Blooms Research and Response Essay Example for Free

Blooms Research and Response Essay Each domain has its own set of specific expectations. Bloom broke down his taxonomy into different levels of complexity. They are arraigned in a hierarchy from less to more complex. When teaching, the educator will use the levels so that mastery of the first level is necessary by the learner before the next level can be achieved. The Cognitive Domain focuses on knowledge and developing the skills of comprehension, it also uses critical thinking skills. There are six levels of complexity in this Domain: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The Affective Domain focuses on how the learner deals with emotions and with his ability to feel empathy for others. Bloom broke down this domain into five levels: Receiving (awareness), Responding (active participation in the learning process), Valuing, Organization, and Internalizing (values held that influence a behavior so it becomes a characteristic). The third domain, the Psychomotor Domain was not broken down into subcategories by Bloom but by Simpson in 1972. The Psychomotor Domain focuses on the ability to manipulate an object physically. This domain has seven levels: Perception, Set (readiness to act), Guided Response, Mechanism, Complex Overt Response (the ability to perform without hesitation), Adaptation, and Origination. When used, Bloom’s Taxonomy will provide the educator with a measurable way to assess the level of comprehension of the taught information by the learner (â€Å"Big Dog and Little Dog’s Performance Juxtaposition,† 2010). Nurses can use Bloom’s teaching method in educating patients with chronic diseases. First the nurse must assess the patient for level of understanding and readiness to learn. The nurse uses the Cognitive Domain to teach the patient about his specific disease and to facilitate understanding of all concepts associated with the disease and its treatments. In following the hierarchy the nurse would start with the simplest information and ideas and increase the complexity of the information after the patient has exhibited comprehension of the previously taught material. Using the Affective Domain the nurse helps the patient deal with his emotions related to his diagnosis and to attach a value to it. Once a patient has processed the information given to him, realizes the importance of managing his care and placing a value on its importance, he is ready to use the psychomotor domain. The educator uses the Psychomotor domain to teach the skills portion of education. Diabetics need to learn how to use blood glucose testing equipment; patients may need to learn how to self-catheterize these are just two examples of skills that nurses teach that fall under this domain. There are many areas of education a nurse teaches daily. One of which is the information given to patients with chronic diseases in order for them to achieve or maintain self-sufficiency. Bloom’s teaching method gives those patients the best chance at mastering the necessary information and skills needed to live day-to-day with a chronic illness.

Is there an objective standard of taste? Essay -- Art, Aesthetic Princi

In Aesthetics, it is thought that in order to show that a work of art is truly great, it is required that an assessment of aesthetic value must be made (Graham, 2001). Therefore, it can be seen as important that such criteria of can be defined in order to make such an assessment. In this essay, I shall argue that it is not possible for there to be an objective standard of taste that can be defined through a set of binding aesthetic principles that can be used to judge value of artistic works. Rather, than an objective standard of taste can exist without aesthetic rules or principles. This shall be done by first examining Hume’s seminal work ‘Of the standard of taste’ (Hume, SOT). Firstly Hume’s idea of ‘agreeableness’ of a work art shall be addressed, and how the idea of the test of time can result in unanimity of in aesthetic judgement as evidence that there can be an objective standard for aesthetic judgement. This shall be confirmed by examining Hume’s non-cognitivist account of aesthetic judgement proposing that no properties of objects can make them viable candidates for aesthetic evaluation, only the immediate and spontaneous reactions that they can evoke from us can. After this has been established it will then be shown that due to the shared nature of the human species, such aesthetic sentiments can display reasonable uniformity. Although it will have already been established that a uniformity of taste exists, it will be discussed how aesthetic sentiments can be improved by a sound understanding of what is being appreciated, as it is possible for some aesthetic judgments to be better than others, through aesthetic judgment o f individuals that Hume regards as being good critics, who have well-tuned aesthetic sensibilit... ... (1963) The abbreviations and texts cited above are as follows: [T] A Treatise of Human Nature, edited by L. A. Selby-Bigge, 2nd ed. revised by P.H. Nidditch, Oxford: Clarendon Press, (1975) [SOT] â€Å"Of the Standard of Taste,† in, The Philosophical Works of David Hume, edited by T. H. Green and T. H. Grose. 4 volumes, London: Longman, Green, 1874-75. [Page references above to individual essays are to volume 3 of this edition.] Web Articles used Zangwill, Nick, "Aesthetic Judgment", The Stanford Encyclopedia of Philosophy (Winter 2006 Edition), Edward N. Zalta (ed.), URL = . Gracyk, Ted, "Hume's Aesthetics", The Stanford Encyclopedia of Philosophy (Winter 2006 Edition), Edward N. Zalta (ed.), forthcoming URL = .

Dream of equal schooling Essay

Mr. Borsuk also found that with the exception of the element of religion in the voucher schools—an issue many feel is a violation of the separation of church and state– â€Å"it’s the same story that’s being played out in urban classrooms across America—a story of poverty, limited resources, poor leadership and broken families. † (2006). Based on firsthand experience observations garnered from visiting each and every voucher school that would allow it, Borsuk concluded that at least ten of the 106 schools visited appeared to â€Å"lack the ability, resources, knowledge or will to offer children even a mediocre education†¦. most of these were led by individuals who had little to no background in running schools and no resources other than state payments. † (Borsuk 2006). Nine of the voucher schools would not allow the reporters to observe their work, making one wonder why the secrecy? Like everything on earth, some bad must come along with the good. Alex’s Academics of Excellence happened to be a school begun by a convicted rapist, and kept on enrolling students even after allegations of drug use by staff on school grounds and a DA’s investigation. Thankfully, Alex’s, along with three others have closed—as a result of outside intervention, not due to parental outcry. Conservatives have focused on the undeniable problems in our public school systems as a reason for the voucher system. They say that the voucher system gives â€Å"choice† to parents and students, but in reality they are more interested in privatizing the schools, effectively removing them from â€Å"public oversight and responsibility. † (Special Voucher 2000). The alternative to the voucher system would be to â€Å"invest in our public schools, not abandon them,† according to the more liberal stance. Our society knows how to teach children, it just tends to do that job in unequal measures. Many times a disproportionate amount of money is spent on the already privileged children rather than on the low income areas. Perhaps the largest distinguishing factor in voucher schools comes down to religion. Many of the students in the voucher program schools pray together in class, read the Bible, the Torah, or attend Mass. Even parents who are not particularly religious feel their children will get a better education and learn moral values when placed in a parochial school. While the religious aspect is a sticking point for those who advocate the separation of church and state, the religious schools are the fastest growing area of voucher schools, and many parents who were interviewed felt their children were receiving a much better education in a parochial school than they did in public schools. Martin Carnoy, a Stanford University professor has been critical of the voucher system, pointing to the fact that other states are not participating. â€Å"No other places jumped on the bandwagon, and I think the reason is they don’t see anything spectacular and terrific happening. Basically, they can live without it. † (Borsuk 2006). It is felt in many sectors that the voucher program has been a huge drain on resources, taking away money and attention from the some 85,000 students who still attend regular MPS schools. These students are effectively losing out so that others can attend private schools. (Borsuk 2006). How do other states feel about the voucher system? The Florida State Supreme Court ruled on January 5, 2006 that Governor Jeb Bush’s pilot voucher program was illegal because it â€Å"violates the provision in the state constitution that prohibits using taxpayer money to finance a private alternative to the public education system. † (OnWEAC 2006). The decision was 5-2 and the court stated that the voucher school program hurt public education because it diverted public dollars into private systems. Voucher schools are being rejected at a national level as in November, 2005, a group of 23 House Republican’s â€Å"bucked its party’s leaders and defeated an effort to include a private school voucher plan in the House budget reconciliation bill. † (OnWEAC 2006). The question remains: What is the future of the Wisconsin Voucher system? From September, 2005 to January, 2006, the number of low income students attending voucher schools dropped sharply, a decline of nearly 1500 students. This could be due to the fact that three voucher schools were closed because they did not meet minimum standards, or perhaps the reasons are more far-reaching. (School Choice 2006). The Laws have recently expanded the eligibility of voucher recipients, now allowing students who are in schools that have ranked in the â€Å"academic emergency† or â€Å"academic watch† category for the past three years to receive vouchers. (School Choice 2006) The Maine Supreme Judicial Court recently upheld a very controversial state law that prohibits students from using publicly funded vouchers for religious schools. Justice Donald Alexander wrote that the â€Å"state is not compelled to pay for religious education; even though the U. S. Supreme Court has ruled that these programs are constitutionally permissible. † (School Choice 2006). Although this was a Maine case, the issue may soon arise in Wisconsin as well. Wisconsin has done its best and tried many alternatives, gone down many roads to improve the education of their children. Nobody can fault them for this, however it is clear that it is still far from a level playing field, and that more reforms are in order, more programs that guarantee each child a quality education. References: Borsuk, Alan J. (January 3, 2004). Dream of equal schooling is unrealized. Accessed on May 3, 2006 from: http://www.jsonline.com

Troy, Truth in the Myth Essay example - 1962 Words

The ancient city of Troy, a legendary city in classical literature and Hollywood films alike, has been an attraction to visit for at least twenty-five centuries. Visitors such as Alexander the Great, who stopped at Troy in 334 BC while on route east to conquer Asia, came to Troy looking for the city immortalized in Homers Iliad. Presently, archaeologists visit Hisarlik, a site in northwest Turkey, as it is believed to be the location of the ancient city. Alexander must have been puzzled when he had arrived in Ilion, the name of the city at the time of his visit. Ilion was a small colony founded centuries after the Trojan War supposedly took place; Alexander and his men must have had a similar reaction to what they saw as many a†¦show more content†¦Instead of a single Trojan war, he believes, there were dozens of conflicts fuelled by Troys geopolitical strategic position astride the sea-lanes of the Dardanelles. The prevailing winds and currents would trap ships for mon ths in Troys harbor on the Aegean, where they were ripe for plunder or simply the collection of a port tax. (Fleischman) It was these practices, according to Korfmann, that had made Troy very rich, yet hated throughout the sea. Troy was feared by sailors, and had also become a great target for military ventures. Korfmann called Troy a pirate fortress. (Fleischmann) In the late Bronze Age, villages had started to come together into larger regions. The first of these to come to significant power was Mycenae. Mycenae was across the Aegean from Troy, and was the mythical seat of King Agamemnon. According to Homer, it was here in Mycenae that the trouble with the Trojans had begun. Paris of Troy (with a little push from the Gods) kidnapped Helen; then married to Agamemnons brother, Menelous. Agamemnon came to the aid of his brother by getting Odysseus, Achilles, and many other warriors, and left in pursuit of her captors. Once at Troy, though, they were held at bay for ten years by King Priams (Paris father) army. The Greeks were finally able to penetrate the walls of the city by pretending to retreat, and offering the legendary Trojan Horse as a gift. The wooden horse was full of commandoes who, once nightfallShow MoreRelatedLeda and the Swan Notes763 Words   |  4 PagesLeda and the Swan notes Origins Leda and the Swan was a Greek myth in which the God Zeus transformed into a swan and raped the girl Leda. Different versions of the myth disagree on whether Leda was actually raped or seduced by Zeus. In the myth, Leda gave birth to four children, who hatched from eggs. One of the children was Helen of Troy, the woman the Trojan War was fought over. Analysis on form The poem is a sonnet-it has 14 lines. Each of the lines has 10 beats to it. 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