Essay on Lifelong Learner - 837 Words

Those around me would describe me as curious, inquisitive: a lifetime learner. Reading any book I can get my hands on, eyes bleary from late night blog skimming, fingers stained from newspaper print, and eavesdropping on everyday conversation, I am someone who appreciates several tangled avenues of obtaining information and learning. I would say that I am â€Å"just plain nosy.† My first steps along these avenues went well beyond the normal curiosity children exhibit concerning the world surrounding them, because growing up as an African American female in a working class household increased the intensity of my questions. Why, despite both of my parents working 40+ hour weeks, was the rent sometimes late? Or during a particularly†¦show more content†¦My coursework sparked ideas that I couldn’t always articulate, like how the significance of Gauguin’s yellow paint used for the skin color of women of Tahitian women resonated in Jessica Hagedorn’s portrayal of foreign men Dream Jungle. Or being absolutely enraptured by the end of Toni Morrison’s Song of Solomon and desperately wanting to read something else that could evoke more of these experiences. Much like when I was a child, I remain intellectually curious about a number of subjects, but as you cannot exactly major in â€Å"the world,† studying library and information sciences will allow me to engage in a variety of contexts every day. Pursuing an MLIS degree will best prepare me to attain my professional goals of providing others with access to an abundance of resources. Further, I hope to be a part in demonstrating that new technology does not have to be a deterrent to access. I initially developed this goal as a work-study within Jones Library. Most hours were spent shelving nonfiction in a tightly packed basement. An afternoon’s reprieve from shelving cookbooks came in the form of an older man who was unfamiliar with the online catalog system. Being able to verbalize steps to something I did almost every day without a thought, the idea that I could effectively communicate new information to someone, helping them learn strongly resonated with me. Although I did not expect it, working as an administrative associate for a public administrationShow MoreRelatedBecoming a Lifelong Learner1563 Words   |  7 Pageslearning communities is how they foster this idea of lifelong learning. By doing a cross discipline class one see the connections between math and philosophy or science and English. It is through this weaving of one discipline with another that we learn to identify in our lives where our knowledge and our world intersect. But community college was not the only place I looked at, and learning communities were not the only place I saw a strong tie to lifelong learning. Perhaps my favorite program when IRead MoreA Lifelong Learner Must Be Highly Motivated1607 Words   |  7 Pagesbe left tÐ ¾ schools and univÐ µrsities, and that the rÐ µsponsibilitÃ'Æ' for lÐ µÃ °rning thrÐ ¾ughout lifÐ µ and from life liÐ µs with individuÐ °ls. In this sÐ µnse lifelong learning is sustÐ °inÐ °blÐ µ lÐ µÃ °rning – in that it rÐ µliÐ µs Ð ¾n self-directed individual initiÐ °tives rÐ °thÐ µr that hÐ °nding down of knowledge frÐ ¾m Ð µxperts or a centrÐ °l Ð °uthÐ ¾rity (www.ciea.ch). A lifelong learner must be highly motivated to engage in the learning process and he has to have the necessary confidence and skills. According to Knapper and CropleyRead MoreASSESSING LEARNERS IN LIFELONG LEARNING7015 Words   |  29 Pagestherefore is primarily to educate and improve student performance, not merely audit it. 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There are some people in societyRead MoreRoles Responsibilities as a Teacher1356 Words   |  6 Pagesresponsibilities and boundaries. Initial assessment and the identification of individual learners needs is a crucial part of the learning journey. The initial assessment of individual needs helps to identify both learners’ skills against national standards and further diagnostic testing can identify preferred learning styles. The analysis of results can then be used to design an individual programme of learning for the learner which underpins the success of a course and act as a benchmark from which the learner’sRead MoreThe Middle Phase Of Learning1092 Words   |  5 Pagesmany learners are keen to discover and investigate an extensive range of learning experiences. However, some learners begin to lose interest and progress in learning may diminish. The subsequent phase for learners, is filled with challenges. Physical, emotional, intellectual and social issues can impact upon students learning. For learners to be prepared for the senior phase of learning, student’s curiosity and enthusiasm must be nurtured and further opportunities provided to enable learners to gainRead MoreUnderstanding the Relationship Between Teachers and Other Proffessionals in Life Long Learning and Possible Points of Referral for Learners775 Words   |  4 Pagesand other professionals in lifelong learning and possible points of referral for learners. A teachers primary role is to deliver information. The 2003 workload agreement (Woodward and Peart, 2013) not only defined the levels of work a teacher could reasonably expect but also defined the roles which would provide a framework of support to the specifics of the teaching role. Though this applies to secondary education the principles can inform teacher roles in the lifelong learning sector. A teacherRead MoreThe Role Of Nurse Generalist As An Advocate, Delegator, And Life Long Learner1529 Words   |  7 Pages The roles of the nurse generalist as an advocate, delegator, and life-long learner Myunghee Jung Fairmont State University December 11, 2015 â€Æ' There are many professional roles of the nurse generalist that are essential in providing care to patients, such as an advocate, educator, collaborator, and change agent and so on. In every day nursing practice, nurses perform a variety of nursing roles. Meeting role expectations as a professional nurse is for patient-centered care, which is oneRead MoreSelf-Managed Learning in the Context of Lifelong Learning1427 Words   |  6 PagesSELF-MANAGED LEARNING IN THE CONTEXT OF LIFELONG LEARNING Unit 13 Personal Professional Development Introduction NatTrainSolns (NTS) a small but influential management training consultancy agency based in City West Industrial Park, Dublin. We deliver professional educational training to both the public and private business sectors. Our mission is to provide targeted training solutions to meet the needs of our clients, operating under the highest ethical standards and treating our stakeholdersRead MorePtlls 6302, Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning1245 Words   |  5 PagesCity and Guilds 6302 Award in Preparing to Teach in the Lifelong Learning Sector Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning Assessment Tasks 1-3 By Unit 003 – Using Inclusive Learning and Teaching Approaches in Lifelong Learning Background: 1. Be able to plan inclusive learning and teaching sessions. (1.1) The need of the learners was identified as having to have investigators who could adopt

How Do Infants And Toddlers Develop Their Cognitive...

How do infants and toddlers develop their cognitive abilities? Essentially, the formative years of research on the aspect of cognitive growth in infants made certain assumptions, for instance, an infant growth was significantly simplified. However, modern research indicates that there is a complex pattern of cognitive development in infants. To answer the question, it is imperative to start by understanding what the cognitive aspect of the development of infants is. Ideally, infants and toddlers do not only develop physically at this early age; but the development also takes an around aspect of the mind, the emotions, and the language. In all these, the only visible aspect of growth is the physical development, the cognitive development is significantly assumed because it requires keen observations. However, toddlers develop cognitively through various aspects of their surroundings. Firstly, infants and toddlers’ cognitive development occurs through cause and effects. Early on in life, infants develop expectancy things in their environment due to the routine. For instance, an infant learns that when they cry, someone picks them up. Ideally, this becomes the anticipation for the toddler as it grows up. Over time, this reactionary aspect aids the infants to relate between events and consequences. The cognitive ability to predict the likely outcome of issues starts to develop in the infant. Problem-solving is another way through which infants and toddlers develop theirShow MoreRelatedObservation: Infant and Toddler Development1568 Words   |  7 PagesObservation: Infant and Toddler Development There are various factors that play a role in a child’s development. Based on several articles I will be discussing the physical, cognitive, and social development of infants and toddlers. The level of exposure to these various factors will determine how successful they develop in years to come. All children develop at their own rate and no two children are the same. The development of the child is based solely on child’s caregiver to provide these essentialRead MoreUniversal Needs Of Infants And Toddlers1651 Words   |  7 Pages Three universal needs of infants and toddlers Infancy is an important stage of life. At this stage, babies and toddlers will have universal developments or needs which can connect physical, cognitive, language, social, emotional domain of development. I would like to discuss three universal needs, which are important for the infant / toddler learning and development foundations. There are exploring the world, learning from observation, Infancy is one of the periods which has most exploring spiritRead MoreThe Child s Language Development1475 Words   |  6 PagesFour year-olds can tell simple stories with an expressive vocabulary of 1,500 to 1,600 words (Owens, 2004). 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By exposing myself to different programs and their unique styles, I will be able to see how differentRead MoreArticle Review : School Readiness For Infants And Toddlers1076 Words   |  5 Pages Article Review The article â€Å"School Readiness for Infants and Toddlers? Really? Yes, Really!† (Petersen, 2012) demonstrated an interesting point of view to consider for upcoming early childhood educators and teachers. Sandra Petersen, MA a writer and a teacher in the early childhood field have coauthored three early childhood textbooks. She focuses mainly on the infants and toddlers and expresses the importance of having a strong developing brain. With that in mind if children were to have a strongRead MoreThe, The Very Hungry Caterpillar, Wheres Spot?1694 Words   |  7 Pagesresearch studies suggest that reading aloud to infants and toddlers has positive impacts on their brain development. According to the U.S. Department of Education, â€Å"Children develop much of their capacity for learning in the first three years of life, when their brains grow to 90 percent of their eventual adult weight† (Start Early, Finish Strong). Seeing that the most substantial brain development oc curs during the first three years of life, infants and toddlers should be frequently read aloud to as aRead MoreChildren And Food For Children1496 Words   |  6 Pagesyou to eat it, would you? Most sane adults would not; at least not without being given any further information. Yet this is the exact scenario many parents put their young children through when feeding them. Naturally, just as an adult would, infants and toddlers object to this practice and put up a fuss. They want to touch, mash, spread, and play with their food before consuming it. 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A Doll House by Henrik Ibsen Essay Example For Students

A Doll House by Henrik Ibsen Essay A Doll House by Henrik Ibsen, is a play that was written ahead of its time. In this play Ibsen tackles women s rights as a matter of importance. Throughout this time period it was neglected. A Doll House was written during the movement of Naturalism, which commonly reflected society. Ibsen acknowledges the fact that in 19th century life the role of the woman was to stay at home, raise the children and attend to her husband. Nora Helmer is the character in A Doll House who plays the 19th woman and is portrayed as a victim. Michael Meyers said of Henrik Ibsen s plays: The common denominator in many of Ibsen s dramas is his interest in individuals struggling for and authentic identity in the face of tyrannical social conventions. This conflict often results in his characters being divided between a sense of duty to themselves and their responsibility to others. (1563) All of the aspects of this quote can be applied to the play A Doll House, in Nora Helmer s character, who throughout much of the play is oppressed, presents an inauthentic identity to the audience and throughout the play attempts to discovery her authentic identity. The inferior role of Nora is extremely important to her character. Nora is oppressed by a variety of tyrannical social conventions. Ibsen in his â€Å"A Doll’s House† depicts the role of women as subordinate in order to emphasize their role in society. Nora is oppressed by the manipulation from Torvald. Torvald has a very typical relationship with society. He is a smug bank manager. With his job arrive many responsibilities. He often treats his wife as if she is one of these responsibilities. Torvald is very authoritative and puts his appearance, both social and physical, ahead of his wife that he supposedly loves. Torvald is a man that is worried about his reputation, and cares little about his wife s feelings. Nora and Torvald s relationship, on the outside appears to be a happy. Nora is treated like a child in this relationship, but as the play progresses she begins to realize how phony her marriage is. Torvald sees Nora’s only role as being the subservient and loving wife. He refers to Nora as â€Å"my little squirrel† (p. 1565), â€Å"my little lark† (p. 1565), or spendthrift (1565). To him, she is only a possession. Torvald calls Nora by pet-names and speaks down to her because he thinks that she is not intelligent and that she can not think on her own. Whenever she begins to voice an opinion Torvald quickly drops the pet-names and insults her as a women through comments like; â€Å"worries that you couldn’t possibly help me with,† and â€Å"Nora, Nora, just like a woman. †(1565) Torvald is a typical husband in his society. He denied Nora the right to think and act the way she wished. He required her to act like an imbecile and insisted upon the rightness of his view in all matters. Nora is a dynamic character in this play. Meyers quote is stating that Ibsen has characters who struggle with their authentic identity. Nora is clearly an example of one of these characters. She goes through many changes and develops more than any other character. Nora, at the beginning and throughout most of the play, is inauthentic character. An inauthentic identity is when a person believes their personality is identical to their behavior. However subconsciously they know that it is not true. Nora was inauthentic because her situation was all that she was ever exposed to. She is a grown woman that was pampered all her life by men. Nora was spoon-fed all of her life by her father and husband. She believes in Torvald unquestionably, and has always believed that he was her god or idol. She is the perfect image of a doll wife who revels in the thought of luxuries that she can afford because she is married. She is very flirtatious, and constantly engages in childlike acts of disobedience such as little lies about things such as whether or not she bought macaroons. Nora goes through life with the illusion that everything is perfect. When a woman of that time loves as Nora thinks she does nothing else matters. .uc71268f02405a0e4ee5b02843efe47b6 , .uc71268f02405a0e4ee5b02843efe47b6 .postImageUrl , .uc71268f02405a0e4ee5b02843efe47b6 .centered-text-area { min-height: 80px; position: relative; } .uc71268f02405a0e4ee5b02843efe47b6 , .uc71268f02405a0e4ee5b02843efe47b6:hover , .uc71268f02405a0e4ee5b02843efe47b6:visited , .uc71268f02405a0e4ee5b02843efe47b6:active { border:0!important; } .uc71268f02405a0e4ee5b02843efe47b6 .clearfix:after { content: ""; display: table; clear: both; } .uc71268f02405a0e4ee5b02843efe47b6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc71268f02405a0e4ee5b02843efe47b6:active , .uc71268f02405a0e4ee5b02843efe47b6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc71268f02405a0e4ee5b02843efe47b6 .centered-text-area { width: 100%; position: relative ; } .uc71268f02405a0e4ee5b02843efe47b6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc71268f02405a0e4ee5b02843efe47b6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc71268f02405a0e4ee5b02843efe47b6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc71268f02405a0e4ee5b02843efe47b6:hover .ctaButton { background-color: #34495E!important; } .uc71268f02405a0e4ee5b02843efe47b6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc71268f02405a0e4ee5b02843efe47b6 .uc71268f02405a0e4ee5b02843efe47b6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc71268f02405a0e4ee5b02843efe47b6:after { content: ""; display: block; clear: both; } READ: Dramatic Device Essay PaperShe will sacrifice herself for the family. Her purpose in life is to be happy for her husband and children. Nora did believe that she loved Torvald and was happy. She had a passionate and devoted heart that was willing to do almost anything for her husband. At first she did not understand that these feelings were not reciprocated. Torvald does not want a wife who will challenge him with her own thoughts and actions. The final confrontation between the couple involves more oppression by Torvald, but by this time Nora has realized the situation he wishes to maintain. Torvald calls her a â€Å"featherbrained woman† (1606) and â€Å"blind, incompetent child † (1609) even though she saved his life. Nora expected Torvald to be grateful to her. This does not happen. When Torvald says, Now you have wrecked all my happiness- ruined my future (1606) and I m saved! (1606), Torvald exhibits his self-absorbed nature. The fury Nora saw after Torvald s opening of the letter showed Nora a strange man. Someone she had not been wife to, someone she did not love. Their marriage is fake and mutually beneficial because of their social status. They are not really in love. Nora says, Yes. I am beginning to understand everything now. (1606) It is now that she can begin to apprehend her forgery was wrong, not because it was illegal, but because it was for an unworthy cause. This is when the readers see Nora embark into her transformation of her authentic character. Nora decides that the only way to fix the situation is to leave Torvald and her children and find herself independently. Slowly Nora s character is forced to discontinue her inauthentic role of a doll and seek out her individuality, her new authentic identity. She comes to realize that her whole life has been a lie. She lived her life pretending to be the old Nora, and hid the changed woman she had become. The illusion of the old Nora continues well after she becomes a new person. When she realizes that responsibilities for herself are more important, Nora slams the door on not just Torvald but on everything that happened in her past. It took time to evolve into a new person, but after she did she became a person who could not stand to be oppressed by Torvald any longer. Nora says, I ve been your wife-doll here, just as at home I was Papa s doll-child. (1608) Ibsen uses the idea of a doll because a doll always maintains the same look, no matter what the situation. A doll must do whatever the controller has them do. Dolls are silent and never express opinions or actually accomplish anything without the aid of others. This doll is Nora s inauthentic identity. Her authentic identity is in the process of being built while Torvald calls Nora his little lark, his little squirrel, and a child. Nora grows even stronger. It is complete and presented to the readers when Nora when she stands up to Torvald and does the opposite of what he wants. Nora tells Helmer at the end of the play that, I have to try to educate myself. You can t help me with that. I ve got to do it alone. And that s why I m leaving you now (1609). Nora tells Helmer, I m a human being, no less than you-or anyway, I ought to try to become one. (1609) She does not tolerate Torvald’s condescending tone or allow him to manipulate her any longer. Nora must follow her own convictions now and decide for herself what her life will be in the future. Her rebirth has led to her own independence. Another man will never again control her and she is now free of her controlling husband. In conclusion Michael Meyers quote The common denominator in many of Ibsen s dramas is his interest in individuals struggling for and authentic identity in the face of tyrannical social conventions. This conflict often results in his characters being divided between a sense of duty to themselves and their responsibility to others. s applicable to Nora in A Doll House. .u502fbefb522e8fd4c7428fbf184f3aa6 , .u502fbefb522e8fd4c7428fbf184f3aa6 .postImageUrl , .u502fbefb522e8fd4c7428fbf184f3aa6 .centered-text-area { min-height: 80px; position: relative; } .u502fbefb522e8fd4c7428fbf184f3aa6 , .u502fbefb522e8fd4c7428fbf184f3aa6:hover , .u502fbefb522e8fd4c7428fbf184f3aa6:visited , .u502fbefb522e8fd4c7428fbf184f3aa6:active { border:0!important; } .u502fbefb522e8fd4c7428fbf184f3aa6 .clearfix:after { content: ""; display: table; clear: both; } .u502fbefb522e8fd4c7428fbf184f3aa6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u502fbefb522e8fd4c7428fbf184f3aa6:active , .u502fbefb522e8fd4c7428fbf184f3aa6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u502fbefb522e8fd4c7428fbf184f3aa6 .centered-text-area { width: 100%; position: relative ; } .u502fbefb522e8fd4c7428fbf184f3aa6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u502fbefb522e8fd4c7428fbf184f3aa6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u502fbefb522e8fd4c7428fbf184f3aa6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u502fbefb522e8fd4c7428fbf184f3aa6:hover .ctaButton { background-color: #34495E!important; } .u502fbefb522e8fd4c7428fbf184f3aa6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u502fbefb522e8fd4c7428fbf184f3aa6 .u502fbefb522e8fd4c7428fbf184f3aa6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u502fbefb522e8fd4c7428fbf184f3aa6:after { content: ""; display: block; clear: both; } READ: Everyman - morality play essayNora Helmer is a character struggling to realize her authentic identity. Her husband Torvald has always established her identity. Throughout the play Torvald was condescending towards Nora and forced her to act and look in a way that pleased him. Nora allowed Torvald to play dress up with her and no matter what the situation Nora has to consistently remain Torvald’s quiet, happy, little doll. Nora ends her doll life by leaving her doll house to learn and explore on her own. She is no longer a doll under the control of her master.