The case against Summer Hill        

            School is often considered an institution where people of all ages go to seek knowledge that helps to create a better understanding of the world we live in. for children, school is a place where the young learn basic skills like writing, reading, counting and various social skills. For adults, school serves the purpose of improving the skills they already possess and even learning new ones. For whatever purpose, schools act as the criteria for determining the level of knowledge and skills one possesses and all schools must therefore follow a similar teaching pattern so as to ensure that the students learn information and adopt skills that they can use in their daily lives. While the approach taken by Summer Hill to give control to the students is a move towards the right direction, their approach is flawed in that it makes it difficult for teachers to educate the students and therefore limits learning.

            One major reason not to attend Summer Hill School is A.S Neil’s decision to completely scrape out the common methods of teaching and replace them with his own. The teaching method used at the school is one where the administration has renounced discipline, all direction, all suggestion, all moral training, and all religious instruction” (Neill 4). Although there are some issues with the current teaching methods, they are methods that have taught various generations. Instead of scraping them off, Neill should have sought to identify areas that are flawed and then rectify them so as to implement an improved education system in his school. Furthermore, the decision to abandon the traditional teaching methods and adopt new ones is an approach based on personal opinions and full of bias as they are a reflection of one person experience in the education sector.

            When starting Summer Hill School, Neill was of the opinion that the traditional method of teaching used in schools was wrong in that it followed the concept adults have towards learning and how teaching should occur. He also believed that the standard for success used in society is money and that schools only focus on teaching children what they need to do in order to get rich rather than equipping them with skills they need in their daily lives (Neill 4). His dissatisfaction with the traditional methods is the main reason behind using his own method of teaching at the school. The method is however flawed as it does not give teachers enough authority to control and discipline the students in a way that is constructive and helpful to the children. A good example of this is where children get to decide whether or not they will come to school, what subjects they will attend and how long the stay in class (Neill 4). Since the basis of the teaching approach is to make the school fit what the students want, the basically do as they please as there are no forms of punishments or repercussions for not attending classes, making noise during lessons or any other devious acts that students choose to engage in during class.

            Other than being detrimental to the learning process, a school where students determine what to learn has lesser chances of being helpful to them in future because they have no basic understanding of how society functions and what they need to study in order to become successful adults. Students are in no position to determine what they learn because they have no idea of how education helps prepare one for the future. The responsibility is reserved for teachers who; other than being mature adults and knowing what skills are important; also have the brain capacity to evaluate the education system and come up with teaching methods that are designed to help prepare children for the future through education. The method used at Summer Hill is therefore ineffective and is a major reason why I will not pursue my education there.

            In addition, Summer Hill School does not offer exams to students and therefore does not have a system to evaluate their level of understanding of what they have learnt (Neill 4). For any organization, there needs to be a system in place to evaluate the effectiveness of the processes undertaken. In the case of schools, exams are an important tool as they help students to identify areas that are a challenge to them at a personal level and what they can do to improve their performance. Exams are also helpful to teachers because they help to identify areas where students have difficulty understanding and can therefore choose to spend more time on such topics or try other methods when teaching (Neill 5). Exams are therefore important because they help both the teachers and the students to assess what they have learnt and what needs to be improved on.

            On a more personal reason, the lack of exams would make it difficult for me to improve my knowledge as I rely on exams to determine my earning. When in class, it is easy to recall things that have been taught recently since they are fresh in my mind. However, some topics require more attention and reevaluation which may not be easy to identify without exams. When preparing for an exam, I have the opportunity to go through all my notes and refresh on any topic I may have forgotten. Other than preparing me for the exam, going over notes also makes topics clearer and I am able to develop a better understanding of the topics discussed and thus increase my knowledge. Exams are therefore an important part of my learning and I would not be comfortable attending a school that does not use exams as a way of testing what the students have learnt.

            Schools play an important role in a person’s development as they help students to not only gain knowledge but also learn how to coexist with others. My ideal school would therefore be one where teachers have the authority and the capability to not only educate but also influence the lives of their students and guide them towards the right direction. While Summer Hill has the right idea of making students part of the school system by handing control over to them, they exceed the acceptable limitations as they make it difficult for the teachers to be seen as the form of authority. Students need as much guidance while at school as they do at homes. Furthermore, the policies that the school follows are based on the personal and biased opinion of Neill therefore making them inapplicable in today’s society. It is for these reasons that I am against attending Summer Hill School.

Creating an ideal learning environment

Children tend to have a short attention span and this makes it difficult for them to focus on one thing over a long duration of time. They are also easily distracted and tend to get bored and this makes it hard to get them to concentrate in places like schools during lessons. While their short attention span makes teaching difficult, it is something that can be overcome using the right approach in an ideal learning environment. When teaching children in the ages of between 1 and 5 years, an inclusive learning environment can be on that motivates the students to share in the activities that go on in class; respect teachers as well as each other; encourages teamwork; encourages equality; and teaches them the importance of following rules.

            In order to achieve and maintain such an environment, teachers should start by employing teaching methods that take into account the children’s needs, short attention span and other factors that may differ from the methods used to teach adults. Since the main issue is distraction and boredom, a solution would be to use teaching materials that are exciting and capture the children’s interests. The use of songs, pictures and storytelling for instance is likely to keep the students interested enough to learn what they are being taught. To motivate students, teachers could ask them to go around singing songs and reading stories out loud. Those that sing the loudest and read the best can then be rewarded by asking the rest of the class to clap for them. Since they are children, celebrating achievements should be done in such a way that does not make others feel as I they are not good enough and a handclap is often enough.

            In addition, teachers could create positive attitudes when teaching by asking students about their day at home before coming to school. Getting children to talk about their parents will create a positive atmosphere that presents the teacher as a friend rather than someone to be feared. The aim is to make children comfortable enough to not only share with teachers but also see them as people they can talk and listen to. Teachers can further use the sharing forum as a tool to promote equality and respect for others. For example, students that intend to speak must raise their hands and wait to be picked before talking. The children can also be taught to wait until other students are done talking before raising their hands. Such an activity teaches them the importance of giving other people the chance to talk before they can have their say. It also makes them listen as they must wait until one person is done speaking thus creating tolerance and improving listening skills.

            Since an inclusive learning environment is one that promotes diversity, simple activities will be used to teach children to treat each other as equals despite their differences. An example of such an activity is teaching students the important o sharing. During lunch breaks, students could be provided with fruits. Instead of giving each child a fruit, two students can be given one fruit to share. Dividing a banana or an orange will help the students to see each other as equals as they both get equal portions of the fruit. The simple activity will teach the students the importance of taking other people’s needs into consideration regardless of the different traits that they may possess.

            Although a lot of efforts will be put into making the learning environment ideal for children, teachers must also be provided with the support and training needed to deal with issues that arise when dealing with students at such young ages. Issues related to bullying for instance must be dealt accordingly to ensure that all parties involved understand why bullying is bad and why they should not engage in it. If it occurs, teachers must first attend to the victims and try to calm them down so as to restore their confidence. Bullies must also be dealt with but in a strict yet soft manner due to their young age. Teachers should explain why bullying is bad so as to discourage such behavior.

            Even at their young age, students need to be taught the importance of authority and why it is important to follow rules. Teachers will achieve this by coming up with fun activities that have set guidelines that must be followed by all students. One example of such an activity is teaching students what steps to take when washing hands. The steps will teach the students that some things must be followed in a certain way and in so doing, teach them how to respect authority and follow rules. The washing of hands is a fun activity meant to create a fun environment that keeps the students interested as well as teach them something that will be beneficial in their later years. Keeping children engaged in such activities yet still teach them something is guaranteed to create and maintain an inclusive learning environment.

Introduction

A double conscious person looks at his or her life through other people’s perspectives. The act or sensation as Dubois calls it makes the victim attempt to balance between their true self and the world’s opinions (Du, Anderson, & Eaton, 1996). Majorly, the imbalance may cause unprecedented pity and spite for oneself. Thus, in the end, the individual ‘splits’ into two. Two souls, two struggles, and two contrasting ideals under the same body. This essay will critically look the concept of double consciousness and its manifestation in the real world. Even though Dubois looked at the theory in context of black folk, it is still relevant in today’s world.

Immigrants

In today’s world, Dubois’ theory goes beyond the borders of race. Immigrants experience double consciousness in their everyday lives. Settlers arrive in America from various parts of the world. Although they already have an identity and culture, the new country forces them to adopt to their culture, Language, values, and ways of life. These immigrants have personal values, traditions, and customs that they need to hold onto but the new surroundings does not favor their former ways of life (Gay, 2009). Grudgingly, they adopt to the new American traditions and language in order to fit into the new country. Later, the two ways of life and identity reconcile in one body similar to Dubois’ observation (Du, Anderson, & Eaton, 1996). The reconciliation of the two identities does not mean that they have strike a balance. May be while in the house out of the public eye, he or she gets an opportunity to practice his or her original customs while in public American culture takes the forefront stage. Normally, the two identities conflict with each other.

Appearance

 The concept of double consciousness manifests in appearance in the current world. Anonymity can make anyone feel powerful. Hiding behind the mask of someone else gives the pretender an opportunity of becoming or assuming an appearance he or she admires (Gay, 2009). The internet provides a platform that changed the perception of appearance and identity. In the internet world, emerging trends come and go due to the dynamic world. However choosing a wrong appearance can cost one their lives and self-esteem (Gay, 2009). There is a need to live in a certain way and keep up a certain lifestyle, which is in line with emerging trends. For instance, most of the Instagram users display and upload photos that depict wealth which in turn make other Instagram users critical about their lifestyles. In the end, there is a need for an average person, earning an average salary try to assume an image and appearance of a wealthy individual on social media.

The present community does not acknowledge realism. Majority of the people create a persona that does not reflect reality. One can portray a rich lifestyle on the internet platforms such as Instagram but in reality, he or she does not have the money to finance the lifestyle he or she shows followers. Balancing expectations and reality is a challenge since one has to filter out the reality and maintain a lie. Balancing a rich appearance while the reality is that you are poor and struggling to pay your bills may affect a person’s self-esteem and worth (Gay, 2009).

After all is said and done, double consciousness is relevant in this day and age. Immigrants try to fit into foreign countries’ Way of life and adapt new values and system for thinking. At the same time, they cannot do away with their own culture, leaving unable to balance the two. Internet users try to maintain two contrasting appearances on internet platforms and real life.

References

Du, B. W. E. B., Anderson, E., & Eaton, I. (1996). The Philadelphia Negro: A social study. University of Pennsylvania Press

Gay, K. (2009). Body image and appearance: The ultimate teen guide. Lanham, Md: Scarecrow Press.

RESEARCH ARTICLE CRITQUE

Read the peer reviewed journal article entitled “The Effects of High Intensity Interval Training vs Steady State Training on Aerobic and Anaerobic Capacity” and answer the following questions.

1. Citation - What is the full APA reference citation of this article?

            Foster, C., Farland, C. V., Guidotti, F., Harbin, M., Roberts, B., Schuette, J., ... & Porcari, J. P. (2015). The effects of high intensity interval training vs steady state training on aerobic and anaerobic capacity. Journal of sports science & medicine, 14(4), 747.

1. Abstract - Read the abstract for this article and summarize what you think the article is about in 1-2 sentences.

            The study offers a discussion of High intensity interval training (HIIT) as one of the most popular exercise strategy today because of its intense implications on exercise ability and time convenience. Thus the article sought to undertake an in-depth analysis of the effects of HIIT process and determine its superiority with respect to exercise. 

1. Purpose - What was the general purpose of the study?

            The main purpose of the study was to conduct a comparative analysis between the implications of HIIT protocols over Steady-state exercise on aerobic and anaerobic dimensions in a span of 8 weeks of work out. This would determine whether HIIT is a superior exercise form among individuals in addition to the fact that it saves time over the conventional strategies.

1. Participants - Who was studied (age, sex, fitness level)? How many participants?

            55 untrained participants participated in the study. The participants were all college aged of between 18 and 28 years who were indiscriminately assigned to three different training groups. The participants were both males and females and each attended 24 exercise sessions within the 8 weeks.

1. Research Methods - In sequential order, what were the major steps in performing the study?

            65 participants volunteered to take part in the study which included 23 males and 42 females. To understand the purpose and risks of the study and activity readiness survey was administered to them through a questionnaire before their participation. For eligibility the participants were required to exercise for a maximum of two times every week for three months before the training at low up to moderate exercising intensity. Those that failed to meet the standards were eliminated. Several tests such as respiratory metabolism and aerobic and anaerobic capacity were measured frequently as well as a weekly exercise enjoyment scaling to determine their level of enjoyment.

1. Training/Protocol – Describe each method of the training (steady state, Tabata, Myers) and protocol (time/session, days/week, total weeks training).

            Post pre-testing the participant’s capacity was scaled in accordance to Combined Exercise Capacity (CEC) but the ranking was separate for both male and female. This resulted into a classification of groups which were assigned unsystematically to the participants with measures of steady-state, high intensity and moderate intensity training intervals. Training was offered on automatically braked ergometers. 5 minute for warming up and cooling down were offered to all the groups. Steady-state training lasted for 20 minutes of consistent workout which was assigned between a moderate to vital exercise intensity. Meyer training also took 20 minutes with exercise intervals of about 30 seconds. Tabata training on the other hand comprised of 20 seconds of exercise for all the eight sets. Participants of Meyer and Steady stated pedaled at tempo of 80rpm while those of Tabata were subjected to 90 rpm during the loaded exercise period.

1. Results – What were the results of aerobic fitness (VO2max & Peak Aerobic Power), anaerobic fitness (Wingate PPO & Wingate MPO), and overall fitness (Combined Exercise Capacity) for each group before and after training?

            Progressive rise in training PO was observed in all the three groups which accounted to 50W for the Steady-state, 45 W for Meyer and 70 W for the Tabata group. With regard to CEC there was a 6 to 10 percent increase that originated from training across the three groups equally.

1. Discussion – What do the results indicate about these 3 different methods of training? Does this study support or contradict other literature on the same topic?

            The study found out that there is a substantial correspondence of increases for aerobic and anaerobic work out performances in the groups. This contradicts the common arguments among literature pieces of higher responses post high intensity work out training routines. Within the group of untrained youths there was no benefit that was acquired from high intensity training.

1. Limitations – What are the limitations to this study (subjects recruited, data analysis, number of subjects, etc)?

            There are several limitations to this study. In that the study recruited untrained youths to participate in the exercise routine which might have affected the outcome of the investigation. In addition, the number of participants was low which might not reflect on the actual response of individuals to HIIT.

1. Conclusions - What is your take home message from this article? How can this information be applied to the population you might be working with?

            It is evident from the article that, despite the fact that HIIT procedures are beneficial when it comes to time efficiency, they are less dominant to conservative exercise training methods in inactive youths. Thus, for a group that I am working with the information is useful since it is clear that for untrained persons the approach would be less effective.

Activating Educational Competency: Awakening Curriculum Studies in the Virtual World to Create Educational Value, Imagination and socio-economic change

Abstract

In the education sector, curriculum studies theorization and enhancement represent a very odd aspect undeniably. Technology has transformed individuals and the world that they live in ranging from communication, doing business and education delivery. As a result, students are well equipped with practical skills when coming to the university based on the extensive exposure to the developing technology. Thus, there is a need to adopt a system that mainly promotes social change, imagination and secures a dependable world in the future. In particular, the curriculum needs to change to engage technology in the learning setting. Curriculum theory has been recognized based on its capability to offer real-life learning encounters that enhance the engagement of students and improves competency by meeting the diversified needs of students in the virtual world. The objective of the journal was to investigate on how educational competency can be activated within the virtual world through curriculum theorization. The article concluded that theorizing and developing the curriculum leads to competency, increased engagement of the students, enhanced critical thinking and decision-making skills and promotes social change as well as promote innovation. The article proposes that in today’s virtual world and the increased need for competency-based skills, more authentic and practical learning should be provided. The engagement of curriculum studies in the virtual world has enabled broad participation in a safe and effective learning setting.

Keywords: Curriculum theory, social change, imagination, innovation, virtual world

In the most recent years there has been an intense paradigm change with regard to higher education as learners are considered to be the priority of the entire learning process. The learning perspective is completely opposed to the conventional strategy that mainly considered students as inactive information receptors. However, the virtual learning landscape does not only seek to create a more stable education world but a reliable future that is focused on social and economic changes. Despite the rising socio-economic necessities for impartiality, the current curriculum studies are failing to offer competence learning in the virtual world. Tutors argue that students are widely equipped with technology-based skills through learning an aspect that cannot be verified at any state. Technology and particularly the internet can be utilized in the context of curriculum-based studies to enhance the need for educational democracy while promoting more feasible social change that is reliable for future development. Despite the fact that, it is widely acknowledged that students need practical skills, the curriculum does not provide them with the opportunity to develop them. A quality curriculum is one that considers the needs of both the tutors and the learning about the changes in the teaching and working world. It is without a doubt that to be a capable and competent employee virtual skills are highly needed, and this cannot be obtained from theory or observation. Curriculum theory refers to an academic discipline that is focused on inspecting and modeling the educational curricula.

In the contemporariness of the society today, virtual education has the ability of supporting innovational and social development. The landscape is one that provides learners with the opportunity to grow their imaginative skills.  According to, Corrigan & Ng-A-Fook, (2012) the intensifying growth of the internet and multimedia technology has developed a new world that is full of possibilities for future generations within the social context. . The theorization of the curriculum is a probable solution to the existing need to enhance the learning needs of the students while equipping them with virtual skills as required in the market which will in turn lead to social developments. Theory refers to the strategy of deriving sense within a devastating scenario to permit individuals to deliver the best and fundamentally to shape behaviors by replacing and discarding them simultaneously as demanded by the situation. Unarguably, the domination of technology has changed most aspects of life by requiring the rise of a more effective and fast workforce to meet the growing mass production and quality need. Even though the marketing demands effectiveness where companies tops regarding productivity, the superiority of performance is the most important as it determines the satisfaction of the consumers and sets a reputation for the firm. The situation current demands an able workforce regarding competency, skills, and knowledge.  Thus theorization of the educational curriculum offers the opportunity to integrate technology into learning to enhance competency. Theory is a term that originates from the Greek’s terminology Theoria that means the alertness of the mind. A theory can awaken thoughts, skills and innovative ideas (Corrigan & Ng-A-Fook, 2012). Theorization is based on explaining the reality as it creates awareness and familiarity to people regarding their surroundings and all the rising interactions.in this context, undeniably technology is the actual reality today that is dominant in almost every field and learners as the next generation of leaders and innovators needs to be equipped through exposure.

Curriculum Theory from Curriculuarist’s Perspective

Educational competency does not necessary entail the ability to pass and acquire theoretical and practical skills through the learning process. In that, this mainly involves the ability of bringing about social change, promoting innovation through imaginative learning, securing future generations as well as creating values and wellness for all parties. Education, has been verified as the requirement for socio-economic development and societal stability thus nurturing the virtual field is not a pressing issue but a necessity for change changes to be achieved. Based on Iqbala, Kankaanrantaa & Neittaanmäkia, (2010) understanding the aspects of the theory, it is beneficial to gain insights of the general nature of this theory from a generalized perspective. Conventionally, the acquired stand is that a theory entails a dignified, deductively integrated set of principles and guidelines that can only be utilized in a specified form to their observable dominations. In this holding, it is just a reduced populace that is chosen as the basis of the theory (Swee-Kin, 2015). It leads to the initiation of concepts and descriptions to describe the necessary interpretation of ideas for theorization. On the other hand, realist views curriculum theory as the definition of structures that offers an observable subject. The main feature of the theory is that it seeks to justify the manner in which the existing mechanisms operate to generate feasible solutions for the matter under investigation. The function of theorization is the foundation of the growing need to modify the curriculum to promote competency.

The virtual world can best activate the educational competency through promoting social change. Currently, social developments mainly rely on two major forces which are technology and innovation. The platform does not only encourage individuals to focus on imagination but also to create practical solutions to the existing social issues such as poverty and unemployment. Theory refers to an instrument of scrutiny, rather than just a visual of the world. In this notion, it is clear that a theory is not interpreted based on its operation, but it is evaluated on the grounds of the superiority of projections that it illustrates. A curriculum is responsible for what the world becomes since it determines not only the acquired skills, developments, changes, future stability but also knowledge. The operating curriculum reflects skills. In that, a curriculum is an expression of the people’s belief. It is what the public aims at achieving that is achieved. Thus, theorization does not seek to replace the curriculum with a new one, but the concept is to encourage growth within a more modern context. The function of such theories is to describe, offer predictions, justify and offer guidance (Khan & Law, 2015). The educational system today is more objective than ever before due to the increasing needs for competency and not just knowledge. Theoretical skills play a huge role in creating awareness and familiarity, but the virtual world demands more. Curriculum theory is viewed as an instructional tool that borrows its foundation from the older models with the need to boost critical skills while enhancing virtual engagement. It is a virtual world since every sector is dependent on the internet to get maximum benefits. Curriculum theory is a model that holds in-depth descriptions for today’s educational needs. The narrative offers an account of knowledge as it boosts individual’s abilities to interpret and understand complex operations. Theorization develops and analyzes the existing experience by transforming the delivered concepts into a more practical norm. Unlike other theories, the curriculum one is more practical since it seeks to improve the interaction amid the tutors, learners and educational materials.

Competency is about creating a more reliable future and being able to create change and promoting individuals wellness socially. According to Jyri, Johanna, & Coate, (2017) a theory has the ability to predict future happenings of things that cannot be seen on the ground of the descriptive feature that is incorporated in it. Maybe this is the actual responsibility of the theory, to explain happenings and predict new ones. Based on the ongoing technology advancement, the situation will not slow but it is likely to escalate in the future thereby demanding more skills. The trend is the rationale behind the need to develop a more competency-based model to accommodate the increasing need for practical skills and social developments since education is all about bringing change. In addition, a theory can be utilized as a guide that assists the researchers in selecting the most useful information for evaluation. In that the purpose of curriculum theorization is to offer more practical skills based on the demands in the market as well as assess on the effectiveness of each method. The defy that is faced by curricularists is in the capability to generate sense out of the complexity of the educational field and establish whether a self-governing theory is to be developed or several theories can be borrowed from diverse fields such as sociology and psychology to enhance efficiency (Jyri, Johanna, & Coate, 2017).

From a social based perspective, educational competency allows learners to acquire skills that fits within the needs of the social setting. Such skills leads to developments and wellness as the increase the imaginative abilities of embracing changes such as globalization and technological advancement. A theorized curriculum refers to a general set that is related to educative aspects that provides a methodical and enlightening viewpoint of the curricular focus (Pinar, 2012). The education system is covered by complex concepts that need to be uncovered through the development of a single curriculum theory that offers adequate description and justification of some realistic objectives from a dimensional view. The proposed theorization is a value-oriented one. The value-based curriculum theory is concerned mainly with the assessment of standards and assumptions of curriculum goods. The theory is a critical one who aims is to reshape the system by encouraging competency, vital and innovative skills.

Figure 1: Curriculum as a Foundation of Educational Success

trumental

Curriculum Theory, Its Value and Ability to Promote Social Change through Virtual Education

With respect to the educational field, curriculum theorization represents one of the oldest strategies for reshaping learning. The theory is not only useful based on its ability to enhance learning but also the fact that it is very accommodative of the ongoing social and economic changes. Since there has always been a set of person’s willing to learn and those willing to teach, a curriculum has always been in existence. Philosophers such as Plato and numerous researchers have sought to establish the role of a theorized curriculum within the education field (Hall and Smyth, 2016). The use of curriculum studies officially emerged within the 19th century with the development of public learning institutions. Valued oriented curriculum theory is mainly involved in the intensification of educational consciousness creation. The initial stage is to create awareness among the learners while trying to equip the learners and tutors with the valuable skills that are hidden by a curriculum. In the theorized setting teaching differs from the system encourages the active interaction amid the tutors and students with the subjects. Learning is thus described as a disposition system that promotes personal growth where the learners are involved in specific operation related exposure. Curriculum theory was asserted by most in the past as the preparation of learners for the emerging positions in the industrialized society (Pinar, 2012). The assertion has not altered much in the last years in the context of curriculum-based education for all the public institutions in the United States.

While the theory mainly encourages individuals to attain learning competency by increasing their willingness to participate, it also does to the largest extend facility social growth. Essentially, the main objective of an efficient education system is to promote social wellness and set values that are useful in changing the future world. In fact, similar to the 19th century when industrialization was the situation that was demanding for curriculum theorization to offer more practical skills, today the rise of technology and a more virtual society is requesting for the same modifications. Via the internet, people can get information at any desired context and speed which makes the traditional learning approaches, materials and deliverables searching seeking for remodeling. Education has been changing in the past years to integrate different technologies into the learning and social settings. There is increased proof that technology, as well as the virtual context, is evolving about the manner in which education has been re-developed to offer adequate benefits both to the learners and tutors. The actual value of today’s technology and the actual ability to provide real based learning encounters that encourage the participation of learners and the capability to meet the needs of the diverse populace have all been acknowledged within the education Curriculum. The assimilated technology entails the growth of the virtual world where students can practice within actual professional scenarios within a supportive and harmless setting. A theorized curriculum is best suited to the contemporary environment because it encourages active interactions and forces the students to be active participants.

Even the professionalism that learning promotes is mainly grounded on the need to bring about social change and encourage innovation. This is particularly evident through the intensification of technological developments.  Hall and Smyth, (2016) note that with a theorized curriculum, the virtual setting can offer digital skills where the leaners play the professional roles in their respective fields such as psychology, nursing, sociology and so on in a variety of operations (Khan & Law, 2015). Students can gain essential professional encounters such as customer interaction, administration, management, and leadership while networking with their virtual professionals within the virtual setting. In that, the students can participate comfortably in different activities that offer them real skills and experiences that contribute to the development of knowledge. All the operations occur within a trustworthy setting and backgrounds but without risking the wellness of the educators of learners. Evidence proposes that there are more benefits of the theorized curriculum apart from the ability to mitigate challenges and changes in the virtual and modernized settings. Benefits such as high learning satisfaction, critical skills development and self-effectiveness results from the fact that such a curriculum support a more authentic learning setting within the set curriculum.

Through virtual learning real based social experiences can be passed to the learners and in turn the society benefits the most. It is indicated by Iqbala, Kankaanrantaa & Neittaanmäkia, (2010) that students can obtain a reasonable understanding of real experiences from the virtual characters and the interaction with educators. Since this people are from diverse backgrounds, the setting promotes cultural awareness. Contrary to the instructions based curriculum, the theory mainly encourages persons to be active players in decision making and learning in general. It means that the students are provided with the opportunity to interact actively with their future professional fields within the virtual stand. In some instances, the encounters with diverse people and settings are not usually available during the limited placement that seeks to expose students to more practical learning. In today’s American education system students originates from diverse socio-economic and cultural background which has further been intensified with the globalization of education. Virtual learning has been embraced widely in the recent years as an alternative to real knowledge. However, despite the fact that the flexibility of this approach theorizing the curriculum is not to replace real learning with the virtual setting but this is a holistic strategy that seeks to enhance knowledge by promoting a competency-based model (Hall and Smyth, 2016). The virtual based initiatives that follow the curriculum theory holds great appeals due to their flexibility, convenience, and approachability both by the learners and tutors. Curriculum theory is one of the integral element of the new technological learning with the intention of improving the student’s encounters while generating a cohesive curriculum strategy.

Table 1: Instructional versus theorized curriculum system

The Need for a Theorized Educational Paradigm

There is a necessity for a theorized learning paradigm that accommodates the increasing social needs, imagination and secures future generations. Most people believe that the most effective curriculum is one that is centered on an instructional manner. The model holds that the tutors are in-charge of learning as the role of the students is to gather knowledge and skills to apply in the professional sector. The norm has changed however, with the growth of technology and the intensifying changes the success of the curriculum is gauged by its ability to offer practical skills from a realistic learning exposure. The instructional and practical approaches are identical in some ways as they accomplish the same task. However, the society today demands an equipped workforce regarding skills and competence rather than some theoretical knowledge. Also the solving some pressing issue such as unemployment demands an imaginative population that can work following different platforms as created by technology. In that the system mainly exposes learners to an open platform where practical skills can best be obtained at ease. Innovators must have a set of all the needed skills without fail. The thinking that education is education as long as it accomplishes the learning need is incorrect. An education curriculum that seeks to instill knowledge and practical skills is not the same with the instructional one whose aim is to create awareness and familiarity (Pinar, 2012). At a period when the demand for education is massively exceeding its supply, it is necessary that the access to competency and beneficial skills with a more objective curriculum be shared widely. What appears like an education system that embraces technology entirely is a form of structure that is sensitive to technology use. As more practical skills and innovative knowledge is being demanded in the society particularly within the professional sector there is a need to embrace more benefiting curriculum theories.

Paulsen (2016) notes that Theorization of an education curriculum is not enough as absolute levels of commitment are necessary. Several aspects such as how the paradigm contributes to change needs to be examined from the social perspective as a way of securing individuals broadly.  The virtual world offers the best opportunity for the growth of education and seeks to enhance the satisfaction of both the educators and learners.  However, it is argued by Pinar (2012) that even though a curriculum that embraces the demands of technology is necessary, over-embracement in the education system is destructive since it inhibits the achievements of specific benefits. In that, such a curriculum curbs the ability of individuals to think deep since the responses to almost every issue can be found at ease. It is worth noting that the working environment demands competent individuals regarding the ability to solve problems thus the lack of tertiary education would lead to less innovative persons. Also, the over the use of technology in an open curriculum would undermine the seriousness of literature, in general, leading to a decrease in literacy and numeracy grades thus widening the existing social gap. Despite the uprising challenges and deficiency that are derived from the actual reliance on technology development, curriculum theorization is a source of optimism.

Globalization and technology advancement are some of the leading forces that have changed the social platform today thus requiring the learning process to look for better ways that can best overcome the weight and all the associated challenges. Such developments have created a more complex setting that is very demanding. Whitty (2017) states globalization and the competitive environment today, is responsible for the intense need for a current educational paradigm that adheres to the requirements of a competency-based setting and skills. Most qualified persons are being deprived the opportunity of participating actively in the economic sector due to the absence of a descriptive curriculum. The instructional curriculum only encourages a single party to dominate over the other which is a cause of learning dissatisfaction and incompetency. The reality is that even though students are in need of a more comprehensive and dynamic system, there is a need to account for the ongoing changes in the society. A theory seeks to evaluate the current trends within the educational system and beyond while developing an approach to respond to the demands respectively. The virtual setting can be termed as the primary driver for the development of a new paradigm. Education is termed as the driver of economic stability which is also an essential element of personal growth and wellness. With more assertions growing about the necessity of being equipped with real skills is growing rather rapidly. The response of the current and the past curriculums has been adequate but not sufficient since it has failed to accommodate the competency and innovative needs. A theorized approach would thus ensure that more educational value is acquired from a value and competency oriented curriculum. Information access is extraordinary in the digital era, and this scenario means that in the nearest future information access will be infinite. 

Graduates are today getting employed in a diverse setting, and the diversity is bound to intensify in the coming years due to population trends and the ever-changing industry and corporate needs of the American and international communities. It is thus the responsibility of the current educators of offer adequate preparation to the learners in delivering safe and prosperous customer-centered services within the evolving environment. The theorized curriculum for the graduates holds a holistic, technology-centered and competency focus with the assertion on the ongoing global economic priorities. Curriculum theory is centered on the wellness of the learners professionally across the diverse settings with the objective of preparing the future workforce for the issues that are linked with the present globalized changes to the economy and their professions (Hall and Smyth, 2016). The virtual world offers learners with a combined and authentic humanistic encounter.

As future professions, students have the role to serve as services providers, problem solvers, knowledgeable workforce and capable performers. The terms are mainly integrated within the virtual setting view the utilization of case scenarios thus allowing students to connect and blend with the virtual setting that exposes them to the real world (Paulsen, 2016). The benefits are acquired by encouraging them to adhere to the professional guidelines following the general provisions in a more practical setting. The aspects re-grounded in inquiry-based learning proceed that fully accommodates the needs of higher education and is mainly used in extensive disciplines for all programs. According to Paulsen (2016), every subject is today based on practicality since the satisfaction of the customers or patient within the healthcare sector is paramount to determining the efficiency of each. Thus students should be equipped with more practical skills that lead to practicality. Such skills are unavailable in an instructional based theory that only emphasizes the need for acquiring knowledge.

The theorized curriculum exposes learners to a reality-based working setting. It is noted that the highest percentage of graduates are exposed to the threat of unemployment as the employers switch to getting a workforce with more practical skills. School is essential in creating knowledge, but if one does not understand how they can translate the acquired insights into practice for enhanced performance and productivity, then it means that the education is ineffective. Innovation is about developing critical and unique ideas but also understanding how the concepts can be applied in real life for maximum gain (Jyri, Johanna & Coate, 2017). The thoughts and abilities that are obtained by the exposure learners to the practical knowledge and skills offer the foundation for a safer and prosperous professional practice that needs the utilization of general provisions and expertise that leads to an improved professional method.

Curriculum Theorization

There is a need to theorize the existing system to promote social developments and secure future generations from some of the issues that are being experienced at the moment. According to Paulsen (2016), developing and theorizing the curriculum is to reinforce professionalism as the force behind effective communication, collaborative working and correlated professionalism. The integration of the virtual concepts in the existing curriculum works to ensure that the learners acquire the set learning results within a systematic and planned context without having to double the effort of the learners and educators. The current education system is demanding in its nature because while the students are forced to translate into the professional world with less practical exposure, the educators, on the other hand, focus on the provision of theoretical and yet practical learning within the constrained curriculum. It is unarguable that the flexibility of the curriculum is the determinant of the education’s system efficiency (Whitty, 2017). If the system is vague, it thus implies that focusing on the general needs of those around is challenging. The curriculum must focus on the demands and wellness of the educators and students as they are the primary stakeholders. The practical learning approach is developed to offer a viable opportunity to the leaners with the possible exposure to use their perceptions, knowledge as well as abilities that are needed for the professional placement involvement and practice.

It is through this theory that social development and innovative development can be achieved. Curriculum theory is a tool for assessing the needs of the society or the changing trends and then developing education-based solutions to solve the issues. The model is a flexible one since the system can be changed over time to incorporate the needs of the changing populace (Paulsen, 2016). Education needs appear to have evolved naturally over the cause of time via the steady growth of technology and internet over the last two or so decades. With the growth of extensive websites which accommodates visuals and context related posts regarding people, settings and time. This was just a minor movement for the tutors and the involved partners to acknowledge the potential of digital environments. However, most individuals tend to believe that virtual setting is mainly beneficial in the education setting only if it means virtual learning. The notion is not valid because the background can benefit those within the physical environment.

Undeniably, it is through education that change is achieved. Social change is all about developments that covers gaps and issues that individuals experience socially.  The curriculum is thus incompetent in the case that it is not able to create and accommodate such needs. While a curriculum theory provides the setting where more theoretical views can be provided through analyzing the surrounding and communicating about the demands, virtual platforms can be utilized in the provision of experience (Hall and Smyth, 2016). The placement of university students to organization for several months is not enough to equip them with the needed skills. Apparently if the curriculum is theorized there are no changes to be made that might compromise the effectiveness of the system rather it focuses on ensuring that theoretical learning is integrated with a practical approach through virtual exposure. From the students perspective the flexible curriculum and the virtual world are advantageous. First, the learners get exposed to knowledge and skills since learning tends to be practical with the use of virtual tools. In addition, the ability to think critically and respond to issues is enhanced because they learn how to translate the gained knowledge into practice.

Curriculum theory is the approach that is needed in activating educational competency in general while promoting social change and wellness. The system has the ability to create employment opportunities while reducing the level of poverty. This means that the effectiveness of the system is to awaken the competency need. Working in the rather challenging surrounding that is dominated by rapid changes and challenges needs an individual who is competent in terms of knowledge and skills. The most obvious advantage is that there are no delays when transitioning from the academic to professional setting. In addition, virtual learning has the ability to offer extensive range of encounters as well as barriers. In this notion, the learning encounter is improved through the consistent integration of data and realistic practice (Whitty, 2017). Educationally, educators are mainly focused on the provision of a learning setting that is operative where the students are participative and engaged in developing the needed skills for solving issues and shifting their knowledge into developmental matters. More so, the educators cannot ignore that different educational needs at the senior levels will succeed the evaluations.

Innovation is something that is well accommodated in the learning system but it is mainly supported by the virtual world as compared to the traditional learning process. For the success of any educational innovation, the teachers need to acknowledge that there is a substantial benefit for the educators to implement the approaches to the learning surrounding. The primary concern from the tutor’s perspective is on whether the educational advantages exceed the technological barriers (Entwistle, 2015). Virtual words along with a theorized approach can move from the conventional to an advantageous and constructive system. The situation does not hinder the occurrence of technical challenges throughout the implementation process. The educators will be required to apply for effort in ensuring that the system is operative while on the other hand, students must learn how to filter the technological inhibitors from the benefits. Technology is beneficial, but it can also lead to destruction (Paulsen, 2016). Overreliance of virtual tools will develop a workforce that is very underdeveloped with fewer skills and incompetence. The availability and access to the needed resources such as computers must be discussed. Also, more effort and expertise skills are necessary for implementing the new approach. Also not to forget that expert guidance is needed for the model to be considered as readily accessible and friendly.

Thus, the curriculum is not only needed as the means of changing the educational field but to change the social setting as a whole. In that it is through this kind of learning that a more stable and imaginative society can be developed. In the process of evaluating the effectiveness of educational innovation and curriculum theorization, the perspective of the students is essential. In essence, the articulated objective of innovation is to improve the learning setting for all the learners. Based on experience, students require actual learning experience that is relevant to their every day’s living. For them enjoying the process is very important since it is accounted that education is dynamic. For the system to be considered as valid to them, it must be satisfying to their academic, personal and professional needs (Entwistle, 2015). In this, the highest rate of success is to be achieved. Furthermore, students desire to be involved actively throughout the learning process which creates a sense of belonging and activates their willingness. Also, they want to gain an understanding of control regarding their learning and the set objectives.

Most individuals believe that virtual learning is subjective as it lacks competency. The assertion is however, incorrect given that the platform exposes learners to various experiences within the social setting which helps them in imagination. Also, learners get the opportunities for interacting directly with the learning requirements as active information receptors contrary to the assertions of the traditional system. Khan & Law (2015) notes that on this ground there is subjective evidence suggesting that learners enjoy the digital learning incorporation to the education curriculum. Learners due to their high exposure to technology usually appreciate the attention taking and interactive context of multimedia exposures during learning. Also, positive response from students of varying ages demonstrates that the approach is one that is widely appreciated. The concepts allow them to customize and manipulate different contexts for their gain. The kind of technology holds interactivity which permits the leaners to develop their self-developed knowledge even though it is proposed that time constraints might arise in the instance that the learners are too absorbed by the activities which necessitate consistent monitoring (Entwistle, 2015). The Superior and flexible virtual events within the setting of curriculum theory can promote participation and increased engagement via interactive operations such as simplified problem-solving engagements such as the selection of the most effective competitive approach within the globalized setting. The essence is to ensure that students become self-determined can be obtained. In the instance that the learners acknowledge that they control the situation on themselves based on the guidance provided by the case studies and the educators.

It cannot be doubted that the virtual learning system is one that does not only encourage individual’s growth but is objected on promoting collectivism. Individuals learn to get imaginative to solve the issues that affect the society.  The systems can enhance the state of excitement and proximity as well as support the sensation of being part of the vast learning populace. Regardless of the model that is applied with the incorporation of virtual systems from the view of the leaners offers a foundation for information and interactions with individuals and activities within the real professional setting (Jyri, Johanna & Coate, 2017). It is the enthusiasm that is behind the use of virtual tools that best illustrates the effectiveness of the system. The model is particularly beneficial also because it is grounded on a constructivist and complex structure. Some of the existing curriculums mainly emphasize the position of the educators as the one in full control thus the students are involved less which leads to dissatisfaction.  Some of these models neglect the virtual-based issues, and therefore the system is likely to suffer from inadequate teaching approaches. The theory can be used adequately in actual life experiences to heighten the participation of the leaners and ease the efforts of the educators

Technology has encouraged the growth of the virtual learning process and thus, taking advantage of its offerings is necessary in achieving social developments and innovativeness. The originality of the electronic educational encounter and approach will diminish if the strategies are used in repeated context to instill skills for all learners. Also, it becomes easier to establish whether the aims are not clear or if there was inadequate preparation in enhancing learning outcomes (Entwistle, 2015). The objective of theorizing the curriculum is to improve the learning experience for the students which will lead to efficiency. Competency refers to the state of possessing the needed skills, knowledge and experience in performing the given tasks. If the experience is unfavorable, this means that the students will acquire minimal to zero satisfaction with the learning which will affect the general outcome of the process. For the students to have the needed skills, practical experience, and virtual knowledge integration into the curriculum is essential in enhancing the needs (Whitty, 2017). Virtual and curriculum-based learning following a theorized platform allows students to gain more knowledge from real-life examples. People can learn more if the teaching correlates with their experiences and exposure. The exposure allows the players to connect at ease to the situation which leads to originality and efficiency in general.

The virtual setting is one that has the ability to change the social setting by promoting imagination and solutions to all the existing social problems. Swee-Kin (2015) asserts that if the learners learn from different social settings, the academic operations are likely to generate less meaning throughout the encounters. The students will necessitate more time to get acquitted of the situations before the actual learning occurs. Thus, students benefit more from a superior approach that supports the development of skills and knowledge thus ensuring that absolute value is acquired from the process. Virtual tools create permanent ideas and visuals in the individual's mind, and it is, therefore, challenging to forget about all that was learned. Also, the instruments can be used as a source of reference on a repeated basis. The approach provides the opportunity for observable characteristics that work to ensure adequate learning benefits is acquired through the process (Swee-Kin, 2015). The instructional curriculum has more textual details, and the content is usually too much for most of them to digest that the virtual model. However, their understanding can be boosted through the use of practical details that simplifies context. However, most individuals assert that this is not the situation because students will perform poorly if virtual is used since they are overwhelmed by technology more than academic gains. Based on observation students find virtual as satisfying because of their dependence on technology which might affect their reasoning. The tutors hold that visuals and virtual instrument necessitates similar commitment as the content learning since the images must be interpreted correctly. Even though the process arouses critical thoughts by forcing them to have a wide observation lens, it is evident that most are not willing to commit to the process which is very tiring. This offers a distinction amid the learning encounters and paradigms. It is evident that today learners are more suited for the multimedia provisions and they are not triggered by multiple resources that are the foundation of learning. The approach cannot be integrated on its own because it leads to efficiency given that the goal is to gain practical skills through the exposure into the real world setting. Curriculum theorization leads to the creation of unique learning setting and the provision of motivating learning to enhance the effectiveness of the process (Khan & Law, 2015). The integration of curriculum theory within the virtual learning world will lead to quality. To capture the actual potential of the curriculum theory under the virtual setting, the needs of the tutors and the leaners are the driving force.

Conclusion

It is evident that the theorization of the learning curriculum will not only play part in increasing educational value and wellness but also in promoting social change, imagination and creating a more dependable future. It is the intrinsic capability of curriculum theorization to activate educational competency and the rising need for a skilled workforce that will lead to the efficiency of the higher education system. The contemporariness of the society today has created a somewhat unstable environment that is dominated by rapid changes thus intensifying the pressure for enhancing educational value. Technology development is the source of the necessity for change and also the critical aspect of developing a new educational paradigm. Curriculum theory holds the capability to transform the actual state which is being taught by the demands of the technological society. In this context, there is a need to integrate curriculum theory within the virtual setting to create a well-equipped workforce regarding experience and practical skills. Education is the foundation of socio-economic wellness. Thus, as the society transforms so must the education system to accommodate the upcoming changes.

ReferencesEntwistle, N. (Ed.). (2015). Handbook of Educational Ideas and Practices (Routledge Revivals).             Routledge.

Hall, R and Smyth, K. (2016). Dismantling the Curriculum in Higher Education. Open Library of Humanities, 2(1): e11, pp. 1–28, DOI: http://dx.doi.org/10.16995/olh.66

Iqbala A., Kankaanrantaa M., & Neittaanmäkia, P. (2010). Engaging learners through virtual worlds. Procedia Social and Behavioral Sciences 2 (2010) 3198–3205

Julie A. Corrigan & Ng-A-Fook, N. (2012). Mobilizing Curriculum Studies in a (Virtual) World: Open Access, Edupunks, and the Public Good. Canadian Journal of Education 35, 2 (2012): 58-76

Jyri L., Johanna, A., & Coate, K. (2017). The Role of Curriculum Theory in Contemporary Higher Education Research and Practice, in Jeroen Huisman , Malcolm Tight (ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Volume 3) Emerald Publishing Limited, pp.137 – 154

Mohammad A. Khan & Laurie S. Law. (2015). an Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework. International Education Studies. doi:10.5539/ies.v8n3p66

Paulsen, M. B. (2016). Higher education: Handbook of theory and research (Vol. 31). J. C. Smart (Ed.). Springer.

Pinar, W. F. (2012). What is curriculum theory? (2nd Ed.). New York: Routledge.

Swee-Kin, L. (2015). How do virtual world experiences bring about learning? A critical review of theories. Australasian Journal of Educational Technology, 2015, 31(1).112

Whitty, G. (2017). Sociology and school knowledge: Curriculum theory, research and politics. Routledge.

Blind Spots and Use of Heavy Equipment

1. Problem Statement

            1.1 Introduction

The main objective of the project that is being proposed by this study is to provide an in-depth analysis of the blind spot issue with reference to the use of heavy equipment or motor machines and establish some viable solutions to the problem. As a researcher I have carried out preliminary investigations on blind spots as leading causes of accidents and injuries among heavy equipment users across the United States of America. Valuable information has been collected from the existing literature with regard to the subject.

The study established that, despite the fact that several measures such as road signs and signals have been implemented as a means of informing the drivers about the existence of blind spots, little progress has been achieved in this case. The research therefore established that the heavier the equipment, the more hazardous the blind spots and immediate solutions such as creating awareness and marking the points as dangerous are needed. To reduce the number of road accidents, associated injuries and mortalities the measures ought to be revised based on the provisions of this study.

1.2 Background

Road accidents represents one of the most undesired thing to happen to the road users based on the level of damages they cause even though they take place frequently. The most saddening thing in this case is that, it appears as though the mistakes that takes place on the roads have less effects on us. Safety is essential for all the road users: something that is normally rejected due to the lack of awareness, ignorance or reluctance of the policy developers [1]. Road work points are dangerous spots for the pedestrians and drivers as they are expected to move the machines via multifaceted assortment of signs, casks and lanes switching to provide working opportunities for the staffs repairing and safeguarding the wellness of the roads.

A blind spot can best be described as a section on a given car or a part of the construction gadget that is not noticeable to the road operators either through the use of direct sight or using the inner and external mirrors [1]. Construction equipment is basically extensive and holds enclosed lid. This can create the blind sections that surrounds the equipment to become dangerous areas for all the users of the specific road [2]. Blind spots are hazardous and the heavier the equipment the more dangerous the situation.

Blind spots are a major accidents cause in the United States which affects several aspects of the modern society ranging from social to economic settings. Blind spots are the areas on the roads that are linked with the largest number of accidents. The problems that causes such accidents are common and can thus be treated through the use of engineering strategies.

            2.0 Literature Review

The study began by analyzing secondary data sources in reviewing the issue of blind spots on the roads and its effects on heavy equipment road users in the United States. The secondary sources were acquired via online search using the key words such as blind spots and heavy equipment. The acquired evidence proposes that blind spots accidents can be reduced through the adoption of more concrete measures that seek to improve the state of the roads while reducing the rate of injuries and mortalities among heavy machines users [2]. The sources provide the suggestion that the first measure is to focus on the provision of awareness and familiarity to the road users on the use of mirrors and knowledge in assessing the roads. The other proposal is the use of engineering constructions to modify the roads as a means of eliminating the hazards.

            2.1 Blind Spot Identification Approaches

Even though there lacks a worldwide accepted description of blind spots, the areas are known as the road sections with the highest accident risks. The safety of the road users is one of the leading concerns currently [3]. There are several measures that are needed for the safety to be achieved. In this case, all the blind spots ought to be identified to reduce the recurring accidents. The establishment of the road areas that possess more danger than all the others is essential in enhanced road scheduling and improvement.

In general, the areas steal so much from the society and thus their geometrical improvements should best help in treatment and lowering the health and prevention costs. Blind spots can be identified based on their geometric structure and prone to major accidents [4]. Based on the nature and size of the areas each spot should be handled differently through increasing road marks such as signals or working on geometric revision.

            2.2 Awareness and Familiarity

It has been determined by the study that the increasing blind spots accidents are triggered by over speeding and fierceness on the road. Most individuals fail because of the lack of knowledge towards a certain subject as a whole. There is therefore a need to create awareness on the road users on how to identify blind spots and careful use of the roads. Several rules and measures exist when it comes to the use of major roads, but such aspects are ignored by most road users. Even though the nature of the roads contributes in the accidents, most of these problems are intensified by human errors that are avoidable. By informing the users of the dangers that such spots pose, then this will increase their attentiveness on the road. Heavy equipment users need to be highly equipped in terms of skills and knowledge given that such vehicles causes more harm when accidents occurs [5].

            2.3 Low Cost Corrective Measures

Human errors have the utmost contribution on the occurrence of the accidents such as overloading and over speeding. Geometrical composition although a contributor plays a relatively lower role in the occurrence of these accidents. In addition, most of these accidents occurs during the day which creates more worry. To create safe and smooth flowing traffic on the roads there is a necessity to provide desalinated service roads that will accommodate low weight vehicles.

Some other remedies that are cost efficient includes the incorporation of road signals, road marks, policies development and minor geometrical adjustments to minimize blind spots and promote wellness. In that, some of the blind spots needs to be demarcated more to allow the users to understand of the oncoming danger and respond effectively in avoidance. Such markings will allow the road users to slow down. Overspending of heavy commercial in such spots is dangerous since the drivers are likely to lose control over the vehicles as a whole leading to devastating accidents [6]. The measures are a necessity given that they seek to guard the socio-economic wellness of the United States.

3. RESEARCH PLAN

3.1 Research Methods

Awaiting the approval of the research proposal on blind spots and the use of heavy equipment, this section provides a detailed analysis of the research methods to be applied in data collection. This section offers a clear description of the research strategies to be used in the study. The researcher explains the necessity of both primary and secondary data and how each will be collected. Adequate information is provided with respect to the proposal aims and research question. The rationale for the research plan, design, approaches, data sources, data gathering techniques, analysis, and presentation are provided. The study will begin by searching for the most suitable sources to be used. The sources will be selected on the ground of key terms such as heavy machinery and blind spots. This will help in selecting the most reliable and credible sources.

The study will mainly focus on the use of a mixed research methodology that incorporates both qualitative and quantitative approaches. The methods were selected based on their ability to generate maximum information within a short time span. Since the study will face a limitation of time the approaches are therefore suitable. In this context, the descriptive research design will be applied. A research design refers to a plan that outlines the needed approaches and processes for carrying out the research which is deliberately developed [1]. The descriptive survey design is a study plan that offers intense analysis and reliability in relation to a given subject as it describes the findings of the researchers.

For qualitative and quantitative research methods the study will therefore collect both secondary and primary data through the use of surveys and interviews. All the secondary sources must be scholarly with reference to publication within the last 10 years. The main objective of this design is to offer a description of the features of a specific problem. Observation, survey interviews and questionnaires filling are some of the methods that are applied in data collection with reference to the descriptive investigation design. The research method will be useful in generalizing accurate findings in large amounts. In that even with the presence of primary data much relies on is derived from secondary literature which assists in the development of a more stable case foundation.

3.1.1 Secondary Research

In order to bring out reliable, credible and accurate findings, the study will rely on secondary and primary data as a whole.

Secondary research refers to a collection of data from the existing literature. Besides, this is the analysis of information that had already been conducted to fulfill a related objective (Thyer, 2010). The aspect is likely to be modernized or traditional and data might either be classified as quantitative or qualitative and it requires some amendment when be used to fit within the aim of the study. Secondary research will seek to acquire survey and documented data. In that online surveys will be carried out to a selected sample to bring about some necessary information which is comparable with the existing data. On the other hand, documented data will be acquired from various sources such as books, peer-reviewed articles, and online journals. The sources are mainly published for academic purposes which makes them more suitable for utilization. The use of secondary research is essential because it is time and cost effective since data has already been collected [2]. In other words, it implies that few errors in coming up with conclusions are avoided unlike for the primary research where the data is not comparable. The published sources are also important since they are a source of maximum information about an issue.

3.1.2 Primary Research

Primary research entails collecting new information regarding a subject. The data is one that has not been used in the past [3]. For the purpose of this study, primary research will be carried out following interviews, survey, and questionnaires as the collection tools. In that interviews will be subjected to the study sample and their responses will serve as primary data. Primary data will be given the utmost priority in this study to ensure that the findings are new and reliable.

Interviews: questions will be designed to fit within the study objective. The objective of the interviews will be to gain the view of the respondents regarding the issue of blind spots on the roads. The respondents for the study will be selected based on experience, knowledge, and expertise. In that, since the study will be focusing on heavy equipment then it is, therefore, necessary to target the population with the related knowledge to the subject. Data that will be collected through interviews will include but not restricted to how blind spots affect the safety of heavy equipment users, measures necessary to address the issue and causes of the problem. The study intends on using semi-structured interviews to ensure that the researcher does not divert from the main subject of investigation but also to create opportunities to interact which is likely to lead to admirable results. In turn, this will guarantee the acquisition of maximum data as a whole.

Survey and Questionnaires: the objective of these surveys is mainly to gather and analyze the existing data from the view of the respondents. The surveys will mainly be directed to the road users and experts as they have the needed information to solve the issue. Through, the survey, their views, and attitude will be captured effectively. The surveys will incorporate both closed-ended and open-ended queries based on their ability to generate more information within a short time. In addition, this will guide the participants in answering all the questions as required for the fulfillment of the set objectives. Thus, the questionnaires will be used as the basis of the survey since the same questions will be relied on gaining respective views from the respondents collaboratively leading to the success of the process. The instruments will generate adequate primary data that is needed for the study.

3.2 Budget Considerations

The project is not a long based one given that it seeks to investigate on a single subject. Even though the issue is broad, the focus will be on heavy equipment. In this context, it means that the study will not necessitate any form of funding as the researchers will utilize their own money in paying for the necessary bills that will be minor. The questionnaires, interviews, and surveys are cost friendly since when carried out online, no form of funds will be needed. The main necessity of the study is time. In that in collecting both primary and secondary data, much time is needed which might be a constraint. The table below provides a prediction of the needed time for each stage of the project. The indicated time is actually an estimation based on the value of each aspect which will allow proper planning.

Table 1: Research Project Timeline

3.3 Project Schedule

The figure below displays the time schedule that will be used in the development of the research project.

Figure 1: Project Schedule

4. EXPERIENCE AND TEAM
               4.1 Team

 An effective team is where the involved members work towards the fulfillment of specific objectives.  In other words, there is a shared vision where each one strives to achieve collaboratively [1]. In every study, there is a research team that is involved. It is the composition of that specific group in terms of characteristics that determine the outcome of the study. For the purpose of this project, a research team that best suits the needs of the investigation will be selected.

First, the student members that will be selected to join the team are those with adequate experience and knowledge of what a research project entails. The aspect is essential in avoiding any form of errors as while as saving time that would, in other words, be used to offer training [2]. Having basic knowledge is important as it will work to ensure that the same aims are achieved by every individual [3]. I believe that regardless of the field of study, research studies tend to follow similar procedures and rules and the major in which the students are from will not be used as exclusion criteria. Those that will be included will have adequate knowledge and the will to work collaboratively. In that the researchers need to have background knowledge with regard to the problem of blind spots and heavy equipment. This will ensure that everyone knows what the research subject requires. In that the results must be in support of the needed adjustments on the roads to reduce accidents and injuries caused by blind spots when using heavy equipment. The researchers are not necessary drivers but individuals with knowledge of the occurrences on the road particularly with regard to accidents and heavy machines.

If the members accept the proposals and are willing to be part of it, they will be included. Particularly, this will involve both students who are done with the design research projects and those that have not yet completed that assignment. The mixture is important as it will seek to benefit those with minimal exposure to gain the needed skills. Since a brief training will be provided to the team prior to the research, this makes the population appropriate. 

However, in the light of the subject, those that will be included as team members are the students for whom English is their second language. English is my second language and thus, for efficiency individuals with similar characteristics are favorable. English even though it is their second language might be considered because the ability to communicate is more important. The selection is important since any form of language misinterpretation will definitely affect the credibility, accuracy, and reliability of the results in general. Several characteristics must be possessed by the team members such as self-consciousness, effective communication abilities, focused and collaborative persons. The individuals must be well equipped to deal with others and communicate well to avoid any misunderstandings.

            4.2 Experience

As a lead researcher for this study, I believe that I have become an effective investigator over time. Researching in the past has always been the worst part of studying: some subjects will appear easy but when it comes to narrowing the focus to suit the need of the research I end up with disappointment. However, the exposure that this course has given me has improved my skills and I have evolved to be a more comfortable researcher over time.

Research is something that follows well-designed procedures and strategies which must be followed and that has benefitted me in perfecting my research and analytical skills. With respect to the subject of an investigation, it has given me much pleasure as I have learned so much that I was not aware of in the past. The topic has given me exposure something that I am willing to explore with the team of researchers that will be selected. If I was in charge of the project the experiences that would make me more suitable in leading include my ability to narrow down complex topics, dealing with diverse persons and my researching experience in the past.

5. 5. CONCLUSION AND REFERENCES

5.1 Conclusion

The research topic is one of the most ignored subjects despite the fact that blind spots are some of the causes of the major accident. It should concern my university that such issues not only affect our society but the future of its students. Even though the subject is more of the real world it is directly affecting the wellness of every person as a whole. In that, after leaving the institution some of the students will get involved in the use of heavy equipment and thus understand the dangers that lie on the road would be beneficial in avoiding some of the devastating effects.

Each year more lives are lost on the roads and these individuals are our neighbors, family and so on. This study will, therefore, propose some feasible solutions that can be used by policy developers and future engineers to develop safer roads. I will appreciate your approval of the topic and assigning of a student research team to carry out the investigation and recommend the necessary improvements that can be made to reduce the number of accidents on our roads and enhance individual’s experiences and safety.

Thank you so much for sharing your time and considerations. For further details, concerns or questions, please feel free to contact me with respect to the proposal. My contact details are as follows: ………….. ………………….

Yours Sincerely,

References

[1] H. Imran, and M. A. Kamal. "Accidents black spots on highways and their low cost remedial measures." WIT Transactions on the Built Environment 101 (2008): 691-700

[2] J. W. Hinze, and J. Teizer. "Visibility-related fatalities related to construction equipment." Safety science 49, no. 5 (2011): 709-718.

[3] Osha.gov, 2018. [Online]. Retrieved from: https://www.osha.gov/dte/grant_materials/fy11/sh-22285-11/Handouts.pdf.

[4] J. W. Hinze, and J. Teizer. "Visibility-related fatalities related to construction equipment." Safety science 49, no. 5 (2011): 709-718.

[5] T. Travellers. "Staying Safe around Heavy Equipment", Travelers.com, 2018

[6] Workzonesafety.org, 2018. Online. Retrieved from: https://www.workzonesafety.org/files/documents/news_events/wz_conference_2004/heavy_equipment.pdf

[7] Yin, Robert K. 2013. Case study research: design and methods.

[8] Fox, William, and M. S. Bayat. 2007. A guide to managing research. Cape Town. Juta.

[9] Thyer, Bruce A. 2010. The handbook of social work research methods. Los Angeles: SAGE.

[11] Chirls, Cliff, Tom Champoux, and George Myers. 2015. Teams That Work: the Six Characteristics of High Performing Teams. BookBaby.

[12] West, Michael A. 2012. Effective teamwork practical lessons from organizational     research. Chichester: British Psychological Society and John Wiley & Sons.

[13] Cook, Sarah. 2009. Building a High Performance Team: Proven Techniques for         Effective Team Working. Ely: IT Governance Pub.

Child learning opportunity plan

Part A

Objectives

The objectives related to the learning opportunity include creative curriculum, high scores and tools of the mind.  Creative curriculum enables the child to learn through exploration and discovery and so doing develop creativity, confidence and critical thinking skills. High score enable a child to develop his daily learning interests and schedule with the facilitation of the teacher. Tools of Mind involve children playing in thematic centers and the literacy learning is engrained in the play (National Research Council, 2012).

Learning opportunity

The children will have two or more objects and they will compare their lengths while applying the language associated with length measurement like shorter, shortest, taller and tallest.  Each child will have an opportunity to directly compare the objects through placing an object against the other and thus determine the longer one. It will involve working in small group or center activities in the classroom so that the learning done during the various sessions can be collaborated. Using a mat, the learners can compare the lengths of objects such as yarns, strings or straws.  Children can draw a picture of the objects so that to show the length. The activity can also include measurement of jumping frogs to the selected group activities.

Plan

The activities will involve using language relating to measurement attributes including longer, longest, taller and tallest. The measurement will involve comparison of the objects directly by placing an object against another and thus determine their lengths. The child will be able to learn basic problem solving and overcoming different challenges. The children will be presented with differently colored wool and straws. They will lay them on the table, so that they can compare their different lengths and then arrange them accordingly from shortest to the longest on some mats. Use of a rule can help at this point.  The children will the record the various measurements in a paper with the help of the teacher. The children will be assisted to leaning and come up with ideas which will assist in arrive at the set objectives.

Part B

 The cause an effect concept involves helping the learner to understand the basic causal relationship so as to devise and explore a certain design through which a specific objective can be achieved.  a major goal is to enable the learners to see the various events in real life as resulting from clear causes including causes that humans cannot control.

 Lessons 1

The lesson will involve an anchor chart that may serve as introducing the cause-and –effect and thus, the concept will be reinforced. The use of balls can help in understanding the concept.  When the student pushes the ball, the children can be asked to identify the cause and effect of the example. In the chart, the rolling of the ball can be showed as the effect part while pushing is the cause.

 Lesson 2

The lesson will involve the use of real scenarios in class and the asking the learners what would be the result.  For instance, the teacher might say, when cold water in a pan is placed on fire what would happen?  The leaners can then be asked to name the cause and effect.  By use of the frame the cause (if) and then the effect (what). To examine whether the learners understand the concept, the should be asked to come with their own examples.

 Lesson 3

The lesson involves having acting out with role-play where paper slips are prepared and the learners act them out. The children may be allowed to make sound impacts while not using words.  By use of volunteers in small groups, the can practice before presenting to the class. For instance situations such as a team scores a goal and the crowd cheers, a person runs very fast and wins a certain trophy. The cause and effect can be identified by the class after the performance of each scenario.

Part C

Children have to be taught how to identify emotions, understand how they come about and how they should be managed. The emotions may involve worries and fears leading to physical responses, feelings that they can recognize and even name, judgments relating to their thoughts and action signals like having a desire to escape from challenges they encounter.  The children should be taught self-awareness and thus, understand that they can experience multiple emotions in response to the same occurrences (Cefai & Cavioni, n.d.).  To recognize the emotions of others, children have to be taught to understand how emotions interact with people and situations. They can identify emotions from various physical clues.  In order to cope with different emotions and those of others, the children can be supported engaging in various activities that will distract them from frustration feelings (Cefai & Cavioni, n.d.).

Therefore, Manual can be made to understand that his action is selfish and has effects on the emotions of Damein and this will make him realizes that his actions affect others. Latonya should be made to understand that she should overcome her fear and that encourage her to be bold enough like others. By showing her that she can as well climb she will overcome her fear.  The emotions experienced by Tommy borders on confusion given that he has to choose whether to spend the night with best friend or go to the movie with chuck. He should be taught to accommodate his two friends, by honoring the invitation which he accepted and apologize to Mohammad for turning him down.

Part D

Core values, ideals, and principles

Core values

The educator should view childhood as unique and valuable, make knowledge the basis of children development and learning process and support the child’s bond with the family. The educator should appreciate culture, family, community and society to be the basis for understanding and supporting the child. He should respect that every stakeholder is unique.  The educator has to be committed to these aspects as values that form the basis of childhood care and education.

Ideals

Educators should make knowledge the basis for care and education and other program practices whose foundation is research. They should recognize child as being unique and their dependence on adults and create health environment for their care and education. The educator should uphold the rights of the child while respecting their diversity and thus meet their educational needs using a language they understand. The ideas ensure that every child is given an equal chance and their vulnerabilities are considered by educators.

Principles

The caring and education of children should not involve participation in practices that can harm them in any way. Thus, the environment or setting should not emotionally and physically damage the children through disrespecting, degrading, intimidating or exploiting the children. The education practices ought not to be dangerous as far as child health is concerned. The educators must even protect children from harm outside educational setting such as reporting cases of abuse at home.

References

Cefai, C., & Cavioni, V. (n.d.). Social and Emotional Education in Primary School [recurso electrónico]: Integrating Theory and Research into Practice. 12-17

National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.

National Association for the Education of Young Children. (2005). Code of ethical conduct and statement of commitment. Retrieved from: https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

Should schools be required to have laws against bullying?

Introduction

    Bullying is intentional aggressive behavior that involves different forms such as physical, sexual verbal, relational, psychological, and indirect form by a person or a group. Bullying in the school is a serious problem that affects students and the technology such as smartphones, and Internet access has increased the cyberbullying where the perpetrators use these the electronic forms to attack the victim.  Various studies have confirmed that both the victim and the offender develop lower self-esteem, anti-social behaviors and criminal behaviors that impact their adulthood.  Schools do not understand the relationship between the law and bullying and neither do they control bullying.  However, teachers should be aware of bullying, and they have an obligation and duties to address the problems.  To address these issues schools should take professional and legal responsibility to create bullying-free environments and positive school culture.   It is important to create and develop laws against bullying to ensure that students and staffs live in a safe and productive environment.  Schools should have anti-bullying laws for prohibiting bullying, and the law should provide clear policies and procedures to help students and the educators understand the expected behaviors, the consequences of bullying and the need to report bullying. 

 School-related bullying is a long-standing problem that must be stopped and prevented.   Recently, bullying has created unprecedented public attention since the intentional aggressive acts have been associated with bullying-related suicides, lower academic achievements, lower self-esteem, and depression, poor physical and mental health among many long-lasting effects.  Bullying in school affects students of all ages in both elementary and secondary schools (Allen, 2010).  The worrying thing about bullying is that the effects hinder the talented children from achieving their academic goals.  For this reason, the schools and communities should develop bully-prevention laws with the aim of punishing the bully, and protect the victims of bullying.  About 49 states have developed zero tolerance policies for bullying that provide legal remedies by reporting bullying to the police. However, these laws do not provide long-term protection since rather than creating positive school climates; the perpetrators are punished in the legal sphere. Thus, it is important for the school administrators to create and implement efficacious practices and policies that are related to creating positive schools and communities (Allen, 2010).  Various studies have found that various prevention programs in the U.S are not practically helpful. For example, a specific meta-analyses study in 2011 found that the prevention programs of bullying reduced bullying by 23% in non-US countries. However, current empirical investigations on bullying prevention programs show that there is a need for skill-building in bullying prevention programs (Allen, 2010). In other words, schools should have laws against bullying that are designed to support positive behaviors, create positive school climate and allow the school members to develop a sense of belonging and a sense of community. 

 Espelage (2013) asserts that bullying is a problem that contributes to detrimental effects to both students and staff and the issue can be addressed of in only educators intervene. The reason as to why bullying in the schools is alarming is because teachers do not respond to bullying simply because the victims do not report and if they do, only 30 to 50 % forward the cases (Espelage, 2013). Teachers also hesitate to address the matter when the students forward bullying and the victims end up experiencing long-lasting physical and psychological effects that affect their young and adult life.  Thus, it is important for the teachers to prevent bullying by detect bullying, preventing bullying and solving the cases among the victims, the bullies and the bystander. Recent studies are challenging the educators in that despite the fact that they agree with the scientific definition of bullying (direct or indirect intentional aggressive behaviors toward a person due to power imbalance) they never recognize direct bullying but they only notice indirect bullying (Espelage, 2013).  Also, they are likely to recognize the physical and verbal attack and ignore social exclusion.

In most cases, educators underestimate bullying and hesitate to intervene in bullying situations. The article asserts that even though it is difficult to recognize bullying in the typical setting, they should understand that bullying is not a single event, but it is a repetitive act over a period. To address bullying and its associated consequences, the school should create laws against bullying and develop a whole-school approach (Strohmeier & Noam, 2012).  It is important to educators to understand that bullying is not an issue that only involves the victim and the perpetrator but it is relationship problem that occurs in social contexts.  In other words, in social contexts, educators, peers, and parents should play a role in discouraging bullying.  Educators should be in the frontline to prevent bullying by supporting the victimized students through holding effective conversation, being empathetic and showing self-efficacy (Strohmeier & Noam, 2012). The author puts emphases that evade-based programs is the best strategy to stop bullying. The programs contain both preventative and interventionist measures and they are designed to change the school practices and culture. Schools should have laws against bullying and in this case, the evidence-based practice means that schools should conduct research and come up with the best policies.  Educators should understand that rather than using ideology in implementing instructional programs and practices, they should use proven scientific ideas.

 According to Graham (2016), since school bullying causes serious consequences, it is the high time to place more attention on the issue. School should have laws against bullying or in other words, there should be school-based intervention since this is the best strategy.  The schools' laws against bullying or the school intervention should put concern on all students, parents, staff, teachers, and administrators.  The law should define bullying and perceive bullying as a systematic social problem and put a collective responsibility to all school members.   Having defined the bullying and understanding its nature, the law will allow the involved members to have a heightened monitoring and offer a consistent response to bullying.  Under the school laws against bullying, students should have the opportunity to create rules about bullying, learn about the expected behaviors, forms of bullying, and the consequences of bullying and get training on the best strategies to address bullying and, the need for classroom discussion about bullying experiences.  Under the law, teachers and other school members should be trained on the best strategies for addressing bullying (Graham, 2016). The evidence that shows the importance of school wide approaches and the need for school laws against bullying is derived from recent meta-analyses of 2008 and 2011 which reported a positive effect since the approaches increase the awareness of bullying, reports of bullying and immediate response.   Overall, the laws against bullying should   allow teachers to recognize  both direct and indirect  bullying,  offer a quick responses, receive training based on  definition of bullying and the differences between bullying and  normative experiences,  learn  more  about the classroom  social dynamics and   learn the need for  creating teachable moments to discuss the  bullying incidents, learn the  risk factor for bullying such as  stigma of being different and  teach the students  the   importance of appreciating  diversity  in the school environment.

Furniss (2000) brings opposing views by asserting that even if the school disciplinary mechanism is appropriate in addressing bullying, the criminal justice arena is more appropriate especially when the school offer ineffective measures and is unwilling to address the issues. Secondly, he argues that the criminal system arena is appropriate when the school cannot address too serious situations.  As the argument in this paper focuses on the need to develop policies in school, Furniss (2000) argues that the criminal justice agencies should address the problem simply because bullying is a criminal offense.  The author argues that the school is unable to address bullying and teachers perceive bullying as inevitable and they believe that addressing the issue may worsen the situation. In other words, schools do not take bullying seriously, and even if they address the issue, students continue with bullying or engaging in other troubling behaviors. The author asserts that the school is unable to employ a ‘socializing influence' and to offer a serious disciplinary sanction such as school exclusion (Furniss, 2000).   However, it is important to understand that school has a great role in maintaining discipline by creating an internal school mechanism that addresses issues such as bullying.  Schools have the power to form a ‘socializing influence' and to create a positive school culture and to apply to a whole-school disciplinary approach.  Rather than using the criminal justice system which uses sanctions and acts as an authoritarian agency, it is important to set laws against bullying in school since schools will create an inclusive atmosphere and set clear values (Whitted & Dupper, 2005).  In addition, schools laws against bullying focus on encouraging pupil participation, the need for behavioral change, the use of peer mediation and shared concern approach.  Rather than using the criminal system agencies, the local education authorities should support schools in the development and implement the laws against bullying and also offer support in creating behavior support plans.

 Conclusion

 Bullying is a serious issue that poses a serious health concern and affects the student's ability to focus on education.  Bullying causes both physical and mental injury and raises fear, anxiety distress, and helplessness.  Having understood bullying and its pervasive effects, a major concern is to reduce the violence where teachers, parents, and legislators should take responsibility.  To address the issue, schools should have laws against bullying or in other words there should be a school-level intervention where there should be policies and procedures that communicate the behavioral norms and school wide rules. To effectively implement the laws, teachers should define bullying, recognize both direct and indirect bullying, take bullying seriously and more importantly use a multilevel approach. The latter involves changing the school climate and culture,   creating a teachable moment with students to discuss bullying and proving students with training for them to gain problem-solving skills and learn pro-social behaviors.  Even though it is important to apply a cohesive strategy that involves both school laws and criminal justice intervention, the school should offer internal disciplinary measures to create a favorable school climate and culture.

References

Allen, K. P. (2010). Classroom Management, Bullying, and Teacher Practices. Professional Educator,

34(1), 1-15.

 Espelage, D. L. (2013). This Issue. Theory Into Practice, 52(4), 229-232.

 Furniss, C. (2000). Bullying in schools: it's not a crime - is it?. Education & The Law, 12(1), 9-29.

doi:10.1080/095399600408575

 Graham, S. (2016). Victims of Bullying in Schools. Theory Into Practice, 55(2), 136-144.

doi:10.1080/00405841.2016.1148988

 Strohmeier, D., & Noam, G. G. (2012). Bullying in schools: What is the problem, and how can educators

solve it?. New Directions For Youth Development, 2012(133), 7-13. doi:10.1002/yd.20003

Whitted, K. S., & Dupper, D. R. (2005). Best Practices for Preventing or Reducing Bullying in Schools.

Children & Schools, 27(3), 167-175.

 Crime in Educational Environment

School violence is a great concern since it is associated with numerous adverse outcomes. The ‘Indicators of School Crime and Safety' show that students aged 12-18 are victimized at school through different violence acts like bullying, hitting, suicide,  gang violence, weapon use, vandalism, robbery and more. The research and studies also report that middle and high schools are affected by school violence than elementary schools. This is because students at this age are in early adolescence and the majority do not distinguish between the acceptable and non-acceptable social behaviors. Also, young people come into contact with people from different backgrounds where they develop hate-motivated behaviors inform of harassment and intimidation (Kaiser & Rasminsky, 2008). Violence in K-12 hinders effective education since when students engage in violence, they suffer from physical ailments and, poor growth and development.  The research on school violence report that students are not violence-prone, but the media and the general public demonize them.  In addition to influence by the world, young people are acting dangerously by learning the wrong behaviors from their parents.  For example, children who are raised by parents who abuse drugs and those who are incarcerated are likely to engage in undesirable behaviors (Kaiser & Rasminsky, 2008). The social disorganization theory explains the cause of school violence by stating that areas with racial heterogeneity and poverty and lack social controls and supervision have a higher level of crime. Overall, risk factors such as family and community impact and, access to a weapon and cyber use influence young people in committing crime at school.

 Students in elementary, middle, and high school level are all connected to violent crimes.  For example, 95% of high school students are involved in gang activity such as selling drugs and violence.  A survey conducted in 1993-1994 reported that 13.8% of high school students are gang members and they even attain recruitment with the schools (Crews, 2016).  Elementary students are involved in a physical assault against their peers with or without using a weapon. For example, on April 16, 2018, an 8-year old boy injured three students with a kitchen knife at central Minn. elementary school.  Middle students are involved in hate crimes against other students due to the ethnic and cultural background.  For example, a middle school student was charged with racist threats against a classmate at Marlowe Middle School. The reason as to why each school level present unique crime is due to different factors that influence them. For example,   high school students learn violence from the media and video games, and they emulate these behaviors (Crews, 2016).  Some countries such as the First-World countries permits the access of guns for households, and these factors influence murdering at school. This use of a gun might not happen at elementary and middle school level since, at this level, students develop aggression and antisocial behavior such as hate crimes due cultural diversity and drug use due to peer pressure Crews, 2016).

There are various strategies that should be implemented to reduce crime at elementary, middle, and high school levels. First, there should be disciplinary measures which will guide the students.  Security measures will also help in detecting weapons and possible threats (Fisher & Lab, 2010). It is important to create awareness campaigns to provide students with knowledge based on anger-management, character development and how to address psychological issues. Parents also have a role to play in ensuring that students live in a violent-free environment. Parents should teach their children desirable behaviors and effective communication, provide proper monitoring and ensure that children are not exposed to inappropriate video games and movies (Fisher & Lab, 2010).  Not only the schools and parents are responsible for addressing the school violence, but the community at large should resolve the issue. The government should let the community examine the statistical data on crimes by students for them to put concerted efforts toward the problems.  All local authorities should be on the frontline to provide interdisciplinary measures creating and implementing policies and effective interventions.

Kaiser & Rasminsky (2008) adds that differential reinforcement is a strategy that can be used to eliminate the undesirable behaviors. This strategy is effective in helping high school students aged 14-18 where they will be provided with adaptive skills. This should be done through video modeling, adult or peer models and self-modeling. These models will teach students functional life skills which they will apply in academic, communication and behavioral setting.  Elementary and middle school students should also be provided with safe and structured classroom and community-based programs where students will interact in a social context and gain generalization of skills (Kaiser  & Rasminsky, 2008).

Reference                

Kaiser, B., & Rasminsky, J. S. (2008). Challenging behavior in elementary and middle school. Boston,

Mass: Allyn and Bacon.

Crews, G. A. (2016). Critical examinations of school violence and disturbance in K-12 education.

Hershey, PA : Information Science Reference 

Fisher, B., & Lab, S. P. (2010). Encyclopedia of victimology and crime prevention. Thousand Oaks, Calif:

SAGE Publications.

Activating Educational Competency: Awakening Curriculum Studies in the Virtual World to Create Educational Value

Abstract

In the education sector, curriculum studies theorization and enhancement represent a very odd aspect undeniably. Technology has transformed individuals and the world that they live in ranging from communication, doing business and education delivery. As a result, students are well equipped with practical skills when coming to the university based on the extensive exposure to the developing technology. Thus, educators should change the curriculum delivery mode to satisfy a range of learning approaches and needs thoroughly. In particular, the curriculum needs to change to engage technology in the learning setting. Curriculum theory has been recognized based on its capability to offer real-life learning encounters that enhance the engagement of students and improves competency by meeting the diversified needs of students in the virtual world. The results is that theorizing and developing the curriculum leads to competency, increased engagement of the students, enhanced critical thinking and decision-making skills. The curriculum studies are responsible for creating and sustaining top levels of satisfaction and self-efficacy which in turns develops professional beings within the diverse industries. The article proposes that in today’s virtual world and the increased need for competency-based skills, more authentic and practical learning should be provided. The engagement of curriculum studies in the virtual world has enabled broad participation in a safe and effective learning setting.

Keywords: Curriculum theory, virtual world, educators, learners, curriculum studies

Introduction

Despite the rising socio-economic necessities for impartiality, the current curriculum studies are failing to offer competence learning in the virtual world. Tutors argue that students are widely equipped with technology-based skills through learning an aspect that cannot be verified at any state. Technology and particularly the internet can be utilized in the context of curriculum-based studies to enhance the need for educational democracy. Despite the fact that, it is widely acknowledged that students need the practical skills the curriculum does not provide them with the opportunity to grow them. A superior curriculum is one that considers the needs of both the tutors and the learning about the changes in the teaching and working world. It is without a doubt that to be a capable and competent employee virtual skills are highly needed, and this cannot be obtained from theory or observation. Curriculum theory refers to an academic discipline that is focused on inspecting and modeling the educational curricula.

According to, Corrigan & Ng-A-Fook, (2012) the intensifying growth of the internet and multimedia technology has developed a new world that is full of possibilities for the generation of learners. The theorization of the curriculum is a probable solution to the existing need to enhance the learning needs of the students while equipping them with virtual skills as required in the market. Theory refers to the strategy of deriving sense within a devastating scenario to permit individuals to deliver the best and fundamentally to shape behaviors by replacing and discarding them simultaneously as demanded by the situation. Unarguably, the domination of technology has changed most aspects of life by requiring the rise of a more effective and fast workforce to meet the growing mass production and quality need. Even though the marketing demands effectiveness where companies tops regarding productivity, the superiority of performance is the most important as it determines the satisfaction of the consumers and sets a reputation for the firm. The situation current demands an able workforce regarding competency, skills, and knowledge.  Thus theorization of the educational curriculum offers the opportunity to integrate technology into learning to enhance competency. Theory originates from the Greek’s terminology Theoria that means the alertness of the mind. A theory can awaken thoughts, skills and innovative ideas (Corrigan & Ng-A-Fook, 2012). Theorization is based on explaining the reality as it creates awareness and familiarity to people regarding their surroundings and all the rising interactions.in this context, undeniably technology is the actual reality today that is dominant in almost every field and learners as the next generation of leaders and innovators needs to be equipped through exposure.

Curriculum theory from Curriculuarist’s perspective

Based on Iqbala, Kankaanrantaa & Neittaanmäkia, (2010) understanding the aspects of the theory, it is beneficial to gain insights of the general nature of this theory from a generalized perspective. Conventionally, the acquired stand is that a theory entails a dignified, deductively integrated set of principles and guidelines that can only be utilized in a specified form to their observable dominations. In this holding, it is just a reduced populace that is chosen as the basis of the theory (Swee-Kin, 2015). It leads to the initiation of concepts and descriptions to describe the necessary interpretation of ideas for theorization. On the other hand, realist views curriculum theory as the definition of structures that offers an observable subject. The main feature of the theory is that it seeks to justify the manner in which the existing mechanisms operate to generate feasible solutions for the matter under investigation. The function of theorization is the foundation of the growing need to modify the curriculum to accommodate the upcoming changes.

Theory refers to an instrument of scrutiny, rather than just a visual of the world. In this notion, it is clear that a theory is not interpreted based on its operation, but it is evaluated on the grounds of the superiority of projections that it illustrates. A curriculum is responsible for what the world becomes since it determines not only the acquired skills but also knowledge. The operating curriculum reflects skills. In that, a curriculum is an expression of the people’s belief. It is what the public aims at achieving that is achieved. Thus, theorization does not seek to replace the curriculum with a new one, but the concept is to encourage growth within a more modern context. The function of such theories is to describe, offer predictions, justify and offer guidance (Khan & Law, 2015). The educational system today is more objective than ever before due to the increasing needs for competency and not just knowledge. Theoretical skills play a huge role in creating awareness and familiarity, but the virtual world demands more. Curriculum theory is viewed as an instructional tool that borrows its foundation from the older models with the need to boost critical skills while enhancing virtual engagement. It is a virtual world since every sector is dependent on the internet to get maximum benefits. Curriculum theory is a model that holds in-depth descriptions for today’s educational needs. The narrative offers an account of knowledge as it boosts individual’s abilities to interpret and understand complex operations. Theorization develops and analyzes the existing experience by transforming the delivered concepts into a more practical norm. Unlike other theories, the curriculum one is more practical since it seeks to improve the interaction amid the tutors, learners and educational materials.

According to Jyri, Johanna, & Coate, (2017) a theory has the ability to predict future happenings of things that cannot be seen on the ground of the descriptive feature that is incorporated in it. Maybe this is the actual responsibility of the theory, to explain happenings and predict new ones. Based on the ongoing technology advancement, the situation will not slow but it is likely to escalate in the future thereby demanding more skills. The trend is the rationale behind the need to develop a more competency-based model to accommodate the increasing need for practical skills. In addition, a theory can be utilized as a guide that assists the researchers in selecting the most useful information for evaluation. In that the purpose of curriculum theorization is to offer more practical skills based on the demands in the market as well as assess on the effectiveness of each method. The defy that is faced by curricularists is in the capability to generate sense out of the complexity of the educational field and establish whether a self-governing theory is to be developed or several theories can be borrowed from diverse fields such as sociology and psychology to enhance efficiency (Jyri, Johanna, & Coate, 2017).

A theorized curriculum refers to a general set that is related to educative aspects that provides a methodical and enlightening viewpoint of the curricular focus (Pinar, 2012). The education system is covered by complex concepts that need to be uncovered through the development of a single curriculum theory that offers adequate description and justification of some realistic objectives from a dimensional view. The proposed theorization is a value-oriented one. The value-based curriculum theory is concerned mainly with the assessment of standards and assumptions of curriculum goods. The theory is a critical one who aims is to reshape the system by encouraging competency, vital and innovative skills.

Figure 1: Curriculum as a Foundation of Educational Success

trumental

Curriculum Theory and Its Value

Concerning the educational field, curriculum theorization represents one of the oldest strategies for reshaping the learning. Since there has always been a set of person’s willing to learn and those willing to teach, a curriculum has always been in existence. Philosophers such as Plato and numerous researchers have sought to establish the role of a theorized curriculum within the education field (Hall and Smyth, 2016). The use of curriculum studies officially emerged within the 19th century with the development of public learning institutions. Valued oriented curriculum theory is mainly involved in the intensification of educational consciousness creation. The initial stage is to create awareness among the learners while trying to equip the learners and tutors with the valuable skills that are hidden by a curriculum. In the theorized setting teaching differs from the system encourages the active interaction amid the tutors and students with the subjects. Learning is thus described as a disposition system that promotes personal growth where the learners are involved in specific operation related exposure. Curriculum theory was asserted by most in the past as the preparation of learners for the emerging positions in the industrialized society (Pinar, 2012). The assertion has not altered much in the last years in the context of curriculum-based education for all the public institutions in the United States.

In fact, similar to the 19th century when industrialization was the situation that was demanding for curriculum theorization to offer more practical skills, today the rise of technology and a more virtual society is requesting for the same modifications. Via the internet, people can get information at any desired context and speed which makes the traditional learning approaches, materials and deliverables searching seeking for remodeling. Education has been changing in the past years to integrate different technologies into the learning setting. There is increased proof that technology, as well as the virtual context, is evolving about the manner in which education has been re-developed to offer adequate benefits both to the learners and tutors. The actual value of today’s technology and the actual ability to provide real based learning encounters that encourage the participation of learners and the capability to meet the needs of the diverse populace have all been acknowledged within the education Curriculum. The assimilated technology entails the growth of the virtual world where students can practice within actual professional scenarios within a supportive and harmless setting. A theorized curriculum is best suited to the contemporary environment because it encourages active interactions and forces the students to be active participants.

Hall and Smyth, (2016) note that with a theorized curriculum, the virtual setting can offer digital skills where the leaners play the professional roles in their respective fields such as psychology, nursing, sociology and so on in a variety of operations (Khan & Law, 2015). Students can gain essential professional encounters such as customer interaction, administration, management, and leadership while networking with their virtual professionals within the virtual setting. In that, the students can participate comfortably in different activities that offer them real skills and experiences that contribute to the development of knowledge. All the operations occur within a trustworthy setting and backgrounds but without risking the wellness of the educators of learners. Evidence proposes that there are more benefits of the theorized curriculum apart from the ability to mitigate challenges and changes in the virtual and modernized settings. Benefits such as high learning satisfaction, critical skills development and self-effectiveness results from the fact that such a curriculum support a more authentic learning setting within the set curriculum.

It is indicated by Iqbala, Kankaanrantaa & Neittaanmäkia, (2010) that students can obtain a reasonable understanding of real experiences from the virtual characters and the interaction with educators. Since this people are from diverse backgrounds, the setting promotes cultural awareness. Contrary to the instructions based curriculum, the theory mainly encourages persons to be active players in decision making and learning in general. It means that the students are provided with the opportunity to interact actively with their future professional fields within the virtual stand. In some instances, the encounters with diverse people and settings are not usually available during the limited placement that seeks to expose students to more practical learning. In today’s American education system students originates from diverse socio-economic and cultural background which has further been intensified with the globalization of education. Virtual learning has been embraced widely in the recent years as an alternative to real knowledge. However, despite the fact that the flexibility of this approach theorizing the curriculum is not to replace real learning with the virtual setting but this is a holistic strategy that seeks to enhance knowledge by promoting a competency-based model (Hall and Smyth, 2016). The virtual based initiatives that follow the curriculum theory holds great appeals due to their flexibility, convenience, and approachability both by the learners and tutors. Curriculum theory is one of the integral element of the new technological learning with the intention of improving the student’s encounters while generating a cohesive curriculum strategy.

Table 1: Instructional versus theorized curriculum system

The Need for a Theorized Educational Paradigm

Most people believe that the most effective curriculum is one that is centered on an instructional manner. The model holds that the tutors are in-charge of learning as the role of the students is to gather knowledge and skills to apply in the professional sector. The norm has changed however, with the growth of technology and the intensifying changes the success of the curriculum is gauged by its ability to offer practical skills from a realistic learning exposure. The instructional and practical approaches are identical in some ways as they accomplish the same task. However, the society today demands an equipped workforce regarding skills and competence rather than some theoretical knowledge. Innovators must have a set of all the needed skills without fail. The thinking that education is education as long as it accomplishes the learning need is incorrect. An education curriculum that seeks to instill knowledge and practical skills is not the same with the instructional one whose aim is to create awareness and familiarity (Pinar, 2012). At a period when the demand for education is massively exceeding its supply, it is necessary that the access to competency and beneficial skills with a more objective curriculum be shared widely. What appears like an education system that embraces technology entirely is a form of structure that is sensitive to technology use. As more practical skills and innovative knowledge is being demanded in the society particularly within the professional sector there is a need to embrace more benefiting curriculum theories.

Paulsen (2016) notes that Theorization of an education curriculum is not enough as absolute levels of commitment are necessary. The virtual world offers the best opportunity for the growth of education and seeks to enhance the satisfaction of both the educators and learners.  However, it is argued by Pinar (2012) that even though a curriculum that embraces the demands of technology is necessary, over-embracement in the education system is destructive since it inhibits the achievements of specific benefits. In that, such a curriculum curbs the ability of individuals to think deep since the responses to almost every issue can be found at ease. It is worth noting that the working environment demands competent individuals regarding the ability to solve problems thus the lack of tertiary education would lead to less innovative persons. Also, the over the use of technology in an open curriculum would undermine the seriousness of literature, in general, leading to a decrease in literacy and numeracy grades thus widening the existing social gap. Despite the uprising challenges and deficiency that are derived from the actual reliance on technology development, curriculum theorization is a source of optimism.

Whitty (2017) states globalization and the competitive environment today, is responsible for the intense need for a current educational paradigm that adheres to the requirements of a competency-based setting and skills. Most qualified persons are being deprived the opportunity of participating actively in the economic sector due to the absence of a descriptive curriculum. The instructional curriculum only encourages a single party to dominate over the other which is a cause of learning dissatisfaction and incompetency. The reality is that even though students are in need of a more comprehensive and dynamic system, there is a need to account for the ongoing changes in the society. A theory seeks to evaluate the current trends within the educational system and beyond while developing an approach to respond to the demands respectively. The virtual setting can be termed as the primary driver for the development of a new paradigm. Education is termed as the driver of economic stability which is also an essential element of personal growth and wellness. With more assertions growing about the necessity of being equipped with real skills is growing rather rapidly. The response of the current and the past curriculums has been adequate but not sufficient since it has failed to accommodate the competency and innovative needs. A theorized approach would thus ensure that more educational value is acquired from a value and competency oriented curriculum. Information access is extraordinary in the digital era, and this scenario means that in the nearest future information access will be infinite. 

Graduates are today getting employed in a diverse setting, and the diversity is bound to intensify in the coming years due to population trends and the ever-changing industry and corporate needs of the American and international communities. It is thus the responsibility of the current educators of offer adequate preparation to the learners in delivering safe and prosperous customer-centered services within the evolving environment. The theorized curriculum for the graduates holds a holistic, technology-centered and competency focus with the assertion on the ongoing global economic priorities. Curriculum theory is centered on the wellness of the learners professionally across the diverse settings with the objective of preparing the future workforce for the issues that are linked with the present globalized changes to the economy and their professions (Hall and Smyth, 2016). The virtual world offers learners with a combined and authentic humanistic encounter.

As future professions, students have the role to serve as services providers, problem solvers, knowledgeable workforce and capable performers. The terms are mainly integrated within the virtual setting view the utilization of case scenarios thus allowing students to connect and blend with the virtual setting that exposes them to the real world (Paulsen, 2016). The benefits are acquired by encouraging them to adhere to the professional guidelines following the general provisions in a more practical setting. The aspects re-grounded in inquiry-based learning proceed that fully accommodates the needs of higher education and is mainly used in extensive disciplines for all programs. According to Paulsen (2016), every subject is today based on practicality since the satisfaction of the customers or patient within the healthcare sector is paramount to determining the efficiency of each. Thus students should be equipped with more practical skills that lead to practicality. Such skills are unavailable in an instructional based theory that only emphasizes the need for acquiring knowledge.

The theorized curriculum exposes learners to a reality-based working setting. It is noted that the highest percentage of graduates are exposed to the threat of unemployment as the employers switch to getting a workforce with more practical skills. School is essential in creating knowledge, but if one does not understand how they can translate the acquired insights into practice for enhanced performance and productivity, then it means that the education is ineffective. Innovation is about developing critical and unique ideas but also understanding how the concepts can be applied in real life for maximum gain (Jyri, Johanna & Coate, 2017). The thoughts and abilities that are obtained by the exposure learners to the practical knowledge and skills offer the foundation for a safer and prosperous professional practice that needs the utilization of general provisions and expertise that leads to an improved professional method.

Curriculum Theorization

According to Paulsen (2016), the objective of developing and theorizing the curriculum is to reinforce professionalism as the force behind effective communication, collaborative working and correlated professionalism. The integration of the virtual concepts in the existing curriculum works to ensure that the learners acquire the set learning results within a systematic and planned context without having to double the effort of the learners and educators. The current education system is demanding in its nature because while the students are forced to translate into the professional world with less practical exposure, the educators, on the other hand, focus on the provision of theoretical and yet practical learning within the constrained curriculum. It is unarguable that the flexibility of the curriculum is the determinant of the education’s system efficiency (Whitty, 2017). If the system is vague, it thus implies that focusing on the general needs of those around is challenging. The curriculum must focus on the demands and wellness of the educators and students as they are the primary stakeholders. The practical learning approach is developed to offer a viable opportunity to the leaners with the possible exposure to use their perceptions, knowledge as well as abilities that are needed for the professional placement involvement and practice.

Curriculum theory is a tool for assessing the needs of the society or the changing trends and then developing education-based solutions to solve the issues. The model is a flexible one since the system can be changed over time to incorporate the needs of the changing populace (Paulsen, 2016). Education needs appear to have evolved naturally over the cause of time via the steady growth of technology and internet over the last two or so decades. With the growth of extensive websites which accommodates visuals and context related posts regarding people, settings and time. This was just a minor movement for the tutors and the involved partners to acknowledge the potential of digital environments. However, most individuals tend to believe that virtual setting is mainly beneficial in the education setting only if it means virtual learning. The notion is not valid because the background can benefit those within the physical environment.

While a curriculum theory provides the setting where more theoretical views can be provided through analyzing the surrounding and communicating about the demands, virtual platforms can be utilized in the provision of experience (Hall and Smyth, 2016). The placement of university students to organization for several months is not enough to equip them with the needed skills. Apparently if the curriculum is theorized there are no changes to be made that might compromise the effectiveness of the system rather it focuses on ensuring that theoretical learning is integrated with a practical approach through virtual exposure. From the students perspective the flexible curriculum and the virtual world are advantageous. First, the learners get exposed to knowledge and skills since learning tends to be practical with the use of virtual tools. In addition, the ability to think critically and respond to issues is enhanced because they learn how to translate the gained knowledge into practice.

Curriculum theory is the approach that is needed in activating educational competency in general. This means that the effectiveness of the system is to awaken the competency need. Working in the rather challenging surrounding that is dominated by rapid changes and challenges needs an individual who is competent in terms of knowledge and skills. The most obvious advantage is that there are no delays when transitioning from the academic to professional setting. In addition, virtual learning has the ability to offer extensive range of encounters as well as barriers. In this notion, the learning encounter is improved through the consistent integration of data and realistic practice (Whitty, 2017). Educationally, educators are mainly focused on the provision of a learning setting that is operative where the students are participative and engaged in developing the needed skills for solving issues and shifting their knowledge into developmental matters. More so, the educators cannot ignore that different educational needs at the senior levels will succeed the evaluations.

For the success of any educational innovation, the teachers need to acknowledge that there is a substantial benefit for the educators to implement the approaches to the learning surrounding. The primary concern from the tutor’s perspective is on whether the educational advantages exceed the technological barriers (Entwistle, 2015). Virtual words along with a theorized approach can move from the conventional to an advantageous and constructive system. The situation does not hinder the occurrence of technical challenges throughout the implementation process. The educators will be required to apply for effort in ensuring that the system is operative while on the other hand, students must learn how to filter the technological inhibitors from the benefits. Technology is beneficial, but it can also lead to destruction (Paulsen, 2016). Overreliance of virtual tools will develop a workforce that is very underdeveloped with fewer skills and incompetence. The availability and access to the needed resources such as computers must be discussed. Also, more effort and expertise skills are necessary for implementing the new approach. Also not to forget that expert guidance is needed for the model to be considered as readily accessible and friendly.

In the process of evaluating the effectiveness of educational innovation and curriculum theorization, the perspective of the students is essential. In essence, the articulated objective of innovation is to improve the learning setting for all the learners. Based on experience, students require actual learning experience that is relevant to their every day’s living. For them enjoying the process is very important since it is accounted that education is dynamic. For the system to be considered as valid to them, it must be satisfying to their academic, personal and professional needs (Entwistle, 2015). In this, the highest rate of success is to be achieved. Furthermore, students desire to be involved actively throughout the learning process which creates a sense of belonging and activates their willingness. Also, they want to gain an understanding of control regarding their learning and the set objectives.

Khan & Law (2015) notes that on this ground there is subjective evidence suggesting that learners enjoy the digital learning incorporation to the education curriculum. Learners due to their high exposure to technology usually appreciate the attention taking and interactive context of multimedia exposures during learning. Also, positive response from students of varying ages demonstrates that the approach is one that is widely appreciated. The concepts allow them to customize and manipulate different contexts for their gain. The kind of technology holds interactivity which permits the leaners to develop their self-developed knowledge even though it is proposed that time constraints might arise in the instance that the learners are too absorbed by the activities which necessitate consistent monitoring (Entwistle, 2015). The Superior and flexible virtual events within the setting of curriculum theory can promote participation and increased engagement via interactive operations such as simplified problem-solving engagements such as the selection of the most effective competitive approach within the globalized setting. The essence is to ensure that students become self-determined can be obtained. In the instance that the learners acknowledge that they control the situation on themselves based on the guidance provided by the case studies and the educators.

Live airings are a fundamental part of the virtual learning. The systems can enhance the state of excitement and proximity as well as support the sensation of being part of the vast learning populace. Regardless of the model that is applied with the incorporation of virtual systems from the view of the leaners offers a foundation for information and interactions with individuals and activities within the real professional setting (Jyri, Johanna & Coate, 2017). It is the enthusiasm that is behind the use of virtual tools that best illustrates the effectiveness of the system. The model is particularly beneficial also because it is grounded on a constructivist and complex structure. Some of the existing curriculums mainly emphasize the position of the educators as the one in full control thus the students are involved less which leads to dissatisfaction.  Some of these models neglect the virtual-based issues, and therefore the system is likely to suffer from inadequate teaching approaches. The theory can be used adequately in actual life experiences to heighten the participation of the leaners and ease the efforts of the educators

The originality of the electronic educational encounter and approach will diminish if the strategies are used in repeated context to instill skills for all learners. Also, it becomes easier to establish whether the aims are not clear or if there was inadequate preparation in enhancing learning outcomes (Entwistle, 2015). The objective of theorizing the curriculum is to improve the learning experience for the students which will lead to efficiency. Competency refers to the state of possessing the needed skills, knowledge and experience in performing the given tasks. If the experience is unfavorable, this means that the students will acquire minimal to zero satisfaction with the learning which will affect the general outcome of the process. For the students to have the needed skills, practical experience, and virtual knowledge integration into the curriculum is essential in enhancing the needs (Whitty, 2017). Virtual and curriculum-based learning following a theorized platform allows students to gain more knowledge from real-life examples. People can learn more if the teaching correlates with their experiences and exposure. The exposure allows the players to connect at ease to the situation which leads to originality and efficiency in general.

Swee-Kin (2015) asserts that if the learners learn from different social settings, the academic operations are likely to generate less meaning throughout the encounters. The students will necessitate more time to get acquitted of the situations before the actual learning occurs. Thus, students benefit more from a superior approach that supports the development of skills and knowledge thus ensuring that absolute value is acquired from the process. Virtual tools create permanent ideas and visuals in the individual's mind, and it is, therefore, challenging to forget about all that was learned. Also, the instruments can be used as a source of reference on a repeated basis. The approach provides the opportunity for observable characteristics that work to ensure adequate learning benefits is acquired through the process (Swee-Kin, 2015). The instructional curriculum has more textual details, and the content is usually too much for most of them to digest that the virtual model. However, their understanding can be boosted through the use of practical details that simplifies context. However, most individuals assert that this is not the situation because students will perform poorly if virtual is used since they are overwhelmed by technology more than academic gains. Based on observation students find virtual as satisfying because of their dependence on technology which might affect their reasoning. The tutors hold that visuals and virtual instrument necessitates similar commitment as the content learning since the images must be interpreted correctly. Even though the process arouses critical thoughts by forcing them to have a wide observation lens, it is evident that most are not willing to commit to the process which is very tiring. This offers a distinction amid the learning encounters and paradigms. It is evident that today learners are more suited for the multimedia provisions and they are not triggered by multiple resources that are the foundation of learning. The approach cannot be integrated on its own because it leads to efficiency given that the goal is to gain practical skills through the exposure into the real world setting. Curriculum theorization leads to the creation of unique learning setting and the provision of motivating learning to enhance the effectiveness of the process (Khan & Law, 2015). The integration of curriculum theory within the virtual learning world will lead to quality. To capture the actual potential of the curriculum theory under the virtual setting, the needs of the tutors and the leaners are the driving force.

Conclusion

It is the intrinsic capability of curriculum theorization to activate educational competency and the rising need for a skilled workforce that will lead to the efficiency of the higher education system. The contemporariness of the society today has created a somewhat unstable environment that is dominated by rapid changes thus intensifying the pressure for enhancing educational value. Technology development is the source of the necessity for change and also the critical aspect of developing a new educational paradigm. Curriculum theory holds the capability to transform the actual state which is being taught by the demands of the technological society. In this context, there is a need to integrate curriculum theory within the virtual setting to create a well-equipped workforce regarding experience and practical skills. Education is the foundation of socio-economic wellness. Thus, as the society transforms so must the education system to accommodate the upcoming changes.

Acknowledgments

I humbly thank ……… for his involvement in the ongoing discussions of educational philosophy and theories who aroused the will to develop the journal. Also, I would like to thank and acknowledge the participation by every member of my circle for the discussion and general responses about the journal that led to the publication.

References

Entwistle, N. (Ed.). (2015). Handbook of Educational Ideas and Practices (Routledge Revivals). Routledge.

Hall, R and Smyth, K. (2016). Dismantling the Curriculum in Higher Education. Open Library of Humanities, 2(1): e11, pp. 1–28, DOI: http://dx.doi.org/10.16995/olh.66

Iqbala A., Kankaanrantaa M., & Neittaanmäkia, P. (2010). Engaging learners through virtual worlds. Procedia Social and Behavioral Sciences 2 (2010) 3198–3205

Julie A. Corrigan & Ng-A-Fook, N. (2012). Mobilizing Curriculum Studies in a (Virtual) World: Open Access, Edupunks, and the Public Good. Canadian Journal of Education 35, 2 (2012): 58-76

Jyri L., Johanna, A., & Coate, K. (2017). The Role of Curriculum Theory in Contemporary Higher Education Research and Practice, in Jeroen Huisman , Malcolm Tight (ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Volume 3) Emerald Publishing Limited, pp.137 – 154

Mohammad A. Khan & Laurie S. Law. (2015). an Integrative Approach to Curriculum Development in Higher Education in the USA: A Theoretical Framework. International Education Studies. doi:10.5539/ies.v8n3p66

Paulsen, M. B. (2016). Higher education: Handbook of theory and research (Vol. 31). J. C. Smart (Ed.). Springer.

Pinar, W. F. (2012). What is curriculum theory? (2nd Ed.). New York: Routledge.

Swee-Kin, L. (2015). How do virtual world experiences bring about learning? A critical review of theories. Australasian Journal of Educational Technology, 2015, 31(1).112

Whitty, G. (2017). Sociology and school knowledge: Curriculum theory, research and politics. Routledge.

Stay in school and earn that diploma

Introduction

Education is a core activity in every society whereby; individuals generate ability to discover essential things in life to enables them to make contributions to community development. Many students in America enroll in higher education to prepare their future with the good things the world offers, plus lead a happy life .However; the youth are made to believe that education is a must for a promising as well as secure future. As a friend, I would urge you to remain in school if you want to see the world as a just and fair place in the future. Earning a diploma is the only opportunity we require to do away with the existing differences between social class and gender. In America school dropout should be neglected because, education remains an essential tool by which people become empowered, to increase national social and economic status.

First of all, you should not drop out of school because you will put yourself at a disadvantage while comparing with other peers. Imagine your life without a diploma, with no change in your educational experience it will remain the same even if you get a job. Think of the financial aid and the critical moment you will likely encounter in gaining access to college. Further, without the diploma, you will have to face the consequences of having advanced skills in training higher education offers (Rumberger 87-112). Does it sound okay to you? Of course not! We are all in need of this diploma to acquire a lifetime opportunity for better lives.  Thereby, the importance of earning a higher education is supported by Bureau of Labor Statistics as an added advantage suggesting that high school dropout is having a difficult moment in finding and maintaining jobs as compared to higher education graduates.

Secondly, school dropout kills individual's confidence since your educational level determines your dignity by the society. Thus, with education, there are higher chances of people giving you respect as well as taking your views seriously. Nevertheless, it will be difficult for an uneducated individual to express his or her views due to lack of confidence. Is it fair to land your career job without confidence in your opinions? Earning a diploma boosts a person’s self-expression thus; creates sureness as an essential factor in educational success (Stanard 220). However, you should note that every amount of self-confidence you possess will affect every aspect of your educational goals. Some of your friends might encourage you that dropping out of school will give you much freedom that is not necessarily true. As you understand, leaving high school without graduating has a higher cost to you and the society. The economy will likely suffer from loss of skilled personnel thus; limit your ability to manifest your heart desires.

As I conclude, school dropout in America is a bad choice because, education is highly valued and is an essential tool that empowers people, to increase national social and economic status. Today’s world is competitive whereby; survival has taken a new meaning. The advanced life generated by new technologies considers education as the most crucial contributor to an individual’s success. However, neglecting your chance to earn a diploma might impact to definite as well as a higher effect on your future thereby; limiting your ability to be part of the current economic market. School dropout may seem like a good idea but it creates a path for being exploited as well as fooled. The societies we live in today enjoy some rights and freedom thus; makes it easier for it to take advantage of the illiterate and innocent persons.

Work Cited

Stanard, Rebecca Powell. "High School Graduation Rates in the United States: Implications for the Counseling Profession." Journal of Counseling & Development, vol. 81, no. 2, Spring2003, p. 217. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9725240&site=ehost-live.

Rumberger, Russell W. Dropping Out: Why Students Drop Out of High School and What Can Be Done About It. , 2011. Internet resource.

Gutter Cleaning

Introduction

Gutters play a valuable role in homes as they act as a water discharge system where water channels direct water away from home. Gutter is one of the exteriors home features which   should be included in the roofing system to prevent fascia and soffits from rotting, erosion, flooding, and foundation problems, preserve topsoil and prevent other structural problems.  Given that gutters funnel water off away from the house, they can begin malfunctioning if they are not cleaned regularly. When materials such as leaves, twigs and other garbage from overhead tress block the gutter, it fails to wok and causes serious damage.  Thus, homeowners should clean the gutters often to ensure that there are no leaves, weeds and grass in the gutters.  Homeowners need to know that cleaning gutter is part of cleanliness and they have the responsibility in maintaining a quality care to avoid the following common areas of damage as explained by the professionals at United Window Cleaning.

What Damage Can Clogged Gutters Cause

 The first common damage is water leaking in the basement and this happens when the   water is not flowing properly through the channel. Since the water fails to follow the channels, it falls on the foundation and damages the materials that were used in house construction (Carson & Associates, 2003). As a result, the materials are saturated and finally flooding may occur. Cracked foundations are a serious damage to the structural integrity of the building and this can only be avoided by cleaning gutters regularly. According to the Federal Emergency Management Agency (FEMA), mildew and mold like growing on moist areas and the time frame for the growth is 24 to 48hours (FEMA, N.D) Mold produce poisonous substances like toxins that can cause health problems. Also note that the spilling water seeps into window, door and Fascia and when these features contacts with water, they start rotting.  Lack of proper drainage causes flooding and this damages lawn and flower beds and spoils the entire landscape.  Clogged gutters can shorten   the lifespan of the concrete driveways and this happens when water seeps beneath and makes the bedrock to saturate and the concrete to crack (Carson & Associates, 2003).

How Do Gutters Get Dirty?

 Gutters get dirt through variety of ways such as leaves that fall from trees surrounding the house.  Normally, the leaves fall during late spring and early summer and this will cause gutter blockage.  These leaves create birds nesting since birds will use the leaves and foliage to create their small houses (Hough 2013).  Dirt is also made by pests such as mosquitoes since they like living in places where water is stagnant. Pests and other creatures create a perfect habitat for living and breeding.  The insect pests   can cause a serious health issue to both adult and young children. Other substances include airborne dirt, emissions, mold, algae and more which need to be cleaned on regular basis (Hough 2013).  .

How to clean and repair gutters

 The first technique in cleaning gutters is to pre-clean gutters-climb a ladder, wear gloves and clean off all the stuff.  The next step is to check whether the spikes are loose or old in order to replace or install new ones.  In addition, it is important to check whether there are leaks and cracks and repair them using bead silicon.  On the downspouts, check whether the rivets are loose and install new rivets.  After repairing the damaged parts, use a pressure washer to clean the gutter or air pressure and ensure proper flow of the water (The Seattle Times, 2007).  While washing the gutter, it is important to follow the instruction. Also consider replacing the gutter if there is rust or apply anti-rust primer. Other thing to consider in cleaning the gutter is the use of   recommended cleaning products and methods. For example, scrubbing is a well-known method where the cleaner use hands to scrub and to remove the ‘tiger-stripes and airborne particles.  Note that repairing the foundation is a costly process and for this reason, it is important to ensure effective process to clean, maintain and ensure proper functioning (Hester, N.D).

However, homeowners should know that the above method of cleaning and repairing the gutter can be unpleasant since the homeowner should use a ladder and tools to repair the damages areas. Some homeowners even do not have the basic tools to complete the task and for this reason, the easiest way is to hire someone who has tools to perform the work (Vandervort, 2017).  Note that there is variety of architectural designs and homeowners who lack specialized skills on cleaning the gutters may not be in a position to perform the best task.  Thus, consider hiring professionals who are specialized and who have special equipments as well as experience in this particular field.  If the homeowner does not follow the required procedures, there is a high risk or injury.   In addition, homeowners must know the ladder safety and failure to adhere to the instruction may lead to serious health risk (Vandervort, 2017).

 To avoid this unpleasant task, the best solution is to hire a professional who is a specialist in this particular task.  In addition, the professional will clean it faster and effectively. For example, the professional will follow the instruction such as using hand in removing debris and ensure a proper flow of water in the downspouts.  In addition, the professional will install the gutter system and ensure it is working correctly (Staff, 2017).  Homeowners may also consider creating a contract with the professional and establish a maintenance program where the professional will have a schedule and avoid cleaning the gutter when the problem arises.  Almost all homeowners would like to know the cost of gutter cleaning but they should understand that there are some cost factors that determine the price. For example, height is a cost factor and a two or three story building has greater safety risks and two or more professionals will be needed to complete the task- the cost may range from $237-$419. Single story house and two story house of 1500 square feet and 2, 500 square feet will cost $141-$192 and $169- $212 respectfully (Belakovic, 2016).  Note that   professionals who charge this price are experienced, they ensure a higher level of safety, and they perform the task using proper tools.

             In order to maintain and ensure proper functioning, gutters should be washed regularly say; twice or four times per year depending on the location. For example, some areas have many trees that   shed leaves then forms clog while others have few.  Other thing to consider is that dirt and debris may occur in every season (during winter, summer, autumn and spring) and cleaning regularly or in every season is recommend (Staff, 2017). Although regular cleaning is recommended, the most important time to clean the gutters is during the autumn season. This is because; leaves falls during this period and failure to remove the    leaves will clog the gutter.  In addition, it is important to remove the debris to prevent the winter showers from causing horrible implications. Other point is that removing debris at this period is a god way of maintenance.  It is important to watch the season and maintain the gutters rather than spending money on replacing (Staff, 2017). On the same note, homeowners may lack time to clean the gutter consistently and this raises the need make the professionals useful resources who will perform an excellent job and prevent unexpected   damage.

            Note: there are people who simplify the process by using gutter cleaning robots. Well, robots make cleaning easy, avoid multiple climbs and minimize risks which might occur by climbing dangerous heights. However,   cleaning gutters using robot is not the best way. This is because, robots are experience and this means that homeowners will spend a higher cost in buying and maintenance (Dillet, 2012).  Secondly,  robot will not scrub  every edge and remove all stuff the way human being can do and on top of that,  robot will not  inspect  and repair problems-meaning that  a professional will climb the ladder  to check  the left spots and  to check  leaks and cracks in order to fix them.

What Are The Benefits of Clean Gutters

 The above research has shown that gutters prevent many damages such as basement flooding, foundation cracks, landscape erosion, and concrete cracks, window and doors damage among others. Other important point is that gutters cannot prevent these damages if there are not cleaned regularly (Greene, 2013). Thus, regular cleaning is important to ensure that they are debris free.  The first benefit is that a clean gutter will ensure proper water drainage and prevent water damage.  Proper flow of water or good drainage is a great benefit since the process will minimize structural damage such as foundation crack and leakage of the roofs.  The second benefit is that a clean gutter will last-longer   and as a result save a lot of money (Greene, 2013). Note that clean gutters will not crack and the homeowner will not use money for repairing but rather a little money will be spent on maintenance.  Note that clogged gutters accumulate organic matters, leaves and other materials which damage not only the gutter but also the house.   The homeowner will spend a lot to repair the damages and the regular repair will shorten the life-span. Rather than  spending money on  repairing regularly  and replacing the gutter before the lifespan,  it is important to consider   spending less on cleaning, since the cost of cleaning is much less  than the cost of  repairing and replacing  (Moor  T. & Michael, 2013).  Other enormous benefit is that a clean gutter will maintain the structural integrity   or in other words, the house will have a higher value compared with clogged gutters.  For example, if the houseowner may plan to sell the house, the higher value will attract the customer   due to its structure, landscape, value and beauty.  Clean gutters are also associated with health benefits in that the family will not suffer from ailments contributed by pests like mosquitoes and organic matters such as mold and mildew. Clean gutter will maximize safety and comfort to the family   as there will be no contamination of dirt with water for domestic use or food (Moor T. & Michael, 2013).  .

Gutter Maintenance and Fast Fixes for Common Gutter Problems

Gutter maintenance simply means inspecting gutters (checking problem and fixing them) and cleaning (removing debris).  Cleaning and inspecting gutter on regular basis are two important elements   which should be considered to ensure that that they are debris free and there is proper drainage (Vandervort, 2017). Fixing gutter problems is one of the maintenance strategies since through fixing problem, gutters will operate in a normal condition and future damages will be prevented.  Common problems that need to be inspected and fixed include; clogged gutters- if gutters are not cleaned regularly, debris such as leaves make the gutters to be clogged which may then cause the gutter to sag due to heave weight.  To fix this problem, the homeowner may use a ladder, climb and remove the debris and use a hose pipe to wash the gutter ensuring a proper flow of water (Jacques, 2017).   Another alternative is hiring a professional who will perform the task with experience.  Other problem is gutter sagging-this is a common problem and the main cause is loosening of gutter hangers and brackets.  To fix this problem, consider replacing the equipment with new ones.  Leaks and holes in the gutter is a common problem caused by rust and debris.  This problem can be fixed by using roofing cement and applying gutter sealant.  A common mistake occurs during gutter installation when the wrong pitching is done and this hinders effective drainage.  If such a problem is noticed, the hunger should be slightly adjusted and the gutter slope should be created for every 10feet to avoid water to stagnate and ensure proper drainage (Jacques, 2017).   Other common  problem occur in the downspout drainage- this happens  during installation when the downspout is located near to the house  and this means that the flowing water will come into contact with the  foundation. To avoid foundation crack, gutter extension which will direct water in the right place should be installed.  Other problem but rarely in many houses is ‘missing gutters’. Some houseowners have not installed gutters and this may contribute to future problem. Thus, homeowners should hire professionals who will install gutters before things get bad (Jacques, 2017).

Gutter Guards – Are They Worth The Investment In 2018?

 Gutter guards are not worth the investment in 2018. This is because,   even if gutter guard are designed in  way that debris will not enter in the gutter, the reality is that small debris  will enter and  homeowners will be forced to climb the ladder to remove  the small gutters and do a thorough  cleaning (Wilson, 2016).  In fact, this is an unpleasant task since the first thing is to remove the gutter guard, clean it and then remove the debris that has formed in the gutter.  Rather than spend money to install a gutter guard and hiring a professional to clean the tiny substances, it is good to make reasonable decisions and pay a professional to clean the gutter regularly.  he cost of installing is high and they will not work 100% and on top of that, the heavy weight put on the gutter will make gutters to sag.   Gutter guards will allow seeds to enter and as a result, gutter trees will sprout (Wilson, 2016). Note that the gutter guard will also clog up since leave and animals’ feces will fall and these will prevent water to enter in the gutter. Rather than spending money on maintenance, it is better to hire a professional to clean the gutters.  

Conclusion

Rain gutters are important as they prevent water damage by ensuring   proper water drainage through the water challenges.  They prevent many damages which might occur such as foundation cracks and landscape erosions.  A point to note is that rain gutters should be cleaned on regular bases to remove the debris   such as leaves and organic substances.  Failure to clean the gutters will cause devastating effects since water will penetrate in the foundation where it will causes costly problems.  Thus, cleaning and inspecting are two elements to include in maintenance and these will ensure that gutter is debris free and it is operating effectively.  Note that clean gutters will have a longer-life span and homeowners will save cost. Technology plays an important role in fastening the work and in this case, some people prefer using robot to clean the gutters. However, robot is not effective since they do not clear all debris. Thus, it is important to hire a professional who will do a thorough work. I recommend homeowners to choose ArgoHome gutter cleaning services. Professionals in this company are knowledgeable; they have experience as well the correct equipment to perform a quality work.

References

Carson Dunlop & Associates. (2003). Principles of home inspection: Systems & standards. Chicago, IL: Dearborn Home Inspection Education.

FEMA. (N.D).Dealing With MOLD & MILDEW IN YOUR FLOOD DAMAGED HOME. Retrieved from: https://www.fema.gov/pdf/rebuild/recover/fema_mold_brochure_english.pdf

Dillet. R. (2012). iRobot Releases New Versions Of Its Vacuuming Robot And Gutter Cleaning Robot. Retrieved from: https://techcrunch.com/2012/08/14/irobot-releases-new-versions-of-its-vacuuming-robot-and-its-gutter-cleaning-robot/

 Belakovic. K (2016). How Much Does It Cost to Clean Gutters?  Angie list.. Retrieved from: https://www.angieslist.com/articles/how-much-does-it-cost-clean-gutters.htm

Hough. J.(2013). Understanding Clogged Gutters. The Leaflet.  Retrieved from: https://www.leaffilter.com/blog/home-exteriors/roofing-gutters/know-what-youre-dealing-with-clogged-gutters/

The Seattle Times. (2007). A guide to cleaning your gutters — or hiring someone to do the dirty work. The Seattle Times. Retrieved from: https://www.seattletimes.com/life/lifestyle/a-guide-to-cleaning-your-gutters-8212-or-hiring-someone-to-do-the-dirty-work/

Hester. A. (N.D). Why Clean Gutters Matter. Retrieved from: http://www.brightviewcleaning.com/wp-content/uploads/2013/10/Why-Gutter-Cleaning-is-Needed.pdf

Vandervort D. (2017). Rain Gutter Cleaning & Maintenance. HOMETIPE.COM. Retrieved from: https://www.hometips.com/diy-how-to/gutters-cleaning.html

Staff. T. (2017). How to Clean & Repair Your Gutters. Retrieved from: https://blog.takl.com/how-to-clean-repair-your-gutters-92c0d3aa89dd

Greene J. (2013). The Benefits of Clean Gutters. Angies List. Retrieved from: https://www.angieslist.com/articles/benefits-clean-gutters.htm

 Moor  T. &  Michael J. White. (2013). Why Is Gutter Cleaning So Important? Retrieved from: https://www.angieslist.com/articles/why-gutter-cleaning-so-important.htm

Jacques.St. Benjamin.(2017).5 Fast Fixes to Common Gutter Problems.  HOUSEtipster. Retrieved from: https://housetipster.com/housetips/interior-design-tips/diy-projects/5-fast-fixes-to-common-gutter-problem

 Wilson Cynthis. (2016). Is it worth spending money to install gutter guards if you still have to clean them sometimes? Angies List. Retrieved from: https://www.angieslist.com/articles/cost-gutter-guards-worth-it.htm