Obtaining a Degree in Teaching 2019

Throughout history, teachers in public schools had to get a degree in teaching, pass a teacher education program, and be certified by the state. Today, a bachelors degree in education can take five years, and will include the training needed for certification. Alternative route programs have been created due to the growing need for qualified public school teachers. Part of the reason why some people are not interested in the field is because of the comparably low salaries that some schools offer. There are many school districts that are attempting to raise salary offerings. The changes in the certification process has made it easier for individuals with degrees in other fields to take positions as public school teachers. A degree in teaching can be obtained at a traditional university or through an online educational institution. The online option would benefit individuals who are already working full time and want to make a career shift into teaching. This is also an inviting option for those who have some general college credits that can be counted towards a teaching degree. In general, teaching degree programs offered on the internet will take less time to earn than those offered at traditional universities. .u6ec4cd1a4e2e6d59f220e1a880b4a2dd { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u6ec4cd1a4e2e6d59f220e1a880b4a2dd:active, .u6ec4cd1a4e2e6d59f220e1a880b4a2dd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u6ec4cd1a4e2e6d59f220e1a880b4a2dd { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u6ec4cd1a4e2e6d59f220e1a880b4a2dd .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u6ec4cd1a4e2e6d59f220e1a880b4a2dd .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u6ec4cd1a4e2e6d59f220e1a880b4a2dd:hover .postTitle { text-decoration: underline!important; } READ Successfully Earn a Distance Education Master DegreeThere arent any states that higher public school teachers full time without a bachelors degree. Some states require a masters degree to teach on the high school level. There are different educational requirements for elementary grades, middle school and high school. A majority of the programs in teaching that are offered online are masters degree programs, and prepare students for licensing exams. The University of Phoenix Online does have a bachelors program in elementary education, but they have four programs that offer masters degrees in education. These include: early childhood education, elementary education, secondary education, special education, and ESL. They also offer doctorate programs in education, which focus on leadership in education, curriculum and instruction. The PhD programs are geared towards administrators. Many states are using alternative route programs for individuals who already have bachelors degrees and want to teach. A good number of these programs focus on math and science, since there is such a lack of teachers in those subjects in some areas. Capella University has such programs that can help individuals get the education they need to meet teaching requirements. It is much easier to get a degree in teaching than it was a decade ago. .u50ccef61185572e365aaddeec6d133eb { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u50ccef61185572e365aaddeec6d133eb:active, .u50ccef61185572e365aaddeec6d133eb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u50ccef61185572e365aaddeec6d133eb { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u50ccef61185572e365aaddeec6d133eb .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u50ccef61185572e365aaddeec6d133eb .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u50ccef61185572e365aaddeec6d133eb:hover .postTitle { text-decoration: underline!important; } READ Paralegal Degree Options OnlineRelated ArticlesUse the Internet to Attain a Masters Degree in TeachingOnline Degree Opportunities For TeachersAcquiring Your Teaching Degree On The InternetFind Education and Teaching Degree ProgramsObtaining a Teaching DegreePersuing an Elementary Education Online Degree

A destructive love - 2400 Words

A destructive love Othello is such a character who is portrayed as a tragic hero through his high ranking in army, jealousy caused by racial inferiority, and credulousness for the villain Iago. In Shakespeare’s play, The Moor of Venice, jealousy is the major component constructed though out the entire play and eventually leads to Othello’s downfall and ultimately destroys his marriage with Desdemona. The play is a story of a black hero in the white community at an era of alteration from racist past to a less biased future. During this social transform period, a black Moor is able to be promoted over other white men and therefore Othello is in a higher ranking than most of white people in Venetian society. However, during†¦show more content†¦From this point, our assumption about Othello being hired as a mercenary to fight for Venice is overthrown. Instead of growing up in Venice, Othello travels around the world and lives a vagrant life. During that time period, as Othello reveals the fact that he has been sold as slave, we can conclude that it must be a historical period of African tribes suffering from colonialism, enslavement, looting, and massacres. Othello can be seen as a symbol of these colonialized African tribes that are conquered, exploited, enslaved, and yet not being recognized as part of the Venetian society. As indicated in the article â€Å"Othello and Co lour Prejudice,† G.K. Hunter believes there is a theatric purpose behind the blackness of the protagonist Othello (Hunter 249). Since during the sixteenth century, Elizabethan shares different cultural and social background than those of us living in the 21st century, Hunter argues that Shakespeare is â€Å"intensely aware of the implication of his hero’s colour as one of the primary factors in his play.† Hunter then continues with the ancient implication of blackness in European country. Under Christian faith, blackness is always associated with â€Å"devil,† â€Å"hell,† â€Å"wickedness,† â€Å"ill luck,† â€Å"death,† â€Å"condemnation.† These associations form a stereotypical view for the Elizabethan audience and are further confirmed by the conversation between Iago and Rodrigo and accusation made by Brabantio in Act 1 scene 1. Not long forShow MoreRelatedEssay on The Destructive Power of Love in Hesiods Theogony 1140 Words   |  5 PagesThe Destructive Power of Love in Hesiods Theogony Love is one of the most fundamental forces at work in Hesiods Theogony.Ê Personified as Eros, Love is one of the first gods to appear.Ê Although he is parentless and fathers no children of his own, he plays catalyst to the reproductive creation of the world.Ê Just as the world is not perfect, however, so Eros is not an entirely benevolent power.Ê He affects all beings indiscriminately, which results in the proliferation of monsters and darkRead MoreWho Destructive Jealousy : The Side Effect Of Love937 Words   |  4 PagesRepresenting Destructive Jealousy: the Side-effects of Love in King Lear While love is a very common element in literature, it is not always presented in a good light or with a happy ending, but can rather be seen as underlying a certain darkness, as Shakespeare does so well in his tragedies. Insert transition about jealousy. In King Lear, the destructive side effects of love are shown in Lear’s relationship with his daughters and the love triangle between Goneril, Regan and Edmund. To beginRead MoreDestructive Love In Shakespeares Macbeth And Wuthering Heights1408 Words   |  6 Pages Destructive Love The theme of destructive love within relationships in Shakespeare s Macbeth and Bronte s Wuthering Heights are presented through sexism, jealousy, and betrayal. In Bronte s Wuthering Heights and Shakespeare s Macbeth there is a lot going on between the couples in both stories. In Macbeth, Lady Macbeth and Macbeth are in a terrible situation, starting off with Lady Macbeth pressuring Macbeth to kill Duncan. Macbeth not wanting to kill his king, finally caves in to his wife sRead MoreDestructive Love In Brontes Macbeth And Wuthering Heights1395 Words   |  6 PagesLove Is A Strong Word The theme of destructive love within relationships in Shakespeare’s MacBeth and Bronte’s Wuthering Heights are presented through sexism, jealousy and betrayal. Destructive love is an active process of destroying the affection and tenderness between a couple. Both authors represent this kind love well in their respective stories. Lady MacBeth was a mastermind the way she had control in the beginning of Macbeth. She influenced MacBeth to do all his actions. An example of thisRead More Destructive Love in Toni Morrisons Song of Solomon Essays1763 Words   |  8 PagesDestructive Love in Toni Morrisons Song of Solomon When an emotion is believed to embody all that brings bliss, serenity, effervescence, and even benevolence, although one may believe its encompassing nature to allow for generalizations and existence virtually everywhere, surprisingly, directly outside the area love covers lies the very antithesis of love: hate, which in all its forms, has the potential to bring pain and destruction. Is it not for this very reason, this confusion, that suicideRead MoreThe Theme Of Destructive Love Within Relationships, Jealousy, And Betrayal1790 Words   |  8 PagesDestructive love The theme of destructive love within relationships in shakespeare’s Macbeth and Bronte’s Wuthering Heights are presented through sexism, jealousy, and betrayal. This three factors are the main causes of broken relationships and arguments between the partners. A good example would be the stories of Shakespeare’s Macbeth and Wuthering Heights. Sexism, jealousy, and betrayal can also lead to death in a destructive love. Love can be defined as an attraction of feelings, states, andRead MoreAnalyse Bronte’s Presentation of Love in the Novel â€Å"Wuthering Heights† Focusing Specifically on Chapters One to Sixteen1605 Words   |  7 PagesAnalyse Bronte’s Presentation of Love in the Novel â€Å"Wuthering Heights† Focusing Specifically on Chapters One to Sixteen The gothic novel â€Å"Wuthering Heights† narrates the story of love and passion between Heathcliff and Catherine Earnshaw. Love is one of the main themes that the novel basis’s around, and how this opposed passion between the two main characters ultimately demolishes themselves and all that are around them. Here we are shown the extremities of theRead MoreErnest Hemingway s The Sun Also Rises1640 Words   |  7 Pagespolitical and societal climate produced a steep increase in the number of American expatriates in Europe. These expatriates were disillusioned by the horrors that they witnessed during wartime. Romantic ideals became obsolete, and traditional values of love and happiness faded with them. The effects of this disillusionment can be seen in Ernest Hemingway’s The Sun Also Rises, a novel that revolves around the relationships and characters of a group of expatriates on vacation in Spain for the Running ofRead More The Self-destructive Relationship in W uthering Heights Essay1246 Words   |  5 Pagesthe face of it, it would seem that the relationship between Catherine and Heathcliff is self-destructive to an extreme. Due to the lovers’ precarious circumstances, passionate personalities and class divisions, it seems that fate transpires to keep them apart and therefore the hopelessness of their situation drives them to self destruction. However, although the relationship is undeniably self-destructive, there are elements within it that suggest the pain Heathcliff and Catherine put each other throughRead MoreComparison Of Vladimir Nabokov s Lolita And Emily Bronte s Wuthering Heights808 Words   |  4 Pagesobsessive love. Heathcliff, the disturbed main character in Wuthering Heights is so immensely in love with Catherine that it turns him into a monster. The main character in Lolita is inappropriately in love with a young girl that causes him to commit destructive actions. In both of these novels the authors demonstrate ho w something as joyful as love, can morph into an obsession, lead to insanity, and destroy a character. Throughtout Wuthering Heights, Healthcliff is destroyed by his love for Catherine

Famous Person whom you would Consider a “typical” American Essay Free Essays

Name a famous person whom you would consider a â€Å"typical† American. What characteristics of this individual do you think make her or him typical? Do you consider these characteristics a stereotype? Why, or why not? I think if I had to choose one typical American it would have to be the ‘typical’ ideal American. I do not think that in today’s society that there is a ‘typical’ American. We will write a custom essay sample on Famous Person whom you would Consider a â€Å"typical† American Essay or any similar topic only for you Order Now So if I was going to pick a famous person it would have to one from history, Abe Lincoln, for example. He stood for freedom, equality, and upholding the values of life, liberty, and the pursuit of happiness; the values our country was founded on. I think that when he was alive he embodied the characteristics of a typical American because he worked hard to provide for his family and fought hard to stand up for what he believed was right for our country. I consider these to be all wonderful characteristics to have but when applied to the ‘typical’ American it does seem to be stereotypical or even a little unfair. It is hard in this day and age to embody all of those things that he did. America is a country made up of so many different people with different backgrounds and cultures that we are truly a melting-pot. I think it is time that we redefine the ‘typical’ American to no definition at all. Everyone who is American is ‘typical’, it is what makes this country so great. Resource: Module 4 of Psychology and Your Life Write a 200- to 300-word summary describing a time when you had to test a theory. This theory may be something you have tested at work, school, or at home. Answer the following questions in your summary: What type of informal research method did you use?   How was your research method similar to research methods used by psychologists? If given another opportunity, what would you have done differently? Describe one ethical issue mentioned in the text that you have encountered. Why is informed consent necessary for ethical research? I work in a hotel and I am in charge of getting the housekeepers organized and  working on an acceptable time line. I noticed that they were taking too long to clean the rooms so that I could rent them out again. I decided to do an informal time-motion type study. I would record how long it took them to do the rooms for about a week. I noticed that on one of the days they had planned to do something after work and their room per hour rate went way up. Rechearchers use similar methods when working in the employment settings to see if they can improve morale and production. I probably would not have done much differently. I started motivating them in different ways to make sure that their room rate went up. The only difference was that when we told them about the study, they seemed to move faster. Next time I will just tell them that we are recording their cleaning times and get the results I want, rather than having to give extra incentives. I do not think that there were any moral issues involved in this test. I guess someone could say that I should have let them known that their performance was being recorded. I would not have found the results I did if I had informed them, and as an employee of a company you should expect your performance to be reviewed. If this were a different type of test I can understand how many people want there to be informed consent especially if there is some sort of invasive testing or something that disrupts your normal life. How to cite Famous Person whom you would Consider a â€Å"typical† American Essay, Essays

Stress - Health Problems and Coping Strategies in Health Assessment

Question: Describe about the Stress, Health Problems and Coping Strategies in Health Assessment. Answer: Introduction Ways of dealing with stress are used by international students while dealing with stress situations. The objective of this study was to determine the correlation between psychological adaption and how to cope with stress. When in a foreign country, students face a number of challenges that result in stressful situations. Such conditions include academic pressure, language challenges, longing for home, not having community support, diminished self-worth and lack of confidence. In normal cases, international students have to learn a new language and are under pressure from home since a lot is expected from them. Additionally, international students undergo accuration process defined by Berry (1995) as a stressful major event, which requires stress coping strategies. Stress coping is behavioral and cognitive efforts made by a person to respond to internal and external demands, which are perceived as demanding lots of effort.A study done I New Zealand by Chai (2009) showed that international students use refusal, censure themselves and are disengaged in demeanor coping strategies than local students. In another study by Amponsah, (2010) established that international students utilize problem-geared methods of dealing with stress followed by seeking for support socially and demeanor-geared method. The intention of the research was determine the influences of accuration process on psychological adaption. The study theorized that methods of dealing with stress coping are associated with psychological adaption of international students in distinct ways from that of local students. In addition, it was hypothesized that stress is associated with health strategies. Therefore, the rationale of the study was to ascertain the relationship between psychological adaption and stress coping strategies of international and local students; to determine whether there was an association between stress and health strategies. The hypotheses therefore were H0: There is relationship between stress and health challenges among international students. H0: There is a relationship between stress and coping strategies among international students Method A sample of 31 students from RMIT University, faculty of Psychology studies was used. The Coping Orientation of Problem Experience (COPE) suggested by Carver et al. (1989) was used to measure characteristics of methods of dealing with stress. As a data collection tool, a questionnaire was used that was divided into 3 parts. Part 1 comprised of demographic information that included age gender, specialty and course. Part 2 was the student stress scale, part 3 health problems scale, response or strategy to deal with stress questionnaire. A likert scale was used to measure the student stress level where higher scores indicated more utilization of a specific coping strategy Respondents were divided into two groups, international and local students. To measure health complaints, a scale was used that contained 12 symptoms identified in past studies a s symptoms related to stress (23). Participants were asked how often they experienced those symptoms in the last six months and the answers measured using a likert scale. Results Demographic Information and LCU Score for Stress Demographic information in the study indicated that males were 13 while females were eighteen. The age range of all the participants was between 17 and 29 years. The LCU score for stress levels indicated an overall mean of 233.5 score. In terms of gender, the LCU for females was slightly higher at 244.5 compared to that of males at 218.5 mean score. Conversely, male health problems score was higher at 11.6 than that of female at 10.6 while the overall health problems score stood at 11.0. In terms of strategy to deal with stress, it was almost equal between the genders with only 0.2 separating males and females at 9.5 and 9.7 respectively while the overall score was 9.6 making it almost a perfect match. Test for the Relationship between Stress, Health Problems and Coping Strategies To test the correlation between stress, health problems and coping strategies, Pearson Correlation coefficient was used. A correlation coefficient of 0.75 and above would be considered as a strong correlation. The first hypothesis to be tested was: H0: There is relationship between stress and health problems among international students. (null hypothesis) HA: There is no relationship between stress and health problems among international students. (alternative hypothesis) The survey revealed that there was some positive relationship between though not strong of 0.2171 (21.71%). This relationship was however not significant (r = 0.2171, p 0.05) and therefore the decision was to fail to reject the null hypothesis. There was no sufficient evidence to conclude that stress is associated with health problems. The correlation from the sample could have been brought about a sampling error of chance. The next hypothesis that was tested was; H0: There is relationship between stress and coping strategies among international students. (null hypothesis) HA: There is no relationship between stress and coping strategies among international students. (alternative hypothesis) The study revealed there was a positive relationship between stress and coping strategies among international students. The relationship was however not significant (r= 0.3109, p 0.05). Therefore the decision was to retain the null hypothesis. In addition, the correlation was weak and could have been brought about by chance. Discussion and Recommendations Demographic information revealed that females were more than males in the study that is, females were eighteen while males were thirteen. The collective LCU score for both genders was 233.5 while in terms of gender, LCU score for females was slightly higher. While dealing with stress males and females seemed to have an equal score. To test the hypotheses of the study, it was revealed that there is an association, though weak between stress and health challenges. This relationship was however not significant to suggest that stress is correlated with health problem. It was therefore concluded that the relationship determined in the study was brought about by chance and the study could have benefited from a bigger sample size. On the other hand, relationship between stress and coping strategies among international students was tested. This too, though a weak positive relationship existed, was not significant. The study therefore recommended that a similar study be replicated in another University and a bigger sample size be used. It was also recommended that a different sampling technique be used in addition to other inferential statistics such as multiple regression so as to determine the cause and effect between the independent variables and the dependent variable. Reference Amponsah, M. O. (2010). Non university students stress levels and their coping strategies.Educ Res,1(4), 8899. Berry, J. W. (1997). Lead article - immigration, acculturation, and adaptation.Applied Psychology,46(1), 534. doi:10.1080/026999497378467 Chai, P. P. (2009).Religion/spirituality as a stress coping mechanism for international students(PhD thesis). Auckland University of Technology, Auckland.