity is an excess stressor as graduates endeavor to fulfill their expected roles whilst experiencing new challenges.Role fleece typically occurs whilst graduates are learning time management skills and learning new roles (McVicar, 2003). Chang & Daly (2001, as cited in Chang & Hancock, 2003) ide ntify that role overload can intensify the effects of role ambiguity. Chang & Hancock (2003) found that role overload became a larger contributor to stress than role ambiguity in nursing graduates after 10-11 months of working.Gillespie & Melby (2003) notes a significant difficulty for graduate nurses as they transition into a hospital environment as opposed to learning at university, this gap between skills in condition(p) in theory within university education and the ability of realistic demands within the hospital environment could present additional stress on the graduate nurse. Madjar et al., (1997 as cited in Chang & Hancock, 2003) describes this as the theory-practice gap, which causes a shock between personal standards and own values (Jasper, 1996 Reutter et al., 1997 as cited in Chang & Hancock, 2003). Patrick & Laverys (2007) study supports this theory-practice gap and goes on to further state that nurses who acquired their nursing degree at a univers ity have higher levels of emotional exhaustion and depersonalization than hospital-trained nurses.Graduate nurses also report low levels of confidence, lack of support, unrealistic previsions of other clinical staff, unexpected work situations, adjusting to shift work and the increase in responsibility as added sources of stress (Chang & Hancock, 2003 Kelly, 1998 as cited in Chang, Hancock & Johnson et al., 2005 Patrick & Lavery, 2007). Allenach & Jennings (1990, as cited in Chang & Hancock, 2003) explain that stress from these new challenges includes anxiety. It could be come upond that frequent stressors that affect all nurses regardless of age and experience affect graduate nurses as well as other specific experience- related stressors. Patrick & Lavery (2007) found that age and experience was negatively associated with burnout, suggesting that young and inexperienced nurses have a higher rate of burnout compared to older and more experienced workers. This d etermination is consistent with Spooner-Lane & Pattons (2007) study of 273 nursing staff, which reported age as a significant indicator of burnout.Jackson et al., (2002, as cited in Chang, Hancock & Johnson et al., 2005) suggest nurses are at risk of study violence in the forms of verbal or physical violence from their patients, relatives and staff. Participants from Chang, Daly & Hancocks et al., (2006) study completed four different questionnaires regarding study stressors and findings suggested work divergence between nurses and physicians was a significant cause of stress. According to Ball et al., (2002, as cited in McVicar, 2003) conflict between staff has run a more important issue throughout the previous 10 years. Due to the nature of nurses work where patients emotions are highly sensitive, as they may be scared or have a higher expectation of required care than they are receiving, nurses can be venerable to violence and research by Carter (2000, as cited in Chang, Hancock & Johnson et al., 2005) comments body of work assault is more common for nurses than any other health professionals. The consequences of workplace violence are increased levels of anxiety, high levels of sick leave, lower levels of job satisfaction, burnout and lower retention rates (Jackson et al., 2002 as cited in Chang, Hancock & Johnson et al., 2005 RCN, 2000 as cited in Gelsema & Van Der Doef et al., 2006).The flexibility of working hours and shift patterns was a significant cause of stress for nurses, it would be safe to assume that greater flexibility in working hours could possibly reduce stress, assist nurses in achieving a more balanced life as they superintend with family and other personal pressures. Strategies to achieve greater flexibility in working hours will require a concentrated effort by management and staff to achieve equity when allocating shifts and empowering nursing staff to have preferences regarding extra time and in particular , night shift (McVicar, 2003).The workload of nursing is consistently reported to lead to an increase in anxiety, stress and burnout, therefore lowering workload would be a reasonable intervention, however workload is a complex issue which includes determinants that can be influenced by the individual or organization in which they work (Gelsema & Van Der Doef et al., 2006). The main issue that needs to be addressed is to ensure staffing levels are sufficient for that particular setting, this would greatly reduce pressures relating to patient care and reduce the incidence of staff working outside of their roles (McVicar, 2003). Other measures such as time management skills and direction skills may further assist in reducing workload pressures. Hayhurst, Saylor & Stuenkel (2005) recommends further research into workload pressures that are associated with specific specialty areas so that programs can be implemented to target the needs of that specialty.In Chang & Hancocks (2 003) study of role stress and role ambiguity in Australian nursing graduates it was noted that graduates experienced a high level of role ambiguity in their transition from university to the workplace. A study by Mrayyan & Acorn (2004) assessed nursing students to determine causes of burnout and invited students to suggest solutions to stressors affecting burnout. The nursing students highlighted role ambiguity as a contributor to stress and suggested a comprehensive update of job descriptions that included the scope of practice, skills and experience needed, accounting of knowledge required and a regular assessment if changes of the job expectations change. Greenwood (2000. as cited in Chang, Hancock & Johnson et al., 2005) reported that preceptor programs, orientation programs, give communication, and staff development considerably aids graduates transition and experience of role ambiguity throughout the year.Violence in the workplace in the form of verbal abuse from o ther colleagues is a negative experience for nurses and is the cause of significant amounts of anxiety and stress Chang, Daly & Hancock et al., 2006). McVicar (2003) suggests that conflict with staff is the responsibility of management, nurses and all other professionals. Tourangeau & Cranley (2006) advise that relationships with co-workers have a potential influence on the retention of nurses and suggests further strategies, which include praise and recognition of co-workers as well as team building strategies that increase social interaction.A qualitative study by Abuairub (2004) surveyed 303 nurses from various locations throughout the world on the effect of social support from co-workers in which, participants who perceived having additional social support from co-workers reported lower levels of stress. Abuairub (2004) comments that extra social support from co-workers may assist in creating a more friendly and pleasurable working environment as well as nurses feeling the y could call on co-workers for assistance. Graduate nurses would benefit from social support as they are constantly challenged and require guidance from all staff. Chang, Daly & Hancock et al., (2006) further support the notion of social support by reporting that a positive social climate can decrease levels of stress and prevent burnout. The leaders of the work environment need to hold dear a more socially corroboratory culture by demonstrating co-operation, encouraging teamwork, social equality, supportive attitudes and education about stress education and stabilizing coping mechanisms (Abuairub, 2004 Hayhurst, Saylor & Stuenkel, 2005).Coping strategies can be defined as psychological and behavioural efforts to control demands that are considered as exceeding the resources of the person and are either problem focused which attempts to deal with or depart the problem that is the source of the stress or emotionally focused which attempts to ease emotional distress (Laz arus and Folkman 1984, p. 141 as cited in Chang, Daly & Hancock et al., 2006). Chang, Daly & Hancock et al., (2006) comment that many studies suggest problem-focused coping to be more effective in preventing burnout than emotion-focused coping. It would be beneficial to address coping strategies with nursing staff to educate them about different methods and to assist them in recognizing coping methods that are unhelpful so that they may employ personal control to their responses of stress (Chang, Bidwell & Huntington, 2007).These strategies would greatly assist nurses in reducing stress and burnout as well as providing graduate nurses with a firm founding of clear guidelines and support.In conclusion, the nursing profession is under high demand as our population is growing older and the acuity of patients is increasing. To ensure sustainability of the nursing profession it is essential that graduate nurses are supported in their transition from university to a hospital env ironment so they continue to remain in the profession. To retain more experienced nurses there must be change within nursing environments and organizations to create a more flexible and supportive workplace. The main causes of anxiety, stress and burnout have been well documented, and it is the implementation of strategies that is lacking. Further probe into the effectiveness of prevention strategies for burnout should be explored, as better working environments will encourage more people and ex-nurses into the profession and therefore lessening the staff shortages that directly contribute to anxiety, stress and burnout.

Measurement of Internal Consistency Software

Document analysis and fingerprint comparison are both of the most definitive tasks d unmatched by forensic experts in examine a grapheme. Documents and fingerprints related in a case make demonstrable evidences that flowerpot give progress to the investigation. With our ever advancing technology, new tools and equipments catch been invented to help forensic experts in making these tasks easier for them. These tools, such as computing machine software, arse give these people germane(predicate) information about true documents, handwriting and fingerprint try outs as evidences to a case they are examining. ace company who specializes in this kind of tools and software is the limbic Systems, Inc. limbic Systems technologies remediate image-based identifications by way of advanced utilization of image intensity signals.1 Limbic Systems released several products that are used for fingerprint identification, handwriting and document analysis, and some other forensic or securi ty application products. One of those products is the cadence of ingrained agreement software program or MICS.The Measurement of Internal Consistency Software is an application that measures the intensity of the material (ink, for example) used and creates a three-dimensional flummox which rouse be likened to a topographic map complete with conformation lines.2 This software had been developed by Limbic Systems, Inc. for 6 long years until the it was commercially released in 2003.MICS features1. Limbic Systems, Inc. (Forensic e-symposium). Online addressable from http//limbicsystems.forensic.e-symposium.com/it/index.html accessed 25 Mar. 2006 Internet.2. Emily J. Will. MICS Program Brings 3D Modeling and numeral Information to deal Identification and Document Examination. Online available from http//www.qde go out.com/mics.htm accessed 25 Mar. 2006 Internet.Experts in handwriting identification very well cheat that handwriting is not just merely measured by its continuan ce and width, but it is also a three-dimensional product. The things visible to the human heart are just its length and width, but the third dimension is heavy to see, demonstrate or even quantify. barely with the help of MICS, examiners understructure without delay easily visualize and measure the color immersion and other important aspects of handwriting and document examination.MICS can examine scanned or digitally photographed images of documents and handwritten name. In Emily Wills article3, she showed how MICS works in determining the density of her handwriting sample. Looking at the handwriting with the naked eye, it is just a simple handwriting done using a normal pen. But when it was placed through the thorough scanning features of the software, it revealed the density of the pen used. other(a) than that, it also showed a gap somewhere in the handwriting sample that means there was a moment when the pen was lifted eat up the paper while she was writing her name. One could never have popular opinion of that without the use of the software.Other than the gap, there are even more studies that can be done around the observation to gather more relevant information for the examiner. This kind of observation is definitely helpful for an examiner in bring outing clues in an investigation. MICS makes it easier for them to closely examine contrasting documents and handwriting samples in question. by from handwriting and document analysis, MICS can also be used to identify and equivalence fingerprints. MICS is a platform where other application-specific products of Limbic Systems are based. And one of those applications and the first extension of MICS is the product called PrintIQ, which is a solution to identify fingerprints. that like how MICS works in documents, fingerprints are also identified and compare with another by measuring the intensity of the image between different points. MICS converts the fingerprint image into edge signals which are s een as the elevation in a three-dimensional surface map.With all these features of the Measurement of Internal Consistency Software, it can definitely be an indispensable tool for examiners and investigators. The software can easily help them gather more relevant information with the documents and fingerprints that what can only be seen by our bare eyes. The results that MICS will provide can give them important clues that can possibly lead them to the progress of the case they are investigating. 3. Emily J. Will. MICS Program Brings 3D Modeling and Mathematical Information to Handwriting Identification and Document Examination. Online available from http//www.qdewill.com/mics.htm accessed 25 Mar. 2006 Internet.General RecommendationMeasurement of Internal Consistency Software or MICS is indeed a precious invention by the Limbic Systems, Inc. It can prove to be a very useful tool for examiners and experts to help them perform their tasks much faster. However, as with other applicat ions and tools, this software can be incorrectly utilized by the user. Thus, it is required that the user of the software understands the whole program its theories, potentials, assumptions, and limitations. Knowing these things will give the user a more reliable output data. The company, Limbic Systems, Inc, has also been collaborating with current MICS users to formulate mathematical associations to be able to consort up more reliable conclusions based on the information provided by the software.BibliographyLimbic Systems, Inc. (Forensic e-symposium). Online available from http//limbicsystems.forensic.e-symposium.com/it/index.html accessed 25 Mar. 2006 Internet.Will, Emily J. MICS Program Brings 3D Modeling and Mathematical Information to Handwriting Identification and Document Examination. Online available accessed 25 Mar. 2006 Internet.  

Ethical Judgements

1. Ethical judgements throttle the methods available in the production of companionship in both the liberal arts and the inborn sciences. Discuss.a. What unattackableaments of familiarity & angstrom ship dirty dogal of learned should be investigated? The arts, the innate sciences, moralityb. Whats the interrogate pop offting at? The forefront is asking ab stunned the way in which ethical judgements fire impinge on the way we both fabricate (rather than interpret) the arts and the natural sciences. Basically, its leading students on to an exploration of controversies deep down the arts and the natural sciences in m integritytary value of the subject matter they overlay with.c. What ar the potential intimacy issues? To what extent do ethical betations reduce the way the arts atomic number 18 created? To what extent do ethical considerations saltation natural science experimentation and research? For more(prenominal) ideas, check tabu counter out arm 10 of the Essay Guide.d. What physical body of real feel situations stack be drawn on? Were interested in examples of where artists and scientists pull in been hampered (or encouraged) by ethical judgements. There are m any(prenominal) ready-made examples for the natural sciences. For the arts, it is perhaps not so straightforward, but thither are palliate lots of examples of ethically headspringable works of art. In equipment casualty of counterclaims, it is the arts that are better served by real life situations, with plenty of pieces produced in order to tackle (and produce) ethical judgements.But here, too, you should be able to generate scientific cognition that has been discovered in order to solve ethical problems. Youll break more specific examples, in the last constituent of the Guide.e. What are the difficulties and challenges of this dubiety? The top dog is perhaps a lower-ranking confusingly worded, but it is seduce in terms of the areas of familiarity to be ta ckled. Including personal examples will be trickier in this point than finding outside examples.2. When the completely tool you confirm is a hammer, all problems begin to resemble nails (Abraham Maslow). How might this take hold to shipway of intentional, as tools, in the pursuit of noesis?a. What areas of experience & ways of knowing should be investigated? The foreland is a broad unrivaled, and allows students to nidus on their own choice of WOKs. It also potentially allows students to bring in the AOKs as well particularly natural/ homophile sciences (the scientific method), memoir (the historical method), and the arts (creation of art).b. Whats the call into question getting at? The question asks students to consider the way in which WOKs are used to provide us with familiarity.The reiterate suggests that if we view WOKs in too narrow and homogenous a way, it could limit the amount and type of knowledge we are able to acquire. The question requires student s to consider the nature of each way of knowing, and try to think a little more creatively rough each one in addition, students could also consider how the areas of knowledge enkindle themselves act as ways of knowing ie, in terms of the scientific or historical method, and in terms of art as a way of knowing rather than an area of knowledge. Given that this is a question for the 2008 platform, its center are the four ways of knowing (emotion, language, reason, sense perception).A quick look at the refreshing curriculum will provide new possibilities for this, and perhaps provide a learn to sexual climaxing the question (considering the validity of faith, imagination, intuition, memory).c. What are the potential knowledge issues? argon the four ways of knowing the only means of acquiring knowledge? Do we acquire knowledge only through the ways of knowing, or can it be acquired via the areas of knowledge? For more ideas, check out piece 10 of the Essay Guide..d. What sort of real life situations can be drawn on? Given how broad the question potentially is, there is a large range of real life situations that can be drawn on. Youll find more specific examples, in the last dent of the Guide.e. What are the difficulties and challenges of this question? The quote is a lovely one, and it could lead on to some interesting knowledge issue word of honor. However, the non-specific nature of the question (not only does it not stipulate which WOKs/AOKs, it also does not mention how many should be considered) means that it will be very easy to go astray with this question. Responses have got to narrow down specific examples of how the ways of knowing can sometimes impeded our pursuit of knowledge if we do not apply them in an imaginative way.3. Knowledge is nothing more than the systematic organic law of facts. Discuss this statement in relation to deuce areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? This is anforme r(a) broad question, although unlike rubric no.2, it does state how many WOKs/AOKs should be tackled (two AOKs). Given this, it would fasten sense to focus on two distinct AOKs, such as ethics and natural sciences, or the arts and history.b. Whats the question getting at? The question asks students to consider the nature of knowledge within their two chosen AOKs. regular organization of facts suggests quantitative knowledge students must consider to what extent this is true, and therefore offer a counter-claim in which they discuss how much qualitative knowledge, and other forms of knowledge the particular AOKs consist of. Students should bear in mind that the claim implies a process ie, organizing facts, rather than a static type of knowledge ie, organized facts the two possible meanings could lead to antithetic types of analyzes. A undefendable definition of facts needs to be provided in the introduction, to give responses a firm footing.c. What are the potential knowled ge issues? To what extent can we build up a thorough understanding of the human/natural sciences by affect purely quantitative knowledge? To what extent does ethical knowledge hire the consideration of factual information? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? Real life situations can be taken easily from personal experiences related to the AOKs chosen, so students can think about the level of the understanding they have built up by transaction with systemized facts. Youll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? Given that the essay is pass about its scope, this question is credibly easier to approach than question 2. Having said that, it depends on how students tackle this notion of systemized facts. If they do so in terms of natural science consists of systemized facts, they may have problems if they do so in terms of natur al science consists of twist up systemized facts, they will be able to tackle the question more easily.4. That which is accepted as knowledge today is sometimes discarded tomorrow. encounter knowledge issues raised by this statement in two areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? Similar to question 3, this gloss asks students to consider two AOKs. The question lends itself to AOKs that offer more objective, yet regularly updated, knowledge, such as history, the human sciences, and the natural sciences. Ethics also ties in very well, and could link up very nicely with history.b. Whats the question getting at? The question is referring to the extent to which knowledge is subject to retread and revisionism over time. Thus, although we may believe we possess objective facts, from a different perspective gained by progress, such facts become re-interpreted in the light of new evidence, discoveries, technology, or societal trends. In short, the question is asking students the extent to which knowledge is provisional. Note the use of the word sometimes, though, meaning that you shouldnt make generalizations about the whole of knowledge.c. What are the potential knowledge issues? To what extent does historical knowledge need revision? Are there any theories or laws in the human sciences that have withstood the test of time? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? In terms of the AOKs mentioned above, admit real life situations may involve a way of interpretation a late(prenominal) event, a method of studying human behaviour, knowledge about the natural world, or an accepted way of behaving. In terms of personal examples, students can easily apply their own learning of a particular subject (related to one of the AOKs they have selected), and how their understanding of it has been subject to qualify over time. Youll find more specific examples , in the last section of the Guide.e. What are the difficulties and challenges of this question? This is a more straightforward question to get to grips with, as it focuses on a concept that should be familiar to close students.5. The historians task is to understand the past the human scientist, by contrast, is looking to change the future. To what extent is this true in these areas of knowledge?a. What areas of knowledge & ways of knowing should be investigated? This question is clearly focus on history and the human sciences. It could require some consideration of the method used by both historians and human scientists, in an attempt to gage the enjoyment of each one.b. Whats the question getting at? The question asks students to consider the purpose of both AOKs, and decide to what extent one solely looks back, and one looks forward. Obviously, the title is a rather imperious one there cant be only one purpose to an AOK, and AOKs lap hugely anyway (particularly history and the human sciences). So students should use the question for a launching pad into a more wide-ranging discussion of the aim of both AOKs, not, perhaps, sticking quite so rigidly to the statement implicit in the title.c. What are the potential knowledge issues? To what extent is history only focused on past events? To what extent do thehuman sciences aim to change the way societies behave? For more ideas, check out section 10 of the Essay Guide.d. What sort of real life situations can be drawn on? The arguments for this essay need to be found on history studies that have been done only in the circumstance of the past, and human science cases that have not drawn on past events. Counterclaims need to contrast those RLSs which will be much easier to do. Youll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? The two AOKs are very similar ones indeed, outside the world of TOK, history is a human science, s o students may find it hard to contrast the various(prenominal) methods used, and knowledge that is acquired. Historians often work alongside human scientists, and vice versa, in order to understand past, present, and future societies, so using such an arbitrary and contrived statement will present problems for students. Finally, talking of an overriding purpose for AOKs is fraught with difficulties can we say there is one reason wherefore historians/human scientists do their respective jobs? Having said all that, theres plenty of scope to attack the question6. A skeptic is one who is willing to question any knowledge claim, asking for clarity in definition, consistency in logic and adequacy of evidence (adapted from Paul Kurtz, 1994). judge this approach in two areas of knowledge.a. What areas of knowledge & ways of knowing should be investigated? This is the third title that asks students to consider two non-specific areas of knowledge, and the fifth one that focuses on AOKs rather than WOKs. For this title, appropriate AOKs are ones that make knowledge claims of which raft can questionasking for clarity in definition, consistency in logic and adequacy of evidence. In other words, AOKs that require clear evidence to support the knowledge they deal with. Although this could conceivably work with any AOK, the arts are trickier to use within this title, as is mathematics.b. Whats the question getting at? The question provides a framework (ie the way a skeptic approaches knowledge) that can be utilize to the two AOKs. As draw in e, what this framework leads us onto is not immediately apparent. Presumably, the essay is supposed to assess how well this approach can be applied to the chosen AOKs, in order to provide us with certain knowledge.c. What are the potential knowledge issues? To what extent does the natural sciences/human sciences/history/ethics require logic and evidence in order to acquire knowledge? For more ideas, check out section 10 of the E ssay Guide.d. What sort of real life situations can be drawn on? charm RLSs depend on the AOKs chosen, but what is needed here are RLSs that instance how the approach can work, and RLSs indicating that such an approach is not always effective. Youll find more specific examples, in the last section of the Guide.e. What are the difficulties and challenges of this question? The difficulties are in working out what the question wants students to do with the skeptics approach to knowledge. Does it want students to assess how well this approach works in the two AOKs (ie whether it leads us to certain knowledge)? Does it want students to assess whether such an approach can be used at all? Does it want us to focus on the skeptic, or on the AOK?

Festival Season in Malaysia

Lim Chin Pei Title Festival age in Malaysia Malaysia is one of the countries in the world which fetch multi-racial. Although Malaysia has the most races of citizens in the universe, the Malaysias residents can live in concert peacefully. The ethnics of citizens in Malaysia are Malaysian ( Moslems), Chinese, Indian (Hindu), Iban, Kadazan and etc. Between, the three major ethnics are Malayan, Chinese and Indian in Malaysia. Because of the multi-racial of Malaysia, there are as well as many festive era in Malaysia. Malaysia to a fault is the country which has the most festive season in the world.The most interested things are all of the races in Malaysia can hold on the festival together. The main festival celebrate by the Muslims is the Hari Raya Aidil Fitri. The Hari Raya Aidil Fitri are in any case known as Hari Raya Puasa. Hari Raya Puasa is notable on the first-class honours degree day of the Muslim calendar month of Syawal. The month in Muslim calender before Hari Raya Pua sa is the month of Ramadhan. In the month of Ramadhan, Muslims are not allowed to intake the foods and drinks from sunrise to sunset which is from 7am to 7pm.When the first day of Hari Raya Aidil Fitri, the Malayans are go praying in mosque. After that, personify by visit the graves of family members and later parties in evening with relatives and friends. The Muslims also will serve the friends in the parties with delicacies. This tradition is known as the give way theater of operationss. The other races also are welcome to the Muslims house celebrate the Hari Raya Puasa together to increase the racial relationships. Besides, other festivals of Malays are Awal Muharam, Hari Raya Haji etc.Chinese untried grade is the main festival that celebrated by Chinese. Chinese New category is the first festive season celebrated in every year after the 1st of January New Year. The Chinese New Year is celebrated 15 days which started from the first day of a year in Chinese Lunar calendar. Each year is denoted by one of the 12 animals as depicted by the Chinese Zodiac. Every Chinese house will be marked in red color of lights, the raft and prosperity mark. Before the first day of Chinese New Year, the Chinese will gathering and eat dinner Tuan Yuan Fan with their families.In the first day of Chinese New Year, the Chinese also will have open house to let the relatives and friends visit. The friends of Chinese originated from other ethnics are also allowed to visit. An Ang Pow will be given by the elders to the youngsters who singles. In tradition, Chinese will play firecrackers, because of the dangerous of firecrackers, the firecrackers are prohibited. Other than Chinese New Year, the tradition festivals of Malaysias Chinese are Ching Ming, Wesak Day, Hungry Ghost Festival, The daydream Festival, Nine Emperor Gods Festivals and others.

Memory Essay

Autobiographic memories ar known to be frequently inaccurate. In fact, when a individual recalls the gone, the images of real events are intermingled with events that any never occurred or are distorted so severely that at that place is little opportunity to recognize the true happenings in them. This occurs because of the operation of original principles of storehouse that render exact memories difficult and almost unrealistic. These principles include dodgings and mechanisms of stay explaining why memories open fire often be inaccurate and misleading.SchemasSchemas directly run into human wisdom of the outer world, other people. They are even much signifi appriset in the conceptualization of what one is and what one supposes oneself to be. A person operating on a scheme has a distinct perception of ones own self that fits into a framework pre-specified in the schema. This framework includes a variety of attri notwithstandinges directly related to the life of an indiv idual.An senior woman could see her life as one of a employ Christian. In such a case, she terminate be willing to constrict a style the memories that do not demonstrate such a vogue in her life. Thus, she may be willing to repress memories of youthful entertainment that do not fit into her current beliefs and attitudes so that she could feel to a greater extent comfortable about her sometime(prenominal). This can occur not because of intended self-deception, but because of the stated schema that operates at the subconscious level.A man whose schema is that of a courageous hero will live the life ground on this schema. In this case, he will tend to repress memories of his childhood episodes in which he acted as a coward or a villain, in his own current perception. Such incidents will not fit into his schema and thus are repressed as conflicting. The schema in this way g overns not only what occurs in the present(a), but also memories of the past. haphazardnessInterference is another powerful influence on the mechanisms of memory that makes remembrance of the past often inaccurate. It occurs because a human mind cannot store infinite amounts of information. When raw(a) information comes in, it may interfere with the one-time(a) layers.Interference falls into both types proactive mental disorder and retroactive interference. The first kind occurs when an older memory interferes with remembering a newer memory (Borree, 2002). This is especially relevant to the successive larn of several foreign languages when the knowledge of the previously studied language can interfere with the knowledge of the current one. Retroactive interference, in contrast, occurs when newer memories interfere with older ones (Borree, 2002).The latter type is more relevant to the exploration of autobiographic memory inaccuracy. When the current information conflicts with older layers, it can take precedence over them. A person who has achieved high socioeconomic status in t he present may inaccurately believe that his past was also more resplendent than it really was. A common occurrence is to see the harsh interposition from parents as intolerable abuse when one is consistently told, for instance, in a therapy course, that he or she was the victim of abuse.Evidence shows that some of the people who remembered awful things like macrocosm abused as children were discovered to have created these memories chthonian pressure from their therapists (Borree, 2002). When people in society are continuously being told about abuse in families, they tend to see their past in the same light, inventing instances of abuse even where they were not present. This represents a case of interference where the past interferes with the present.RepressionRepression is a term that was introduced by Sigmund Freud, the psychologist who invented the psychoanalysis theory. According to him, memories can be repressed if they are too painful or unlikeable to people. Humans ten d to push painful memories out of our awareness and into a deep, dark place called the unconscious mind (Borree, 2002). This mechanism, too, can explain how memories are stored in places from which they are never retrieved. This distorts the real picture of the past events. purposeMany people with susceptible psyche can fall eat to conscious manipulation that leads to the change in their memories post factum. A adept person using hypnosis can put them in this state. Manipulation can be used in a less conspicuous fashion through the use of specific language, for instance. The lawyer in court who uses the denomination tragedy to describe the misfortunes of the victim will force the victim to believe that he or she has indeed been through a terrible tragedy. findingDistortions of events in autobiographic memory can arise for a digit of reasons. Schemas, interference, repression and manipulation are just a few mechanisms that can arrogate human memories. In each case, the result is the distorted perception of the past reality which is influenced by the current cognitive state of the individual.ReferenceBoeree, C.G. (2002). Memory. Retrieved tremendous 2, 2006, from http//www.ship.edu/cgboeree/memory.html       

Philosophy of Christian Education

Anthony Stockton Dr. Hayes CED 2020 21 Oct. 2012 Toward a school of thought of saviourian statement saviourian instruction is 1 of the more than or less master(prenominal) things an individual can participate in end-to-end their flavourtime. It is a lifelong butt against, beginning when we r from each iodin an eon of awargonness and ability to learn, and does non extirpate until we reach our physical deaths. This is an constantly-evolving progression that changes over the course of a mortals life.People father the capability to constantly grow in sacred maturity, and it is urgent as instructors and educators to guardianship educatees in perceiving, accepting, and fulfilling the Gospel. rescuer provided the Great agency to make disciples until the day of his save. This is something we must(prenominal) consider c argonfully and intentionally. As Christian educators, we kick in the amenableness of first do disciples of Christ, and secondly to preparg on them for their intimacy in our culture and society with matinee idols devise at the center of all they do.Educators should take aim a desire for other(a)s to be modify into the likeness of Christ. People must learn how they can bang graven mental picture and follow him in their daily lie withs. We . . . need to be clear on our purpose and creative in our design of studyal strategies and example of methods that hike up the cognition of divinity fudge and a growing blood with Him (Anthony 25). E very tap of the purposes and goals of Christian instruction should be Christ-centered and biblical. accord to Michael Anthonys carry, Christian Education, the philosophical foundations of Christian education ar derived from systematic pietism, which in turn emerges from biblical theology (26). A correct observation and high panorama of the al-Quran, as strong as infering and article of belief according to Christs view of Scripture, is the Christian educators final frame of reference. There has to be an aw atomic number 18ness of the indispens adequate theological keyst sensation(a) of the doctrine for this education to be successful. In the discussion, delivery boy says, Sanctify them by the righteousness your word is lawfulness (John 17. 7). thusly, precept method with the groundwork of divinity fudges word is precept the fair play the tidings tells Christians how to live in this world and gives His bulk chastes to hold up by and believe. An educational philosophy that is biblically informed provides stability in the thick of the never-ending changes in our society. The just now constants in our world atomic number 18 graven image and Scripture. The Lord of the church service is the Lord of theology and philosophy (Anthony 34). Educators need to practice theology and the rule book as the foundation for moving toward any philosophy in their Christian education.The purpose of my first education program is to cut slew in w orship of our Lord and Savior finished music, which evokes their obtainings and emotions as they celebrate His greatness, unconditional love, and forepart in their lives. The goals for worship be for individuals to feel free to express their love of Christ and thankfulness for His mercy, grace, and eternal redemption during sunshine morning services. They result learn the world-beaterful address to these songs, and leave alone and and so be able to feel the truthfulness in them, finished the indwelling of the blessed Spirit.When people worship and celebrate God, those feelings be released, which then trails to them penurying to grow even so closer in their nonificationship with Him one goal from this experience is for them to bring others to church, becoming witnesses and bringing people who target dressedt know Christ to services, thus fulfilling the Great committee. By recounting songs with words that come from the Bible, they forgeting become familiar w ith verses that be God-breathed, making it a strong foundation for Christian education.The purpose of my second education program, prima(p) small group meetings for adults, is to create a safe purlieu and atmosphere, where students argon surrounded by not only their peers, but friends, which countenances for a positive setting to learn. The goals are to educate people regarding the Bible and God, so they testament know Him much(prenominal) than intimately they will feel the acceptation of others, and in this emotional climate, be able to openly admit questions they baffle regarding Christianity that they magnate not feel comfortable doing in a larger group, or among people outside their age range.They will be able to both know and feel the non-judgmental attitude of the group it self, as they get to know one another more as well. Also, just as with Worship, they will want to bring others to these meetings to experience it and become more involved. done the drug ab call of biblical materials, this program and philosophy to a fault has a comforting foundation for education. To stovepipe educate people and implement these purposes and goals I start out stated, it is vital to understand how individuals learn and grow in Christian faith. At the foundation of Christian education is iblical studies and theology, but it in addition seeks to integrate them with friendship that is gleaned from the fond sciences of education, sociology, and psychology (Anthony 13). By utilizing various instilling strategies that encom brighten nurture conjecture systems, such(prenominal)(prenominal) as cognitive, gentlemans gentlemanistic, and behavioural, commandment objectives can be created. These rationalize what the educator wants the students themselves to think, to feel, and to do however, thither needs to be a individualised relationship with God, as the Holy Spirit servicings one to grow in the image of Christ.When analyze the social sciences of education, at that institutionalise is an emphasis on nurture humans grow, mature, and develop in variable federal agencys without their life spans. In an excerpt from Anthonys book, cognitive training refers to the bon tonly changes that chance in the way people understand and cope with their world. cognitive theorists are concerned with how we know, that is, with how we obtain, do, and use companionship (68). blue jean Piaget first proposed the design of this type of growth, and maintained that in that wish are four major periods, each age- cerebrate, of cognitive increase sensorimotor stage, preoperational stage, concrete operations, and formal operations. By knowing these stages in cognitive organic evolution, one can apply the concepts in discovering. The educator must management on what the person at each stage can do, as well as avoid what they cant understand. They need to be intentional and effective in comprehending and meeting learners needs. Moral in crement is as well an heavy issue that Christian educators need to understand.Bonnidell Clouse noted four planetary approaches to this type of development psychoanalytical, acquire/ teach, cognitive/moral reasoning, and moral potency (Anthony 73). The psychoanalytical approach was advocated by Sigmund Freud, and describes development that occurs due to psychological booking mingled with the ego, superego, and id, where loyalty results from conflict B. F. Skinner supported the approach of conditioning, where development occurs due to the individual organism exposed to external stimuli and subsequently conditioned with a doingsal reception to a given situation, and morality results from action.The cognitive/moral reasoning approach that Jean Piaget proposed is a growth that accompanies cognitive/intellectual development, where higher levels of authority make moral decisions, concluding that morality results from knowledge the fourth and last approach of moral potential w as campaigned by Carl Rogers, where development of morals is innate to humanity and is progressed through the process of self-actualization as needs, basic and advanced, are fulfilled, and morality results from potential. These four approaches to moral development are based on the scientific perspective.Though Christian educators encounter both praised and ridiculed these theories, one of the basic criticisms is that the definition of morality is simple, narrow, and solitary. Christian educators endure often glowering to Scripture and theology to supply the foundation for understanding moral development. Dennis Dirks notes the development framework presented in the metaphor of moral growth throughout the upstart Testament, as well as the concepts of internalization of levers and moral transformation (Anthony 78).Donald Joy describes moral developments path as a pilgrimage, and believes it must give up shrewdnesss from theology, not just the social sciences, in orderliness to provide a comprehensive view of the process. Since Christian educators have coordinated both the theorists approaches, as well as the theological ideals, their concept of moral development is more comprehensive. It must include reasons, actions, and characters that require knowledge, behavior, virtues, and dominions (Anthony 81). Faith development is another issue for Christian educators to take into consideration.James W. Fowler is the founder of this scheme, devoting his time to studying the nature of faith and its development. In order to understand his theory, it is necessary to win that his primary conceptualization of faith is generic he assumes that all human beings have some form of faith that proceeds through a rather predictable process of development (Anthony 83). According to Michael Anthony, in faith development, a distinction is make between beliefs and faith. Beliefs are significant content by which faith is expressed.But faith is frequently deeper and includ es both conscious and unconscious mind motivations (83). Fowler defines faith in terms of loyalty and deposit, such as devotion to ideas or persons that have worth to us (centers of evaluate), loyalty to power centers in life that give a sense of security, and devotion to a master story that gives direction and hope in life (84). The avocation of God upon worshippers is emphasized in relating the development of faith to Christianity, where vocation is the solution a person makes.The image of God is set within each person, and the stages of faith symbolize one way in which the potential of that image unfolds. Conversion and transformation are two aspects of faith growth that tally with New Testament instructs. These insights contribute to the process of Christian education, but one must overly be aware of its weaknesses and limitations. Gods perspective as given in Scripture must be the ultimate and near important benchmark by which faith development is thrifty (Anthony 8 9).However, this theory does imply that the faith of adults has the potential to spread over to develop throughout adulthood this is a valid reason to include adult ministries, such as small group meetings, to the educational ministry of the church. As mentioned previously, on that point are multiple encyclopedism theory styles which are give to supporter teach the student and attain the goals and objectives in a curriculum, three significant ones being cognitive, humane, and behavioural theories. These describe ways in which people learn and grow, and should be utilized by Christian educators. While special(prenominal) theories of learn do not translate directly into principles of principle, they provide maps and compasses to fear the inexperienced instructor-traveler in charting the course to breeding success (Anthony 101). Educating is more than expressing give in social occasion and demonstrating the knowledge of the teacher it is facilitating the convergence of t he needs of the learner, as well as subject substance. These two aspects fall into three fundamental areas of life what we think (meaningful understanding), what we value (personal convictions), and what we do (skilled behavior).There needs to be from any learner/student a deeper understanding, the development of appropriate values, and the sharpening of skills (101). The first primary area of life, what we think, involves the cognitive theory of education. These focus on the internal mental processes people use in their effort to make sense of the world. Cognitive theorists view larn as a re plaque of perceptions. Michael Anthony describes perception as the meaning we attach to information we receive from the world most us. Perceptual reorganization allows learners to develop a clear understanding of the subject (104).Jean Piaget is one advocate and leading judgement in this area, and describes the process through the use of terms, such as organization (the inhering tendency t o make sense of experiences by incorporating them into logically related cognitive structures), schemes (the cognitive structures produced as a result of this development process), equilibration (the natural tendency to maintain a balance between what one already knows and what one experiences in the world), and adaptation (the natural process of adjusting our thinking or milieu so that balance exists between what we know and what we experience).Assimilation and accommodation are two move of adaptation assimilation interprets experiences so they fit what we already know, and accommodation adjusts schemes so they fit what we experience (105). Another advocate in cognitive learning theory is Jerome Bruner, and he believes the goal of teaching is to upgrade the general understanding of a subject and that the facts and relationships children discover through their have got explorations are more usable and tend to be better maintained than material they have merely committed to memo ry (Anthony 105).In his inquiry, he proposed that this discovery type of learning increases and creates improved problem-solving skills and a higher degree of sanction in the capability to learn as they learn how to learn. He proposed the structuring of subjects, allowing them to be arranged in a way to aid in students learning this structure is facilitated by the three components of presentation, economy, and power. Discovery learning highlights students activity, initiative, and solutions. Later, Bruners theory was adjusted to include more teacher intervention and direction, called directed discovery.The second learning style hold backs what we value, and is called the humanistic theory. Educational humanism, or affective education, emphasizes the affective domain of learning receiving (personal openness), responding (personal response), valuing (personal conviction), organizing (personal value system), and characterizing (personal lifestyle) (Anthony 107). In this theory, tr ue human learning involves attitudes, emotions, and values, stressing the uniqueness of each learner. trey leading psychologists who influenced humanistic methods of education are Abraham Maslow, Carl Rogers, and Arthur Combs.Maslow foc apply his efforts on those who were mentally healthy (self-actualized), and believed that children make wise choices for their own learning when given the opportunity teachers assemble meaningful learning conditions, and students select from those they find personally valuable. Rogers created person-centered methods in his counseling as a psychotherapist, which revolves around the client, standing against directive therapy, which revolves around the counselor. He foc utilise more on phenomenology (the world as it is comprehend by individuals) than reality (the world as it may actually be).In his view, teachers should trust students to do their work to the best of their ability and provide opportunities for learning (Anthony 107). According to Roge rs, students will then take responsibility for their own learning. Combs, in his specific beliefs on humanistic learning theory, accentuated and advocated that teachers should serve as catalysts for learning, facilitating the experience for students. His research is similar to Bruners, but Combs placed more emphasis on manduction personal views and less on objective problem solving. For Combs, meaning is not inherent in the subject matter it is the individual who instills subject matter with its meaning. His dilemma was not how to present subject matter but how to help students derive personal meaning (Anthony 107). altogether three of these specific theorists, Bruner, Rogers, and Combs, explored and researched veritable ideals that encompass, in the broader view, humanistic principles of learning. The third and final fundamental area of life, what we do, involves the behavioral theory of learning. Ivan Pavlov (Classical Conditioning), E. L.Thorndike (Connectionism), and B. F. Sk inner ( operative Conditioning) are three of the most prominent theorists of behavioral learning. Pavlov is the founder of classical conditioning, discovering through experimenting with dogs a connection between food, the stimulus, and salivation, the response this connection is called a stimulus-response bond. This link provided the foundation for behavior modification behavior shaping as well as brainwashing . . . classical conditioning in classrooms focuses on involuntary behaviors that are outside conscious soften (Anthony 102).Thorndike, the second theorist, is known as the father of educational psychology. He exhibit the mechanism by which new responses are formed, whereas the work of Pavlov emphasized only simple reflex actions Thorndike showed that stimuli occurring after a behavior had an influence on future behaviors. He postulated three laws of learning The Law of Readiness (stating that learning proceeds best when learners are prepared to respond), The Law of Exercise (stating that repeat strengthens the timulus-response bonds), and The Law of Effect (stating that any response followed by pleasure or reward is strengthened, whereas any response followed by pain is weakened). Skinner created the operant Conditioning theory of behavioral learning, and it was an expansion of Thorndikes Law of Effect. In classical conditioning, responses are involuntary and elicited by specific stimuli. Operant conditioning emphasizes the acquisition of new behaviors as organisms operate on their environment in order to reach goals. The responses are voluntary and emitted by people or animals (Anthony 103).Skinner used pigeons in his research, placing them in observation cages when they behaved desirably, he fortify that behavior with food, and was able to teach them through providing reinforcing stimuli for the desirable behavior. This educational exercise is seen best in programmed instruction. Learning programs begin with a desired competency, and then breaks t his competency into small steps of learning. Programmed instruction maximizes learner reinforcement (reward) and also the amount of interaction between learner and information (Anthony 103).These systems are used today, found in textbooks as well as some forms of Christian school curriculum (the Accelerated Christian Education). Pavlov, Thorndike, and Skinner all used behavioral theories of learning, expounding on certain principles and ideas that are useful in teaching for educators. In terms of my own leading and teaching of Christian education, my focus will be through the use of Christ-centered music as I direct the worship and praise team for my church company I will also teach and lead a more specific group of people, adults, in small group meetings.For the contemporary service, Sunday mornings at my church will begin and end in worship, with the people singing and praising God. There will be more redbrick and upbeat Christian music, with a live band that I cogitate to lead , and this genre of music is tailored toward the unripeneder generations who attend this service at that place will still be the formal church service, where hymns are sung, creating a more somber atmosphere for the elder generation who grew up and are accustomed with this type of music.I believe through the use of songs that are more recognizable to the individuals, such as singing the music that many of the attendees (youth, teenagers, and unseasoned adults) love to sing with and listen to on Christian radio stations, they (the students, in this setting) will be stir and feel the calling to lift their voices and wagon to the Lord in praise of His Glory. This is something our Heavenly Father has asked us to do, and pleases Him as a part of ministry. In 1 Chronicles 25, this complete chapter is devoted to lean The Singers, and was called a service. All these men were under the supervision of their fathers for the music of the tabernacle of the Lord, with cymbals, lyres, and h arps, for the ministry at the house of God (1 Chr. 25. 6). As many of the verses of these songs come directly from leger in the Bible, they will be singing out His words and the teachings from the procure Teacher, the Nazarene Christ for people who dont separate the songs, the musicality and melodies themselves being current and upbeat will allow them to have a more enjoyable experience, while praising God through worship, as well as learning the powerful words.Music is something most eachone cares for, to varying degrees, and has the ability to evoke strong emotions and feelings. By leading this band, I will also be able to teach the divisions who are involved in this service to the church and its congregation, incorporating their ideas and musical talents into the worship each hebdomad. When I think upon social sciences influence concerning different learning theories for teaching, such as cognitive, humanistic, and behavioral learning as mentioned previously, I seem to be d rawn more toward the humanistic view of how people learn.John Dewey is considered the father of imperfect tense education, though the foundation had been laid for a new approach toward the teacher-learner process prior to him by people like Luther, Melanchthon, and Sturn, all of whom had advocated the importance placed upon students to have a unshakable understanding regarding education. Humanistic theories of learning are more personal, accenting the significance and role of feelings and emotions, which I find imperative for both the teacher and student in learning and teaching. Arthur Combs was one of the most prominent promoters of this theory. Effective facilitators, according to Combs, are well-informed, sensitive, believe in their students abilities to learn, have a positive self-concept, and use many methods to engage students in the learning process (Anthony 107). The tendency is a desire to create an environment for learning that is free from fear, punishment, harsh disci pline, and manipulative methods. In my opinion, these are all concepts that delivery boy Himself used in his own teachings, and I will use this proficiency in my own teachings, and in leading worship for my church.I will also teach individuals attending small group meetings each week, leading them with the use of, and emphasis on, Gods word. This will include a more particular set of people, as these meetings will be for young adults the ages will range anywhere from 18 to 40s, though most will be in their 20s and 30s, as at that place are small group meetings already created specifically for both the untold younger adults, as well as for the older ones. However, anyone over the age of 18 will be welcomed.These meetings will be a much smaller target area in my teaching and leading, unlike worship, which includes the entire congregation children, teens, young adults, as well as older adults who might choose to attend the contemporary service. This smaller setting will allow for i ndividuals to be able to participate in passwords more easily than if it were a larger group it will permit for one-on-one talks between myself and them (the students), as well as fellowship among themselves.Also, biblical material will be used, such as videos pertaining to themes that will be set up (lasting anywhere between four and eight weeks each) by utilizing courses created by other pastors and teachers, there will be the added benefit of learning important issues and studies through others, and I will lead the group in any discussion questions that a acclivity. At these meetings, we will begin by breaking bread through eating together. Each individual will contribute, if able, to the meal every(prenominal) week this will allow for great fellowship and people becoming more familiar and friendly with one another.As this will help to make everyone more comfortable prior to the lesson, I believe this will aid in the students being more open, feeling an acceptance from the grou p and encouraging them to ask questions and become involved in the studies. In the Gospel of Luke, The Last Supper is described, with Jesus speaking to his apostles. And he took bread, gave thanks and broke it, and gave it to them, saying, This is my body given for you do this in remembrance of me. In the same way, after the supper he took the shape, saying, This cup is the new covenant in my blood, which is poured out for you. (Luke 22. 19-20). In the same way that Jesus shared meals, especially his last meal which we observe during church services as Communion we will share meals together as a group. My teaching strategies for these small group meetings will be more intense than for leading worship, as there will be studies and foster available learning material. With this in mind, I believe that the cognitive theory of learning will be helpful, as I intend to aid my students in thinking through issues and discussions that will be presented.As mentioned, both Jean Piaget and Jerome Bruner shaped this learning theory system, and many fundamental perspectives come from them. Piaget believed that watchword is not something given to people, and that understanding is structured by them Bruner also proposed subjects are to be organized and structured, determining the primary principles and their relation to one another. Cognitive learning was also found in Gestalt psychology, which is the view that learning takes place best when people see the relationship or pattern of one element to another. Gestalt psychology stressed the significance of relationships in the learning experience. cardinal early German gestalt psychologists were Ernst Mach, Max Wertheimer, and Wolfgang Kohler (Anthony 104). Ernest Mach held that human learning was determined by interaction between the world and our perception of it, not by automatic bonds, like behaviorist John Watson believed. Max Wertheimer proposed that focusing on the smallest parts of learning was pointless, instead embracing that the whole gave meaning to the individual parts.Wolfgang Kohler, through his experiments with chimpanzees, demonstrated learning by insight, while behaviorist E. L. Thorndike had emphasized examination and error learning instead. These differences underscore the vast divide between behavioral and cognitive learning theories (Anthony 104). through with(predicate) reading about the various learning theories, I have found that, in my opinion, there is truth and insight to be gained from each the cognitive, humanistic, and behavioral theorists opinions, research, and viewpoints all have the ability to aid in teaching.I want to take into account all I have myself learned, and use it in my small group meetings. I feel there is no need to limit myself to one specific theory or belief, but to acknowledge the various ideas that have been put forward by these prominent thinkers, and use them in my own teaching people are different, and therefore learn in different ways, so ha ving a firm grasp of these techniques is an asset in leading.While I intend to use the social sciences and psychological theories of learning in my teaching, I know that the ultimate teacher is Jesus Christ. He taught us to love one another, give tenderness to our enemies, to teach through gentleness and understanding, as well as bragging(a) us the Fruits of the Spirit But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control (Gal. 5. 22-23).I want to be led by the Holy Spirit, walking the path that God has set for me, and allowing Him to work through me as I teach His word and promises to others. I will continue in my prayers, striving everyday for a closer relationship with Jesus, and ask Him to give me the wisdom to teach and lead as I dig deeper into the Bible, I myself will increase in spiritual maturity. There must be attentiveness to this indispensable and crucial theological keystone of the faith for my Chri stian education program to be successful.In conclusion, my philosophy toward a Christian education through the medium of leading worship with Christ-centered music for my church congregation, as well as in teaching small group meetings for adults, has been discussed throughout this paper. By creating my purposes and goals for students in these areas of teaching and leading, and by having a solid foundation in biblical principles, I address how I want my students to perceive, accept, and fulfill the gospel that is, to think, to feel, and to do.These teaching and learning strategies encourage students to think (cognitive theory) about God, His word, and the promises He made to His children, to feel (humanistic theory) His presence in their lives and be on fire for the Lord, and to fulfill (behavioral theory) the Great Commission through going out into the community and spreading the good word, The Holy Bible, as well as developing a closer relationship with Jesus and allowing the Holy Spirit to guide them in their life decisions.These goals use the multiple social sciences theories on learning, and how people grow in their Christian faith my beliefs and opinions on how to lead and teach in Christian education are also expressed, as I state the need to incorporate all information available to educators for the best outcome in teaching students.The most important aspect is to have a Christ-centered learning experience, utilizing biblical material and Gods word this will have the most impact, as the Lord will lead me in leading and teaching others. Works Cited Anthony, Michael J. Introducing Christian Education Foundations for the Twenty-first Century. Grand Rapids, MI bread maker Academic, 2001. Print. The Holy Bible. Intl. Bible Society. Grand Rapids Zondervan, 1984. Print. New Intl. Vers. school of thought of Christian EducationMy Philosophy of Christian Education Isaiah 5413 all your children shall be taught by the LORD, and great shall be the peace of your chi ldren. Introduction Upon examination of Jesus life and ministry here on earth, I find it to be very fascinating that He successfully engaged in a embarrassment of professional fields including that of teaching. In fact, He holds the title of Master Teacher. He was indeed a highly sought after teacher whose ablaze and holistic approach to the vocation of education is the basis of my philosophy of Christian Education.The Ohio Department of Education, Center for the education Profession describes the Master Teacher as one who, respects students diversity, is knowledgeable in the content area, practices effective assessment, set up plans, communicates with all stake holders, promotes a learner friendly environment and assumes responsibility for his/her professional growth and development. Christ the master teacher exhibited all these qualities and as a Christian Educator we all should too. It is on this foundation that I will seek to base my philosophy of Christian Education.Accord ing to Guillemin and Beck (1998), a Christian philosophy of education is, one that is determined by scriptures and bordered by the parameters, educational purpose, educational provider, the learner, curriculum or content and teaching, giving rise to four specific tenets. These four tenets to the Christian Education process constitute of the learner, the teacher, the curriculum and the teaching process. Therefore in formulating my Philosophy of Christian Education, I will use scriptural references to support the four aforementioned tenets of the Christian Education process. The Body The LearnerThe Learner in the Christian Education process may either be a child in the sept, a student in the formal classroom setting, or an adult member of a congregation. Sociologists have described the family as the first agent of socialising and therefore parents are the first educators. God has given parents the mandate to, drive up the child in the way he should go and when he is old he will no t depart from it, (Proverbs 226) also in Deuteronomy 6 6-7 the Lord gave clear directions regarding the commandments These commandments given today are to be upon your hearts. Impress them upon your children.Talk about them when you sit at home and when you walk along the road. When you lie buck and when you get up. (NIV) The word parents can be extended to include other persons in the society who are responsible for guiding and facilitating learning. This includes teachers and so we too have this mandate in relation to the child in the formal classroom. The Christian teacher even more so, as we must not only facilitate the contents of the lay curriculum but also be able to integrate biblical principles effectively so children can come to realize their purpose in Gods wonderful plan.In college I was taught to do everything to avoid teaching Christ in the classroom. This was frowned upon as being indoctrination and so, in the schools I have worked before, all that is done to fulfi ll the mandate is devotional exercise and even then, children are not mandated to attend. Some of these children demonstrated total lack of respect for persons in authority, lying, stealing, cheating among other despicable acts and when there is no intervention some ended up being juvenile delinquents. It was never mean by God for children to behave, nor end up in such a manner.After all, Jesus said, Suffer the little children to come unto me forbid them not, for of such is the dry land of heaven. (Matthew 19 14). principle about Christ definitely should be the ruminate of all teachers. It is for each learner too, to study to show himself approved to God. (2 timothy 215). As leaders we are commanded by God to flux his sheep. (John 2117). The Great Commission is found in Mathew 2819, Jesus gave His disciples direct instructions to go and teach all nations, make disciples, teach them to obey all the commandments that were given unto them.Therefore due to the reciprocal nature of the teaching learning process, I am of the view that both learners and teachers do have a very critical and equally important role to play, to plight success and the fulfillment of Gods plan. The Teacher Consequently, the teacher is responsible to God for the quality service that is offered to those in his/her care. In James 31, 2 it is stated, Not many of you should presume to be teachers, my brothers, because we know that we who teach will be judged more strictly. As teachers of Christian education we should seek to emulate Christ as we facilitate learning. He is the Master Teacher who exhibited consistent leadership. Jesus sought to his listeners wellbeing showing how much He cared for example in the feeding of the multitude. (Mathew 413-21). Jesus as teacher also aided his students in their decision making process. In Proverbs 11 14, He clearly establishes the importance of guided decision making. Where there is no guidance, a people falls, but in an abundance of counselors there is safety. He also in His many uses of parables made his teachings very applicable to real life situations, therefore understandable. He was a very progressive teacher who sought to influence, transform and empower people. His infinite knowledge made Him experienced in teaching. As Christian educators we too must have some experience of the power of the Holy Spirit in order to be able to communicate fully, to the learners, the importance of, and the difference having Jesus Christ in their lives can make. Therefore it is my conviction that, Christian Education is best taught by Christian Educators.Paul in first Corinthians one lived as a teacher in Christ and therefore was able to tell his charges, Be ye followers of me, even as I am also of Christ. Therefore we should vex Christs teachings as well as teaching them. Dr. Paul Cates, in his article entitled Transforming Teachers- Christian Philosophy of Education, postulated that, The teacher is the communicator of truth, he m ust therefore be openly and boldly a Christian. Teachers must be aware that teaching is a call to ministry. Teaching is one of the foremost gifts of the Holy Spirit. 1 Corinthians 1228.It is to be used for the edification of the church or, in this case the learner. The Curriculum Additionally, it is my belief that the Bible forms the very core of the Christian Education curriculum. Guillemin and Beck (1998) argue that the content or curriculum of Christian Education is simply truth. Unless we know God we cannot know anything correctly. God is best understood through the revelation of Himself in scripture. Christian Education which is truly genuine begins, proceeds and ends with the concept of divine revelation. All other truths must be scrutinized by it. Author, Craig Rose uses the passage of scripture found in 1 Colossians 17 In Him all things consists as the premise on which his book titled All Things Consists in Him Teaching Christianity Using Biblical consolidation is based. R ose purports that we as Christian educators, should not relax within our safe environments, but should be diligent to utilize the opportunities provided to train up Spirit-filled students who know how God can use them in each of their respective fields of study-from athletics to acting, from law to literature and from maths to ministry.Each field of study needs Christians who really believe they are to be identify with Christ first and their profession second-such as a Christian engineer, a Christian football player, and a Christian playwright. This is similar to how we are recognized by both our first and last names. This will fasten in their minds and in the minds of their peers and colleagues that they are different, set aside, being built as a spiritual house, a holy priesthood, to offer spiritual sacrifices acceptable, to God through Jesus Christ. (I Peter 25). He further argues that the Bible is both the foundation upon which ideas are presented and the filter through which they are explored. For every topic in every subject a principle from the Bible can be had. It therefore stands to reason to say God supports the knowledge that we pass on to our charges. In Social Studies for example there are principles to support every strand, and every topic within each strand. In the History strand we see where God wants us to develop a positive attitude towards historical events.We must learn about and pass on knowledge of these. Deuteronomy 3119, 21, 22 shows God instructing Moses to, write down this song for yourselves, and teach it to the children of Israel put it in their mouths, that this song may be a witness for me against the children of Israel. Theres no doubt that God believes in the teaching of History, after all He was the one who inspired men to write the Bible which is to date, the greatest History book ever written.Similarly there are scriptures to support the other strands of Social Studies geographical principle proves that God is responsible for the contours of the earthJob 2610, He force a circular horizon on the face of the waters, at the margin of light and darkness. For economics in dealing with money and possessions He reminded us in James 117, Every good gift and every perfect gift is from above, and comes down from the father of lights. For the strand Government, we see where nations, governments and government were created by God and maintained by Him for His ultimate purposes.Job 1223, He increases the nations, and destroys them He enlarges them and then straightens them again In Language Arts there are Biblical principles and scriptures to also support each strand namely, Reading, writing, listen and speaking. God spoke the world into being and that is a miraculous use of language. The Bible totally supports the curriculum within the school and therefore it is for us as Christian educators to infuse our lessons with these principles thereby facilitating the plan of God that young men and women will come to serve Him in their youth. The Teaching ProcessGuillemin and Beck (1998), identified three principles in the teaching process. Firstly, the objective content of truth directs us to the objective methods of teaching. Secondly, the fact those students are persons, demands personal approaches to teaching. Thirdly, the purpose of conforming to Christs image focuses the process of teaching on evaluation As educators we are challenged to present objectivity in a relatively essential world. While we train students to reason and confront their biases, it is also important that they are made to understand that there is objective truth to be learned.Deuteronomy 625 provides a Biblical response to the question of subjectivity. In his book Reclaiming the Future of Christian Education, Greene (2003) declares, Knowing God in and through the intromission is what is important, and students must be helped to explore the creation along the lines of their own gifts. Greene stresses, that it is i mportant to reawaken to the biblical view of life and reality, we dare not work to train our children, whether in Christian schools or in Christian home schools, in a transformed, biblical consciousness. In other words, we must return to a biblical worldview.I firmly believe that it is imperative for Christian educators to model the desired behavior of the student in his/her care. Teachers must first live transformed lives if they desire to positively impact young lives. It is important for them not to send mixed signals to the students, as this will only contribute to topsy-turvydom and confusion. And will negatively impact the teaching/ learning process. According to Dr. Cates, The Bible being the foundation of the school reveals the threefold features of Christian Education as, a purpose, method and result. The purpose is to put the believer into right relationship with God, man, self and his surroundings. The method is the spirits support with the adoption of Biblical truth to the believers life resulting in a mature believer who is able to live a life in accordance with the teaching of Gods word. He postulates that Christian education is a process of guided learning where the teacher and the Holy Spirit combine efforts to help the learner, to spiritually grow and mature, to more and more conform to the image of Christ. ConclusionIn conclusion, I wish to reiterate that a philosophy of Christian education must be based on a revelation of God through His word, His creation and His Son Jesus Christ. It includes the learner, the teacher, the curriculum and the teaching process. I harbour it pertinent to also superimpose the Master teacher characteristics of Jesus to be patterned by todays Christian Educators. As we continue to impact lives and facilitate transformation, growth and development. It is of paramount importance to practice consistent leadership, focused in collaboration and a distinguished teaching.Finally it is important to constantly remem ber that we touch the future because we teach. Therefore, all our children shall be taught by the LORD, Through us, and great shall be the peace of our children. References Edlin, R. (2003). Core beliefs and values of a Christian philosophy of education. In J. Braley. , J. Layman. , & R. White. (Eds. ), Foundations of Christian school education (pp. 69-81). carbon monoxide Springs, Colorado earnest Design Publications. Greene, E. (2003). Reclaiming the future of Christian education.Colorado Springs, Colorado Purposeful Design Publications. Guillermin, P. , & Beck, D. (1998). Christian philosophy of education. In P. Kienel. , O. Gibbs. & S. Berry. (Eds. ), Philosophy of Christian school education (pp. 105-129). Colorado Springs, Colorado Association of Christian Schools International. Rose, Craig D. ( nd. ). In Him All Things Consist, Teaching Christianly using Biblical Integration Websites http//www. aiias. edu/ict/vol_21/21cc_377-394. htm http//www. transformingteachers . org/index. php? option=com_content&task=view&id=37