The Adoption And Safe Families Act Social Work Essay Essays

The Adoption And Safe Families Act Social Work Essay Essays The Adoption And Safe Families Act Social Work Essay Paper The Adoption And Safe Families Act Social Work Essay Paper For far excessively many old ages, kids were removed from the place and placed in surrogate attention. For some they would stay at that place until they aged out. For others they returned to places that were unsafe due to the reluctance to take a kid off from the parents, even if they were bad parents. We have clear records of the history of kids in our state placed into orphanhoods merely to be turned out at 18 to fend for themselves. Parents were either non-existent, or volitionally gave their kids up. As a kid aged, it was less likely that they were adopted. ( Crosson-Tower, 2010, pp. 6 A ; 7 ) In 1997, President Clinton signed into act the Adoption and Safe Families Act to assist rectify the current kid public assistance Torahs. This act provided specific guidelines to instance workers and other bureaus to assist kids and households with reunion every bit good as timely acceptances and go oning supportive services. ( Adame A ; Pierce, 2000 ) The chief en d was to treat the kids in either way every bit rapidly as possible and leave no kid without hope of household. The Adoption and Safe Families Act of 1997 The intent of the Adoption and Safe Families Act ( ASFA ) is to restrict the sum of clip a kid spends in Foster attention. The end is to treat kids through the system as rapidly and seasonably as possible. If it is non possible to put the kid back into the place through reunion, the ASFA ensures that no kid is left in surrogate attention longer than necessary. In the past kids were taken out of the place and left in surrogate attention indefinitely or until they aged out. The ASFA corrects this job. Additional, through ASFA, The Family Preservation and Support Services Program know known as Promoting Safe and Stable Families allow support to assist with research, preparation, proficient aid, and funding for Native American folks. Most significantly, through AFSA, the kids and their demands take case in point over all else. ( DePanfilis A ; Salus, 2003 ) Additional support is provided for reding services, reunion services, substance maltreatment intervention, mental wellness, domes tic force, and impermanent child care. ( Adame A ; Pierce, 2000 ) Fundss are besides available for publicity and consciousness of kid maltreatment and child sexual maltreatment as a preventive action to hold or decelerate down kid maltreatment. In add-on to Federal support, every province is allowed extra financess to promote engagement in time-limited reunion for households. ( Summary of The Adoption And Safe Families Act of 1997 ) For old ages, kids that were taken from the place because of kid maltreatment or disregard were typically placed in surrogate attention. Some of these kids neer returned home nor were they adopted. In an effort to diminish the sum of kids falling through the clefts of kid public assistance services, the House of Representatives and Congress restructured the Adoption Assistance and Child Welfare Act of 1980 to include bar services and reunion services every bit good as timely acceptances. In 1997, President Clinton signed the new act into jurisprudence. ( Adame A ; Pierce, 2000 ) ( Summary of The Adoption And Safe Families Act of 1997 ) For many old ages in this state the mentality was that, a parent has a right to raise a kid as they see fit. It was non the usage for kid protective services to take a kid from the place. When such instances happened the kid had two picks, returning to a potentially unsafe place, or passing critical kid goon old ages resiling from one Foster attention place after another. Some of these places were merely every bit insecure as their ain place. Through AFSA, States are requried to do sensible attempts to put a kid up for acceptance by ending the parental rights if the kid has been in surrogate attention for less than two old ages. ( Summary of The Adoption And Safe Families Act of 1997 ) ( Adame A ; Pierce, 2000 ) Further alterations in the jurisprudence pertained to reunitifcation attempts. In the yesteryear, reuniting the households was debatable as there were no services available for these households. As a consequence, when the parents felt they were ready to take back their kid , it was allowed. Case direction did non widen to in place bar services to guarantee the household was run intoing the Childs demands. Many ended up back into the system, or neer made it to their following birthday. ( DePanfilis A ; Salus, 2003 ) AFSA ensures that all States and bureaus adhere to the commissariats and gives funding for bar, intercession, including reunion, every bit good as pre and station adoptive services. Incentive financess for traveling kids frontward in a timely mode are included through AFSA. ( Summary of The Adoption And Safe Families Act of 1997 ) One of the most of import alterations ensuing from AFSA is in respects to particular needs kids. Any kid placed in the system that has limited or particular demands are guaranteed wellness attention coverage by their prospective provinces. The intent is to assist further care households or adoptive households trade with the cost of medical attention, or educational attention associated with a particular needs kid. In old ages past, many of these kids were abandoned by households and the system, because they were non equal campaigners for acceptance. Foster attention households would fight with the costs of caring for a kid with particular demands. In order for a province to be eligible to have financess through AFSA, they are required to supply wellness attention coverage to particular demands kids who are traveling through the acceptance procedure. ( Summary of The Adoption And Safe Families Act of 1997 ) Through this support, many kids who have particular demands, including menta l and behavioural jobs are more likely to have an adoptive household. Without this proviso for support, many who are seen as debatable would hold few options for a healthy place and household environment. ( Adame A ; Pierce, 2000 ) Today through AFSA kids have a opportunity to populate normal healthy lives. Through AFSA they are no longer forgotten by the system. They have more than merely two options, they can travel place with the aid of support services as a follow-up to reunion. If that is non an option that is in the best involvement of the kid, seasonably adotptive services are provided. These services enable a kid to happen a permenant loving place. They are non abandon by the parents, nor by the system.

Parts of a Book How to Know if You Got Them Right

Parts of a Book How to Know if You Got Them Right Parts of a Book How to Know if You Got Them Right Putting together a book willy nilly wont get you the book sales youre looking for.You know what you want to write aboutWhat you dont know is which parts of a book are actually necessary in your book.And let me tell you, getting this wrong can make you look like a real amateur instead of a credible professional- which is what you actually want.Right?Knowing which parts of a book to include in yours and which dont make any sense starts with knowing what they are to begin with.These are the parts of a book well cover for you:Title pageCopyrightTable of contentsDedicationForewordPrologueEpilogueEpigraphIntroductionInciting incidentSections of a bookAct structureFirst slapSecond slapClimaxAcknowledgementsAuthor biographyComing soon / Read MoreBack cover or synopsis of a bookWhat are the parts of a book?Parts of a book make up the entirety of the book, including the title, introduction, body, conclusion, and back cover.In order to write a book book in full, you need to have all the moving parts to make it not only good but also effective.Without essential pieces, your book will appear unprofessional and worse: youll lose the credibility and authority writing a book is so useful for.NOTE: We cover everything in this blog post and much more about the writing, marketing, and publishing process in our VIP Self-Publishing Program. Learn more about it hereParts of a Book You Need for SuccessIts not enough to just write and self-publish a book by throwing it up on Amazon or any other publishing site.You have to get the parts of your book right if you want it to sell more, get those 5-star reviews, and place you as an authority figure in your field. Heres how to do that. #1 Title PageFor obvious reasons, your title is importantBut thats not all thats important to your book. The title page is also necessary and without it, your book will be missing something crucial.Your title page serves as a means of not only declaring your title clearly, but also ensuring your name, subti tle, endorsement, and any other crucial information is present for your readers to view clearly.Heres an example of a great title page and what you can use to replicate your own:As you can see, the title page is really just the main title, any subtitle you may have, and the authors name as the bottom.Other than this being an industry standard for books, it helps to keep everything clear without the obstruction of any title images.#2 CopyrightYour book needs to be copyrighted. Unless youre okay with others stealing its content and reaping the rewards for themselves, that is.We have a great guide on what it takes to copyright a book right here for you to view, but here are some of the basics.Technically a book is copyrighted as you write it. But if you want it to be fully legal, you do have to pay to have it copyrighted.Your copyright content will change depending on the type of book youre writing.There are certain copyrights you cannot have exclusive rights to depending on what you cover in your book, which is usually impacted the most by what you write in a memoir and its legalityHeres an example of what a copyright section of a book may look like:#3 Table of ContentsThere are a lot of reasons to have a table of contents in your book. For one, it helps readers know where to find the information theyre really looking for.Secondly, this is highly useful in kindle or ebook versions of your book in order to help readers click and navigate without having to actually arrow over through the pages in order to get there.The happier the reader, the better the reviews they leave.What is a table of contents?A table of contents is a list of a books chapters or sections with the heading name and often the page number if there are no links inside.Heres an example of this part of a book:#4 DedicationThis is the part of a book that most of us write long before the actual book is finishedwe just tend to jot it down in our minds instead of on paper.Your book dedication is lik e your acceptance speech when given an award. Except your book is the award and therefore, you get to write this speech and place it where everyone can read it before even starting the book.This dedicated often comes after the title page and before the table of contents. Its a short few sentences thanking whomever helped you get to the point of writing the book or just people you want to acknowledge as thanks.This is an example what a dedication of your book may look like from our own Student Success Strategist Pedro Mattoss debut novel I Wish Everyone Was an Immigrant:#5 ForewordIf youre looking to increase your credibility, get a book endorsement by someone who knows you and your story well, then a foreword is what you want.What is a foreword?A foreword is an introduction to a book written by someone other than the author that lends credibility to the authors status to write the book.Think of a foreword as a sort of endorsement of the book. The person who writes it is usually an author themselves, though they can also just be a person of authority in the same or similar field.Above is an example of a foreword from The Go-Giver by Bob Burg.Forewords typically come after the table of contents and before the introduction or first chapter of the book.#6 PrologueFiction is where prologues live. Oftentimes, stories may need additional context before the actual story begins in order for the reader to make sense of it and elements within the book itself.What is a prologue?A prologue is a short chapter that usually takes place before the main story begins as a means of granting understanding to the reader. Its also used to increase intrigue and captivate readers.Not all books require prologues and in fact, if you can write your novel without it, thats actually preferred as many readers skip the prologue altogether.Below is an example of a prologue from the very popular Game of Thrones by George R.R. Martin.#7 EpilogueNot all book series get happily-ever-after endi ngs. When your book series ends but you want a way to let the readers know whats in store for the characters futures, an epilogue is a strong way to do that.What is an epilogue?An epilogue is a short chapter that comes after the last chapter of a book as a way to tie the story together in a conclusion.Essentially, the epilogue is the answer to the question, what happens to them next? This serves as a more satisfying way to let readers know that characters live happily ever after.Sometimes the ending of the story isnt satisfying enough for readers.That part of their story may end, but if your readers want a more in-depth look at their life after the story, thats when an epilogue would come into play to tie everything together.#8 EpigraphEpigraphs arent necessarily important, nor are they required. Oftentimes, these short snippets serve as a way to let readers know what lesson or subject will be covered in the chapter.What is an epigraph?An epigraph is a short question, quote, or eve n a poem at the beginning of a chapter meant to indicate the chapters theme or focus. This often ties the current work to predecessors with similar ideas and learnings.For example, below is an epigraph from The 7 Habits of Highly Effective People by Stephen R. Covey.#9 Book introductionMost nonfiction books include an introduction to the book- a chapter before your first chapter as a means to introduce yourself and your credibility or author on the subject matter to your readers.Your book introduction is extremely important for showing your readers why they should read the book and how youre the person to help them with whatever problem your book solves.One of the best ways to do this is to first establish the pain points your book helps to solve, and then make it clear how you, someone they dont know, can help with this issue.This usually involves some of your own backstory, but keep it specific to the problem at hand. Your readers dont need an entire rundown of your personal hist ory.#10 Inciting incidentIf youre writing fiction, you may have come across the term inciting incident before.What is an inciting incident?This is an early part of a book thats the point of no return for your characters. The inciting incident is what kicks your plot into full drive.Here are a couple examples of inciting incidents:Katniss volunteers to take her sisters place in The Hunger Games by Suzanne CollinsTobias enters the Tournament and gets accepted in The Saviors Champion by Jenna MoreciBella moves to Forks, where she meets Edward in biology class in Twilight by Stephanie MeyerBran gets pushed off the wall in Winterfell when he catches Jaime and Cersei Lannister together in Game of Thrones by George R.R. MartinThese are all points in the novel that the characters cannot come back from. In this instance, their lives are changed forever, which drive the plot forward.#11 Sections of a bookThis will mostly pertain to nonfiction authors, we well cover the fiction equivalent i n the next section.Some nonfiction books are written with different parts. These are usually separated into 3 parts that make up a greater whole in the book.For example, in the book Im currently writing, I break it up into 3 separate sections. Each part has its own focus and theme but they all work with one another to achieve a greater purpose.Heres an example of how the sections of my book work:Part 1 This part focuses on how your childhood impacts your adult behaviorsPart 2 This part aims to show readers how to move past their childhood and get control of their nowPart 3 This section moves beyond getting control and focuses on how readers can work toward building the future they both want and deserve despite their childhood traumasEach part of this book has a main focus and theme but when utilized together, they form a solution to a larger problem.#12 Act structureIn fiction, instead of creating separate sections like in the example above, you may split your work into differen t acts.Most commonly used is the three act structure.Although this isnt required of novels, its still quite popular to write a book with this structure, as it forms a cohesive order of events thats proven to be intriguing to readers.A popular example of this 3 act structure is in Sabaa Tahirs An Ember in the Ashes, featured below.#13 First slapIf youre familiar with our lingo around how to write a novel, or youre a student already, you may have heard of the first and second slap.These are pivotal points in your characters journey that further the plot and often make their efforts more difficult.The first slap is often the biggest setback for your character following the inciting incident.Here are some examples of what a first slap is in popular stories:Katniss entering the hunger games after trials and testsBella finding out Edward is a vampire in TwilightTobiass first challenge in the tournament in The Saviors Champion by Jenna MoreciAll of these have one thing in common: they mak e the lives harder for the characters.#14 Second slapLike the first slap, the second slap is a pivotal point in the novel where your character faces a downfall, most often after having a win or two under their belt since the first slap.The second slap needs to be placed shortly after your readers have gained hope in your characters ability to succeed in whatever their goal is.The idea behind this is to hook your readers again and let them know that it is not all smooth sailing for your characters throughout the rest of the book.Oftentimes, the second slap is worse than the first, where 90% of your characters hope in succeeding is lost and therefore, your readers will lose hope too. This makes them root for your character even more, increasing the amount they care for your character.#15 ClimaxWe all know the climax of the book is the most important part. Its where your character faces the biggest obstacle in achieving their goal in the book.Here are a few examples of climaxes in po pular books:Whenever Harry Potter comes face-to-face with Voldemort in the booksKatniss and Peeta are up against one more foe before winning the games in the first bookBella gets taken by James and Edward has to fight to save herThe climax is the last challenge before the ending, or resolution, of your book. It is the point of the highest tension and its where your character faces the worst odds- worse than the first and second slaps.#16 AcknowledgementsWe all have people in our lives to acknowledge for our success in writing a book.Much like the dedication, the acknowledgements are meant to recognize impactful people in our lives. These, unlike the dedication, typically come at the end of the book and can be written in longer, paragraph form as a pose to a short sentence for each.#17 Author bioNot all books contain an author bio in it, specifically fiction (unless its a hardback copy).Nonfiction, however, is a type where the author bio can be at the bottom of the back page of you r book, beneath the back cover synopsis.Heres an example of an author bio for Omer Dylan Reddens Life Doc.Your author bio doesnt have to be very long. Keep it short and simple while still showing your readers your credibility in what your book covers.#18 Coming soon / Read moreThis part of a book might not matter to you unless you have a book series or multiple books to your name.The coming soon and read more pages are used to help your readers purchase and read more of your books.This section of a book often comes at the very end, after your epilogue and acknowledgments. Its a single page with the cover images of your other book/s, their titles, and links for your ebook copy.This not only makes it easier for your readers to buy the next book, but its also a great way to sell more books overall.#19 Back cover or synopsis of a bookI saved the best (and most important) for last. The back cover, also known as the synopsis of your book, is by far the most critical for getting people t o buy.Without a good synopsis to hook readers and buy them into your book, you wont sell.These are crucial for both fiction and nonfiction.With your fiction synopsis, you want to create intrigue and show your readers that theyll get a good story. The trick is doing this with a few short paragraphs.Heres an example of a fiction synopsis that works, from Jenna Morecis The Saviors Champion: Heres a nonfiction example of the back cover from Lisa Zelenaks Find Your Thing:As you can see, these look very different, though they serve the same purpose. The back of your book is the first thing someone reads in order to decide if they want to buy your book.Make it concise, convincing, and show them the value theyll get from reading it- be that an entertaining read or a solution to their problem.Start Your Book TODAYIf you want to start your book and make it stand out against the millions already out there, we have what you needA free training to help you get started

Staffing as the Phase of the Management Process Article

Staffing as the Phase of the Management Process - Article Example Nevertheless, upon their encounter, Fred Western got mesmerized with the noteworthy credentials of Mimi Brewster, not to mention her being knowledgeable and well-versed about the Chinas customs, traditions, and its business situation. However, Mr Westerns impression of Mimi is counteracted by Miss Virginia Flanders discovery of some background information from one search engine on the web. Indeed, the facts that have been discovered by Miss Flanders undeniably stirred the mind of Mr Western, thereby putting him in a considerable dilemma— whether to hire Mimi and approve her candidacy to suit the position, or otherwise. The aforesaid issues revolve around one important management elements or functions, that is staffing. â€Å"Staffing is the third phase of the management process, where the leader or manager recruits, selects, orients, and promotes personal development to accomplish the goals of the organization† (Marquis and Huston 229). As such, the success of this process depends upon how efficient and efficacious is the leader or manager in fulfilling his or her roles and functions all throughout this phase (Marquis and Huston 230). In response to the scenario in the case study, Mimi's academic and previous work backgrounds are undeniably sufficient to meet her desired position. In fact, her credentials are superb: (1) she graduated with honours (cum laude) and (2) excellent recommendations from previous employers. The literature says that it is really very important to check the academic and professional credentials, as well as reference checks, of the job applicants or candidates (Marquis and Huston 246). In this regard, there is really nothing wrong with Mimi's application except for some internet articles describing her as somewhat â€Å"activist†.Nevertheless, since those distracting articles were published more than eight years ago, they can be disregarded. This is supported by the literature as Marquis and Huston affirmed that  information obtained by any method may not be used to reject an applicant unless a justifiable reason for disqualification exists.  

Independent, Mediating, Moderating and Dependent Variables Coursework

Independent, Mediating, Moderating and Dependent Variables - Coursework Example For instance, intervening variables explicate the statistical association between longevity needs and income because having money does not necessarily make someone live longer. However, the relationship between income and longevity needs might hold considering that people with higher income tend to have better medical care. A typical example of the intervening variable is the medical care. It basically mediates or intervenes the relation between longevity and income (Springer, 2014). All the correlations between predictor and mediator variables, mediator and criterion variables, as well as predictor and criterion variables are significant for the general test for mediation. For instance, parents typically transmit their social statuses directly to their children. In the same way, they effectively transmit those statuses to their children through education. Parent’s status âž› child’s education âž› child’s status. A mediating variable is vital for statistical analyses and research designs that aim to investigate how tobacco prevention programs impact or accomplish their effects on the use of tobacco. The theoretical approach to program evaluation and development mainly focuses on the action theory (Amine et al. 2012). In particular, the action theory explains how the tobacco prevention program would affect intervening variables. Similarly, a conceptual approach seeks to explicate how mediator variables are related to smoking. Tobacco prevention programs would ultimately obtain information on the intervening mechanisms; information would be very useful to the development of adequate programs (Amine et al. 2012). The information would further provide a valuable test of the theoretical or hypothetical basis of tobacco prevention efforts. Amine, Chakor, and Alaoui (2012) investigate the influence of mediating variables on the theoretical analysis of ethics, relationship marketing, and corporate performance.  

Fra Angelico :: essays research papers

Fra Angelico/Beato, was the name given to the Dominican friar and early renaissance artist, Fra Giovanni Guido di Piero for his extraordinary works and personal piety. He was born in Vicchio, Tuscany, and had begun his artistic career as an illuminator of missals and other religious related books in his late teens. In 1417, he was accepted as a member of the Compasniadisan Niccolo, a religious confraternity in the Church of Santa Maria del Carmine, which was an implicit recognition of his Christian piety. Here he was prohibited from painting, and therefore resigned from the order and joined the community of San Dominico to become a Dominican friar in 1420, where his brother Fra Benedetto also joined and was ordained as a priest. It was in this place that Fra Angelico had begun his first works on altar pieces and frescoes such as The Annunciation, and had adopted the name Frate Giovanni de' San Domeico da Fiesole (Fra Giovanni of the friars of San Dominico in Fiesole). He was one of the first friars who employed for working on convents other than his own. By the time he was the age of twenty-five, Fra Angelico was already a well known master painter. At the time Florence was the ideal area for Renaissance artwork. So Fra Angelico along with other Fiesole friars, moved to the convent of San Marco in Florence around 1436. In 1445 however, he went to Rome as a request by Pope Eugenius IV. Eventually Fra Angelico returns to his Fiesole, and passes away in March 1455. Unlike many other artists of those times, Fra Angelico used effective artistic techniques such as devout facial expressions, convincing usage of color, motion, deep spacing, usage of a linear perspective, all combined with the influence of the decorative Gothic style of Gentile da Fabriano, which made him one of the foremost painters of the Renaissance. It was also said that his work was inspired by the preaching of another Dominican known as Fra Manfredida Vercelli, and since all his work consisted of Christian relevance, his Christian spirituality is manifested in his art. One of Fra Angelico's more well known piece of work, is the painting of The Last Judgement, which was a piece for the back of a seat for the priest to use at the Mass. It was most probably commissioned by the Florentine church of Santa Maria degli Angeli.

Life Affirming Teaching

How can we as a people introduce a life affirming way of teaching? A liberating and human freedom approach. I will attempt to show you that is can be a more excellent way of teaching. Through liberation, accountability, creativity, critical consciousness a nd human freedom. In the Webster's dictionary it says that â€Å"Life -Affirming means to indicating that life is value: positive and optimistic. And Albert Einstein has been quoted as saying, â€Å"The important thing is not to stop questioning. Curiosity has its ow n reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.   It is enough if one tries merely to comprehend a little of this mystery every day.† (â€Å"NOVA|Einstein Quotes| PBS† 2018) It is said that â€Å"Liberation is a praxis; the action and reflection of men and women upon their world in order to transform it† (Freire,79). Learning can bring a liberating experience for a student. It can open up one's imagination to recognize th at they, the student, as they learn, can teach also. In Paulo Freire's book â€Å"Pedagogy of the Oppressed† it is mentioned that the way that we have been taught is more of the banking system. It has a narrating â€Å"subject† which is the teacher and the â€Å"object† which is the student. The teachers task is to â€Å"fill† the students with the content of the teacher's â€Å"narrative†. (Freire,71) In a way that exemplifies empty words as one teaches, with no dramatic change or power behind them. Education becomes an act of dep ositing, in which the students are the depositories and the teacher is the depositor. (Freire,72) This reminds me of the hierarchy way of thinking, because the way the banking concept of education according to Freire is that â€Å"knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing† (Freire,72) When the educator can minimize the educated it can bring a sense of pervasive insecurity to the student, which can produce more of an oppression.ED Darlene Hooks Sring/2018 2 Gain ing an education has been one of the most forced way of being in our society. One is not able to gain employment without a certain certificate or masters. It is said that an education can make you rich, while others without an education have become wealthy . Education be it, Christian or secular has played a huge role in reproducing people who have not or will not think for themselves. It's alm ost as if they are based in fear, because according to society, one cannot obtain wealth without an education. Accor ding to Entrepreneur website, an education can either be a stepping stone or a road block on the path to achievement. (Smale) We must then approach education in a way to liberate one's mind and replace an oppressive way of thinking to educate others that they too can be creative. The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that struc ture so that they can become â€Å"beings for themselves†. (Freire,74) Our responsibility as educators should be to engage our students into partnership to help them have a sense of security. † Feelings of insecurity bring chaos in one's life and with them a shi ft in perspective which leads to a decrease in quality of life and ability to experience happiness. In fact, feeling insecure affects all aspects of oneself: decision making, relationships, self -view, creativity, etc.† (Pitaru) If insecurity is capable of effecting all aspects of our lives then we need to attempt to make the learning experience as secure as possible for the students. Learning takes place within the interrelatedness of all aspects of human experience. (Miller,1995) Our human experience or so me might say human freedom is something we all have a legitimate right to. As Groom says, People who suffer a lack of freedom knows it, in its absence. (Groom,83) He also states that â€Å"The starting point for affirming our possibility for freedom is the bibl ical claim that we are created by a free creator. (Groome, 84) We are created in the image and likeness of a divine being that has showed us how to live in freedom. We are free primarily forED Darlene Hooks Sring/2018 3 God because it is only by saying yes to the image of whom we are a reflection that we can say yes to our own authentic selves, and only as our own true selves can we be free. (Groome,84) With freedom comes a beautiful thing called liberty. Liberation requires critical consciousness a nd creative thought. The most important reason for liberation in education lies in its drive towards reconciliation. (Freire,72) The banking system will not work in a liberated education setting because that system mirrors oppression. Oppression can be a controlling mechanism that can stifle one's growth and can cause death to one's being. Oppression – overwhelming control – is necrophilic; it is nourished by love of death, not life. (Freire,77) Once a person learns this there is no going back to the old way of thinking. There is a stretching of sorts, in a person's mind and one recognizes that they will not be oppressed any longer. There is a freedom in knowledge and it is there to set the oppressed free. â€Å"To educate as the practice of freedom is a way of teaching that anyone c an learn. (Hooks, 13) It is attainable for anyone of us, and anyone can teach it, with an open heart, mind and a sense for changeability. According to Groom in the three dimensions of human freedom, we have, in our freedom for God the capacity to â€Å"know† g ood (rational freedom), to freely â€Å"choose† the good, (freedom for choice, freedom for inner compulsion), and to â€Å"do† the good (freedom for action, freedom from external constraint or servitude). (My emphasis) (Groome,85) If we know then we can choose and then we can move with action and do. That's how we can move forward in recognizing that we can learn as well as teach in a way that can bring us liberation. We can eventually teach with a life -affirming way. According to Groom, the rational of our freedom is rooted in our ability for self -reflection, which expresses the transcendent aspects of being human. This can give us the capacity to know the good with sufficient clarity to be held responsible. (Groome, 85) Without this accountabilityED Darlene Hooks Sring/2018 4 freedom would be non -existent. In other words, we have freedom of choice even to the point of being able to choose unfreedom. (Groome, 86) Action is the next phase of freedom, how do we act out our true freedom? Well, according to Groome, our freedom for God and thus for ourselves is realized in our freedom for others. (Groome, 86) We want to be free but we are not truly free until we live in a way of thinking that we are to be of service to others. That is a beautiful definitio n of giving back to our communities and students. True freedom is â€Å"Freedom for God is a possibility of authentic freedom for oneself†. (Groome, 87) How do we live out this â€Å"freedom† we have been generously given? According to Groome its through Jesus Chris t, with a Christian perspective. (Groome, 88) In James 1:25 (NRSV) â€Å"But those who look into the perfect law, the law of liberty, and persevere, being not hearers who forget but doers who act — they will be blessed in their doing† . We can and will be blessed when we make the conscious decision to help others. The freedom we gain is not for us alone but for those whose lives we touch. Those who we can share our truth with and show that God's freedom is an everlasting one, not a superficial one. 1 Peter 2:16 , it says, â€Å"As servants of God, live as free people, yet do not use your freedom as a pretext for evil†. To be faithful, is a choice and to serve is a way we can thrive in freedom. Freedom is not just a self -serving freedom of â€Å"I can do whatever I want, when I want† True freedom in Christ is being free to free others. Freedom for God is the possibility of au thentic freedom for oneself. (Groome,87) In Christ we can now be free from anything that is attempting to stop our freedom. For those of us who are of the Christian faith we believe that we have a freedom in our belief system, however, for those who are n ot believers. I have found out that they too have a freedom in or if they have a spiritual encounter. One can say my way is truth yet another personED Darlene Hooks Sring/2018 5 might say, â€Å"but no, my way is truth†. I have found that whoever or whatever we believe, we can come to a pl ace of freedom and live a life affirming way of being. To live a life -affirming way of being, we must teach that it is possible. Christian faith and human freedom can be hand in hand, if it is being taught without manipulation or judgment. According to Groome, â€Å"Any form of manipulation or indoctrination is both bad education and blatantly counterproductive to the purposes of Christian education† (Groome,98) That's why we must make a difference when we teach. My using a life affirming way of teaching, we ar e helping the student to think for themselves and to trust themselves in their learning process. It's a responsibility that some might not want to take but if we want society to be a more loving and compassionate one we must be patient and teach in a lovin g environment and not with a controlling way of being. â€Å"Our intentions must be to sponsor people toward a lived Christian faith that is both free and freeing†. (Groome,99) We must be intentional in helping others when we teach. We must be aware of their li ves and cultures and be authentic and show a genuine love and care for them. We should meet them at their individual needs, not mirror superiority over them. We can show as we learn more about our own freedom in our humanism. â€Å"Human freedom within history will always be an ongoing journey rather than a point of arrival†. (Groome,99) According to Nurten Gokalp, â€Å"Education can be defined as the process of developing and completing of human being†. â€Å"The purpose of education is to provide the appropriate condit ions to people for maintaining themselves as a whole†. (Gokalp,2012) Education should be a way of helping others meet their own personal potential and not make them into robots or people who have no way of thinking or creating their ow n way of being. There should always be a freedomED Darlene Hooks Sring/2018 6 in education to allow the person to help create their own guidance in themselves. There is a wholeness in a life affirming way of teaching that can usher the person into their own greatness. â€Å"Freedom is an important factor in t he process of determining one's self and others†. â€Å"Freedom in this sense is usually regarded as a presupposition of moral responsibility: the actions for which I may be praised or blamed, rewarded or punished, are just those which I perform freely†. (Gokal p,2012) . Now that's human freedom in a life affirming way, in every sense of the word. â€Å"Human being can not choose to be free or not, but with education he can realize his freedom and learn to use it.† And finally, â€Å"real freedom is to choose to comply with the enlightened mind† (Gokalp,2012) This is what Freire calls problem -posing education and that is the education we need to flourish in, in these days and times. â€Å"Problem -posing involves a constant unveiling of reality† he says it, â€Å"strives for the emerge nce of consciousness and critical intervention in reality†. He mentions that students will meet the challenges of the world and instead of running from them they will run into it. (my interpretation) He says, â€Å"Their response to the challenge evokes new cha llenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom -as opposed to the education as the practice of domination -denies that man is abstract, isolated, independent, a nd unattached to the world.† (Freire, 81) I'd like to say that we all should want to live a life of freedom and liberty. It is something that comes naturally to some and is very hard for others. If we being the part of the education system, can help to shap e a person's perspective on life then we should attempt to do it in a holistic approach. There should be an authentic liberation and freedom that emulates from us intoED Darlene Hooks Sring/2018 7 our students, so we can draw out their talents and abilities so that we can make a more peaceful and compassionate way of being in this world. The banking system will not work for this generation. We have too many minds that won't just sit and be still and take it, like other generations before us did. We will ask questions and we will expre ss our differences. There is a self -justice that is beginning in our society and its used in self -expression and in all the ways of communication. Education is a praxis of freedom and a way for people to practice their rights in learning and contributing to society. We are an awake society and live in a more conscious frame of mind. We won't go back to sleep, we won't lay down and roll over every time someone wants us to. We will be a positive contributing factor to our world and be conscious of it. We wil l teach others to love the earth and to more kind in its evolving. Education is a beautiful example of liberation, especially in one's way of giving back. We will fight for our freedom from oppression. We will make others recognize that we are humans and that we will not have anything less then, full humanity. We won't live in a dehumanizing way of being any longer. Because once you've tasted freedom, one can never go back. We won't go back to laying down and allowing others to speak violence into our bein gs. â€Å"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision -making is to change them into objects. (Freire,85) W e will not be objects any more. We can't any more, especially when we have an open consciousness and revelation that we don't have to live this way any longer. Now we have a mandate to live out and bring life to our students. ED Darlene Hooks Sring/2018 8 Bibliography †¢ â€Å"NOVA | Einstein's Big Idea | Einstein Quotes (Non -Flash) | PBS†. 2018. Pbs.Org . http://www.pbs.org/wgbh/nova/einstein/wisd -nf.html. †¢ Freire, Paulo. 2000. Pedagogy Of The Oppressed . New York: Continuum. †¢ Smale, Thomas. 2018. â€Å"8 Hugely Successful People Who Didn't Graduate College†. Entrepreneur . https://www.entrepreneur.com/slideshow/299620#9 . †¢ Pitaru, M.S., L.P.C, Di ana C. 2018. â€Å"Identifying And Tackling Feelings Of Insecurity†. Blog. Unleash Your Creativity . https://blogs.psychcentral.com/unleash – creativity/2015/10/insecurity/ . †¢ Miller, Randolph Crump. 1995. Theologies Of Religious Education . Birmingham, Ala.: Religious Education Press. †¢ Hooks, Bell. 1994. Teaching To Transgress . Routledge. †¢ Gokalp, Nurten. 2012. â€Å"Philosophy Education And Human Freedom†. Procedia – Social And Behavioral Sciences 47: 477 -479. doi:10.1016/j.sbspro.2012.06.683.

Austin College Admissions SAT Scores, Financial Aid...