Open Education Essays - Educational Psychology,

Open Education Between 1967 and 1976, the ideas and practices of open education spread rapidly across the United States. Even today the idea of open education is still growing in popularity. Since it was just beginning to gain popularity in 1967, parents and teachers swarmed to workshops in hopes of better understanding the open concept. Many schools were switching over to an open philosophy. News of the successful educational style fanned the flames of many disbelievers. Many questions still remained about open education. What did children do? What did teachers do? Much earlier on, there was an effort to prevent the progression of open education. During the 1920 through 30's, private schools were set up to maintain a teacher's power and keep kids as her pupils. People wanted a new model of education and the open school model slowly replaced it. In the 60's there was a critical push for open education. The American population had reached a higher level of consciousness about our social and educational system. Yet, one question left people doubtful of open education. How can you "prove" that open education works? People were worried about educational change, because it could be devastating and expensive. It was never proven that open education worked, but more money was spent on workshops, teaching methods, and curricula to create more acceptance of open education. The word was also debated for a long time, because of the many different meanings. Was it opportunity? Relationships? Sharing? It was unknown. Finally, the word was decided apon--open. Open was trendy for the times. As Lydia A. H. Smith from Simmons College wrote "Open education is an approach to education that is open to change." As I have gone through open education, I have noticed differences in teachers. Teachers are not the typical drone model. Open education dropped the workbooks and lecture style learning and picked up discussion and hands-on developmental learning. An idea following this change in classroom materials and teaching styles was the position a teacher held in a classroom. No longer were they the directors that made everything this way or that, but teachers were now facilitators that would ease one's way through the educational system. Education is not just studying about, but about being. The word about never gave you the eyes to see being. In the US the open educational philosophy was spreading rapidly, in Britain primary schools were in a great push towards the movement for open education. Britain had closely been following open education. Many articles were being published on the idea of open school. These published articles were evoking positive feelings throughout the United States and Britain. As for today, there are many different types of educational philosophies. Once open education was accepted and found to work well society was more willing to accept new educational ideas. Educational philosophy The word philosophy comes from the Greek root philos (love) and sophia (wisdom), it means the love or search for wisdom. Philosophy covers a broad area of topics, but there is something that I want to explore more closely. I will look at educational philosophy, since that is what I am dealing with. Basically, I think philosophy in an educational context is the generalized theory of education or wisdom in education. Whatever education is, or becomes, is the basis of its philosophy. Educational theories are applied in a classroom to see if they show better results than before. If not, the theories are removed. Educational philosophy contains ideas of ideal ways education should be taught. Open philosophy wouldn't have been a popular philosophical education model, if it had not worked as well as it has. I believe that educational philosophy expresses ideas of how society should be taught. Since I have been in an open education program for my whole life, I'm going to talk about its ideals and my feelings. I think open education is based on 6 factors (1) the school as a community, (2) the school in the community, (3) the person and thier moral right to freedom and choice, (4) concern for individual differences, (5) the method of intelligence, (6) building curriculum through and with students. (Lydia A. H. Smith, page 376) To me the best a teacher can be is when they are learning from the students and when the students learn from them. It is best when material is not dictated, but presented through thought and participation. "I believe firmly, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the

Benjamin Harrison Biography - 23rd President of the U.S. Biography

Benjamin Harrison Biography - 23rd President of the U.S. Biography Benjamin Harrison was born on August 20, 1833 in North Bend, Ohio. He grew up on a 600-acre farm given to his father by his grandfather, William Henry Harrison who would become the ninth president. Harrison had tutors at home and then attended a small local school. He attended Farmers College and then Miami University in Oxford, Ohio. He graduated in 1852, studied law, and then was admitted to the bar in 1854. Family Ties Harrisons father,  John Scott Harrison, was a member of the U.S. House of Representatives. He was the son of one president and the father of another. Harrisons mother was  Elizabeth Irwin Harrison. She died when her son was almost 17. He also had two  half sisters, three full brothers, and two full sisters. Harrison was married twice. He married his first wife Caroline Lavinia Scott  on  October 20, 1853. Together they had one son and one daughter along with a stillborn daughter. Sadly, she passed away in  1892. He then married Mary Scott Lord Dimmick on  April 6, 1896  when he was 62 and she was 37. Together they had one daughter named Elizabeth.   Benjamin Harrisons Career Before the Presidency Benjamin Harrison entered into law practice and became active in the Republican party. He joined the military in 1862 to fight in the Civil War. During his service he marched on Atlanta with General Sherman and was promoted to Brigadier General. He left military service at the end of the war and resumed his law practice. In 1881, Harrison was elected to the U.S. Senate and served until 1887. Becoming the President In 1888, Benjamin Harrison received the Republican nomination for president. His running mate was Levi Morton. His opponent was incumbent President Grover Cleveland. It was a close campaign in which Cleveland won the popular vote but failed to carry his home state of New York and lost in the Electoral College. Events and Accomplishments of Benjamin Harrisons Presidency Benjamin Harrison  had the distinction of serving in between the two presidential terms of Grover Cleveland. In 1890, he signed into law the Dependent and Disability Pensions Act which provided money for veterans and their dependents if they were disabled from nonmilitary causes. An important bill passed during 1890 was the  Sherman Anti-Trust Act. This was the first antitrust law to try and stop the abuse of monopolies and trusts. While the law itself was vague, it was important as a first step towards making sure that trade was not limited by the existence of monopolies. The Sherman Silver Purchase Act was passed in 1890. This required the federal government to purchase silver for silver certificates. These could then be turned back in for silver or gold. This would be repealed by Grover Cleveland because it was causing the nations gold reserves to be depleted as people turned in their silver certificates for gold. In 1890, Benjamin Harrison sponsored a tariff that required those wishing to import products to pay a 48% tax. This resulted in a rise of consumer prices. This was not a popular tariff. Post-Presidential Period Benjamin Harrison retired to Indianapolis after his term as president. He returned to practicing law and inn 1896, he remarried Mary Scott Lord Dimmick. She had been the assistant to his wife while she was the First Lady. Benjamin Harrison died on March 13, 1901 of pneumonia. Historical Significance of Benjamin Harrison Benjamin Harrison was president when the reforms were beginning to become popular. During his time in office, the Sherman Anti-Trust Act was passed. Even though it was of itself not that enforceable, it was an important first step towards reigning in monopolies who were taking advantage of the public.

Are Managers Measuring the Financial Risk in the Right Manner Article

Are Managers Measuring the Financial Risk in the Right Manner - Article Example Conversely, bankruptcy risk denotes a situation where the price of a security, for example, shares plummet without any optimism that it will improve. As such, the investor faces an imminent loss. The author explores at lengthy how different models treat bankruptcy risk differently. For instance, the CAPM model treats bankruptcy risks as unsystematic risks (Srinivas, 2013). The author subsequently verifies it by calculating its correction with future returns. The correlation is a negative figure, which is a characteristic of unsystematic risks. The author identifies the weakness of Adjusted Present Model (APV), which integrates bankruptcy in the calculation of the value of a corporate entity. As per this model, bankruptcy risk only arises due an increase in debt. However, in the corporate world companies go bankrupt due to a myriad of reasons, which include poor management, rivalry and loss of market. The article seeks to chart a new way forward in the calculation of risk by managers. However, to understand what the article proposes with regard to calculation of risk, it is vital to understand the weaknesses of the present methods of risk evaluation. Most methods such as CAPM and APV calculate risks after classification into either systematic or unsystematic risk. In the calculation of the total risk of a firm or a company, unsystematic risk is overlooked. To understand why it is overlooked, it is vital to define systematic and unsystematic risks. Systematic risk denotes the decrease or increase in returns from an investment or a security owing to events or factors, which afflict all firms unfavourably. Unsystematic risk refers to decrease or increase in the earnings from an investment or a security due to reasons particular to a single firm (Damodaran, 2010). The models only consider factors that afflict all the firms (systematic) as unsystematic risks may be addressed through d iversification of the