The Music Education Curriculum in the U.S - Free Essay Example

Sample details Pages: 4 Words: 1262 Downloads: 5 Date added: 2019/06/19 Category Education Essay Level High school Tags: Philosophy Of Education Essay Did you like this example? In the U.S., the music education curriculum has remained the same. It is easy for music educators to set themselves teaching within a box filled with the expected music curriculum, therefore make their own decisions in their classroom, instead of having students mindfully review and think critically. As a future music educator, I strongly believe it is my responsibility to enrich the development of musical knowledge through different directions and challenge my students to think critically through discussion, the quality of repertoire, adaptive learning, and construct a safe environment and community within my classroom. Don’t waste time! Our writers will create an original "The Music Education Curriculum in the U.S" essay for you Create order While always keeping in my mind that my students come from different backgrounds, therefore may learn differently. Body While attending high school, I was involved in the choral program. I enjoyed the class because I made music. However, looking back the routine was attend class, grab my music, sit down, listen to my music teacher play my part on the piano and memorize the music that she played for us, voil?   a perfect grade for show choir, concert choir, and a cappella. She was not challenging me to expand on my knowledge or creativity as musician and I later understood that when I attended community college. Sadly, my experience in how I learned music is how many other student continues to learn music. The teachers are transmitters feeding information to their students and the students are synapses collecting that information. As if their minds were blank canvases ready to absorb the dashes of paint and preserve them. The curriculum is structured so that students are given the same experience as everyone else and therefore constructs a growth restriction in musical abilities. As a future educator , my belief to prevent the factory model within a classroom is by showing my students how what they are being taught and are learning applies to their past or current lives. I think it is up to us as music educators to help develop self-support in every music student in the classroom. Teaching students how to efficiently read music and giving them the opportunity to independently act on the music given to them helps them develop self-support. It is my duty to behave as an aid and a teammate in education instead of a reference of information. Guiding my students to unravel answers on their own instead of notifying them of what they should know. Asking questions toward my students helps them construct answers based on experiences and what they know, and helps me develop lesson plans for my classroom. Through constructivism they create a bridge connecting what they already know with what they are learning. As the music educator, it is important to choose repertoire to supply a great number of purposes not because it sounds pretty or to gloat to peers about your choir performing certain pieces. Repertoire should be chosen to help build vocal technique within the rightful vocal range of students, build aural skills based on the students musical skills to read music. It should also vary in style to expand the interest in students. If a variety of music is utilized to teach in a classroom the tendency of interest, attention, motivation and learning arises. Choosing music culturally adequate for my class is also important to keep in mind. As an educator, it is important to elaborate on the chosen pieces of music and involve my students to give their independent impute of the music. To challenge them to think critically about the meaning behind the lyrics and music as their own entity and then both together. Id also share my opinion of the pieces after they share their opinions. I think it i s very important that as an educator you share your experiences that are relevant and opinions as well. This tie back with showing your students that not only am I an aid in music education but your partner as well. It is vital that educators understand that all students learn differently and come from a variety of cultural backgrounds portrayed by different characteristics like gender, race, religion, sexual orientation and economic stance. Teaching in one specific style does not apply to all students to learn the given information. As an educator, I need to get familiarized with my students learning styles and inclinations. Observing my students interact with one another, work with one another, and answer questions can help me gather information about my students individual attributes. Then by gathering that information I can apply my observations toward planning activity work, group work, choosing music and setting instructions. I can also utilize student-center teaching philosophy to place myself in my students shoes and experience the instructions through their eyes this way I can focus on acquiring my students needs. Even more so, to be an effective music educator, I believe it is importan t to acquire four skill sets: personal skills, pedagogical skills, administrative skills and musical skills. Personal skill is required to be an impactful music teacher because it includes coping skills, time management, leadership skills, planning skills, all together help me, as a music educator, create an environment in which the students can learn in a given space most effectively. Pedagogical skills are needed to be an impactful music teacher because it helps run the class effectively and deliver information properly. Administrative skills help achieve demands given from inside and outside the classroom. Lastly, musical skills are needed to be a strong impactful educator able to deliver the material affectively, to transfer musical ideas to the students correctly. Constructing an inclusive environment arises with the educator, to make students feel safe, physically comfortable, loved, and recognized to effectively learn. Dewey constructed the idea that students should be encouraged to express their feelings, be creative and think critically because what is learned is learned through experience and not entirely through scientific inquiries from students to fully understand music. An opportunity to develop creative abilities in a classroom is if I gave music to my students and asked someone to read the piece and explain what it means to them. Music, like a piece of art, can be interpreted as one may see, feel, and think the meaning within the text and music. Another way to construct a safe and comfortable environment is by delivering enthusiasm toward my students, which gain a positive affect in learning (Kelley Gorham, 1988, p. 265) on-task behaviors (Bettencourt, Gillett, Hull, 1983, p. 266) and intrinsic motivation (Patric, Hisley, Kempler , 200, p. 266). Going back to observing interactions amongst students can give great insight on their behavioral makeup, gathering information and applying it to creating the best environment to teach. For instance if I come to notice that a student has difficulties learning by listening I could then modify my lessons by providing visual boards, utilizing flashcards, and have the student close their eyes and visualize the information to help them learn the material. Conclusion The knowledge that one human being believes in you, helps push them to believe in themselves. The support of a teacher can influence to mold an entire future. As an educator, it is my obligation to go that extra mile to help my students achieve their maximum potential not only as musicians but as human beings. Understanding my students goals and experiences will help me do more for them. Demonstrating how what they are learning can be applied to their current lives. Help them discover their strength and weaknesses and aid them to strengthen their weaknesses. My goal as a music educator is to inspire passion and spirits in my students not only to learn music but to learn in general.

Forces That Drove European Imperialism - 3495 Words

Course: History 1401E Assignment: Final Essay Student: Yousif Arya Student number: 250697891 TA: Paul Z. Professor: Brock Millman Word count(excluding footnotes, title page, works cited): 2994 Question : What forces drove Europes imperial expansion in the late nineteenth and early twentieth centuries? You may, if you wish, focus on one of the major European powers. At the turn of the 20th century, the forces of â€Å"new imperialism† motivated European empires to seek territorial acquisition abroad in the hopes of building their empire by obtaining political, economic, and social advantages over their fellow adversaries. This essay will show that the increasing imperial interests of the Great Powers inevitably united the colonized†¦show more content†¦In recognizing his country’s need to expand its borders, British Prime Minister Lord Salisbury stated that â€Å"we only desire territory because we desire commercial freedom†. Evidently, Britain’s aspiration to protect its economic interests through colonization had an impact on other Great Powers who were in turn also driven to seek colonial expansion in order to safeguard their commercial interests. The economic forces of colonial expansion created a global economy where international trade united previously unfamiliar populations with each other. Before the birth of imperialism, many African and Asian economies were in a primitive and inefficient state lacking the modern technologies and innovations that were common in Europe. With the annexation of territories in Africa and Asia, many European powers were able to export their economic technologies and innovations to those under developing nations. Eventually, the adoption of a similar system of economic operations by both settler and non-settler states allowed international trade to be conducted. What is of utmost importance is that colonialism taught these nations the benefits and procedures of exchanging goods and capitals over borders. Through the practice of global trade, previously unknown populations were able to communicate and conduct business on an international level, thus uniting different economies and their corresponding populations. Aside fromShow MoreRelatedInjustice And Power Imbalances Between Africa And Europe1436 Words   |  6 Pages‘Neo Imperialism†™, which was extensive â€Å"not only in incorporating most of the world under European rule but also in involving most of the major European powers†. (Lynn) Africa was a point of interest for many European countries. With it’s abundance of raw materials making it a prime investment for major European powerhouses such as the British Russian empires, the so-called â€Å"Scramble for Africa† was a major part of the late 1800’s. 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Topic Choice #1: Analyze the impact of the Industrial Revolution on New Imperialism Imperialism is a policy in which a nation seeks to dominate other countries politically, economically and socially. The motives are economics, power, influence, social Darwinism, racism, religious, and humanitarian. The Industrial revolution started when new technologies were able to revolutionize how people live, work, interact, and governRead MoreAlliance System and New Imperialism Essay949 Words   |  4 PagesAlliance System and New Imperialism Jessica Gray, Bernadine Cross, Tameka Freeman, Rikia Wyatt His/114 January 4, 2012 Darrett Pullins Alliance System and New Imperialism Otto Von Bismarck formed of designed the European balance of power. The power was known as the Big Five Britain, France, Germany, Austria-Hungary, and Russia. Between 1870 and 1914 the competition within the European states for territory dominance and control caused separation. 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At the outset, the market revolution, advancements in transportation, and increasing nationalism drove Americans to seek opportunities to spread the virtues of the United States across the continent and beyond. The belief in manifest destiny caused the United States to expand from â€Å"sea to shining sea† (Bailey, Kennedy, and Cohen). In spite of obtainingRead MoreFactors Of American Imperialism916 Words   |  4 Pages American Imperialism was a huge goal in the 1850’s. Many main powers like Great Britain, France, and Spain were already very powerful global competitors and America saw that as the key for them to expand and establish more colonies in different countries. By having oversea power, America would equal out to the other countries power. There were three main factors that fueled American Imperialism. The desire for military strength in order to have a more profound military presence in other countries

Positive Approach of Accounting Research Free-Samples for Students

Question: Examine the Positive approach to Accounting Research. Answer: Introduction The following assessment is aimed to provide an in-depth understanding of the article named Half a Defense of Positive Accounting Research. The main interpretations have been able to find the emphasis given on the positive accounting reform the casual descriptions of human behavior which is present in the overall accounting framework instead of PAT in accounting. The present segment has been able to bring the most noted intricacies which constitute the casual development of speculative models of the test of hypothesis. The research has not only able to highlight the broader intellectual projects but also take into account the pros and cons of positive accounting research (Dai and Yang 2015). Summary of the article The given article has been able to identify the civil investigations of positive approach of accounting research. It has been rightly considered that the accounting research of such an approach is linked with other types of intellectual projects associated to scientific research which for the intent is to analyze cause and effect interaction. The waste is analysis has been able to state that positive research is still considered in accounting where there are certain loopholes identified in the accomplishment of scientific goal prior to the selection of illustrative papers fit for the research study. In addition to this, the description provided by Kuhn has been able to be related to the study of normal sciences which is a direct association with positive research of the various activities of accounting. Kuhnian revolution and crisis has been able to state on their assistance in the accomplishment of positive accounting techniques. The discourse has been further able to observe the lo opholes in order to make suitable recommendations. The research based on Popper criterion has been able to provide several inductions which alone are not sufficient for measurement of the accuracy of a particular theory. In other term, the article is able to state on the brief explanation of falsification of positive theories of accounting in a given situation. In this particular case the Popper acquisition is seen to be much diluted in nature due to conducting single test out of 20 which could result in a rejection rate of 5% level of significance (Horngren, Datar and Rajan 2015). Research Questions or Hypothesis The important forms of research questions of the hypotheses are stated below as follows: H0: to interpret imagination level of an individual associated to existence of universe H1: the events taking place in the world has been identified with reasons which she seen to form part of universe as well H2: normal individuals can acquire a high level of renewable sources of information associated to the global events assisting in vigilant observation H3: the main intention of this is seen to be utilized for the observations in terms of gaining global understanding of the universe during causation. The conduction of the first hypothesis is seen to be done with several instances of positive research in accounting. The necessity of the second hypothesis is seen for the discussion of both ontological and epistemological ideologies of the positive accounting, which explains that the research is not identical in case of accounting research. Henceforth, it is essential to advocate the particular which does not take place randomly. The third hypothesis can be tested by various discussions made on the falsification and determination of the validity of the initiatives taken. The final hypothesis test needs to be done for using the various models which focuses on measurement. Theoretical Framework The consideration of the theoretical framework is seen to be conducive in fulfilling of necessary objectives of the research. Instances of positive research in accounting Balanced self-interest seen to take place where the accounting phenomenon outcome is understood through expressing contract in various types of business concerns. In addition to this, it has been able to cover the choice of accounting where the managers of the organizations are able to report as well as conduct pricing decisions of the auditors. In this particular case the decision-makers are seen to be the auditors will regulate the standards based on professional advices to the academic practitioners. It has been seen to be necessary for determining the nature of information which assists the investors for taking timely decisions regarding investments. On the contrary, extensive analysis of accounting research has shown that accounting settings can take place in the absence of various types of coherent behavior such as used by the audit professionals in case of making judgments (Velayutham 2014). Scientific epistemology and ontology Epistemology is seen as an anti-Sikh field which major league games in explaining the different approaches available for gaining insight in the entire world. On the other hand, the ontology is seen to explain the activities necessary for answering the appropriate questions. In the first place, the human agency is seen as socially developed nature with the rules which are closely associated to depict the social art which is not seem to be having an objective subsistence devoid of human beings. In this context, the individuals and the participants do not pose any rational activities. All the complexities in form of epistemological and ontological ways are seen where the main goal is to have proper insights of the information associated to accounting phenomena (Clement et al. 2014). Requirement of effective positive research program The effective research program and solve various types of issues prevailing in accounting. In case of the given article can be said that the need is seen to be stringent for testing the vulnerable models so that careful evaluation of the variable measurement is made. In addition to this, the various types of analytical models will be helpful for testing and forming the theoretical models for the study. For the purpose of implementing the analytical models in the positive accounting research program, the various types of considerations in the field of preoccupation is seen to swing from the aspect of tractability to plausibility. It can be further discern that the need for measurement rather than testing of the procedures is more essential in nature. With particular relevance to accounting, there has been several issues of biasness identified with respect to strong publication against the dimensions which can be associated to this theory. This has been identified mainly because of the reasons associated to shortage and unavailability of adequate resources in accounting (Fullerton, Kennedy and Widener 2013). Significance and Limitations of the article During the evaluation of the given case study, it has been seen that the research has been able to identify the existing gap between the present practices associated to positive accounting and the needs for making the relevant contributions to a wider intellectual program. Due to this, there has been seen to be an absence of system optimization which is seen to be an essential part for modifying these issues after proper trial and rectification of the same (Dichev and Li 2013). With relevance to the given case, the article aims to provide an insight of scientific research where it is validated after that accounting groups are seen to participate. The research has been further prove to be helpful in identification of the fact it states that there is a need for improved theoretical model which is more robust and reliable in nature. Hence, the article has been able to show the outcome that positive research in accounting is one of the main ramifications of the quantitative models which have been able to minimize for the statements of projected trends present among the two variables (Sutherland, Elston and Lambin 2013). In addition to this, there have been several limitations associated with the article which shows that the research has not been able to contribute to the awareness of the human behavior in the current accounting context. The main reason identified for this is due to lack of collection of the real-life data with various types of other potential sources. The main form of the limitations has been found with the lack of secondary sources of data which has hindered the quality of the research in a great manner. In the given case the researcher has been able to make inferences based on the findings of the authors who have given their personal opinion on research accounting. Thus the quantitative aspect are not addressed appropriately which is seen to be a crucial aspect of the present era in estimating the future growth of the organization in the future (Daoud and Triki 2013). Conclusion The article has been able to evaluate the relevant concept of epistemological and ontological aspects of positive accounting research as well as identify the loopholes which are present. The various methods shown in the study has been able to identify the solutions to overcome the loopholes in the same time. The recommendations to the researcher have been seen to be used by giving detailed listing of the various types of accounting variables. Reference List ClementM. J., RodhouseT. J., OrmsbeeP. C., SzewczakJ. M. and NicholsJ. D. (2014) Accounting for false-positive acoustic detections of bats using occupancy models, Journal of Applied Ecology, 51(5), pp. 14601467. doi: 10.1111/1365-2664.12303. DaiB. and YangF. (2015) Monetary policy, accounting conservatism and trade credit, China Journal of Accounting Research, 8(4), pp. 295313. doi: 10.1016/j.cjar.2015.09.002. DaoudH. and TrikiM. (2013) Accounting information systems in an ERP environment and Tunisian firm performance, International Journal of Digital Accounting Research, 13. doi: 10.4192/1577-8517-v13_1. DichevI. D. and LiF. (2013) Growth and accounting choice, Australian Journal of Management. doi: 10.1177/0312896212469520. FullertonR. R., KennedyF. A. and WidenerS. K. (2013) Management accounting and control practices in a lean manufacturing environment, Accounting, Organizations and Society, 38(1), pp. 5071. doi: 10.1016/j.aos.2012.10.001. HorngrenC. T., DatarS. M. and RajanM. V. (2015) Cost Accounting: A Managerial Emphasis, Issues in Accounting Education. doi: 10.2308/iace.2010.25.4.789. SutherlandC., ElstonD. A. and LambinX. (2013) Accounting for false positive detection error induced by transient individuals, Wildlife Research, 40(6), pp. 490498. doi: 10.1071/WR12166. VelayuthamS. (2014) Conventional Accounting vs Islamic Accounting: The Debate Revisited, Journal of Islamic Accounting and Business Research, 5(2), pp. 126141. doi: 10.1108/JIABR-05-2012-0026.

Sea lice an Example by

Sea lice Sea lice are crustacean parasites of the copepod family Caligidae, which cause infection in wild and farm fish especially salmon. It is a great cause of concern for the fish farmers because sea lice infection can literally threaten to wipe out the whole fish population if this parasite gets a chance to thrive well. Almost nine, or according to some sources, more than nine species of sea lice are present out of which two very common are Caligus elongatus and Lepeophtherius salmonis. Around fifty different species of marine fish are believed to host the Caligus elongatus specie of sea lice alone. Salmons and related species like rainbow trout etc. are infected by Lepeophthelius salmonis. Seal lice are most common in sea water and it is believed that they cannot survive very low salinities, however very low salinities may not be suitable for some fish either. Need essay sample on "Sea lice" topic? We will write a custom essay sample specifically for you Proceed During the early stages of the life cycle of sea lice, when they are in the stage of naupii, they are non-parasitic and cannot attach themselves to the fish. However, during the final stages, when sea lice have attained mobility they are capable of causing excessive damage to the body of the fish as parasites. A range of signs of the infection are prominent on the bodies of the fish including black spots, lesions, lowered immunity and increased susceptibility to other infections. It is believed that L. salmonis causes more damaging infection than C. elongatus. Sea lice control in fish farms (especially salmon aquaculture) should be conducted after consulting with the farm veterinarian. Specific scientific monitoring programs should be developed. The programs should fully take into account the frequency of monitoring required, the number of fish and cages to be monitored each time, ensuring minimal stress to the fish while monitoring and assessing damage using lesion index and the number of infected fish as basis. Analysis of the monitoring team will provide the basis of treatment if required at all. If any specie of sea lice is found by the monitoring team, (however only the two above mentioned species are most commonly detected), then treatment is essential to prevent the lice from causing huge damage to the produce of the farm. Trained staff and appropriate equipment are needed for an effective control program. Chemotherpeutants used for treating the fish infection, range from topical baths, including organophosphates and pyrethroids, an d feed treatments which include avermectins and benzoylphenylurea. References Pest Management Regulatory Agency. (2003 March) Fact Sheet on Integrated Pest Management of Sea lice in Salmon Aqua culture. Retrieved April 11, 2008, from http://www.pmra-arla.gc.ca/english/pdf/fact/fs_ipmsealice-e.pdf