...Family narrative Wes Moore, had a strong family presents that supported him in being successful in work and in personal life. “The single most important thing you can do for your family may be the simplest of all: develop a strong family narrative”(Feiler 2) The family narrative influences the child’s ability to be successful, the three narratives are ascending, descending, and oscillating. Ascending is the example of "Son, when we came to this country, we had nothing. Our family worked. We opened a store. Your grandfather went to high school. Your father went to college. And now you. ..." ( Feiler 3) Ascending is negative and the child is giving a common expectation of success. “ Second is the descending narrative: "Sweetheart, we used to...
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...your strengths and areas to develop, you can begin a plan to find out what you need to do to achieve your career goals. We encourage you to continue to reflect on the identified areas throughout the MBA program. If you feel a strength or development area is no longer relevant, you may add another to take its place. At any time, you may also add additional areas. Your Name: Shannan Weaver Date: 6/16/2015 Course Title: Financial Accounting Principles and analysis Professional Goal (3-5 years) from now: In three to five years from now I would like to be a manager at my current place of employment Strengths to Leverage Step 1: The most effective and satisfied people align their work with their natural strong points. Identify 3-5 of your key strengths (see Column 1 below); these could be a competency, skill, ability, knowledge area or personal characteristic. Think about how you can leverage those strengths to be effective in your work, achieve your professional goals, and become a leader in your profession. Step 2: At the beginning of...
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...growth spurt in my writing in one day and just magically turn into an award-winning writer overnight, but huge growth spurts in writing never happen overnight so that thought is probably unrealistic. Growing as a writer happens over time and through many trial-and-error pieces of work. No good writer has started out at their best, but instead, they grow into it because they learn new things in the course of their writing career. Over the course of this semester, I have grown more as a writer than I did in the first three years of high school combined, so yes, I did have a growth spurt as a writer, but it didn’t happen all at once and I am not finished growing. This semester, I have had to write...
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...Through narrative therapy a counselor can help clients gain access to preferred story lines about their lives and identities taking the place of previous negative and self-defeating narratives that destroy the self. Presented in this paper, is an overview of the Narrative therapy and the Social Construction Model and several facets of this approach including poststrucuralism, deconstructionism, self-narratives, cultural narratives, therapeutic conversations, ceremonies, letters and leagues. A personal integration of faith in this family counseling approach is presented and discussed also in this paper. NARUMI AMADOR’S FAMILY CONSELING APPROACH Introduction Narrative therapy is found under the Social Construction Model. Using the Narrative approach, the therapist will not be the central figure in the therapeutic process, instead he will be influential to the client, helping him/her internalize and create new stories within themselves to draw new and healthier assumptions about who they are. This process enables clients to distract from focusing on the negative narratives which defined their past, redefining their lives into future positive stories. Narrative therapists define the problem as the problem instead of defining the client as the problem. The therapy process begins redefining the problem, externalizing it and getting it out in the open. The narrative therapist uses the questioning technique and creates alternative narratives to connect...
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...Graded Assignments 4 Unit 1 Journal 1: Personal Narrative 4 Unit 1 Journal 1: Personal Narrative Handout 6 Unit 1 Journal 2: Civic Narrative 9 Unit 1 Journal 2: Civic Narrative Handout 11 Unit 1 Assignment 1: What Would You Do? 12 Unit 2 Journal 1: Personal Narrative 13 Unit 2 Journal 1: Personal Narrative Handout 15 Unit 2 Journal 2: Civic Narrative 19 Unit 2 Journal 2: Civic Narrative Handout 20 Unit 2 Journal 3: Article Response 22 Unit 2 Assignment 1: What Would You Do? 23 Unit 2 Assignment 2: Declaration of Independence and Public Safety 25 Unit 3 Journal 1: Car Commercials 26 Unit 3 Journal 2: Personal Narrative 27 Unit 3 Journal 2: Personal Narrative Handout 28 Unit 3 Journal 3: Civic Narrative 31 Unit 3 Journal 3: Civic Narrative Handout 32 Unit 3 Journal 4: Taste vs. Judgment 34 Unit 3 Presentation 1: What Would You Do? 35 Unit 3 Assignment 1: Habits That Hinder Thinking 36 Unit 4 Journal 1: Invention Exercise 37 Unit 4 Journal 1: SWOT Analysis Template 38 Unit 4 Journal 2: Personal Narrative 39 Unit 4 Journal 2: Personal Narrative Handout 41 Unit 4 Journal 3: Civic Narrative 43 Unit 4 Journal 3: Civic Narrative Handout 44 Unit 4 Assignment 1: What Would You Do? 46 Unit 4 Assignment 2: Invention White Paper 47 Unit 5 Journal 1: Personal Narrative 48 Unit 5 Journal 1: Personal Narrative Handout 49 Unit 5 Journal 2: Civic Narrative 51 Unit 5 Journal 2: Civic Narrative Handout 53 Unit 5 Assignment 1: What Would...
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...incorporating personal interpretation. This practice is unique because it allows for the fanwork creator to voice their own personal opinions and create alternate universes, scenarios and timelines in which character from the original text would have the opportunity to explore. Typically, these works are not for profit and are not considered canon in the source that it is derived from. There is a struggle for legitimacy for fanwork creators, as fan work, especially fan fiction, is generally interpreted to only contain explicit sexual...
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...Knowledge@Wharton ( http://knowledge.wharton.upenn.edu/arabic/article.cfm?articleid=2540) Lessons in Leadership from the Life of the Prophet Muhammad Published October 05, 2010 in Arabic Knowledge@Wharton The Leadership of Muhammad is a new book by British management scholar John Adair that mines the life of the Prophet Muhammad to highlight his extraordinary qualities as a leader. According to Adair, success is a function of leadership, and his short work provides anyone interested in learning how to lead and motivate with a wealth of insight, according to this review by Muqtedar Khan, an associate professor of political science and international relations at the University of Delaware. Over the years, Muslim and non-Muslim historians have written many books about Prophet Muhammad as a leader, highlighting the divinely guided qualities of his personality as the final messenger of God, according to Islamic beliefs. But in the past century or so, a modernist, rationalist school of Islamic thought has emerged, which focuses on examining Prophet Muhammad as a charismatic leader as well as being the messenger of God. Developed by thinkers like Sir Syed Ahmed Khan and Shibli Nomani in India and Sheikh Muhammad Abduh and Rashid Rida in the Arab world, this school seeks to minimize the miraculous nature of the Prophet's biography to explore the rationalist and humanist dimensions of his personality. Their interpretations are formed by many categories that guides modern thinking -- the Prophet...
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...outline my Practice Learning Opportunity (PLO) setting including my role. It will then explore the social work process in reference to one service user which includes; preparation for contact, assessment, intervention, review, endings and an evaluation of my work. Within this, multi- disciplinary work will also be explored identifying its strengths and limitations. The assignment will outline legislation and policy that determine social work roles and responsibilities to service users such as The Human Rights Act (1998) and Transforming Your Care (2011). Furthermore the assignment will consider how knowledge, skills, values, anti-oppressive practice and professional codes of conduct such as the Northern Ireland Social Care Council (NISCC) influenced my practice. My (PLO) is a community eldercare team, which provides a service for elderly people over the age of 65. The eldercare team works with service users, their families and professionals within a framework of anti-discriminatory practice to promote each person’s individual value. The aim of the team is to develop personal, social, health and greater independence for service users to enhance their strengths. Referrals are made by a range of professionals, including Gp’s, Hospital Social Workers and Self/Family referral. The eldercare team is situated in large town with a population of 59,607 according to NINIS (2011). Almost 17% (10,133) of this population is aged over 65, which is termed older people. My role within...
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...opportunity to understand better the material being studied. What does the research say about peer tutoring? In reviews of peer tutoring programs, researchers found: * When students participated in the role of reading tutor, improvements in reading achievement occurred * When tutors were explicitly trained in the tutoring process, they were far more effective and the students they were tutoring experienced significant gains in achievement * Most of the students benefited from peer tutoring in some way, but same-age tutors were as effective as cross-age tutors (Burnish, Fuchs & Fuchs, 2005; Topping, 2008) Some benefits of peer tutoring for students include higher academic achievement, improved relationships with peers, improved personal and social development as well as increased motivation. In turn, the teacher benefits from this model of instruction by an increased opportunity to individualize instruction, increased facilitation of inclusion/mainstreaming, and opportunities to reduce inappropriate behaviors (Topping, 2008). There is an old saying: “To teach is to learn twice.” Peer tutoring is a beneficial way for students...
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...STUDIES IN PROFESSIONAL LIFE AND WORK Mike Hayler University of Brighton, UK Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. Autoethnography, Self-Narrative and Teacher Education Autoethnography, Self-Narrative and Teacher Education STUDIES IN PROFESSIONAL LIFE AND WORK The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for educational...
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...Chapter Four Creating my embodied knowing In being a leader Chapter Four connects my learning from experience, the creation of my embodied knowing as a leader, my integration of ideas from the literature on leadership and my support for individuals to develop their capacities as I discover and manage resources to support visions of an improved educational system. I conclude by emphasizing the importance of my knowledge-creation in my professional practice as a Superintendent of Schools and by asking and answering the question: Why is there no simple or even complex answer to “what is educational leadership?” In the rhythm of the work, my efforts are often full of risk, sometimes disastrous, at which point I fall back, renew my energy and with my recognized tenacity, try another route. I will reveal as well how I carry that spirit, that life-affirming energy (Bataille, 1962; Whitehead, 1999) embodied in my whole being with a passion and internal power to effect good. Feminist Barbara Du Bois (1983) writes of "passionate scholarship" as being "science-making, which is rooted in, animated by and expressive of our values" (p. 113) (Belenky, et. al., 1986, p. 141). One of the reasons I can accomplish as much as I do is that the work and the relationships appear to be many and complex but because they are inter-related and connected they provide a synergy that produces results in numbers of seemingly different and unrelated focus areas. I find that as I am supporting...
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...statement) Student Name: Nana Ama Siriboe Student Number: 33292 | Date of Observation: 28th November, 2014 Observation No. 2 | Observation Technique: Narrative | Starting Time: 12:00 pm Finishing Time:12:30pm | No. of Children: 10 in the nursery No. And Role of Adults: 3 ( 2 teachers and myself) | Letter of permission to observe enclosed: ( Letter of Permission scanned and attached with submitted observation) | Description of Setting: A Montessori nursery in a residential area in Ridge. | Immediate Context (Playground, Art Corner etc.): At the School playground equipped with tricycles, swings, slides, climbing frames and other outdoor equipment. | First Names of Child(ren) observed: Rafferty | Brief Description of Child (ren) – i.e. gender/age/position in family/first language (if relevant): Boy aged 3years, 8 months (3:8). He is the last of two children. He has an older sister who is seven years old and is in another school nearby. | Rationale for Observation (if appropriate): | Aim of Observation: To observe Rafferty’s (3:8) social and emotional development during outdoor play time at the nursery and how relevant play is to his social and emotional development. | Montessori Centre International ______Ethical Statement To accompany every piece of course...
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...know where to turn in ethical dilemmas, the one person we can look towards is Jesus. We need to look at where Jesus turned when he looked for answers. His answers came from the Bible. “Jesus lived what he understood the scriptures to teach; he immersed himself in them and knew them well” (Stassen & Gushee, 2003, p. 84). Christians must remember it is important that we must look toward the Scriptures as the authority on our ethical decisions. The Bible can give us guidance on what Jesus would do when facing ethical decisions. The Bible also gives us laws to live by, and these laws are the Ten Commandments. The Scripture communicates to us what God commands us to believe and do. As Christians, we must use the scriptures as a guide of how to live ethically and morally. Stassen and Gushee look at the classic and contemporary...
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...American Literature November 20th, 2012 Perception: The True Meaning of Identity The works published by Whitman, Edwards, and Melville continue to astonish literary critiques today. It amazes me how three writers with such unique qualities all seem to stitch together the same ideas about the “American Identity.” Whitman chooses to see sex as an empowerment on our human race. While Edwards argues that God’s love inspires a fruitful outlook on a trivial life, Melville has no spiritual views and instead ignites his own reasoning to form his perceptions. Whitman’s theory of an American identity rests on an interpretation of sexual reproduction within our humanity. Children of Adam gives our lives true purpose and sheds light on the importance of love and procreation. After reading his poetry, it resurrected a thought I had during our class discussions. We live an endless paradox where life cannot hope to exist without death, good without evil, day without night, and so on. “The oath of procreation I have sworn, my Adamic and fresh daughters, The greed that eats me day and night with hungry gnaw, till I saturate what shall produce boys to fill my place when I am through” (p.2208). Compared to our vast universe, a human being may seem insignificant, yet we hold the key to restoration and preservation of our societal life cycle. Whitman’s poems paralleled the bible when he referred to God’s love for Adam and Eve that was so great, it drove to their creation for his Garden of...
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...Personal Position Paper: Environmentalism Caring for the Earth? Should Christians become Tree-Huggers? In today’s society, many environmental issues are being casually overlooked by the same people who constantly complain about them. It is an ever increasing problem that will eventually become irreversible if we Christians do not respond to the issue with definite action. The four key elements of the Wesleyan Quadrilateral provide strong evidence that God has called humans to make a difference in the environment. Several examples that are found in scripture, proven by reason, witnessed through experience, and guided by tradition aid in proving God’s desperate plea to us to care for the earth. By using the quadrilateral in its entirety, I will be able to provide sustainable information that will create a viable conclusion to why I personally believe that Christians should indeed become “tree-huggers”. What does scripture say in terms of protecting the environment? Scripture, the norming norm of all sources, is ultimately the main stemming source which provides moral guidance in helping humankind make wise decisions. It is an outlining source that answers many, if not most, of life’s difficult questions both indirectly and directly. As far as answering the question as to whether or not Christians should become “tree huggers”, several specific instructions provided in scripture are commands given from God to His followers to treat the earth and all the nonliving things within...
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