...Culturally Sensitive Teaching Project for Nurses Joseph H Cortez NUR/440 January 8, 2012 Leslie Rowan Culturally sensitive Teaching Project for Nurses Diabetes is growing at an epidemic rate in the United States, and Hispanics in the city of Los Angeles are at especially high risk. This high-risk minority population requires extra efforts on the part of providers to decrease the rate of diabetes and related complications. The focus of this project is to educate nurses about cultural competency, barriers that Hispanics face, and how to improve their quality of life by making a lifestyle change. Experience at the Workplace Working with Hispanic immigrants and Hispanic nationals at my facility has given me firsthand exposure to their struggles and barriers that they face in the healthcare system. Working with other nurses has exposed me to the sad reality that the majority of them lack cultural competency, sensitivity and understanding for this particular vulnerable group. In my experience, most of my co- workers view Hispanic clients as a burden to the system rather than as a person that needs support, understanding and guidance to overcome the health disparities and barriers they face in our healthcare system. During this project, I interviewed and shared with two of my co-workers a brochure I developed, designed to increase awareness about the vulnerability of Hispanics, based on their culture and illness. Concepts were covered about the importance of health...
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...Discipline and obdeince are words that is used in probably every society in all parts of the world. They have different meanings and there will be a far scale of what each of these means within all communities. The traditional meaning of discipline according to According to oxforddictionaries.com, the definition of discipline is “the practice of training people to obey rules or a code of behaviour, using punishment to correct disobedience” (http://oxforddictionaries.com/definition /english/discipline, date accessed 5/4/16). The definition of obedience is given as “compliance with an order, request, or law or submission to another’s authority” (http://oxforddictionaries.com/definition/english/obedience, date accessed 5/4/16).. Whereas when imagining a Montessori classroom people may think of children doing what they like when they like, this is a common idea amongst non Montessori teachers I have talked with. Maria Montessori said ‘A child who concentrates is immensely happy’ (Montessori, 1988 p249). Therefore when someone who is unfamiliar with how a Montessori nursery is structured they comment on how remarkable it is that a three or four year old child is concentrating on a talk for a longer period of time. Montessori observed children and through these observations found that the discipline and obideince to concentrate come from within the child, instead of something that is coming from the teacher. She discovered this is part of the Hormé the unconscious will power or life...
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...A child’s ultimate goal in life is to create the person s/he is to become (Montessori, 2012). There are intrinsic and universal powers within a child that are rudimentary in his/her arduous task of self-construction. Montessori identified these elements as: the human tendencies (1966, 2007a, 2007b), the planes of development (2007a), the absorbent mind (2007a), and the sensitive periods (1966). This paper will give an account on how these elements come together in a child’s life, and how, with the understanding of this concepts, the adults – parents, carers and educators alike – can prepare a favourable environment most suitable for the optimal formation of man. It will also provide examples of the unfolding of this process of growth and development. Montessori (2012) identified three planes of development which are grouped into six-year cycles: birth to age six, age six to 12, and age 12 to 18 (Montessori, 2012). The second plane, childhood, is peaceful and stable, while the first and third planes, the absorbent mind and adolescence, respectively, are periods of dramatic changes and creative transformations. Montessori believed that the first stage of growth is the most important one because “(a)t no other age has the child greater need of an intelligent help, and any obstacles that impedes his creative work will lessen the chance he has of achieving perfection” (2007a, p26). According to Montessori (2012), a child’s mind possesses unique powers, present only in...
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...this essay is to define the term sensitive periods, and explain how the teacher’s knowledge and understanding of these periods determines his/her preparation and custodianship of prepared environment. Maria Montessori describes sensitive periods as transitory periods that “correspond to special sensibilities to be found in creatures in process of development and are confined to the acquisition of a determined characteristic.”(Montessori, Secrete of childhood, p.36). After the acquisition of a certain characteristic this special sensitivity or impulse disappears. One could describe sensitive periods analogous to a window that opens and closes. During a sensitive period, when the window is open, the child is drawn to determined activities and performs them repeatedly with pleasure until it has acquired certain skills and abilities. However if the characteristic has not been formed before the sensitive period ends, i.e. the window closes, which could occur because of disturbances during the process of learning or lack of stimulation in deprived environments, the child’s psychic life will be disturbed. This will be discussed in more detail later on. Montessori observed six main sensitive periods; a period for sensitivity to order; a period for the refinement of the senses; a period of sensitivity to language; sensitivity for walking and movement; sensitivity for small objects; sensitivity to the social aspects of life (Montessori, 1936). Sensitive periods can overlap or be continuous...
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...Montessori Philosophy is based on three important discoveries; Tendencies, Absorbent Mind and Sensitive Periods. As Dr. Montessori said, the child has his own potential for life to develop. It is important for the adult to understand and allow the child build himself by his own experiences without the adult trying to fill their knowledge onto the child. Every child posses a pre-determined pattern of psychic unfold, which is not visible at birth but it is revealed when the child is exposed to the environment with freedom. When these two factors are provided, child’s psychic life will reach its potential and build his personality for his survival in the society. From birth and throughout the childhood, a child’s Absorbent Mind allows him to absorb impressions from his surrounding environment and directly store it into his psychic life. As an infant these impressions are absorbed unconsciously but gradually when the child has a conscious mind, he absorb impressions consciously and make language connections. There are blocks of time in early years of child’s life which he absorbs certain characteristics of his environment to the exclusion of all others. This is called Sensitive Periods. A child possess sensitive periods for order, to experience the world using his five senses, sensitivity for small minute objects, co-ordination of movements, for language and to be in groups. During these Sensitive Periods if the child was not exposed...
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...Explain how the role of the teacher changes in the process of the child’s growing normalisation (socialisation) | Reflecting how the role of the teacher in a Montessori Childcare setting changes considering the moment and type of children’s need is the aim of this essay. The focus will be anchored on what Maria Montessori defined by ‘normalisation’ (Montessori, 2007a) and how the teacher promotes its achievement, analysing how the professional and the child’s performances will develop in consequence of it. I will take in consideration the justifications and advantages outlined in the Montessori principles’, as well as what would be the consequences of the lack of this process. For better understand it, I will briefly re-visit the social embryonic stage socialisation is linked with the growing socialisation of children in pre-school ages, and highlight the importance of consistency and respect of the favourable environment. Montessori (1966) identified children arriving to Casa dei Bambini with several characteristics of behaviour which result in obstacles to the natural development of the child, these where called deviations and identified in categories of as fugues (active) or barriers (passive) - both, would disappear while the process of normalisation is successful. The process of normalisation in a Montessori classroom relates to the period of time that a child takes to focus his/her energies, will and concentration, self-absorbed and disciplined thanks to the engagement...
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...My first experience of how much a child craves independence was through my daughter. Contrary to my belief that a child would need much dependence on his/her parents, she showed me otherwise. Her burning curiosity towards activities which we as adults perform as second nature, and her desire to try them out on her own was so prevalent - she would exclaim ‘I want to do it all by myself’ - then exuberate tremendous joy over her accomplishment, boasting ‘I did it all by myself!’ - this unfolded a learning process for me - her desire to discover her environment on her own was so natural, that no matter how much I tried to help her, her desperation to do it on her own would prevail. Maria Montessori (1988, p83) described a child’s first natural instinct to be “ … to carry out his actions by himself, without anyone helping him, and his first conscious bid for independence is made when he defends himself against those who try do the action for him”. I firmly believe in Montessori’s principles, which respect and liberate the child - have utmost faith the child will reach his/her own potential if given the freedom to do so. Her methods enable the child to reach self-worth through success and self-mastery by teaching him/herself, and to achieve internal discipline through self-control. The child is prepared for life and equipped as a self-reliant, motivated individual. Montessori designed the ‘favorable environment’ (MCI, 2013) to meet the child’s individual needs, with the aim...
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...Following years of intense observations of child behaviour, Maria Montessori (1870-1952) developed a deep understanding of childhood development during the formative years. This essay will look at Montessori’s philosophy on a child’s development during this influential time and what the specific needs of a child are in relation to these periods. The essay will discuss Montessori’s stages of growth and my understanding of the role key individuals and the environment play in a child’s optimum development. Montessori identified three main periods of growth or planes of development, quite distinct from one-another and interestingly corresponding with the phases of physical growth - with the first and last characterised by great change and the second being much calmer (Montessori, 2007a). These successive developmental stages or “series of rebirths” (Montessori, 2007a, p18) are infancy (from birth to six years), childhood (six to twelve years) and adolescence (twelve to eighteen years). The first plane of development has two sub phases; the spiritual embryo (from birth until three years) and the social embryo (three years to six years). During this first stage, the child’s mentality is unique from the following planes of development; the mind is open and highly absorbent of all and any information and environmental occurrence and nuance. According to Montessori, during the spiritual embryonic phases, the child’s mind cannot be influenced upon or subjected to direct adult influence...
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...efine the term sensitive periods and link them appropriately to the child’s first stage of development. Explain how you would support these sensitive periods during this first crucial stage. In this essay I will define the term sensitive periods linking it with stage of development, I will also outline the importance of these periods , the consequences of not recognising it, and finally how we can support children in this crucial time. "A sensitive periods refers to a special sensibility which a creature in its infantile state, while it is still in a process of evolution". ( Montessori, 1966, p38) Maria Montessori believed that during first few years of life its very easy for a child to learn without an effort that later on will be more difficult such as language. She observed that there is an inner passion and urge to absorbed everything from their environment. Sensitive periods are characterized by behaviours such as an activity being irresistible for a child once he/ she starts it. Once the sensitive period is over, the sensibility disappears because the brain has progressed to a time when specific information is absorbed. In each period children are especially sensitive to a specific characteristic in his/her environment. They have this "inner power horme" (Montessori, 1966) which enables them to choose and explore necessary objects and relationships from their environment, for their intellectual growth. All of those periods are very specific and unique for a child development...
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...has not been copied from another student(s) past or present at this or any other educational institution, or from any other source such as the internet. Name: Date: 22/11/13 Please write the essay title in FULL below: |Define the term Sensitive Periods and link them appropriately to the child’s first stage of development. | | | |Explain how you would support these sensitive periods during this first crucial stage. | | | |Briefly outline the stages of growth (planes of growth). | | | |Define the term sensitive periods and give full details of the six main...
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...Childs growth and development (personal effort and engagement) I psychic -physical factors. Childhood - conquest to conquest in a constant rhythm constituting joy and happiness. Sensitive period for the co-ordination of movement sees the mind and body working in harmony Three stages of learning- (connecting)- Three stage process which fills out early basis skills with knowledge and understanding • Child’s new powers of concentration (support the first stage) • Repetition and striving for control (help drive the second stage)-- Characteristics of the sensitive period of Co-ordination • Purposeful activity (Guided by Will and becomes the basis for third stage) Sensitive periods can be blocked/hindered • if the child is not given freedom of choice and movement; or • if his spontaneous activities are determinedly distracted or blocked; or • she is admonished for her repetitive behavior, Preventing the child from manifesting the activity prescribed by the sensitive period is also likely to have negative impacts on the child’s psychic development resulting in • being powerless • frustrated and unable to work. • feelings of anxiety may overwhelm Child’s interest and determination causing Child’s energy, natural love and joy to be wasted • Child will fail to realize his Will. Child cannot externalize the fruit of his intelligence. • Child suffers disturbance, wrapping of a being, a spiritual martyrdom- whose scars are borne unconsciously by most...
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...Innovation Organisations: The 3M Way Damian Gordon Recommended Reading 3M formerly known as the Minnesota Mining and Manufacturing Company Founded on the North Shore of Lake Superior at Two Harbors, Minnesota in 1902 With over 76,000 employees they produce over 55,000 products, including: adhesives, abrasives, laminates, passive fire protection, dental products, electrical materials, electronic circuits and optical films Richard Drew June 22, 1899 – December 14, 1980 American inventor who worked for 3M in St. Paul, Minnesota, where he invented; – – – Masking tape, Cellophane tape, and Duct tape. Masking Tape In 1923 3M employee Richard Drew visited an autorepair shop in St. Paul, Minnesota. 3M produced and sold sandpaper and Drew was in the shop to test out a new batch. Masking Tape When he entered the shop employees were expressing disappointment at a failed attempt to paint a car in the two-tone style that was becoming popular at the time. Masking Tape Typically how the effect was achieved was by painting part of the car in one colour while covering the other parts with butcher paper The butcher paper was usually held in place with a heavy adhesive tape. Unfortunately, removing the adhesive tape peeled away part of the paint job. THE IMPORTANT BIT: Rather than just sympathise with his customers and move on, Drew decided to do something about it. Masking Tape His company 3M had a lot of know-how in creating adhesives...
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...LESSON PLAN I. OBJECTIVES At the end of the lesson, the students should be able to: 1. Identify why the baby collar is named as such. 2. Perform how to draft its pattern. 3. Appreciate the knowledge of making a baby collar. II. SUBJECT MATTER Topic: Drafting and designing a baby collar Materials Needed: a. Pattern paper b. Front and back bodice pattern c. Tape measure d. Pencil e. Shears f. Tracing wheel g. Carbon paper Reference/s: 1. Drafting and Designing, Merceditas, Mercedes III. PROCEDURE A. Preparation 1. Daily routine a. Class prayer b. Greetings c. Checking of Attendance 2. Review of the past lesson B. Presentation 1. Motivation Analyze pictures. 2. Raised-up questions * What is collar? * What are the procedures in making a baby collar? * What are the other terms for baby collar? 3. Definition of Technical Terms * Collar – A band of material around the neck of a garment. * Slopers – A custom-fitted basic pattern from which patterns for many different styles can be created is called a sloper or basic block. * Notches - a slit or mark made to serve as a record. 4. Lesson Proper Baby collars – have neckline curves that are the same as the neckline of the garment. Other terms for baby collar: Flat collar - lies flat...
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...Subscribe Newsletter Search Fast Company iPad edition promotion Co.DESIGN Co.CREATE Co.EXIST Co.LEAD TECHNOLOGY MOST INNOVATIVE COMPANIES MAGAZINE The United States of Design Photo by David Bowman Since arriving in Minnesota from Milan last year, Mauro and his wife, Elisa, can't help but stand out. | Photo by David Bowman The Nine Passions Of 3M's Mauro Porcini By Chuck Salter 1. Mauro loves his pink lion. One Saturday afternoon last spring, he and his wife, Elisa, front-runners for the title of Minnesota's most glamorous Italian transplants, stumbled onto an eclectic sale in a parking lot on the outskirts of St. Paul. As soon as he saw the white stone statue of a regal lion, Mauro didn't hesitate forking over a few hundred bucks. He knew exactly what he wanted to do with it. "I painted it fluo [as in fluorescent] pink myself," he says. And he put it in his front yard for all to see. Mauro Porcini is the resident design guru at 3M, the materials-science conglomerate based in St. Paul. Throughout the company, he's simply known as Mauro--a renaissance man who's transcended his last name. Although most of his Midwestern colleagues pronounce it MORE-oh, it actually rhymes with WOW-whoa, which is also the typical reaction to the flamingo-colored sculpture that now resides across the street from the Oak Ridge Country Club. The club had been lion-free for 90 years until Mauro moved from Milan in 2010 to Hopkins, a...
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...Lesson Plan Name: Nicole Carter Lesson Assignment: Science Lesson Plan Week # 5 |Creative Curriculum Interest Area: |Cognitive | |Creative Curriculum Goal: |Children should be able to tell the difference between a push and a pull. Also should be able to | | |observe that a push or pull can change the way an object is moving. | |Objectives- Use the Michigan Pre-K |P.MO.OO.15 | |standards |Observe that objects move in the direction of a push or pull | | | | |Age range of children |Pre-K: 3-5 (in small group setting) | |Learning Area: |Science Center/ Gym (would be ideal, then you could use larger objects) | |(Center) | | |Material Preparation |Gather together some balls, blocks, and other objects all of different shapes and sizes. Try to | ...
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