Atmosphere (Academic Atmosphere) The academic atmosphere aims to shape the character of the students mainly related to the main academic values of scientific and creative attitudes. This atmosphere is built from interaction between students, from the interaction between students with teachers, interaction with parents and also the physical environment created. Master holds a central role in establishing this academic atmosphere in its classroom teaching activities and applies to all those involved in the education system. The next question is how to build this scientific and creative attitude in the operational activities of daily education? For this we need to be aware of the core values that must be inculcated into all the components involved in educational activities that are held. The scientific stance in question is an attitude that respects the intellectual outcomes of both self and others, in addition to being critical in accepting the results, the intellectual result.
While the creative attitude here has the intention of attitude to continuously develop the ability to solve problems and develop knowledge independently. To build a Scientific Attitude needs to be embedded honesty value, and the value of criticality (skeptics). While is building a creative attitude needs to be invested in perseverance, and curiosity. Furthermore, these core values need to be translated into various codes of ethics that serve as guidelines in day-to-day operational activities
In conclusion, not only does she effectively contribute to the conversation regarding the decline of creativity and why it happens, but through her efficient usage of ethos, logos, pathos, and kairos, Manoush Zomorodi gives a thoroughly convincing presentation. Weaving these together creates a favorable argument for why taking time to set aside electronic devices boosts creativity. Overall, Zomorodi created a compelling argument that not only convinces her intended audience, but also those who may have initially disagreed with her.
They examined a unique model of collaboration in the U.K., that reflected how the research can inform teaching and vice versa. The study concluded that power and responsibility needs to be shared between researchers and teachers for the research to be relevant and meaningful. In other words, there is a need of an exchange of knowledge between researches and schools rather than a transfer of knowledge from researchers to schools. In my opinion, science in general should focus in the real-world experiments.
Establishing Professional Presence to Promote a Healthy Work Environment Reflection Paper Trisha Nicole Delos Reyes College of Health Professions, Western Governors University D024: Professional Presence and Influence Professor Kristin Lemmerbrock August 14, 2023 Establishing Professional Presence to Promote a Healthy Work Environment As nurses, we exemplify authentic leadership by not only providing high-quality care to our patients, but also by ensuring that we work in a healthy and joyful environment. To successfully achieve this, authentic leaders exhibit professionalism and a positive social presence. They promote mindfulness and a culture of joy in the workplace. And most importantly, they are equipped with social and emotional
Theoretical virtues are said to be traits that are representative of virtues pertaining to theories, beliefs, and hypotheses. Since time immemorial, philosophers of science have undertaken multiple methodologies that use these theoretical virtues as a collective to establish an objective standard, which is further used to compare theories in order to sought out which theory is the most competent. However, even though this methodology has been practiced repeatedly over the years, a certain issue that always arises is that there has to be a distinction made between two types of theoretical values: cognitive and pragmatic. A virtue is said to be cognitive when it is indicative of the truth or is the truth. This is different from when a theory
“Teaching science is effective when students existing ideas, values and beliefs, which they bring to a lesson, are elicited, addressed and linked to their classroom experiences at the beginning of a teaching programme” (Hipkins et al 2002). It is clear that students do not arrive in class as ‘empty vessels’, and Hipkins et al argue that meaningful learning and understanding occur as a conscious process whereby new knowledge is linked to an existing foundation. If the foundation is incorrect or confused, then true understanding cannot occur; at best facts or figures are memorised in order to pass tests without any assimilation of these facts into the learners existing understanding of the subject matter. Furthermore, children with misconceptions can convince others in a group to take their perspective (Snyder and Sullivan, 1995), rendering co-operative learning a destructive rather than constructive method of teaching.
Ethical and Socially Responsive Business Bruce Carter Principles of Management – MGMT 3101 Dr. Yolanda Ogletree January 24, 2018 As legally required The Cheesecake Factory Incorporated has a Code of Ethics and Code of Code of Business Conduct. The Code of Ethics and Code of Business Conduct assures compliance with the Sarbanes – Oxley Act for companies whose stock is publicly traded. The Code of Ethics and Code of Business Conduct also assures the success of The Cheesecake Factory Incorporated. The implementation of the Code of Ethics and Code of Business Conduct is pertinent to being an ethically and socially responsive business. There are many key significant areas of the Code of Ethics and Code of Business Conduct.
The following essay will approach the workplace philosophies of Howard Gardner and Mike Rose and attempt to apply them to real-world work-related problems and situations. First, before proceeding any further, it is necessary to provide a brief overview of the basic. Gardner, in his book Five Minds for the Future, identifies five mind that people can apply to their jobs and their work environments: the disciplinary mind, the synthesizing mind, the creating mind, the respectful mind, and the ethical mind (Gardner 3). For the creating mind, as Mike Rose redefines the intelligence in his book The Mind at Work, he believes the blue-collar workers are as creative as other white-collars. Besides the creative mind related to the physical workers, Mike
You don’t want to let people emotions get too worked up into the workforce. The tenth is to be innovative, which means to expand your knowledge as much as you
Under the Principle of Interaction, factors that affect student experience include those that are internal to the student, and those that are “objective” parts of the environment. The students’ perceptions of, and reactions to, the objective factors are influenced by their attitudes,
Personal Code of Ethics The journey of life is filled with trial and error, building our everyday experiences, combining them with past understandings along with insight of others, allowing us to learn. Gaining knowledge through involvement, making mistakes, and correct my own behaviour. Therefore, evaluate, analyze and understand; allowing me to grow personally as well as professionally. In writing my personalized code of ethics I have found that professionally it is important to maintain confidentiality, fairness, equality and compassion.
INTRODUCTION Most of the people consider that being a student is the most enjoyable and stress free part of our life. This is the stage where we are exploring different things in our environment. Being influenced by someone in good or in bad things. This is the stage wherein we have a lot of ambition or goals, that push our limits in order to achieve it in the future.
Before following the ‘code of conduct’ there are some ethics that we have to learn by our self to be in the industry. As a designer first we have to learn how to be professional. Professionalism is an attitude to be developed. As a professional designer we should think, act, react, plan, and perform in professional manner. Self-discipline, responsibility, integrity, competence, co-operate, team work are guideline principals to be a professional designer.
“Ethics”, in an organizational context, comprises a set of behavioral standards, expressed as norms, principles, procedural guides, or rules of behavior, defining what is appropriate (right) and inappropriate(wrong). Grounded in a system of values and moral principles, these behavioral
• Ethical Responsibilities Even though economical and legal responsibilities exemplify about fairness and justice, ethical responsibilities cover those activities and practices that are expected or prohibited by members of society even though they are not codified in law. Ethical responsibilities represent those norms, standards or expectations that reflect a jest of what employees, consumers and shareholders regard as just, fair or in keeping the protection or respect of stakeholders’ moral rights. They are important to perform in a manner consistent with expectations of societal and ethical norms. The firms should recognize and respect the ethical moral norms adopted by society from time to time.
Academic Stress: Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competitions with other students, failures and poor relationships with other students or lecturers (Fairbrother & Warn, 2003). Academic stressors include the student 's perception of the extensive knowledge base required and the perception of an inadequate time to develop it (Carveth et al, 1996). Students report experiencing academic stress at predictable times each semester with the greatest sources of academic stress resulting from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time (Abouserie, 1994). When stress is perceived negatively