Mezirow’s Theory of Perspective Transformation

Mezirow’s Theory of Perspective Transformation Mezirow’s Theory of Perspective Transformation Adults today are the products of their individual histories and experiences, which influence their attitudes, thinking processes, and conceptualization of their worlds. John Mezirow believed that adults can be transformed from these experiences; however, the transformative learning involves critical self-reflection (Mezirow, 1990). Mezirow understood that adults can be transformed through a process of intertwining a disorientating dilemma followed by critical reflection and new interpretations of the experience.Mezirow’s process of perspective transformation is often illustrated as linear, additionally; Mezirow characterized ten phases starting with disorienting dilemma and ending with perspective transformation (Mezirow, 1990). Understanding the transformative learning and the disorientating dilemma helps adults appreciate and understand Mezirow’s theory of persp ective transformation. The start of my transformation begins with an experience. For example, an experience that I encountered was this past May after graduating from Immaculata University under-graduate program.My disorienting dilemmas begins with choosing the continuation of my education to pursue a Master’s Degree or begin the long and tedious process of job seeking and interviewing in a bleak economy. I believe that my decision is life altering and will only help me pursue a flourishing life. Evidence from Mezirow’s theory and the phases of transformative learning suggests that my dilemma falls under the first process of a disorienting dilemma (Anonymous, n. d. ). After graduation I had a few months to figure out a strategy and implement my plan.While exploring my options and figuring out a plan I became struck with fear, this fear came from the â€Å"unknown† of my future. To overcome my fear of the â€Å"unknown† I first self-examine who I am. I nee ded to get a better idea of who I am today and who I want to be tomorrow. After I made my decision to go back to school I began to talk more and more about graduate school with my family and close friends. Once the discussion of me going back to school began, I started to hear about other’s pursuing a graduate degree all around me.For example I play basketball locally in two different leagues. Most of the teams are composed of collage or recently graduated students. After I told my friends in the basketball leagues about my plans of going back to school a few of them also stated that they were applying or already enrolled for graduate school. Hearing other’s committing to furthering their education and the process of enrolling helped calm the fear I had deep inside. Further reassurance was added that others also shared in common the same transformation that I was tackling.This shared transformation between friends falls under Mezirow fourth phase (Anonymous, n. d. ) On ce I overcame my fear of the â€Å"unknown† I started to initiate my plan of action which falls under the sixth stage of Mezirow’s theory (Anonymous, n. d. ). My plan started with looking at local schools in the area with either an MBA or MA program in Marketing or Leadership studies. I looked at a few specific schools such as West Chester, Widener, and Immaculata University’s.After researching these schools I applied to them and waited to hear back for good news. Unfortunately I did not get into my first choice of Widener because I was 70 points short of the requirement for my g-mat score. However, I did get accepted into West Chester and Immaculata. After I had gotten accepted into graduate school I felt a sigh of relief that I had accomplished my goal of starting the new path to further my education. When I entered into graduate school this was a completely new experience as well as a new role for myself.I wanted to build up my self-confidence in my new roles and environment to reach my upmost potential. Building up my self-confidence was tough at first but I began to slowly overcome this from the support of my family, classmates, and professors. Progress was slow at first because of the â€Å"unknown† that I was dealing with in a new program and environment. Once I got over my first road bump I really started to take off with self-confidence which falls under Mezirow’s ninth phase (Anonymous, n. d. ).The last phase of Mezirow’s theory is the action of the final component of the transformative learning process (Merriam, Caffarella, Baumgartner, 2007). When I was dealt with my disorientating dilemma I took a delayed action to retort my options and plan. After reality set in that now is the time to make my transformation this was the end of a new beginning. My action to follow through with my choice to further my education is based off of my new found perspective from my disorientating dilemma and Mezirow’s ten phases of transformational learning.Reference: Merriam, S. B. , Caffarella, R. S. , & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3. ed. ). San Francisco: John Wiley & Sons. Mezirow, J. (1990). A guide to transformational and emancipatory pratice. PAACE Journal of Lifelong Learning, 7, 1-14. Retrieved February 14, 2011, from http://www. iup. edu/assets/0/347/349/4951/4977/10251/AF0EAB12-C2CE-4D2C-B1A0-59B795415437. pdf Anonymous. (n. d. ) Transformational theory.

Internship at Bildersee Beacon Brooklyn

Internship at Bildersee Beacon Brooklyn Free Online Research Papers I interned at Sesame Flyers Bildersee Beacon (SFBB) located at Isaac Bildersee Intermediate School in Brooklyn, New York. It accommodates participants ranging from grades kindergarten through eighth. The participants come from different schools. The building is equipped with an auditorium, gymnasium, cafeteria, classrooms, nurse’s office, and bathrooms. There are many after school programs throughout New York City. These programs were established to help working parents, who could not attend to their children when they are released from school. These after school programs ensure nutritionist meals, homework assistance and extra-curricular activities. You cannot expect to run an after school program unless you are equipped to handle the needs of the students. The staff has to be knowledgeable in several areas. The students’ are relying on the teachers and staff to protect them. The students’ safety and health is the number one priority to SFBB. On September 21, 2009, I started my internship at SFBB. My supervisor was Mrs. LaTanya Dailey. I was excited to intern at SFBB because I work at Isaac Bildersee Intermediate School during the day. My responsibilities included ensuring nutritionist meals were eaten before the start of after school activities. Supervise and implement a structured activity with participants’ grades kindergarten through first. Assist with homework in all academic subjects. I also implement extra-curricular activities upon completion of their homework. Prior to my first day at work, I was surprised to find that I was feeling anxious. My anxiety was based on a fear that there might be little or no structure, searching for assignments and feeling generally uncomfortable with my new situation. I was nervous because it was something I had never done before. Mrs. Dailey assigned me six students, three boys and three girls, Mikal 5, Kevin 6, Jamal 5, Cassandra 5, Mikaya 5, and Shatera 6. Mrs. Dailey who has known me for the past five years from working in the same building knew it would be something I could handle. It was an experience that taught me to be open to trying new things. As the intern, I made sure all of my students did art projects, read books, played games, and participated in group activities. It made the classroom a fun place and kept them interested in learning. I allowed the students to pick where they sat because I wanted them to feel comfortable. A typical day started at 3:00 p.m. I would greet my students and escort them to the cafeteria to eat a nutritionist meal before we go to our assigned classroom. At 4:00 p.m., we are in our classroom. I assisted with their homework when needed. Each classroom has three adults, eighteen students, and is assigned an activity, which changes on a daily basis. Free time in the gymnasium, African dance in the auditorium, arts and crafts projects, board games, and book read-aloud. By 6:00 p.m., most children have been picked up. â€Å"As the student, it is to your advantage to learn as much as possible about the agency and the way it serves its clientele†, (4th Ed., p 47). I learned that the agency, and its service’s to their clientele are exceptional. An organization like this is much needed in our communities. With more and more children growing up in homes with two working parents or a single parent, today’s families can benefit from the safe, structured learning opportunities that after school programs and their agencies provide. After school hours are a critical time for both parents and our students. It can represent either an opportunity to learn and grow through quality after school programs and their agencies, or a time of risk to our student’s health and safety. These after school hours are at the peak time for juvenile crime and risky behaviors such as alcohol and drug abuse. Most experts agree that after school programs offer a healthy and positive alternative. These programs keep kids safe, improve academic achievements and help relieve the stresses on today’s working families. After school programs also can help to improve the academic performance of participating children. For many children, their reading and math scores have improved, in large part because after school programs allow them to focus attention on areas in which they are having difficulties. Many programs connect learning to be more relaxed and enriching activities, thereby improving academic performance as well. After school programs also contribute to raising children’s self-confidence as well as academic performance. Both teachers and parents report that children who participate in after school programs develop better social skills and learn to handle conflicts in more socially acceptable ways. Children indicate that they have higher aspirations for their future, including greater intentions to complete high school and attend college. Families able to enroll their children in good programs indicate that their children are safer and more successful in school. These families also develop a greater interest in their child’s learning. In addition, children develop new interests and skills and improve their school attendance. In many cases, communities have come together to improve the availability of after school programs. Partnerships among schools, local governments, law enforcement, youth and community based organizations, social and health services, and businesses have resulted in a number of high qualities after school programs. These partnerships foster a great volunteer spirit and provide opportunities for parents and other adults to participate in program activities. From school to school, neighborhood to neighborhood, community to community, and every after school program is different. Successful programs respond to community needs; their creation is the result of a community effort to evaluate the needs of its school age children when school is not in session. For many children in neighborhoods across America, after school programs provide a structured, safe, supervised place to be after school for learning, fun, and friendship with adults and peers alike. Quality after school programs can provide safe, engaging environments that motivate and inspire learning outside the regular school day. While there is no one single formula for success in after school programs, both practitioners and researchers have found that effective programs combined academic, enrichment, cultural, and recreational activities to guide learning and engage children and youth in wholesome activities. They also find that the best programs develop activities to meet the particular needs of the communities they serve. All programs need staff who are qualified and committed, have appropriate experience and realistic expectations, and can interact productively with regular school staff. Mrs. Dailey helps ensure that the after school program provides high quality services that meet the needs of program staff, students and families. Effective administrators develop strong relationships with schools and community partners. â€Å"During the course of a semester, many students experience anxiety from having to struggle too many roles and demands simultaneously†, (4th Ed., p 54). I felt as a single working parent that being organized made it easier to juggle the additional roles of being a student, and a practicum intern. There was three items that I used in developing organizational skills: a day-by-day calendar, a pocket size notebook, and a daily to-do list. I use my calendar to record all appointments, deadlines, and crucial events. In my notebook, I’d jot down errands and tasks I need to do as they occur. On my to-do list, I’d jot what must be done in order for me to accomplish my goals as a parent, a student, and as a practicum intern. I was still struggling with being a student, parent, and practicum intern. I had to also rearrange my schedule at home. It was not easy with this additional role for my family and me. At this point in my life I did not think I could handle all these roles simultaneously with their demands. I knew it was time that my children had to help. They had to take on more responsibilities, now that I was starting my internship. My children agreed with the new changes that I was about to bestow on them. They were up to the challenges of being more independent that came along with their new responsibilities. With their help and understanding I was hopeful that maybe I can take on my additional roles and their demands. It was hard in the beginning to make this work for my family and me. With time I knew it had to get better. As the weeks went on as the parent, student, and practicum intern the anxieties that I was feeling subsided due to the organizational skills I have acquired and practiced. Also, I could not have done it without my children’s support and help around the house. It was no longer a struggle to juggle too many roles with their demands simultaneously. â€Å"Noncompliance is very frustrating, particularly when the client seems to be relating well with you, owns up to the problem, agrees with the plan to do something about the problem, but fails to keep appointments or does not complete expected tasks†, (4th Ed., p 92). Kevin, six years old, refused to do his homework and wanted to run around the classroom instead. He disrupted others while they were doing their homework. When I approach him about his behavior, he understands what he is doing is wrong. He promises he will not do it again. He would do this everyday. I became frustrated because when I would talk to him, he would make me feel that he wouldn’t do it again. Kevin greets me everyday with a hello and a smile. He gets along with his peers and staff. Everyday I would greet him with a hello and a smile and reminded him what he promised me. I thought that making the children monitors for certain things would help Kevin to follow instructions better. Everyone had a responsibility that they were in charge of. His behavior started to improve everyday. After two weeks Kevin was able to complete expected tasks without any problems. My frustrations diminished. â€Å"For your own mental health and well being, do not take client and agency problems home with you†, (4th Ed., p 153). I’ve learned that it is best to keep work and home separate. By the end of the workday, you are tired, and/or frustrated, and/or even stressed from a long day. You have to go home and start a different role. Your family needs your full attention. I remember when I used to take my frustrations from the workplace and into my home. I would yell at my children for the littlest of things. They didn’t know why I would be so angry with them all of the time. I was stressed from working all day and then have to come home and start dinner, check homework, etc. By the time everything was completed, it was time to start it all over again. I knew I had to change because it was tearing my family and me apart. This is how it all changed. I would come home and greet my kids with a hello and a kiss. I would ask my children how their day was and they would ask me how mine was. We would chat for about a half hour. Then they would resume their homework while I prepared dinner. I felt relaxed and more at ease with myself. Instead of coming home and starting the same routine, I changed it. â€Å"From time to time even most seasoned professionals wonder if they have chosen the right vocation†, (4th Ed., p 158). I was a secretary for many years. I knew I didn’t choose my right vocation. I always wanted to work with children. After ten years of working for one company I knew I had to change my profession. I decided to apply for a position with the Department of Education (DOE). They had openings for Crisis Intervention Paraprofessionals. I started working for the DOE five years ago. I knew I had to go back to college to get degree to further my career. I immediately enrolled with Touro College for Applied Studies. I decided three years ago that I want to help children with their problems. I am currently in school acquiring a degree in Human Services. By the end of my internship and by continuing with my education I will have chosen my right vocation, receiving a master’s degree in becoming a Guidance Counselor within the DOE. My supervisor, Mrs. Dailey was helpful to me during my internship. She was always eager to answer all my questions I had. I felt comfortable speaking with her. I knew I could approach her at any time, and she would stop what she was doing to show me, she always gave me her full attention. She always treated me as an equal staff member. I learned that being a teacher and supervisor to my students is a lot harder than I thought. I had to make the class fun, interesting and comfortable. My students had no problem voicing their opinions on what they didn’t like. We decided as a group what arts and crafts projects would be done, what books would be read, and what board games would be played. I felt involving the students showed them that their opinions mattered to me. The staff members treated me with respect and kindness. They gave me advice and included my students in projects and parties. They offered me help without me asking for it. We worked well as a team and knew we could count on each other. The students were friendly and happy to welcome me. If I saw them outside of SFBB, they would come up to me to say hello. I looked forward to volunteering each week. It was a wonderful environment to work in because of the staff and the students. I really enjoyed working with the children very much, and of course Mrs. Dailey as well. I learned a lot about things like teaching arts and crafts projects, assisting with the homework, and doing the other extra-curricular activities. I think that this type of internship work was very beneficial. I do not regret for one second taking part in this internship. I am very thankful to have been able to do something such as this, and I believe it helped me to narrow my mind in the decisions I will make for my future in college. It was definitely a good start to broadening my horizons. Research Papers on Internship at Bildersee Beacon BrooklynStandardized TestingPersonal Experience with Teen PregnancyHip-Hop is ArtEffects of Television Violence on ChildrenTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XThe Spring and AutumnThe Project Managment Office SystemThe Relationship Between Delinquency and Drug UseMarketing of Lifeboy Soap A Unilever Product

myth of cupid and psyche essays

myth of cupid and psyche essays The myth of Cupid and Psyche is recurrent throughout Indo-Aryan cultures, from Scotland to India. The best known version of it is perhaps the Germanic fairy-story Cinderella (Slade 2003). However, the earliest documented version is by Apuleius in his book The Golden Asse (Apuleius 1566). Apuleiuss tale about a man, Lucuis, who gets turned into an ass, includes the myth of Cupid and Psyche as an application of the central theme of the book into the wider realm of mythos. The central theme in both stories is the consequences that come with the attempted satisfaction of curiosity. Bulfinchs version (Bulfinch 1855) is more meant for children and public readers, while Apuleiuss tale is directed towards the elite of society. This is why Bulfinch censored many facts of Apuleiuss story, such as the near death of Cupid by the oil, the murderous Psyche who plots with her sisters to cut off her husbands head, and the tale Psyches sisters tell her about her husband being a great serpent full of deadly poison with a ravenous and gaping throat, (Apuleis 1566) who is waiting for the death of his child so that he can devour both the infant and his wife. Bulfinch tells the tale of Cupid and Psyche much more simpler than Apuleius, while still guarding some of the same themes. A theme emphasized by Apuleius is the growing from a child to a mother, as Psyche did. Cupid and Psych are often portrayed as children by Bulfinch. Cupid, mischievous enough in his own nature (Bulfinch 1855), is described as having golden ringlets and a snow-white neck, characteristic of children. He is a servant still to his mother, and is even described by Psyche as a beautiful youth. There is no mention of Psyches pregnancy in Bulfinchs version until the very end, and it is assumed the child was conceived after her trials were completed. Apuleius, however, describes cupid as rash and hardy, who...

Carboxyl Group Definition and Examples in Chemistry

Carboxyl Group Definition and Examples in Chemistry Carboxyl group definition: The carboxyl group is an organic functional group consisting of a carbon atom double bonded to an oxygen atom and single bonded to a hydroxyl group. Another way to view it is as a carbonyl group (CO)that has a hydroxyl group (O-H) attached to the carbon atom. The carboxyl group is commonly written as -C(O)OH or -COOH. Carboxyl groups ionize by releasing the hydrogen atom from the -OH group. The H, which is a free proton, is released. Thus, carboxyl groups make good acids. When hydrogen leaves, the oxygen atom has a negative charge, which it shares with the second oxygen atom in the group, allowing the carboxyl to remain stable even when oxidized. Also known as: The carboxyl group is sometimes referred to as the carboxy group, carboxyl functional group, or carboxyl radical. Carboxyl Group Example Probably the best-known example of a molecule with a carboxyl group is carboxylic acid. The general formula of carboxylic acid is R-C(O)OH, where R is any number of chemical species. Carboxylic acids are found in acetic acid and the amino acids that are used to build proteins. Because the hydrogen ion detaches so readily, the molecule is most commonly found as a carboxylate anion, R-COO-. The anion is named using the suffix -ate. For example, acetic acid (a carboxylic acid) becomes the acetate ion.

History exam Assignment Example | Topics and Well Written Essays - 750 words

History exam - Assignment Example The Soviets would dominate Bulgaria, Hungary and Romania; Britain would control Greece; Yugoslavia would be shared by both countries. The country which was NOT mentioned at all in the bargain was _____Poland__________, of vital importance to Stalin. (3pts) 6. By early November, 1944, the Red Army, after victories in Romania, Bulgaria, Yugoslavia, reached the gates of ___Budapest______________, Hungary. Hungarian and German troops mounted a savage defense of the city; capitulation came in February 1945. (3pts). 7. __d______ Select the letter which represents the accurate chronology? (3pts) a. Failed coup against Hitler, Soviet recognition of the Polish â€Å"Lublin† or communist government, Allied capture of Cherbourg, Allied capture of Rome, Operation Overlord b. Allied Capture of Cherbourg, Allied Capture of Rome, Operation Overlord, Failed coup against Hitler, Soviet recognition of the Polish â€Å"Lublin† or communist government c. Operation Overlord, Allied Capture of Cherbourg, Failed coup against Hitler, Soviet recognition of Polish â€Å"Lublin† or communist government d. Allied capture of Rome, Operation Overlord, Allied Capture of Cherbourg, Failed coup against Hitler, Soviet recognition of the Polish â€Å"Lublin† or communist government’ 7. Reagan was re-elected in 1984 by an overwhelming majority; he lost only his opponent’s home state. Who was the Democratic opponent ______Walter Mondale____________________ and from which state did he come _Minnesota____________________________? 8. __d____During Reagan’s second term, the following was true except a. declining wealth for the middle class b. increasing poverty c. increasing racial and economic polarization d. vigorous efforts by the Reagan administration to deal with AIDS and â€Å"crack† epidemics 14. False_____ During Reagan’s presidency, the standard of living of divorced women declined while that of divorced men increased; in

Challenged Questions 4,5,6,7,8,9,10 Essay Example | Topics and Well Written Essays - 1750 words

Challenged Questions 4,5,6,7,8,9,10 - Essay Example 3. Forward pricing makes sense when firms are launching products and the strategy is to ensure that in the initial stages, forward pricing is competitive in the hope of increasing sales later on as well as having an outlook that is bullish on the potential of the product. 4. Centralized decision making is effective when goods are mass produced and sold on a large scale whereas decentralized decision making is effective when the products are targeted at niche segments. The lower wages in the former scenario as well as the higher wages in the latter scenario are justified by the pricing of the products. 5. The differences between these two strategies lies in the way in which marketing costs dominate for export related strategy whereas manufacturing costs dominate for import related strategies. The management control issues that these firms face would be in the sphere of having less control when they operate in nondomestic markets in a manufacturing capacity whereas they would have more control when they are operating in a non domestic market in an import related capacity. 2. It does not seem paradoxical to me because there are certain aspects of products that are not imitable and these are the patented features. Hence, the way to resolve this paradox is by making products that are have unique and distinctive features. 4. It is not the case for firms operating in monopolistic competition as the firms need to be efficient to pursue a product differentiation strategy which needs niche investments and expertise in making unique products and services. 1. Backward integration often results in maximizing efficiencies across the value chain and hence ensuring that firms gain competitive advantage. The opportunism of vertical integration is that firms can leverage upon the entire supply chain as opposed to some parts of it in backward integration. 2. The threats

Bulla Ice Cream Situation Analysis Research Paper

Bulla Ice Cream Situation Analysis - Research Paper Example The first commercial ice-cream was produced in Australia in 1907 (Unilever, 2010). Streets ice-cream marked the beginning of the ice-cream industry in Australia in 1920 (Unilever, 2011). This was subsequently taken over by Unilever and is now one of the biggest and best known manufacturers with brands such as Magnum, Paddle Pop and Blue Ribbon. This was the first ice-cream available on sticks and today Magnum sells about 1 billion units per year. 2. Market Statistics Positive change in both value and volume in the Ice-cream sales (Appendix A) in Australia suggests that economic downturn ash not impacted the sales of this luxury food item. Sale has increased by about 9% in value 2 years from 2007 and about 5% in volume. However, there have been significant increases in the sales of tubs (23.2% by volume) while the sales of multipacks and desserts have declined. Again, while Nestle and Unilever have seen declining sales, Bulla’s sales in two years has increased almost one hundre d percent. All other brands such as Weis and Sara Lee have seen sales decline over this period. Amongst the popular brands those of Nestle – Peters Original and Peters Light & Creamy have steadily declined. Brands such as Bulla Real Dairy, Bulla Ribbon and Bulla Creamy Classic have almost doubled in two years. Bulla Ribbon has registered the highest growth (more than 100%). 3. Business Environment Political Australia has very low risk of political stability and the country ranks third in the world for political stability (NSW, 2011). This makes it a safe investment location. Australia is a constitutional democracy based on federal division of powers. Economical Australia offers an environment that encourages freedom of speech and freedom from internal control (MIEPA, n.d.). Business investment and foreign entrepreneurship is encouraged in all sectors. Despite economic downturn ice-cream continues to be an affordable indulgence for the Australians leading to a sustained growth of 3% in 2010 (Euromonitor International, 2010). The ice-cream industry shows an increase at an annualized rate of 2.3% to $485 million in the five years through 2010-11 (Ibisworld, 2011). Socio-cultural – health and wellness products are in high demand and shape the performance of indulgence and impulsive purchase such as increase-creams (Euromonitor International, 2010). This is the reason that despite constrained consumer spending sales remained robust. Impulse ice-cream is identified as a quintessential activity in Australia and a key aspect of Australian life. However, as the consumers have become health-conscious innovative product lines and adapting to changing consumer trends has become important. Technological Australia has the latest technology in ice-cream production and research is an on-going process in Australia. Competition Unilever continues to dominate the entire Asia-Pacific market in ice-creams having 8.6% of the total market share (Appendix B). Nestle and Bulla Dairy are the other two main contenders in this sector 4. Bulla Ice Cream analysis Bulla Dairy is an Australian-owned family business that constantly introduces new products based on technological innovation. Started in 1910, the organization sells its products all over Australia and also exports throughout Asia and the Pacific region. It has diverse range of products categorized into Retail, Foodservice, Route and Export. Yoghurt, ice-creams, cheese and cream are its specialties.