Motivation and Emotion Essay

Motivation The process by which activities are started, directed, and continued so that physical or psychological needs or wants are met. Came from the Latin word â€Å"movere† which means â€Å"to move† Two Kinds of Motivation 1. Intrinsic Motivation – occurs when people act because the act itself is satisfying or rewarding (e.g. charity). 2. Extrinsic Motivation – occurs when people receive an external reward for the act (e.g. money). Approaches to Motivation 1. Instinct Approach – proposes that some human actions may be motivated by instincts (e.g. motherly instinct, survival instinct). 2. Drive –reduction Approach – when an organism has a need, the need leads to psychological tension that motivates the organism to act; fulfilling the need and reducing the tension (e.g. sleep). 3. Arousal Approach – a person has an optimal level of arousal to maintain (sensation seekers). 4. Incentive Approach – an external stimulus may be so rewarding that it motivates a person to act toward that stimulus rather than another stimulus or to satisfy a drive Maslow’s Hierarchy of Needs (Abraham Maslow) Self Determination Theory (Edward Deci & Richard Ryan) Biological Basis of Hunger Lateral Hypothalamus – gives off the biological feeling of hunger. Ventromedial Hypothalamus – causes a person to feel full. Digestive System – the stomach and intestines send nerve and impulses to the brain to recognize that they are already full. Glucose – it is what food is converted to; also called blood sugar; if the glucose is low, it increases a person’s hunger, if it is high, it decreases it. What motivates you to eat? the most common reason why people eat is due to stress and problems, other reasons may be of culture and tradition since other foods which are not considered edible in one country is considered a delicacy in another (such as insects). Eating Disorders group of condition defined by abnormal eating habits that may involve either insufficient or excessive food intake to detriment one’s physical and mental health Anorexia Nervosa – a condition which reduces eating to a point that a weight loss of 15% below the ideal body weight or more occurs (under eating). Bulimia Nervosa – a condition in which a person develops a cycle of binging or overeating enormous amount of food at one sitting, and purging or deliberately vomiting after eating (overeating). Causes of Eating Disorders These include depression, substance (drug) abuse, family history (heredity), difficult relationships with family and friends, stress, being overly concerned with being slim. Warning Signs these are the signs that could result the person to have an eating disorder: missing meals complaining about being fat refusing to eat at restaurants cooking feasts but not eating the food prepared repeatedly checking weight Emotion the â€Å"feeling† aspect of consciousness and include physical, behavioral and subjective components Physical: increase in heart rate, rapid breathing, dilation of pupils, dryness of mouth, fidgeting Behavioral: facial expressions, body movements and actions Subjective: anger, fear, happiness, and sadness James-Lange Theory developed by William James and Carl Lange states that a stimulus creates a physiological response that then leads to the labeling of the emotion event arousal interpretation emotion I see a snake muscle tenses, heart races feel nervous and scared Canon-Bard Theory developed by Walter Canon and Philip Bard states that emotions are felt first given a specific stimulus followed by a physiological change event simultaneous arousal and emotion I see a snake feel nervous and scared muscle tenses, heart races Lazarus Theory developed by Richard Lazarus states that a person decides what to feel depending on how he interprets an instigating stimulus or event event thinking simultaneous arousal and emotion coworker gets promoted think that you should have been the one promoted feel bitter Negative Emotions: fear anger guilt depression horror pride jealousy envy regret sad grief self-pity anxiety resentful denial How to become happy enduring happiness does not come from success take control of your time smile seek activities that engage ones skills get moving get necessary sleep prioritize relationships focus beyond the self make a gratitude journal nurture your spiritual self

Beane Curriculum Review

The editor of this text presents a range of authors concern about the state of curriculum in K-12 schools of North America in the 21st century. Beane describes the collection of reviews as critiquing curriculum as â€Å"disconnected, fragmented, and incoherent†. Eighteen professional writers contributed their perspectives of working with current curriculum that seeks to â€Å"Leave no child behind†.Authors work in a range of education areas; professors, teachers, lecturers and administration staff. Each author shares their way of engaging with curriculum in a meaningful way so as to relate to the day to day existence of students.The book was written to fill the gap observed by the authors, which is that there is a lack of curriculum that truly prepares students for lifestyles, careers and personal development suited to live in this the globalized millennium. Throughout the ideal â€Å"educated† person is explored, incorporating a diversity of themes that highligh t the integration of curriculum, within and between subjects and across cultures. Importantly, it comes across, is the critical need to research more authentic assessment forms, to establish broader goals and standards and to be more fully inclusive of students. 2.Write down striking words, images, phrases or details. The Search for Coherence is the title of Chapter One is a striking phrase in that it implies that the concept of coherence, as it applies to curriculum, is dearth. This is surprising given the governments push for a â€Å"No Child Left Behind Policy† which has seen a radical shake-up of curriculum. The image this casts for me are teachers and lecturers using a torch to look high and low for an elusive â€Å"something†; all the while becoming more and more frustrated. Coherence for me describes a state of understanding that allows practical application of knowledge and comprehension.I love the term â€Å"inclusiveness† because it reflects basic huma n rights to freedom of thought, values and speech. It facilitates the cultivation of discussion to find answers and to listen to each party who is involved. A multi-perspective can only enrich decision-making processes, and better enable critical analysis and monitoring of existing processes and protocols in the delivery of education services to ensure best practices. Critical Analysis 1. Ask yourself questions about the text: What perplexes you about a particular passage?I am having trouble understanding how a coherent curriculum will ensure a general standard of delivery while tailoring itself to the ever changing individual needs of students, teachers, education institutions and the workforce. The relevance or usefulness of a curriculum must be dynamic in order to provide what is needed as defined by all stakeholders. However, how to be confident that there is an equal access to opportunities and resources that comprise a basic education that will allow students to become functio nal community members, that contribute as well as take care of their personal well being.Also, the phrase â€Å"repositioning [of] learning experiences into meaningful contexts† (p. 8) comes across as vague and not really saying anything. How the context that is being suggested is quantitatively or qualitatively different form what currently exists is left unclear. 2. Try agreeing with the writer. I agree with the need to develop a more meaningful and purposeful curriculum for our children, young people, and professionals-in-training. A multidisciplinary approach to discussing and problem-solving the issue is a clear approach to aid in the differentiation of concepts and actual facts with regard to current curriculum practices.I concede as well that education needs to go beyond â€Å"mug and jug† and contribute to the motivation, engagement and facilitation of continuous learning and self-discovery of both the student and teacher. The weaving of theory and tried educat ion delivery practices are the best way to provision students and teachers with unambiguous explanations that cultivates applied knowledge. The collection of articles encourages the reader to reflect on their own practices and to determine where flexibility, creativity and change could be of benefit.However, the authors leave out one set of very important stakeholders – the caregivers of the students. More and more literature is encouraging the inclusiveness of caregivers in the education of their child. The authors tended to ignore directly engaging caregivers in the determination of what is missing in curriculum and most importantly, how to best develop a more coherent form. This is contended to be a loss for any curriculum development as caregivers have intimate knowledge of the needs, desires, fears and capabilities of their children.Also, many parents are in the workforce or contribute to the community in some other capacity and so also have first hand knowledge of the s kills and attitude that is needed for citizens of the future. I anticipate that I will seek continuous development in policy analysis and research work, to be able to monitor and evaluate my practices and the organizational culture and values I am working with. As well I will start a reflective journal to record my own practices and views toward student responses, and my satisfaction with meeting the goals to aid in â€Å"educated person

What Are Fire Ants, and Where Do They Live

When people talk about fire ants, theyre often referring to a non-native species, the red imported fire ant, Solenopsis invicta. In the 1930s, red imported fire ants made their way to the U.S. from Argentina, via the port of Mobile, Alabama. Red imported fire ants will defend their nest aggressively, emerging en masse and stinging the offending perpetrator. Solenopsis invicta is now established throughout the southeastern states. Isolated populations also exist in California and the southwest. Entomologically speaking, fire ants are the common name given to about 20 species of ants belonging to the genus Solenopsis. Fire ants sting. Their toxic venom causes a burning sensation, hence the name fire ants. Entomologist Justin Schmidt, who studied and ranked the pain inflicted by various stinging insects, described the fire ants sting as like walking across a shag carpet reaching for the light switch. In the U.S., we have four native species of fire ants: Solenopsis xyloni - southern fire antsSolenopsis aurea - desert fire antsSolenopsis amblychila - desert fire antsSolenopsis geminata - tropical fire ants Another exotic species, the black import fire ant (Solenopsis richteri) arrived in the U.S. around 1918. Red imported fire ants displaced their less aggressive cousin a few decades later. Black imported fire ants still exist in limited populations in parts of Texas, Alabama, and Mississippi. Sources Geographic distribution of fire ants, Xtension.org. Accessed online November 4, 2010.Red Imported Fire Ant in North Carolina, Department of Entomology, North Carolina State University. Accessed online November 4, 2010.Fire Ants in Tennessee, University of Tennessee Extension. Accessed online November 4, 2010.