The Importance Of Education In Malaysia Education Essay

The Importance Of Education In Malaysia Education Essay Education in Malaysia has gone through extensive changes throughout the years. These constant changes or reforms are carried out with perhaps only one vision in mind, and that is to improve the current existing teaching and learning procedures in schools and higher institutions of learning. Such action highlights the governments endless efforts in trying to improve the quality of education for its people. After a decade into the New Millennium, the education scenario is more pressed to undertake even more improvements in trying to cope with the demands and expectations of education in the 21st century. We can no longer be satisfied with what we have, but instead there is a need to constantly compare ourselves to that of more developed nations, and this is especially true with the field of education. This is to ensure that our people will be able to compete internationally in this borderless world. This is very much in-line with the vision of our longest-serving Prime Minister Tun Mahathir Mohammad. Tun, back in the 90s shared his vision and dreams for this nation through Wawasan 2020 or Vision 2020. According to his article Malaysia on Track Vision 2020, as a doctor he is attracted to the optometrist measurement of Vision 2020 which indicates 100 percent perfect vision. He further explains that Vision 2020 in relation to the future of this country would be the quest for Malaysia to have clear vision of our future as in where we want heading and what we want to be in the New Millennium. As Malaysia plans to transform into fully-developed nation, education becomes the priority of the government since it is one of the most powerful entities that would determine the success or failure of the nation. The future of any country depends on its people. It is therefore important to ensure that everyone is equipped with the necessary knowledge, skills and values to survive in this highly competitive and globalised world which is impacted by rapid development in science, technology and information. The importance of education has become more paramount especially in our Nations process of moving from an economy-based on labor-intensive and lower-end manufactured products to k-economy or knowledge economy. The Ministry of Education (MOE) and The Ministry of Higher Education (MOHE) are two bodies which are responsible in ensuring that nation is moving towards the specified target. This is clearly outlined in the 2 key thrusts under the National mission (Mid-term Review of Ninth, 2008); Thrust 2: to raise capacity for knowledge and innovation and nurture first class mentality. Thrust 3: to address persistent socio-economic inequalities constructively and productively. In line with the drive towards developing the nations K-Economy, the current economical trend is to focus on the advancement and rise in emphasis on the area of science and technology. As a measure to achieve this vision, the government has adopted a holistic approach in Malaysian education system by emphasizing on mastery knowledge, intellectual capital and developing technology and entrepreneurial skills. Since science and technology play a major role in contributing to a more developed nation, the government seems to give more emphasis on teaching and learning process of science in the primary, secondary and higher education. It is coherent with Malaysias aim which to produce more experts in science or in general to produce a future generation of intellectuals. Therefore, as science educators, it is important to be aware of the demand of the nation. There is a need to ensure that the teaching and learning process is focused in producing individuals who fulfill the governments aspiration. Hence, it requires teachers to have passion, creativity, intelligence and determination to make sure that the delivery of knowledge is truly effective. Among other things, methods in teaching, teachers knowledge and performances are frequently being observed to ensure that teachers remain excellent in their teaching. This is because; teachers play a major role in ensuring the effectiveness and the success of the actual delivery and implementation of the Malaysian curriculum. Therefore, when planning a lesson, teachers need to be aware of the objectives of the curriculum by incorporating good content values into the lesson, implement the curriculum designed by the ministry and at the end of it all, assess the outcomes of the curriculum. But it is not enough to focus only on the teacher without looking at the relevancy of the Malaysian science curriculum, which actually contributes to the success or failure of science education. In fact, it is actually a major issue that is constantly discussed among science educators and academicians in Malaysia. Is the Malaysian science curriculum measurable to that of the standards of other countries? This is pertinent question that needs to be answered. Therefore it would be useful to compare Malaysian science curriculum with other developed countries in order to determine the standard of Malaysian curriculum. 1.1 Background of Study This comparative study between the Malaysian science curriculum and the Steiner Waldorf in science curriculum was conducted primarily to gain insights on the much-researched and discussed about Steiner curriculum. Having experienced the Malaysian science curriculum and after pursuing an honors degree in science education, the researcher is very familiar with the countrys science education curriculum, especially issues pertaining to its content and pedagogical approach. However, the researcher is with the opinion that new knowledge of new educational curriculum can be useful in ensuring better quality of science education. This is important in view of providing the best in science in the context of Malaysian schools. In view of trying to improve the existing curriculum it would be interesting to find out the standard of Malaysian science curriculum in comparison to other developed countries. This is important to ensure that our students will be able to compete globally. Comparative study of curriculum across countries provides background information about how to understand existing strengths and weaknesses of the present curriculum (Moosa Che Azura Che An, n.d). Therefore, this research can suggest ways to help students to perform in the subject of science and also help science teachers in their teaching. This is crucial as over the past few years, there have been a lot of problems discussed about the Malaysian science curriculum and the major part of the discussion revolves around the teaching and learning process. As a result, it raised the researchers interest to look into the matter so that the researcher could discover ways to improve the Malaysian science curriculum in order to create effective lessons yet in enjoyable environment for the students to learn science. In Malaysia, the idea associated with science education is intended to be in-line with existing policies which is specifically to prepare students for examination. There are a few officially recommended practices for science teaching such as constructivist teaching, mastery learning, science process skills, thinking skills, and metacognition, self-directed, self-paced and self-assessed learning and others that, if carried out properly can ensure the successful and effective lessons. Current thinking in science is looking towards a paradigm that is more inclusive of the diversity that exists in our life-worlds (Revathi, R et al, 2003). Science is also perceived as a process of meaning-making and countries such as the United States, Canada, Australia and South Africa (Aikenhead, 2000) are implementing science teaching approaches that incorporate learners cultural and linguistic bearings. For example the science classroom needs to be one that is interesting and multi-discursive which pe rmits the teacher and students to work together in creating knowledge. However, such an approach or a feature is not common in the Malaysian science curriculum. The idea to produce a generation that is ideally competent in science seems difficult and this seems to suggest that there is need for Malaysian science curriculum to be reviewed. From the objectives of the curriculum to the issues of assessment, everything becomes crucial and needs thorough reevaluation. The features and function of science discourse include formulating hypotheses, designing investigations, collecting data, drawing conclusions and communicating results (Chamot OMalley, 1994) and these are the skills which are basically being emphasized by the teacher in the classroom. Sadly, the application is not obvious in the students daily life especially in the context of Malaysia. By conducting this research, the researcher hopes to be able to get some insights into the Steiner Waldorf curriculum and the Malaysian science curriculum. Having done this, it is hoped that the research suggestions may highlight existing gaps in curricular, pedagogical or other aspects through comparison between Malaysian science curriculum with Steiner Waldorf education. From the suggestions made, hopefully the teaching and learning of science will be more effective and more enjoyable for the students. By having a good time in learning science through effective methods employed by the teacher, the researcher believes that it will help students to perform better in all the science subjects and at the same time acquire scientific knowledge in a wider perspective. Apart from that, it will also help to produce all rounded students as outlined in the National Education Philosophy. 1.2 Statement of the Problem The Integrated Curriculum for Secondary School (Kurrikulum Bersepadu Sekolah Menengah, KBSM) is the continuation of the New Primary School Curriculum (Kurikulum Baru Sekolah Rendah, KBSR). This change in the curriculum structure is the governments strategy to shift the emphasis of education that existed in 1970s to a more contemporary holistic concept of learning that encompasses moral, religious, social, physical, and intellectual development of a person (Rosnani.H, 2004). In science education, holistic education aims to produce students who are able to relate the content that they learned in the classroom to their daily life. It refers to their ability to use scientific thinking and processes in a wider context so that it will highlight the effectiveness of the KBSM which subscribes to the principles of lifelong learning. After having informal interviews with a few seniors teachers and lectures with science education background, the researcher found out that Malaysian science curri culum somehow does not support the holistic education as being mentioned and fails to achieve the intended outcomes. The following is the opinion given by the senior lecturer who was interviewed by the researcher; My hunch is the general population of the students does not relate what they learn to everyday situation because many studies have shown that students do not like science and they find science isolated or do not associate with them. So we can infer from that the students do not related what they learned nor practice their scientific attitudes. (personal communication) This is further supported by the results of Trends in International Math Science, TIMMS assessment in science taken by Malaysian students in 2003. The TIMMS assessment is designed to help to improve students learning in math and science where the assessment generally focuses on the students mathematics and science skills. In the assessment, our students scored an average of 504 which exceeds the international average of 474 (Martin et al, 2004) and placed Malaysia to be at 19th out of 44 participating countries. The performance actually is not truly impressive if compared to the performance of students from other developing countries in Asia pacific such as Singapore Chinese-Taipei and Republic of Korea. The line of argument is what are the aspects that lacking in Malaysian students since those nations secured the top 3 placing and therefore have clearly performed better than our students. Another interesting insight which the researcher gathered through informal interviews with the senior teachers and lectures, as well as his personal experience as a science student and in-service teacher is the fact that Malaysian education system gives too much focus on examination. In order to survive in the Malaysian education system, students need to excel in public examinations (UPSR, PMR, SPM). Somehow the situation affects teaching and learning process which is a part of the curriculum. Teachers admitted that the focus is only to finish the syllabus within the time allocated by the school administration. Through informal interviews with the students, the researcher also discovered that students think it is easier for them to focus and prepare themselves for the examination instead of engaging in meaningful learning. The researcher also found out that because of the need to finish up the syllabus, the lessons were not conducted properly by teachers. Teachers rarely make reflections on their teaching. Even though the accomplishment of the objective and learning outcomes are the measurement to a successful lesson in Malaysian education system; most of the time, teachers do not have attempt to find out whether their students have actually acquired the specified learning outcomes. An effective science classroom should be able to make students think and process the knowledge received in the classroom. Ironically, the scenario does not happen in most Malaysian classrooms. Because of the examination matter, the researcher believes that teachers tend to neglect their method in teaching science. In true fact, a science class should be filled with interesting and varying activities so that students will enjoy the class. However, in reality most science lessons, more often than not, are not only plain and d ull but also could kill students excitement in learning the subject. This is another concern of the researcher since there is a tendency that the situation mentioned above could cause the students to lose interest in learning science. The Steiner Waldorf education is similar to the Malaysian education system in terms of its emphasis on the development of human beings and in the provision of holistic education. What is different is in terms of the implementation and the effectiveness of the curriculum. Scieffer and Busse (2001) in their research discovered that the students from Steiner school did better than students in state school in United States. Other research (Easton, 1997; Oberman, 1997; Uhrmacher, 1993b) also suggested a positive relationship between Steiner school education, learning and students achievement. Moreover, research on Steiner education also mentioned about consistency of Steiner students performance in National test from 2000 to 2004. Ogletree (2000) in investigating the creative ability among the students in England, Scotland and Germany through the use of Torrance Test of Creative Thinking Ability; found that generally Steiner school students obtained significantly higher creativity scores than their state school peers. It actually reflects the effectiveness of the emphasis on creativity in Steiner curriculum. Jalinek and Sun (2003) in research that they conducted which aimed to compare the education in Steiner and mainstream schools revealed that, the Steiner children who tested in logical reasoning and science activity which developed by TIMMS international comparative study performed better than students from other schools. The scientific reasoning of Steiner school students was found to be outstanding. The research suggested that the result of the test is actually influenced by the culture of the Steiner education which taught less content to the students and the Steiner education itself creates less examination pressure to the students. Indeed, the Steiner Waldorf science curriculum has its own unique approach and method which proved to encourage effective learning. Such a situation ceases to exist in the Malaysian science curriculum. It is with this problem in mind that the researcher has decided to embark on this comparative research study with the hope to draw on some of the best practices to be incorporated into Malaysian classroom. 1.3 Research Objectives The main objective of the research is to compare the Malaysian education and Steiner Waldorf education in science curriculum with respect to objective, content, implementation or instruction and the assessment. In comparing both curriculums, the researcher wish to find out the characteristics of Steiner education science classroom and wish to look at their strengths and uniqueness which is present and try to see how this is different from the Malaysian science curriculum. From the data gathered, a thorough analysis will be made by the researcher, and the findings of the research could be the basis for the researcher to give suggestions for the betterment of Malaysian science curriculum as well as to bridge the gap between these two curriculums. Research Questions Two research questions are as follows: What are the characteristics of Steiner Waldorf science class? How does the Steiner Waldorf science curriculum differ from the Malaysian Secondary Science Curriculum with respect to their objectives, content, implementation/instruction, and evaluation/assessment? 1.4 Significance of the Study This research aims to look at the Malaysian science curriculum. By doing this, it will help us to have a clear picture of how a curriculum functions and at the same time, it allows us to measure the success of the curriculum. Many teachers have expressed their discontentment over current problems faced by the teachers and students in science education, and the blame is usually on the ineffectiveness of the curriculum. This is an alarming problem as it could affect the number of students who are interested in science subjects and if this happens, Malaysia will actually sway from its efforts to achieve Vision 2020. This comparative study of the Malaysian science curriculum and the Steiner science curriculum is crucial in realizing our dreams of producing human beings who know their ability and self-potential. This is the core value stressed in the Steiner Waldorfs curriculum which aims to provide learners with meaningful learning and turn them into deep learner. Steiner Waldorf students are encouraged to generate creative ideas and this indirectly nurtures the students to be critical thinkers. Therefore it is very crucial for the researcher to find out in what aspects that the Malaysian science curriculum can be improved by adapting the Steiner Waldorf education. Hopefully, the findings of the comparative research will help to improve science education in Malaysian schools. 1.5 Research Limitations Time constraint is the major limitations of this research. The researcher believes it is ideal to have longer time for the researcher to collect data regarding Steiner Waldorf education in United Kingdom, UK. Longer period of study will able the researcher to do observations in greater depth and visit more schools to be included in study. Instead of time constraint, monetary is also one of the limitations in this research. Since the research was funded by the university, the researcher has to complete the process of data collection within the stipulated time. However, what is done by the researcher is sufficient to have a general picture of the difference between the two curriculums. 1.6 Scope of Study The focus of the research is only to compare the Malaysian education and Steiner Waldorf science curriculum. This study involved data collected from one school in Plymouth and a Steiner Waldorf Department in University of Plymouth. Since this is a preliminary comparative study of these two curriculums, focus will briefly highlight the four parts of the curriculum which is the objectives, contents, implementation and the assessment of both curriculums. However, extra emphasis will be given on the implementation and assessment procedure as compared to the first two parts in the curriculum. Though it would have been ideal to be able to carry out observation and interviews in more schools across the UK, these two chose are sufficient to give a clear preliminary picture of what Steiner Waldorf education involves. 1.7 Operational Definition Malaysian science curriculum Malaysian science curriculum refers to science curriculum which developed and implemented in Malaysia for secondary level. However, in order to show the continuation and the development or progression of this curriculum the researcher wills sometime highlights the science curriculum at the primary level. Steiner Waldorf Education Steiner Waldorf Education refers to the education that founded by the Rudolf Steiner in 1919. This education is worldwide and does not refers or belong to a specific country. The part of this education that being discuss in this research is its science curriculum. Science Education Science can be defined as knowledge attained through study or practice, or knowledge covering general truths of the operation of general laws, especially as obtained and tested through scientific method and concerned with the physical world. It may also refer as a system of acquiring knowledge where the system uses observation and experimentation to describe and explain about natural phenomena. Science also term which can refer to the organized body of knowledge people has gained using that system. Therefore, the term science education that been using in this research refers to the process of educating science to the students or may refers to the field of science itself. Which the field of science in education that being discussed in this research covers the major branches in science such as biology, physics, chemistry, general science and natural science. Source: Websters New Collegiate Dictionary cited in http://www.sciencemadesimple.com 1.8 Conclusion As a conclusion, review and reform in Malaysian science curriculum is necessary or perhaps a need as we refer to the current educations condition in Malaysia. It has been 53 years that Malaysia achieved its independence, and throughout the 53 years, Malaysia had gone through lots of transformation and changes. However, the researcher believes that, in order for Malaysia to reach to the level of developed country, education should be the foundation of the aspiration. Education in Malaysia requires more changes as well as ideal and realistic policies and implementation, so that it will be able to produce human capitals that are scientific, knowledgeable and competent.

Effect of violent video games Essay

There are millions of people who play highly controversial games like Grand Theft Auto and other violence video games, realize that it is a game and do not do things they do in the game in real life. If people believe that video games cause behavior problems, they are underlying issues with the gamer himself, and not with the software, but according to American Psychological Association, almost ninety percent of kids between the ages eight and sixteen are addicted to video game especially the violent one. The average girls spends almost six to eight hour week’s playing video games which does not sound bad comparing to boys who spends an average of thirteen hours a week. Some parents reported that video games only describe virtual reality, and should not translate into real world problem. However, children are more likely to imitate the actions of a character with which they classify themselves with. In all violent video games, players are often required to take point of view of the shooter or perpetrator, which show a change of their behavior. Study shows that repetition increases learning and video games required repetition in order to master control characters movement. If the game is violent, then the effect is a behavioral practice for a violent activity. These children who are involve in playing violent video games are more aggressive than who are not involve with these game, which at some point of their life, they will get heart or might die because of their action. Recently, parents become unaware with their kids behavior in real life. Some of them let their kids do whatever they like to do like playing violent video games for long hours or watching brutal shows on television. Report by American Psychological Association â€Å"disagree that violent video games cause behavior problems, because the choices people make cause violent behavior. Video games, even the violent once, can be good experience. † But parents need to teach their kids those video games need to be separate from reality. The choices they make in their daily life have absolutely nothing to do with video games. In fact they may be able to take out any aggressions that they have on a video game, rather than go out and beat someone up, that what their parents believe, but what they do not know is playing video game frequently for long hours has a huge negative on kids because it feed their brain with aggression, violence, and fighting which creates problems such as poor social skills from kids to their parents and the outside world. Sociology studies shows that boys by the age of twenty-one had spend more than 10000 hours or more just by playing video games American Psychological Association wrote â€Å"97% between the age 12 to 17 in the US played video game†¦ top 10 out of 20 were violent. † USA today made study twenty years ago about sixty percent of American family had sat down as family dinners, same study last year the number drop down to twenty percent. Because kids are spending their times on video game, it creates huge problems such as poor social skills, poor grade in school, and live in hostile environment. Psychologist concludes, that video game is nature requirement activities, because it based on reward system and as human we try to be satisfied and achieved all requirements. For example, in video game Mafia 2, the character is required to rob bank which is the basic objective. But if the player kills all securities without triggering the alarm, the player will receive bounce. Since all players love to achieve more, they will do the mission, after completing the mission they will play it again in order to get the bounces. If parents are worried that their children are addicted to violent video game and spending so much time playing it, they should set limits, like playing video game for an hour after completing their homework, also try to encourage their children to play outside, and do other activity. Parents must check the Entertainment Software Rating Board (ESRB) to learn about the video game’s content and what age range it belongs to. Parents should strongly monitor their children about video games that they are buying, and from online games. Violent video games have been blamed for increase bullying, assaulting women, and school shooting, because violent games teach children that violence is way to solve problems and it is acceptable in this world. Studied showed that sixty percent of middle school children who played at least one video game that rated mature has hit, beat, and assault other students. Also it shows that students who committed this violence act were enjoying inflected pain and become less forgiving. For example, in Bully the character have to fight with teacher and other student in order to be popular in school. In other word, this video game encourages kids to be disrespectful to the elder and to the other student. Female in violent video games are mostly present as explore to sexual contact, like being rape, get killed, and thrown behind the bushes. What make it ironic is the player is rewarded by getting some extra feature. For example, in LA Noire the character is homicide, in one of his chapter the player must solve several of cases that women been rape, nude, murder, and thrown in dumpster or tree. In 1998 study shows that thirty percent of violent video games involve women been attacked and rape. Another example, in Grand Theft Auto, which considers one of the best seller games in 2008, player must gain money to be able to buy armor or guns so the player will target female for two reasons. First, they carry more cash, and second they weak. Schools shooting have been connected to shooting video games. Students who have been exposed to violent video games held more violent attitudes, had more hostile personalities, were less forgiveness, and believed that being sadistic with other is normal. Seung-Hui Cho the student who opened fire at Virginia Tech incident. He was addicted to shooting game called Counter Strike, the objective of that game is to kill the other team where character are allowed to buy guns, armor, and grenade. Every time the character kill member of the other team he rewarded with money. If parents and schools are affected by kids who play violent video games for long hours, it means media and society are affected too. Societies are concern with violence and media including the internet have extend worlds of video game, especially the violent one, such as the Hitman series, Grand Theft Auto, Mortal Kombat, and more. The character in video games may get away when he committed crime or brutal events. As adults they know the different between real life and fiction one, but kids do not know that. Kids might steal money or attack other kids believing they will get away. For example, in Grand Theft Auto player can steal car, run over pedestrian, and hit another car. With kind action the police well attempt to arrest you character. However, if the character were able to drive fast or hide inside building for couple of minutes police will ignore you and let you free.

Why Don’t We Listen Better

Practical Book Review Why Don’t We Listen Better? Communicating & Connecting in Relationships Melvin Ballard 22274758 Dr. Marcus Tanner In partial fulfillment of the requirements of Introduction to Pastoral Counseling PACO 500 Liberty Baptist Seminary Lynchburg, VA 4/7/2013 SUMMATION James C. Petersen book, Why don’t we listen better? Communicating and Connecting in Relationships surmised good communication skills can be achieved through active listening, understanding from the part of the talker and the attitude of the listener.This process of sharing and connecting can be attained through our acceptance and valuing one another. The word communication derives from the root to â€Å"commune†, it has at least two levels- sharing information and connecting with others (Petersen, 2007, 18). Active listening allows a person to actually hear what is being said; this invites the talker to feel as though they are valued. By active listening gives a person the ability to interact and communicate that will bring about healthy and fruitful relationships.This book is a road map to helping people learn to engage in positive communication and foster wholesome relationships. Petersen explored how one can become a better communicator by using various tools; the flat-brain theory, the talker-listener card and exploring various listening techniques. Petersen explained the concept flat-brain theory as emotions that are displayed in our stomach, heart and brain. The brain is the central area of our communication this is where we find and form our words to say.The head functions incorporate thinking, planning, remembering, reviewing, deciding, rationalizing, what we consider the logical part of us (Petersen, 12). Petersen describes the stomach as the emotional area where we contain past hurt feelings, feelings of inadequacy, worry, anxiety which leads to not being able to store anything too many new things (23). The heart is the functionality of a person. How we function depends on how our heart is whether healthy or unhealthy. When our system goes out of whack Petersen refers to it as the Flat-brain syndrome.He describes it as our stomach expand with mixed emotions which cause our heart to turn into bricks sending our relating ability to respond inappropriately and ultimately the upward expansion from our heart causes our brains to flatten to the top of our head (23). A good communicator is able to balance these stimuli’s that causes one to become out of kilter. Petersen uses examples of how to make sure one is able to stay in control of his emotions, his actions and his arguments. The talker-listener process engages people to take turn in talking and listening.Petersen developed the talker-listener card in hope of promoting individuals to improve the ability to interact and communicate better. The card is placed in between two people or groups and the side that has talker that person or group will talk while the other side liste ns. After the talker finishes the card is turned around to give the other an opportunity to talk while the other side or person listens. This tool keeps a person or a group from talking while others are talking i. e. everyone is talking and no one is listening. As the saying goes we can all sing at the same time but we all cannot talk at the same time.Petersen formulated this idea in order to stop flat-brain tango. The rest of Why Don’t we Listen Better? Communicating and Connecting in Relationships deals with techniques in the development of good communication skills. However, Petersen notes that good communication hinges on authentic listening techniques (115). REFLECTION I started playing sports when I was five years old; I have always had a competitive nature about myself. I guess it has to do with having an identical twin brother, always trying to outdo him. With that competitive nature I always wanted to win.In reading Petersen’s book I realized my competitive na ture causes me to win battles but lose the war. Even in discussions (arguments) I have to win. Petersen states, this is unhealthy when I choose not to respect the feelings of others moving from a friend to a victor (40). The book describes the feeling of a ‘thud’ this is the initial clue that a person feels when they sense they are being attacked. I know the feeling; it causes me to react in a defensive way. In college I actually lost a girl friend and did not realize she was trying to help me and it was for my own good and benefit. I saw it as her thinking she was better than me.Petersen declares that instead of reacting negatively but acknowledging what can be bother the other person begins the downshift from anger to resentment (43). I know what they are feeling, so why do I respond in a negative manner because I view the person as attacking me. In defense I strike back. On many times and different occasions I found myself using words that were not helpful but hurtfu l. I assumed they were attacking me with their words so in return I felt justified to attack them. INVESTIGATION The new terminology Petersen uses to describe the feeling within a person is refreshing and appreciative.He does not use the typical therapeutic terms but uses everyday layman words to discuss and explain his scenarios. Petersen has brought a new fresh perspective in the communication model. Petersen uses such basic elementary techniques that will help a person to become a better communicator. Petersen encourages you to use the finger method when you are bothered with someone in order for you not to be accusing or blaming. Wow, how simple but profound at the same time. The Talker-Listener card is a great tool to use to promote healthy communication skills.He uses the card as a game in which individuals or groups can play in order to have an effective moment of sharing. As we look at our total man; spirit, soul and body dealing with our soulically part, which our emotions lies we can connect with Petersen as by utilizing his concept. When we feel like someone is harming us through words before we react allow the Holy Spirit to control our tongue. The Book of James 3:6; calls the tongue a fire, a world of iniquity it is the unruly untamable member of the body. Applying Petersen’s techniques and concepts will help us to control our tongue.We cannot be imitators’ of Christ if we allow our words to destroy and not build up. Jesus edified using words. His words ministered grace to the hearers. As representatives of Christ we must not grieve the Holy Spirit which seals us to the day of redemption. We grieve the Holy Spirit when we allow corrupt communication that come out of our mouth, which does not edify or minister grace to the hearer (Eph. 4:29). APPLICATION Why Don’t we Listen Better? Communicating and Connecting in Relationships has challenged me to change my habit of not actively engaging in good communication.Being a good liste ner will afford me to take focus to other’s interest and not just mine. I had an opportunity after reading in applying what I learned. Petersen is right I was able to use it successfully a few times and not at other times. I have already purposed in my heart to change my mind about the way I choose to communicate. This book has confronted me with developing my communication skills through active listening and recognizing how I can be able to help someone in their time of need. It will be beneficial for me to put this card in my wallet look at it when I feel I’m feeling that action in my stomach.This will allow me to focus on the needs of the other rather than my feelings. I will not be a good communicator if I choose to allow my emotions to control my actions that will ultimately alter my argument. I must realize through the Holy Spirit’s leading, when He nudges me, I must began to change my attitude and put in use techniques that will allow me to become a bette r participant in communicating with others. Once I have learned this method I will be able to share it with others who find themselves hurling harmful, hurtful, and hideous words at a love one.As proverbs 15:1, reminds us; grievous words stir up anger but a soft answer turns away wrath. A good communicator learns to hear with his inner ear, the Holy Spirit. Petersen, James C. 2007. Why Don’t We Listen Better? Communicating & Connecting in Relationships: Portland, OR: Petersen Publication Practical Book Review Grading Rubric Name: Criteria| Points Possible| Points Earned| General| Paper adheres to TRS formatting (title page, in-text citations, References page, etc. ) Correct File Name. Rubric pasted in. 10| | Writing is clear with appropriate grammar, spelling, and punctuation. Headings are appropriately labeled. | 10| | Summation (no more than 500 words)| The author and chapter(s) are identified. | 10| | Concise summation with no personal reflection on content is provided. | 10| | Reflection (no more than 250 words)| Personal life experience is applied. 1st person usage (â€Å"I† is used). | 10| | Investigation (no more than 300 words)| Discussion regarding how the material interfaces with model of personhood and assessment is present| 10| | Thought-provoking questions are posed. 10| | Positives and negatives are discussed. | 10| | Application (no more than 300 words)| Details are included concerning how this information informs the process of checking/controlling student’s particular DISC relational style. 1st person (â€Å"I) usage is appropriate. | 10| | There is a description that indicates what action will be taken or what change the student are going to make to influence his/her personal and professional growth and development. 1st person (â€Å"I†) usage is appropriate| 10| | Total:| 100| | Instructor’s comments:

My Personal Holistic Stress Management Strategy Plan

My Personal Holistic Stress Management Strategy Plan As a former Army Soldier, I know that life is full of stress and stressors that can have an impact on my life. In fact, I believe as a Soldier, you can have an additional form of stress known as combat stress that can produce long term effects to your health and well-being. I retired from the Army in 2009 after deploying six times to various combat zones and dealt with other stressors that you have in the Army. I believe that I have some effects from the stress that I endured while in a combat zone. Finding ways to deal with stress without going and asking for help through meditation and relaxation exercises would be beneficial to me, so that I don’t have to turn to someone for help. Besides combat stress or related stress, I also have the stress that everyone in life endures. My top stressors are that of work in my current job, family life to include extended family, finances, continuing my education, and lastly combat stress from when I was on active duty. According t o the Mayo Clinic in an article from mayoclinic.org titled Healthy Life Styles Stress Management, â€Å"Stress might be affecting your health without you even realizing it.† In this paper I will answer the questions like, what causes this stress. Is it time management? I believe what causes a lot of this stress is not having enough time in the day to do it all the things you want or need to do without causing a negative feelings or anger. 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