'How does interprofessional working impact on professional Essay

'How does interprofessional working impact on professional responsibility and accountability in the clinical setting' - Essay Example e we don’t work alone in the clinical setting, we interact and work together with other professionals who exert influence to each other’s own accountabilities and responsibilities. This paper will discuss the impact of inter-professional working on professional responsibility and accountability in the clinical setting with reference to my own clinical experience. It will address the importance of maintaining a healthy inter-professional working environment to promote a collaborative approach to safe and effective healthcare delivery. This paper will explore how professionals work together in promoting quality care delivery, the value systems in the scope of practice. In almost any healthcare setting, two or more professionals (of different professions) work together in the clinical setting. The nurse depends on the doctor in prescription of medications; the doctor needs the nurses’ help in carrying out his orders, and the nurse needs other professionals to lessen her load. Inter-professional collaboration is inevitable as we depend with each other in performing our own duties for better patient outcomes. Preparation for inter-professionalism begins at student years (Morison, Johnston and Stevenson, 2010). In the clinical setting, we professionals are not independent with each other. How we work with other healthcare team members influences our own professional accountabilities and responsibilities, like how the nurse’s accountability intertwines the unlicensed assistive personnel’s (UAP) accountability when the task is delegated by her to him. Our own accountabilities and responsibilities are dependent to each other as well while working as a team. Inter-professional work impacts our professional accountabilities and responsibilities, which can either, be positive or negative influence to ours. An example of a positive influence is my experience in transferring a patient from the chair to the bed. The nurse asked for my help in assisting the patient

Welfare Distrubution in the United States of America Research Paper

Welfare Distrubution in the United States of America - Research Paper Example Education, health or certain other forms of insurance may reduce economic uncertainty. Education and health augment the value of an individual, thus making the population more capable to deal with the economic uncertainty caused by various factors, including the prevailing market conditions. Population may also become more secured through the insurances in health and social issues which precisely cut down the financial costs of uncertainty. (Garfinkel, Rainwater & Smeeding, 2). The welfare state in the United States of America is considered as an â€Å"under achiever†.  It can be acknowledged from the past data that the social programs initiated by the USA came into exercise much later than several other nations. Currently several important parts of the American welfare state can be considered as inadequately developed, or many essential measures are missing in the system. The United States seems to make lesser expenditure on social programs in comparison to many other democ racies. Also, the rates of poverty and inequality are much higher in the United States (Howard, 1).  The United States can be recognized as a territory of prospects or opportunities.   However, that also does not imply equality. Nathan Glazer, a professor of sociology and education at the Harvard University, in his argument, commented on United States as the most imbalanced amongst other inexpensively developed countries.   According to statistical data, it can be realized that the United States in comparison to other countries like Europe, redistributes considerably less social benefits.   Such less redistribution are the consequences of greater inequality in income obtained before tax and an indistinct income distribution in the United States. Although the United States is conventional in its political principles, yet it can often be recognized with moderate courses of action in welfare, thus the country clearly representing uniqueness and nonjudgmental processes. (Brunson ).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  This report is mainly prepared to focus on providing arguments against the distribution of welfare in the United States. There are many views in support of the welfare system in the USA, which reflect that the welfare system in the USA increases economic growth, productivity, and efficiency of the country. (Garfinkel, Rainwater & Smeeding, 1). However this report would bring out certain aspects, which would clearly indicate that the welfare distribution in the United States of America has many negative impacts as well, which are backed by evidences and arguments. The studies and researches previously done on the concerned topic would be taken into consideration and other sources on the welfare distribution in the USA and its effects as provided by different authors would be utilized as sources. The report would bring out the impacts of the present system of welfare distribution prevailing in the United States, thereby providing arguments against the system , and reflecting upon the negative effects of the current system.    Arguments against the Welfare Distribution in the USA:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The government of the United States strictly lacks a widespread and productive welfare system.   On the other hand, the alternative governmental programs seem to be better than the welfare system to a greater extent.     For instance, in the year 1999, a family of three had received remunerations of $164 per month from the welfare services, while the allowance for food stamp for the same family was at $329 per month. Thus, it was economically more rational to take food stamps provided by the alternative government measures instead of receiving welfare benefits.   In the present scenario, food stamps and government housing are

Difference in Elderly Care between US and Japan Essay

Difference in Elderly Care between US and Japan - Essay Example Elderly Health Care in US and Japan become very important because of the increasing number of the elders in these countries and the fast growth of the country, even without having much time to spare for their family. One of the recent studies conducted in U.S. about the ratio of the elders points out that the number of elders in U.S. is estimated that "35.6 million people -12.2% of the population ...are 65 and older and by 2011, the baby boom generation will begin to turn 65, and by 2030, one in five people is projected to be age 65 and older." (Senior facts: Non medical in home care facts: Facts on aging, n.d). The given data points to the number of elders in U.S. and shows that their number covers 12.2% of the population. It also shows the necessity of giving great care to elders that their number is expected to be one in five people by 2030 which is not at all a lesser number. The United States contains less than five percent of the world's population and thirteen percent of its p eople are above the age of eighty. The growth rate of elderly population is considerably increasing day by day. It may double manifold in the coming years. It indicates the need for more activities to give assistance to the elderly people. When one analyzes the Elderly Care in U.S. and Japan it is understood that elderly care in these countries are different and U.S. stands much better among the two in Elderly Care. The United States has implemented many facilities for the elderly people especially for their health. An observation of U.S. health care reveals that the health care in United States is consistent with basic standards is largely unknown. One among the methods of elderly care in U.S. is Hospital Care. It is generally provided by physicians. They provide both inpatient and outpatient services. As the elders are in need of great care and concentration a group of doctors and nurses are needed to monitor them. These elderly patients who are admitted to the hospital are physically unstable and they need full time observation and care to maintain their physical as well as mental health. The hospital care is equipped with all the care taking measures so that the people who want to give a satisfactory care to their elderly relatives automatically turn to the Hospital Care facility. Another facility is that of the Nursing Home. The elderly people will have a facility where they are watched over by nurses and staff as well. Here they get help for all sorts of daily living activities. Say for example, they get food in correct time, get bathed and the pills that help them to sustain their health sound.  

Organ Systems & Evolution Assignment Example | Topics and Well Written Essays - 1000 words

Organ Systems & Evolution - Assignment Example The circulatory and lymphatic systems are also connected, for lymph in the lymphatic system comes from blood. Lastly, secondary lymphedema, an obstruction of lymph flow, is discussed with its similarities to atherosclerosis. Atherosclerosis and Heart Attack Normally, the heart supplies oxygen to all parts of the body to keep them alive, and at the same time, oxygen-rich blood must be supplied to the heart muscle to keep it alive. However, in the case of atherosclerosis, or the buildup of plaque in the arterial walls, the flow of oxygen-rich blood to a particular section of a heart muscle, or myocardium, can get blocked. If the blood supply to the heart muscle is greatly reduced or completely prevented, it will eventually cause the muscle to die. Although there could be other causes for a heart attack, the one caused by this buildup of plaque, or atherosclerosis, is known as coronary heart disease, or CHD (â€Å"What is a Heart Attack,† NIH, 2011). The reason behind the name is the fact that the coronary artery is responsible for the supply of oxygen to the heart. (Matthews, 2011) Coronary heart disease is caused by the buildup of plaque for many years, and will most likely lead to a heart attack. As plaque accumulates in the wall of the artery which supplies oxygen-rich blood to the heart, this plaque may cause a rupture inside the artery and thus cause a blood clot to form on the surface of the plaque. If this plaque grows in size and becomes large enough, it may completely block all blood flow to the heart muscle (â€Å"What is a Heart Attack,† NIH, 2011). The complete obstruction of the blood will cause a myocardial infarction, or heart attack. However, partial blockage may only cause chest pain. (Matthews, 2011) Heart attacks may not kill the person and may simply cause heart failure. Heart failure can lead to other problems like dyspnea, or shortness of breath, and edema, or swelling of the body due to buildup of fluid the heart would normall y get rid of as waste if it were functioning efficiently. (Sourfer, 2002) Arteries, Veins and Capillaries Blood vessels are hollow tubes that do not only hold the blood within the body but also circulate them across organs in the body. There are three types or varieties of blood vessels. The arteries transport oxygenated blood away from the heart. The capillaries are the ones that connect the arteries and the veins, and finally the veins carry the deoxygenated blood back to the heart. (â€Å"Blood Vessels,† 2011) The main function of arteries is to carry blood from the heart to all the other organs, except for the pulmonary arteries that carry deoxygenated blood towards the lungs. Arteries are thick-walled blood vessels and thus may be able to withstand constant stretching every time blood rushes through them for every heartbeat. The thick walls of the artery protect it from the high pressure of blood flow coming from the ventricles of the heart. (â€Å"Blood Vessels,† 2000) Veins, on the other hand, may undergo less pressure coming from the blood flow from organs. It also follows that the wall of a vein is thinner than that of an artery. The function of veins is generally to carry deoxygenated blood from the organs towards the heart, except for pulmonary veins that carry oxygenated blood from the lungs towards the heart. Moreover, veins have a special purpose of carrying waste

Difference in Elderly Care between US and Japan Essay

Difference in Elderly Care between US and Japan - Essay Example Elderly Health Care in US and Japan become very important because of the increasing number of the elders in these countries and the fast growth of the country, even without having much time to spare for their family. One of the recent studies conducted in U.S. about the ratio of the elders points out that the number of elders in U.S. is estimated that "35.6 million people -12.2% of the population ...are 65 and older and by 2011, the baby boom generation will begin to turn 65, and by 2030, one in five people is projected to be age 65 and older." (Senior facts: Non medical in home care facts: Facts on aging, n.d). The given data points to the number of elders in U.S. and shows that their number covers 12.2% of the population. It also shows the necessity of giving great care to elders that their number is expected to be one in five people by 2030 which is not at all a lesser number. The United States contains less than five percent of the world's population and thirteen percent of its p eople are above the age of eighty. The growth rate of elderly population is considerably increasing day by day. It may double manifold in the coming years. It indicates the need for more activities to give assistance to the elderly people. When one analyzes the Elderly Care in U.S. and Japan it is understood that elderly care in these countries are different and U.S. stands much better among the two in Elderly Care. The United States has implemented many facilities for the elderly people especially for their health. An observation of U.S. health care reveals that the health care in United States is consistent with basic standards is largely unknown. One among the methods of elderly care in U.S. is Hospital Care. It is generally provided by physicians. They provide both inpatient and outpatient services. As the elders are in need of great care and concentration a group of doctors and nurses are needed to monitor them. These elderly patients who are admitted to the hospital are physically unstable and they need full time observation and care to maintain their physical as well as mental health. The hospital care is equipped with all the care taking measures so that the people who want to give a satisfactory care to their elderly relatives automatically turn to the Hospital Care facility. Another facility is that of the Nursing Home. The elderly people will have a facility where they are watched over by nurses and staff as well. Here they get help for all sorts of daily living activities. Say for example, they get food in correct time, get bathed and the pills that help them to sustain their health sound.  

Locke’s Second Treatise of Government Essay Example for Free

Locke’s Second Treatise of Government Essay Introduction In this essay, I would like to discuss Locke’s Second Treatise of Government section 131. This essay is divided into four parts. In the first part, I would like to interpret what Locke’s position is developed in section 131 and in the next part, I would like to discuss how Locke supports this position by tracing back to the origin of government. Then in the third part, I would like to point out some flaws in this position by arguing evidences provided by Locke to support his position. The last part of my essay is the conclusion. Locke’s Position in Section 131 In section 131, Locke explained that the ultimate aim of uniting a society is to protect the security and property of the people and developed the position that the society should never extend its power farther than the common good of citizens because its supreme power is originated from the consent of people. In a word, according to Locke, the society is obligated to secure their property and is limited by the consent of people. In order to prove the limits of the government, Locke traces back to the origin of government: why man is willing to give up his freedom and subject himself to the dominion of a commonwealth instead of staying in the state of nature where he has right to everything. Three Inconveniences in the State of Nature According to Locke, for a rational man, the reason why man is willing to surrender their rights, though man has right to do anything without being affected by the will of others within the law of nature in the state of nature is the uncertainty of his preservation. The enjoyment is unsafe. Because man is partial to his own interest and is lacking awareness of the law of nature ‘That being all equal and independent, no one ought to harm another in his life, health, liberty, or possessions’ (Chapter 2, Section 6) and there are probably continual invasions of others. As a result of this, there are three inconveniences under those circumstances. The first inconvenience is that there are no such established and well-known laws which can be used as the standard to judge what is right and what is wrong so that everyone is uncertain about their future and their property including their security, estate and possession etc. Or if there is a united society, The second one is that there is no popular and indifferent judge to rigidly distinguish between right and wrong by the established law. Everyone can be the judge himself in the state of nature, but they always tend to bias to themselves, their friends and families. The third one is that there is no power to ensure the punishment. In the state of nature, everyone has the right to punish whoever breaks the law of nature. According to Locke, it is executive power. But that may put them in a dangerous situation so that the punishment is hard to be carried out. The origin of the Government According to Locke, due to all these defects in the state of nature, people were thinking about uniting a commonwealth. Surrendering their rights to a sovereign which can use the supreme power to protect them is a remedy. The right of government comes from its subjects, and the government can never override them. Locke’s Solutions to Restrict the Power of the Government and My argument From my perspective, I think Locke’s position on the limits of government seems kind of idealistic. The biggest question is how citizens can ensure that after the government gains the supreme power, it does what it is expected to do as original intention. Political power has a character to expand itself. If there is no limit of power of the sovereign, even though he is a man who has a good virtue, it is still uncertain that he governs the society following the law without any extemporary decrees all the time. Hence, Locke provides three solutions to restrict the power of the government. There might be some fIaws in them. I would like discuss all of them below step by step. The first solution that Locke provides is that the government is limited by the law established by the consent of the majority. When the sovereign rules the state, he must obey the laws which made by the majority rather than govern it by his own will. â€Å"And so whoever has the legislative or supreme power of any commonwealth, is bound to govern by established standing laws, promulgated and known to the people, and not by extemporary decrees† (Chapter 9, Section 131) From my perspective, obviously there is no coercive power to guarantee that the government is run by the law except revolution (I will it discuss in the third point.) Moreover, it is also questionable whether there exists such kind of law which is able to represent the common good indeed. Even in our times when the legal system is more developed than the times when Locke lived, a large number of flaws can be found in our laws. Locke argues that laws can be updated. But no matter how up-to-date the law is, it still cannot cover everyone’s interest. The universal of controversy cannot be avoided as long as people are in the different situation. Locke himself admitted that when man enters into a society, he gives up his equality â€Å"when they enter into society, give up the equality†. (Chapter 9, Section 131) As there are different classes of citizens, they must have some different interests, which make them in different statuses of society. There is no contradiction unless there is no difference among people. Even that we are equal before the law, we cannot be protected by the laws equally. For instance, is a person is too poor to afford a lawyer, when his right is impaired, he cannot protect his right by law means and if a person has not studied laws, his property might be invaded without knowing it. If the inconvenience is caused by the ignorance, there is no distinct difference between the state of nature and the commonwealth. Furthermore, if there are conflicting interests between a person and the government, it will be in a dilemma. In this situation, if the person protects his own interest by law, interests of government will be impaired. And in the long run that may lead to the impairment of interests of more  people even include the first man who tried to protect his interests by law. Locke may argue that in his second method that he advocates the division of political power and that he divides supreme power into three: legislative, executive and foreign power. What the government has is just executive power. The parliament has right to making law. And the government is run by the law. How can it do beyond the law? Moreover, the legislative power which belongs to citizens is always higher than executive power. It is one of the greatest contributions of Locke that he advocates to make legislative and executive powers apart, but in comparison to three individual powers: legislative, executive powers and judicial review in political system today are employed, like the United State of America, It is not hard to find out the lack of judicial review in Locke’s theory. Locke only divided legislature and executive branches. It seems that the structure of the government created by Locke is less developed than that of today. Without judicial review, the balance of power is weaker. Even our modern society in which there judicial system exists, the administration tends to gain power from time to time. For example, under the circumstance that judicial review exists, it seems that the strength of the president becomes stronger and stronger in the US. Moreover, Locke thinks that legislature could be formed of not only representatives but also the noble or a single hereditary person who has an executive power. â€Å"Let us suppose then the legislative placed in the concurrence of three distinct persons. 1. A single hereditary person, having the constant, supreme, executive power, and with it the power of convoking and dissolving the other two within certain periods of time. 2. An assembly of hereditary nobility. 3. An assembly of representatives chosen, pro tempore, by the people.† (Chapter 16, Section 213) That weakens the strength of legislative further. Even though those two solutions cannot completely ensure the government is run in the right way, Locke provides the third solution that people can take back their rights that they gave to the government by revolution and transfer rights to another sovereign if the government breaks the law of  nature. However, another problem may rise. There is the limit of revolution that Locke provides. According to Locke, the revolution could be legimate only carried out by the majority. What if what the government did is just harmful to the interest of the minority? Can the government united with the majority benefit from the minority by abusing their rights? The only thing that they can do is bearing subject themselves under the exploit. I do not think that Locke himself would like to become one of the minority members in that situation. Sometimes the good of the majority is not necessary the good of the minority. That is also an action of beyond the common good. It can be imagined that the consequence of benefit from doing harm to a small group of people is no difference with a political system of tyranny. In conclusion, Locke supports his statement that the government can only do the common good and never override citizens by tracing back the origin of the government. Because of three inconveniences in the state of nature, people are willing to transfer their rights to a government. The right of government comes from the consent of people, so it can never extend farther. And Locke provides three means to limit the power of government. However, I suggest that there might be some difficulties to carry out these measures. There is no such coercive power to compel the government to play its role by laws. Furthermore, there is a doubt if such kind of laws representing the common good existing. And there is no judicial review to decide whether and when actions break the law. The action of revolutions does not working all the time. The rule of revolution Locke provided may be the legitimate basis of putting the minority in the tyranny of the majority. But in any case, Locke’s theory shows us the end of the society and the idea, the balance of power, and directs us to think about the way to improve the political system and make it more democratic.

A Christian Philosophy Of Education Religion Essay

A Christian Philosophy Of Education Religion Essay In the beginning, God created man in his own image. God told man to eat of the fruit of all the trees in the garden except the one in midst of the garden, the Tree of Knowledge, lest man should surely die. The serpent convinced woman that she would not die but rather, that God knows that in the day ye eat thereof, then your eyes shall be opened and you shall be as gods, knowing good and evil (Genesis 3:5). Since the beginning of mankind, man has sought for truth and knowledge. What is good, true, and beautiful? These questions go to the heart of our concern for educating people who posses a knowledge of reality, are ethical in their behavior, and live lives that are balanced and aesthetically harmonious (Gutek, 2005, p. 31). King Solomon, in his Book of Ecclesiastes, explores various avenues for satisfaction-power, possessions, prestige, pleasure-he finds them hollow. God moves him along the path of discovery until he finds no real meaning to life under heaven, but only in relationsh ip to God and His eternal purposes (Maxwell, 2007, p. 802). Educators confront philosophical issues on a daily basis even though they may not recognize it as such. As a Christian educator, examination of ones personal assumptions, beliefs, attitudes and values can assist one in shaping instructional methods and effective learning techniques. By understanding ones self, ones motivations, and ones view of mankind, one can better assist others in their personal quest to discover the purpose of self and ones role as a member of mankind. I attempt to identify the basis of the philosophical beliefs which contribute to the overall philosophy of education from which I function as an educator by examining the historical and philosophical foundations of education from influential philosophers such as Plato, Jefferson, Eramus, Calvin, Rousseau, and others. Worldview Why are we here? What is our purpose? What is true? How do we know? From the beginning of time man has asked these questions. My personal biblical worldview answers those questions for me based upon Holy scriptures, the laws and words of I am that I am (Exodus 3:14). The fear of the Lord is the beginning of knowledge (Proverbs 1:7). Knowledge is knowing the facts; knowing how to use those facts is wisdom. All knowledge and wisdom comes from a higher being known as the God of the Hebrews and father of Jesus Christ. All gifts and talents come from God;  each person has different abilities to understand, receive and respond to the knowledge that God reveals to him or her. We are told,  We know that the Son of God is come and has given us an understanding that we may know him that is true and we are in him that is true, even in his son Jesus Christ (I John 5:20). I know in whom I have believed. Our universe is so massive and our God so glorious with our limited understanding we only à ¢Ã¢â€š ¬Ã‚ ¦see through a glass darklyà ¢Ã¢â€š ¬Ã‚ ¦ (1 Cor. 13:12). Who was there when He laid the foundations of the earth (Job 38:4)? There exists a spiritual realm beyond our earthly eyes which exists simultaneously with ours. We truly cannot conceive the majesty and splendor that exists beyond our sense of reality. God cannot be put in a box and is far beyond anything we can comprehend. All one can know about Him is what He has outlined in His Word, which is inspired and written by the Holy Spirit. Jesus Christ, the Son of God, is a certainty and of this I am confident that He which has begun a good work in me will perform it until the day of Jesus Christ (Phil 1:6).   A Christian worldview defines my values, my actions, my time, my dreams, my life. We are created beings ; Solomon sums up existence, Fear God and keep His commandments. For this is mans all (Ecc.12:13). Epistemological Beliefs In Platos allegory of the cave, he proposes that there is a true intellectual self within and superior to the material human body. The purpose of life is to strive for knowledge of ultimate and perfect ideas, the form of the good from which all other ideas are derived (Gutek, p. 39). For Plato, an Idealist, reality is non-material or spiritual (Gutek, p.38). Plato understood that man is composed of spirit but without the Creator, his idealism was in vain; all knowledge and wisdom comes from God. Gods omniscience means that he knows all, that all knowledge, truth, wisdom, intelligence and all that there is to know, He knows. John Calvin had an intense religious conversion experience that illuminated his thought like a flash of light. This experience provided Calvin with the revelation knowledge of Divine Majesty (Gutek, p. 114). I know that I know because of a similar revelation experience which I term being zapped. While deep in prayer, a flash of light consumed my whole being for one millisecond of a second. I know that I know that the Father is, and that Jesus Christ is the light and the Truth. No man can pluck me from His hands. Metaphysical Beliefs Pestalozzi and Rousseau believed that the infant is intrinsically good (Gutek, 2005) and opposed the doctrine of innate human depravity. According to the Word of God, Man is born in a depraved state. R.C. Sproul writes, Because total depravity is so often poorly defined, let me substitute another phrase that means the same thing: radical corruption. We are depraved in the radix or root of our being, and that core depravity influences everything we do. In the fall we became radically depraved, which means that corruption pervades every area of our lives (as cited by Li, 2007). According to Plato, man can reach the ultimate truth by seeking knowledge. This knowledge may be truly called necessary, necessitating as it clearly does, the use of pure intelligence in the attainment of pure truth (Plato, 360 B.C.). Plato asserted that the truth is within each of us, and is found deeply within the recesses of the human mind or psyche (Gutek, p. 40). For Aristotle, truth is a correspondence bet ween the persons mind and external reality (Gutek, p. 54). According to Freires philosophical inclination to existentialism, reality is subjective and within the individual. Dewey, a Pragmatist, contended that truth is tentative, a warranted assertion, rather than universal, eternal and absolute (Gutek, p.342). He argued that revealed truth does not exist and that anything that can be called truth must be determined experimentally. When Pilate asked Jesus, What is truth? (John 8:38,), he was asking, What is the really real? Jesus did not reply; the question had already been answered forever. The God of scripture is truth as He tells us in Psalms 119:160, The sum of Your word is truth, and every one of Your righteous ordinances is everlasting; and, in the words of Christ himself in John 14:6, I am the way, and the truth, and the life. Animals and plants, seasons and stars were created by God for man. God blessed them and said to them, Be fruitful and increase in number; fill the earth and subdue it; have dominion over the fish of the sea, the birds of the air and over every living creature that moves on the earth (Genesis 1:27-29). He is the first and the last. For since the creation of the world, Gods invisible qualities -his eternal power and divine nature-have been clearly seen and can be understood from what has been made, so that man is without excuse (Barker, 2009). Axiological Beliefs Good is whatever God says is good. Evil is a perversion of the truth. Wicked comes from the word wicker which means twisted. The Devil takes the truth, twists and perverts it to corrupt that which God has created for good (Barker, 2009). For Aristotle, the supreme good to which all aspire is happiness (Hummel, 1993). What is good and what is right? His Word lays out the moral foundation for mankind and exists for all people across all time. What is true, honest, just, pure, lovely, and of good reportthink upon these things (Phil 4:7). A Christian worldview asserts that the ultimate goal of man is to transform into the image of Jesus. Do not be conformed to this world: but be transformed by the renewing of your mind, that you may prove what is that good and acceptable and perfect , will of God (Romans12:2). Gods Word is the moral authority on which the universe revolves. Educational Philosophy Educational beliefs Thomas Jefferson, the author of the Declaration of Independence, developed an educational plan based upon civic education and cultural nationalism in order to prepare people to become active and engaged citizens (Gutek, p. 180).   Mann believed that a proper civic education should teach basic principles of government, provide insights into representative institutions, and generally form good citizens (Gutek, p. 226). Calvins theology and educational philosophy stressed literacy as a tool of salvation to fulfill both religious and economic objectives (Gutek, p. 118). Calvin set up a relationship between education, religious orthodoxy, civil order, and economic prosperity (Gutek, p.116). If my people who are called by my name, will humble themselves, and pray, and seek my face, and turn from their wicked ways; then will I hear from heaven, and will forgive their sin, and will heal their land (2 Chron. 7:14). When Madelyn OHair succeeded in taking prayer out of our public schools in 1 964, our nation turned away and today we see the results.   Discipline The understanding of the emotional needs of students is an important part in a teachers discipline management plan. If we realize that the child comes to school after a night filled with violence and alcohol or drug induced behavior, we can understand why the student may scream or disrupt or refuse to participate. Often the school is the safest structured environment the child sees. Public schools have been forced to be not only the center for academic and skills training but also the basis for establishing secure human relationships for children. Carey (2007) states discipline arises through activity. When students are engaged in hands-on learning, are being successful  at meaningful tasks, and receive positive reinforcement, discipline will be minora result of kids being kids. No contrived program will eliminate disruptive behavior in the classroom without a moral foundation in the family and in a society without limits and boundaries for individual behavior. The philosophies of Rousseau and others If it feels good do it, has led to a child-centered approach that has had negative implication for classroom control. Children need boundaries in order to develop self discipline. According to Montessori, obedience is the foundation of society and civilization (as cited by Carey, 2007). For whom the LORD loves He chastens, and scourges every son whom He receives (Hebrew 12:6). If the Father of spirits corrects those He loves, then teachers, who care about their students as Pestalozzi desired, must discipline those they teach. Role of the student and teacher in the process of learning With the influence of educators like Rousseau, Pestalozzi, Froebel, and Dewey the child became the center of learning. Froebel introduced the concept of letting children grow freely as plants, according to the nature of child (Gutek, p. 266). This secular humanist child-centered role has replaced Calvinist Christian educational theory which asserts that, This book of law shall not depart from your mouth, but you meditate in it day and night that you may observe to do according to all that is written in it. For then you will make your way prosperous, and then you will have success (Joshua 1: 8). By 1985, from primary grades through college, [teachers] are reluctantly concluding that the principle means by which students may be engaged is entertainment (Claggett, 2009). Montessori asserted that children possessed an innate drive, called a divine urge that stimulates their self-activity to perform actions that promote growth and that they are eager to try and master new skills (Gutek, p. 369). According to Dewey, the childs own instincts and powers furnish the material and give the starting point for all education (Dewey, 1897). Because of the individuality of each student, the student is the driving force behind education and the most important entity in the education continuum (Bartlett, 2007). Research shows that student motivation, relevance, and engagement in the learning process promote learning. Learning is an action and is not, cannot be, fun at all times. Learning does not occur by osmosis and students must be willing to expend energy and thought processes to be successful All students can learn, but not all students learn in the same way, at the same time, and at the same intellectual level. Cognitive ability, not politically correctness, plays a major role of what a student can and will learn. Teachers must establish relevance, provide expertise, establish interest, in aspects of curriculum design and methods of teaching pertinent to establishing relevance and thereby motivating student learning (Kember, et.al., 2008 ). A loyalty to human dignity-and human possibility-is maintained when the teacher is loyal to the knowledge and/or skill being learned (Vandenberg, 2009). How does learning occur The brain is the most intricate and complex mechanism God created. Theorists such as Froebel and Rousseau realized that a child was similar to nature, like other things of Gods creation; they pass through various stages of development from a seed to an oak tree. God created the mind to learn but as a result of genetics (the sins of the fathers are passed on through generations), environment (where, when and how one lives), and physiological impairments, all students cannot learn all things. The brain is influenced by outside factors; active participation in experiences encourages brain growth; learning, playing, good nutrition contribute to learning; learning is a social activity; chemicals in the brain affect memory and learning; singing and music affect release of positive brain chemicals (Sprenger, 1999). Professional development In order to promote literacy in reading and mathematics, the NCLB act emphasizes teacher professional development based upon scientifically based research methods of instruction. Eramus believed teachers needed to be well-educated individuals and possess a commanding knowledge of their subjects (Gutek, p.103). Mann held that inadequately prepared teachers had lowered the quality of instruction (Gutek, p. 224). In the age of technology, brain research is producing new information daily on how the brain works and how it can be applied to the educational settings. Teachers must be exposed to the methods and research based strategies in order to provide the best education possible to each and very student. Curriculum In 1867, John Stuart Mill stated, In every generation, and now more rapidly than ever, the things which it is necessary that somebody should know are more and more multiplied (Mill, 1867, p.5). Since Mills time, knowledge has exploded. Vast amounts of knowledge, beyond Platos wildest imaginations, are everywhere and still the questions remain: What should be taught? Who should be taught? When should it be taught? How should it be taught?   According to Mill, the vexed question is whether general education should be classical à ¢Ã¢â€š ¬Ã‚ ¦ or scientific (Mill, p.4). Educational theorists from Plato to Spencer to the U.S. Office of Education have focused on these issues and we still face them today. An effort to restore disciplinary rigor to education began after WWII with the scientific systems thinking approach to learning (Rudolph, 2002). The buzzwords today are rigor and relevance in the educational circles. Yet thirty years after the analytical systems-based curriculum reform movement, Sykes states, American schools are in deep trouble, not because they lack men and women who care about children, but because they are dominated by an ideology that does not care much about learning (Sykes, 1996). According to some, we must develop more programs similar to West Springfield High School to assist students in applying technology to their needs and in making intelligent judgments about problems associated with techno logy? (Alukonis Setter, 2008).    The Greco-Roman philosophers, Confucius, the Renaissance reformers, and the utilitarian liberalists focused on education as the path to produce the perfect ideal society. Knowledge becomes a means to an end. Who can possess knowledge? Calvinism promoted reading and writing for every one which is the ultimate goal for UNESCO today. How do we teach and what do we teach?   Today a liberal arts curriculum is offered to all. According to a recent study, 63% of the work force skills today do not require a college education. What is the purpose of obtaining knowledge? What type of knowledge is needed to create the greatest good for the greatest number? Spenser promoted direct experience in the real world and individualism. Sykes contends that American students are unable to effectively compete with the rest of the industrialized world, because our schools teach less, expect less, and settle for less than do those of other countries (Sykes, p.9).    We are in an age defined by global competition, change, immediate information and communication. The pace of change has become so rapid that the skill set required is not sufficiently being met by the public schools. Basic skills such as reading, writing, and mathematics will still produce individuals who based upon their God-given talents will excel in problem-solving, critical thinking, and inventiveness necessary to sustain personal happiness and societal contribution. Collaboration Learning does not occur in isolation. An individuals ability is influenced by his environment, his background and experiences. To provide the best education possible, a school system must collaborate with parents and community to assure that each child is receiving an education that will provide the best opportunity for him or her to reach his or her highest potential. Diversity Mann, who is considered the father of Americas public education, wrote, Education, then, beyond all other devices of human origin is the great equalizer of the conditions of men-the balance wheel of the social machinery (Gutek, p.225). He believed that the school curriculum should provide the same basic knowledge and skills equally to all its students. The same basic knowledge of history, literature, science, mathematics and the arts should be provided for every child in the public schools. This basic knowledge should provide knowledge necessary for responsible citizenship, for national prosperity and development, an economic equalizer, and to instill moral and values as Mann states. . Today the reconstructionist theory screams for the multicultural curriculum for minority students who are deprived equal education of the white elite controlling class. Educators must be aware of the hidden agenda of the social reconstructionists who have as an ultimate goal, the destruction of capitalism, nationalism, Christianity and democracy as we know it. Cultural diversity and multiculturalism is a political agenda to destroy the capitalist system of the United States from within using the cries of the oppressed as the bait. Many people with cultures, languages, and skin colors other than the American mainstreams are treated as second class citizens in our schools. Christians in education need to fight racism and cultural differences: there but for the grace of God go I. Jesus tells us in Matthew 25:40, as much as you did it to one of the least of these, my brothers, you did it to me. Christian educators will embrace all students as children of God, and will provide equity and fairness in a diverse and multicultural classroom. Assessment NCLB ties public school accountability directly to federal funding and has as its goal, literacy in reading and mathematics for all children by 2014. Annual state and school district report cards inform parents and communities about state and school progress (USDE, 2003). Accountability based upon annual testing and standards for reading and math has become a major part of public schools. Various assessments techniques have been suggested other than traditional testing such as portfolios and performance assessments that focus on the demonstration of mastery of a task. Test scores alone cannot be the measure of a schools success or of a students achievement but basic knowledge and essential skills must be assessed in some manner to provide information on the success of both instruction and student ability. Teacher and student/ parent relationships Pestalozzi recognized that the affective side of human nature, emotional growth, was as important as cognitive development (Gutek, p. 162). He maintained that the educational setting must be based upon a climate of emotional security. Classroom circumstances may affect the brains chemistry in either a positive or a negative way (Sprenger, 1996). Providing a safe environment for students is the responsibility of both teachers and parents. Before learning can occur, teachers must realize the emotional needs of students affect their behavior and abilities to think cognitively. Communication with parents is the ideal way to assist teachers in creating instructional methods based upon the needs of individual students. Conclusion In mans ego-centered life, he continues to build the Tower of Babel. After 5,000 years of civilization, man has not reach utopia, nirvana, or heaven through Platos quest for knowledge, Aristotles exercise for rationality; Quintilians rhetorical goodness; the merge of Aquinass realism and Catholicism; Erasmuss Christian humanism; Calvins Evangelical Protestantism; Comeniuss vision of Pansophism; Rousseaus, Froebels, and Pestalozzis child permissiveness; nor the militant rebellious reconstructionist ideas of Dubois and Freire. Man continues to seek beyond the stars, beyond the universe but cannot and will not find the ultimate Truth nor the reason that man exists. Not until the Creator of the vessel determines to reveal the truth to the created, will man reach knowing. The earnest expectation of the creation eagerly waits for the revealing of the sons of God. For we know that the whole creation groans and labors with birth pangs together until nowà ¢Ã¢â€š ¬Ã‚ ¦(Romans 8:19-22). Aquinas asserted that a person was called to teaching in a way that was similar to the priests vocation, a call to service (Gutek, p. 88). A child is life, a gift of God. A true teacher has for his or her motivation that which will promote each individuals ability to become the person according to the perfect will that God has determined. Adequate schooling must prepare young people to act responsibly in all areas of their lives. We must work to build responsibility whenever we can to promote Gods kingdom being realized as much as possible in the here and now. This is our calling and this is our work as Christians .Christian educator must gently, lovingly, accept every student and work with their differences, needs, hang-ups, foibles, even sins-constantly modeling the high standards of the Christian life and a personal, responsible integration of faith and learning that eventually can be emulated by the student (Holtrop, 1996). Plato, a founding father of Idealism, asserted that reality is nonmaterial or spiritual. For Plato, the father of Idealism, ideas are the only true reality, the only thing worth knowing. He argues values are universal regardless of place, time, and circumstances (Gutek, p. 39). Plato believed that the search for the truth is an interior search to recall ideas latently present in our minds (Gutek, p. 40). In idealism, the aim of education is to discover and develop each individuals abilities and full moral excellence in order to better serve society. Based upon a Christian worldview, I agree with the premise of Plato that truth and reality are a spiritual quest, although I assert one can only attain the truth through the Word of God rather than from recalling knowledge from a prior existence. My spiritual convictions and views of absolute truth can be labeled as a Christian Idealist. For the Perennialist, providing knowledge of eternal truth and preparation for life is educations most important purpose. Teaching basic subjects such as history, math, science and literature provide knowledge of mans struggle and achievements. My educational philosophy may be viewed as a theist Perennialist based upon my belief that human nature never changes and ideas and truth are constant based upon Holy Scriptures (Cohen, 1999).