Definition of Creativity

Creativity is the characteristic of a person to generate new ideas, alternatives,

solutions, and possibilities in a unique and different way.
Creativity is the ability to conceive something unpredictable, original and unique. It
must be expressive, exciting and imaginative. It is the mirror of how beautifully a
person can think in any given circumstance.

It is not genetic but can be developed if someone keeps on learning and

comprehending things with a rare and exclusive perception. Creativity is a
brainstorming and mind-blogging activity in which a person has to think beyond his
imagination for bringing something worthwhile. It is an activity of unveiling
something which was previously hidden.

Definition of Innovation
Innovation is an act of application of new ideas to which creates some value for the
business organization, government, and society as well. Better and smarter way of
doing anything is innovation. It could be the introduction of:

 New technology.
 New product line or segment.
 A new method of production.
 An improvement in the existing product.

Innovation is closely tied to creativity i.e. putting creative ideas into action is an
innovation, whose consequences should be positive. It is the process of doing
something better for the first time, which was not previously done by any entity. It
can also be termed as a change which can bring a new edge to the performance and
productivity of the company. It is of two types i.e. evolutionary and revolutionary.

Key Differences Between Creativity and Innovation

The following are the major differences between Creativity and Innovation:
1. The quality of thinking new ideas and putting them into reality is creativity.
The act of executing the creative ideas into practice is innovation.
2. Creativity is an imaginative process as opposed to innovation is a productive
process.
3. Creativity can never be measured, but Innovation can be measured.
4. Creativity is related to the generation of ideas which are new and unique.
Conversely, Innovation is related to introduce something better into the
market.
5. Creativity does not require money. On the other hand, innovation requires
money.
6. There is no risk involved in creativity, whereas the risk is always attached to
innovation.
 Example

The invention of the motorcycle was the biggest innovation over scooters. In early
centuries, people used to travel with scooters, for which they have to make lots of
efforts to start it like they need to strike the kick and knee down from either side if it
doesn’t start. So, years and years passed away, and nobody even thought for the
invention of bikes. The invention of the motorcycle make them realize that they can
also ride bikes without making any extra efforts, they just have to click the switch
and its starts automatically.

In this example, the thought of creation of a new traveling motorcycle is creativity,

but the actual invention of it is innovation.

Conclusion
There is always a dispute between creativity and innovation as both are important
for an organization to last longer. The existence of both can lead to success. After a
huge discussion, let’s know about how can we be creative – by asking questions,
drawing conclusions, experimenting & exploring new ideas and widening the areas
of thinking. For being innovative, a person must have the ability to take risks,
experimenting, asking questions and observing things.
Towards a Definition of Creativity
Wisconsin Task Force on Arts and Creativity in Education
Updated on Feb 19, 2010

Creativity can be defined on a variety of levels: cognitively, intellectually, socially,

economically, spiritually, and from the perspective of different disciplines within the arts,
sciences, and humanities. All students in Wisconsin can develop their creative capacities
if they have access to rich learning opportunities in environments that nurture and support
their creative development.

Imagination, Creativity, and Innovation

“The first step is imagination, the capacity that we all have to see something in the mind’s
eye. Creativity is then using that imagination to solve problems—call it applied
imagination. Then innovation is putting that creativity into practice as applied creativity.”
-Sir Ken Robinson, Reading, Writing, and Creativity, Business Week, February 23,
2006, www.businessweek.com
According to international education expert Sir Ken Robinson, the creative process
involves being imaginative, creative and innovative - three distinct but related concepts.

 See - Imagination, Seeing something in the mind's eye

 Think - Creativity, Using imagination to solve problems
 Produce - Innovation, Applying creative ideas and implementing solutions
 Similarly, business consultant Linda Naiman defines creativity as "the act of turning new
and imaginative ideas into reality."

"Creativity involves two processes: thinking, then producing. Innovation is the production
or implementation of an idea. If you have ideas, but don't act on them, you are
imaginative but not creative."
According to these experts, learners who exercise creativity combine imagination, creative
thought, and innovation to produce something novel that has value. The ability to
imagine, create, and innovate are key components of what it means to be creative - a
quality that is fast becoming a key to future success.

Creative Capacities
Integrating creativity education into arts, academic, and training programs can help
learners develop their creative capacities—the skills and attitudes that contribute to
imaginative, creative, and innovative thinking. The creative process often involves
identifying a problem, exploring multiple solutions, and accepting the risk of failure as the
best solution emerges. A base of disciplinary knowledge enables creative work.
Skills

 Inquire
o Pose questions that arise from curiosity.
 Find, Frame, and Solve Problems
o Identify, articulate, and solve problems.
 Integrate Ideas
o See patterns, find relationships, and make connections among ideas.
 Think Critically
o Question, analyze, and synthesize ideas.
 Reflect
 Contemplate and evaluate ideas.
 Take Action
o Initiate action and follow through in bringing ideas to fruition.
 Collaborate
o Work productively with others to bring ideas to fruition.
 Communicate
o Express ideas in a variety of ways using a variety of media.

Attitudes

 Curious
 Risk-taker
 Flexible and adaptable
 Comfortable with ambiguity
 Comfortable with more than one right answer
 Open and responsive to diverse perspectives
 Environments that Support Creative Development
Both the “culture” and physical space of a learning environment can support learners’
creative development. Nurturing such learning environments is an important role of
learning leaders—the teachers, principals, administrators, and business and cultural
leaders of a community. Whether in a school, business, or community organization,
creative learning environments often share the following characteristics:
Culture of a Creative Environment

 The creative environment is welcoming; it is a place where learners feel safe in taking
risks.
 A sense of community and teamwork exists among learners.
 Curiosity is encouraged and respected as an important first step in learning.
 Learning is situated in an authentic context and work is focused on important learning
goals.
 Inquiry and investigation are important components of the learning process, as the
outcomes of creative work are often unknown at the beginning of a project.
 Time is allowed for ideas to incubate.
 Ideas are challenged.
 Diverse perspectives are welcomed and explored to deepen and strengthen the creative
process and products of creativity.
 “Mistakes” are viewed as a normal part of the learning process and viewed as
opportunities to improve.
 Project-based learning is common; learners often explore open-ended problems.
 There is an excitement about learning; learners take ownership of their work.

The Physical Environment

 The physical learning environment allows for flexibility so learners can work alone, in small
groups, and in larger groups.
 Creative work is visible, communicating the importance of process and production.
 The environment itself is stimulating and may serve as a provocation for questions and
investigations.
 Learning often extends beyond the confines of the physical environment.

Creativity is a renewable resource that fuels learners’ ability to navigate the unknown.
Developing creative capacities among learners will improve schools, communities, and
workplaces throughout Wisconsin.
Choosing a school for your child
Sometimes choosing a school for your child is as easy as geography – the one closest to home is the
right one. But for some families, school selection can be a more complicated decision.

About choosing a school for your child

Decisions about where your child goes to school are very personal and can be difficult. It’s common and
normal for parents to feel anxious about getting this decision right.
For some parents, the decision is simple. Their children go to the local public school – the school in the
same government zone as their house. Other parents might want to look further afield at other
government schools (‘out-of area’ schools) or private schools.

Things to consider when choosing a school for your child

If you’re looking beyond the local public school, think about what will work best for your child’s
personality, strengths, needs and interests. You might also consider how different schools’ cultures
and values sit with your family values and family life.

Here are some other things you could think about.

Personal values and preferences

 Do you prefer public or private education?

 Do you want your child to have a religious education?
 Do you need to send your child to boarding school, or are you interested in educating your
child at home?
 Are you interested in a particular teaching philosophy – for example, Steiner, Montessori or
mainstream?
Practical considerations

 How do things like the location of the school, cost or difficulty of travelling to and from the
school, and public transport options affect you?
 Where are your child’s friends going to school?
 Where do most of the children from your child’s preschool go to school?
 Do you need before-school and after-school care for your child?
School-specific factors

 How big is the school? How many children are enrolled there?
 What facilities does the school have to support your child’s learning – playgrounds, library,
music programs, clubs and sporting teams?
 What are the school’s previous academic results? What about its performance in other areas
like the arts, sport or community engagement?
 How well does the school support children with special needs, if your child has a disability,
developmental delay, autism spectrum disorder or other need?
School communication and connections

 What opportunities are there for parent and family involvement with the school, and how is
communication between home and the school managed?
 Does the school have a connection with the local community?
Many parents worry they can’t afford to send their child to the ‘best’ school in the area. Every school has
strengths that will enhance your child’s experience. Getting to know what those strengths are and how
you can support them will benefit your child’s education.

Choosing a primary school

The following questions might be useful if you’re thinking about primary schools:

 Will you and your child feel welcome at the school?

 Does the school offer a ‘transition into school’ program?
 What are your options for before and after school care?
 What approach does the school take to behaviour management?
 What do other parents you know think about the different schools in your area? What are their
experiences?
 Does your child’s preschool teacher have an opinion on which school might be the best fit for
your child?

Choosing a secondary school

These questions might help you decide which secondary school is best for your child.

Financial and practical considerations

 Are the school fees and other costs affordable?

 Are there any scholarship programs, and is your child eligible?
 What are the options for transport to and from school? Do they work for your family?
Academic and extracurricular considerations

 What are the school’s admission procedures and entrance requirements?

 What study paths are available to your child at different schools – Higher School Certificate,
Senior Secondary Certificate of Education, International Baccalaureate (IB), Vocational and
Educational Training (VET) and so on?
 What languages and elective subjects does the school offer? How many subjects are available
in the senior years?
 What extracurricular activities – sport, art, music, drama and so on – are available to suit your
child’s interests? What are the time and costs associated with these?
 Does the school offer extension or accelerated learning programs? If so, what are the
selection criteria?
 Does the school offer extra support if it’s needed – for example, English as a second language
(ESL) classes, literacy and numeracy support programs, and support for children with health
conditions, special needs and so on?
 Is a selective entry school a better option for your child?
Feelings and values

 How does the culture of the school match your family’s values – for example, uniform policy,
attendance, emphasis on academic achievement, compulsory weekend sport and so on?
 What school does your child want to go to, based on primary school friends, opportunities
provided by the school, career aspirations, motivations and so on?
Choosing schools: important facts and factors

Many parents worry about things like class size or whether a single-sex or co-educational school is best.
They also want to know how to find out about a school’s philosophy. Here are some answers that might
guide your thinking.

Class size
There’s no clear-cut answer to the question of whether students will do better in a smaller class. But
teacher quality and working conditions for teachers – that is, being well supported by other staff and
having access to resources – are likely to be more important than the number of students in the class.

Single-sex or co-educational
It’s up to you to choose what’s best for your situation, because there’s no conclusive evidence to say that
single-sex education is better than co-education.

Generally, whether a school is co-educational or single sex isn’t as important as the school’s quality of
leadership, teachers and approach to teaching. Most families will have a personal view about the issue,
which is linked to the personality of their child, the parents’ own schooling experience and their family
values.

School culture or philosophy

Schools have individual and distinct cultures and teaching philosophies. For example, some have a
strong sports ethic, some follow a religious affiliation, and others promote individuality and artistic pursuits.

It all depends on what’s important to you and your child. Are you looking for a school with a balanced
sporting and academic approach, or one with strengths in artistic and musical areas, or in science and
maths? An environment with a strong academic focus might be important to you, or perhaps one that
teaches your child more about your religious views.

Most schools talk about their philosophies and approach in a document like a prospectus, handbook or
charter. You might also find this information on the school website.

Before your school search starts, it could help to come up with a list of five things that are most important
to you (and your child) in your choice of a school. As you go through the school selection process, think
about this list – you might want to add to or revise it as you gather more information.

© 2006-2018 Raising Children Network (Australia) Limited. All rights reserved.

http://raisingchildren.net.au/articles/choosing_a_school.html

Education in the Philippines

Education in the Philippines is managed and regulated by the Department of
Education (DepEd), Commission on Higher Education(CHED) and Technical Education and Skills
Development Authority (TESDA). DepEd is responsible for the K–12 basic education; it exercises full and
exclusive control over public schools and nominal regulation over private schools, and it also enforces the
national curriculum that has been put in place since 2013. CHED and TESDA, on the other hand, are
responsible for higher education; CHED regulates the academically-
oriented universities and colleges while TESDA oversees the development of technical and vocational
education institutions and programs in the country.
From 1945 to 2011, basic education took ten years to complete—six years of elementary education and
four years of high school education for children aged six up to fifteen. However, after the implementation
of the K–12 Program of DepEd and subsequent ratification of Kindergarten Education Act of 2012 and
Enhanced Basic Education Act of 2013, the basic education today takes thirteen years to complete—one
year of kindergarten, six years of elementary education, four years of junior high school and two years
of senior high school for children aged five up to seventeen.[5][6] As of 2017, the implementation of Grade
12 has started.
Meanwhile, higher education requires even as little as two years (e.g. associate degree) or much longer
(e.g. bachelor's degree, master's degree, doctorate) to complete in universities and colleges, and much
shorter in technical and vocational schools. University of the Philippines serves as the country's national
university and widely regarded as the top higher education institution in the Philippines. There is also a
large number of state universities and colleges and privately run ones, and can either be for-profit or not-
for-profit and secular or religious.
The school year usually runs from June to March, although it may also end in April, depending on when
the Holy Week is. Republic Act 7797 states that a school year may not exceed two hundred and twenty
school days, and that it may only start classes between the first Monday of June and last day of August.
While K–12 private schools are free to assign the date of opening of classes anytime they want as long as
it is within the prescribed period, K–12 public schools have to follow a stringent school calendar crafted by
DepEd regardless of circumstances.[7]
In some cases, the K-12 schools (HEIs, LUCs, SUCs, and TVIs) of both public and private, are free to
assign the date of opening of classes anytime they want as long as it is within the prescribed period
(between the first Monday of June and last day of August), while K-12 elementary and secondary (JHS
and SHS) schools of both public and private, is always at June as the month of opening of classes.

Program implementation in public schools is being done in phases starting SY 2012–2013. Grade 1
entrants in SY 2012–2013 are the first batch to fully undergo the program, and current 1st year Junior
High School students (or Grade 7) are the first to undergo the enhanced secondary education
program. To facilitate the transition from the existing 10-year basic education to 12 years, DepEd is
also implementing the SHS and SHS Modeling.

Department of Education Philippines - http://www.gov.ph/k-12/

Program implementation in public schools is being done in phases starting SY 2012–2013.
Grade 1 entrants in SY 2012–2013 are the first batch to fully undergo the program, and
current 1st year Junior High School students (or Grade 7) are the first to undergo the
enhanced secondary education program. To facilitate the transition from the existing 10-year
basic education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

 CC BY-SA 4.0
 File:Implementation.png
 Created: 3 February 2016
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Private schools craft their transition plans based on: (1) current/previous entry ages for
Grade 1 and final year of Kinder, (2) duration of program, and most importantly, (3)
content of curriculum offered.

Department of Education Philippines - http://www.gov.ph/k-12/

Private schools craft their transition plans based on: (1) current/previous entry ages for Grade
1 and final year of Kinder, (2) duration of program , and most importantly, (3) content of
curriculum offered.

 CC BY-SA 4.0
 File:Private-school-transition.png
 Created: 3 February 2016
About | Discussion | Help
SHS will be offered free in public schools and there will be a voucher program in place for
public junior high school completers as well as ESC beneficiaries of private high schools
should they choose to take SHS in private institutions. This means that the burden of
expenses for the additional two years need not be completely shouldered by parents.

Department of Education Philippines - http://www.gov.ph/k-12/

Grade 10 completer and SHS enrollee statistic
 CC BY-SA 4.0
 File:Grade 10 completer and SHS enrollee statistic.png
 Created: 3 February 2016
About | Discussion | Help
How important is school size?
Which is better? Big or small? It all depends on what's a good fit for your child
What’s the right size?
When it comes to school size, there is no right size that works for every student. Some students thrive
in a smaller environment where they get lots of attention, while others prefer the variety of activities
and peer groups available in a larger school. Certainly, small and large schools each have thei r pros
and cons.

Small schools, a growing trend

In the 1960s the general thinking was that larger schools offered more comprehensive instructional
programs of greater quality at lower costs than small schools (generally defined as schools of less than
400 to 500 students at the high school level) did. But in recent years researchers have discovered that
the cost savings provided by large schools have had a negative effect on student achievement and
graduation rates. As schools get bigger, student achievement declines and larger schools have higher
rates of absenteeism, dropouts and discipline problems. In addition, “Dollars and Sense II,” a 2005
study of 25 different small schools across the nation found that, on average, small schools spent 17
percent less per student than comparable schools in their districts while achieving equivalent or better
results.

As a result, there has been a growing trend toward creating small schools, and schools within schools,
(particularly in high schools) to better engage students and give them more attention. The federal
government has issued more than $94 million a year in experimental grants for small learning
communities or “SLCs.” School districts may use these grants to create smaller schools within
schools. Since 1999, the Bill and Melinda Gates Foundation has committed more than $1.8 billion to
creating 1,500 small high schools around the country, and the Michael and Susan Dell Foundation
has committed an additional $32 million to further their efforts, particularly in u rban areas.
How have small schools fared?
The Gates Foundation sponsored a study of 24 small schools in 2005 to look at their effects.
The study found that some students talked about their teachers as having higher expectations
for them because teachers knew more about the students’ capabilities. The 2005 Gates report
found that students in small learning communities increased their English test scores but
showed a slight decline in math.

In the Newsweek 2007 list of top high schools in the U.S., 22 of the top 100 schools had fewer
than 100 students in their graduating class; the number of small high schools on that list (which
is based on the number of students taking college-level tests: Cambridge, International
Baccalaureate and Advanced Placement) has dramatically increased over the past 10 years.

Is small the answer?

“Small is not enough,” reports Diana Oxley of the University of Oregon in a report entitled “Small
Learning Communities.” “Small size creates the conditions to carry out student work that is active and
collaborative. However, small size is not an end in itself.” Common planning time, development for
teachers and high-quality curriculum are all necessary to make small learning communities work.

It may not be possible to create small schools or small learning communities in every school district.
“There’s not a sufficient number of school leaders and educators to scale up and sustain the small
school movement once foundation funding dries up,” says David C. Bloomfield, professor and head of
the educational leadership program at the Brooklyn campus of the City University of New York. He is
concerned that these issues need to be addressed before the small school movement is expanded and
says there are other issues that also demand attention.

“The small school movement is just nibbling around the edges,” he says. “Small schools, like charter
schools, are beacons. But we need to address class size, union contracts and school infrastructure
problems-such as inadequate aging science labs- in order to really make a difference.” The movement
to create small high schools may succeed in lowering dropout rates but it’s not clear that the students
who stay in school will be able to pass high-stakes high school exit exams. “The data is inconclusive
as to whether kids will achieve more rather than just staying in school longer and not dropping out,”
says Bloomfield.

Small and large schools: pros and cons

Curriculum
Strengths of small schools: Students are more likely to master curriculum in a smaller learning
environment.
Strengths of large schools: Large schools typically provide a wide variety of classes and
services to students.
Other considerations: No real correlation has been demonstrated between school size and
curriculum quality.

Academic achievement
Strengths of small schools: Many believe smaller schools demonstrate greater levels of
academic achievement across the board, and particularly for students of lower socioeconomic
 status.
Strengths of large schools: Some studies have shown that larger schools have a moderate
benefit on achievement levels for affluent students.
Other considerations: Some studies have shown students from small and large high schools
perform comparably on college-related criteria, such as grades, admission and graduation rates.

Attention to students
Strengths of small schools: Students are less likely to “fall through the cracks” or feel cut off
from the school culture. They are more likely to form strong relationships with peers and
school staff.
Strengths of large schools: Large schools have the capacity to offer more specialized programs
for disadvantaged students and students with special needs. A wide variety of classes and
activities make it possible for students to find their niche.

Community
Strengths of small schools: There is generally more parent involvement and a feeling of
belonging.
Strengths of large schools: Large schools may provide more diversity and may make it easier
for different types of students and families to find their niche.

Finance
Strengths of small schools: Fewer layers of bureaucracy are necessary.
Strengths of large schools: Large schools provide opportunities for cost savings through
economies of scale.
Other considerations: If small schools graduate more students and have fewer dropouts, then
the “ultimate cost” may not be higher than large schools.

Safety
Strengths of small schools: It’s easier to spot strangers at small schools; security and discipline
are easier to maintain.

Conclusions
 It’s easier to develop more meaningful connections among staff, students and parents in small
schools.
 Large schools may lack a sense of community, but small schools aren’t able to offer as wide a
range of activities and a broad curriculum.
 Some studies have shown that small schools demonstrate higher achievemen t levels among
students.
 The right size school for your child will depend on his or her needs for attention, curricular
offerings and activities.
 Size is only one factor to look at in evaluating a school; the quality of the teachers and what
they teach are important factors to consider, too.
 School catchment areas
A school catchment area is the geographical location where a state school’s core intake of students
must live.

Catchment areas ensure every Queensland student from Prep to Year 12 is able to enrol at their local
state school.

Your local state school (primary or secondary) is the school which is closest to your home. This is
measured by the shortest, most direct route by road—to and from the main entrance of the school.

Find your local school using the EdMap website—you can either search using your home address or
enter a school’s name to see if your home is within its catchment area.

Contact your school for more information. School contact details are available by phoning 13 QGOV
(13 74 68) or searching the schools directory.

Out-of-catchment enrolments
You can still apply for enrolment at a state school outside of your catchment area, but enrolment is
not guaranteed and you will be placed on a waiting list.

Applications are processed and assessed in the order they are received.

A state school’s ability to accept students who live outside its catchment area depends on whether
the school:
 has capacity once all in-catchment enrolments are met
 needs to allow for students relocating into their catchment area during the year
 can ensure an even spread of students across all year levels while maintaining class size targets
 can ensure their out-of-catchment enrolments do not reduce their capacity to meet in-catchment
enrolments.

Phone 13 QGOV or search the schools directory to contact your school for more information.

School Enrolment Management Plans

School Enrolment Management Plans (School EMPs) are used to manage and restrict out-of-
catchment enrolments when schools are close to or have reached their enrolment capacity.

School EMPs ensure:

 enough places are kept for local students (i.e. those living in the school’s catchment area)
 a fair process is in place for assessing enrolments for students living outside a school’s catchment
area.

View a list of Queensland schools that have School EMPs, including information on their:
 catchment area
 enrolment capacity (i.e. maximum number of students)
 enrolment criteria and policy
 proof of residency requirements
 acceptance and notification processes.

New schools

New schools are often required to draft a School EMP before opening, as they may attract a large
number of students who live outside their catchment area in the first years of operation.
We first learn about loving and caring relationships from ourfamilies. Family is defined as a
domestic group of people with some degree of kinship – whether through blood, marriage, or
adoption. Ideally each child is nurtured, respected, and grows up to care for others and develop
strong and healthy relationships.

Family Relationships

The third primary type of interpersonal relationship we engage in is that of family. What is family? Is
family created by legal ties, or the bond of sharing common blood? Or, can a family be considered
people who share commitment to one another? In an effort to recognize the diversity of families we
define family as an arranged group, usually related by blood or some binding factor of commonality,
where individual roles and relationships modify over time. Family relations are typically long term and
generally have a period in which common space is shared.

Pearson suggests that families share similar characteristics as they tend to be, organized, a relational
transactional group, sharing a living space for prolonged periods of time and a mixture of
interpersonal images that evolve through the exchange of meaning over time. Let’s take a few
moments to unpack this definition.

 Families Are Organized. All of us occupy and play fairly predictable roles (parent, child, older
sibling) in our family relationships. Similarly, communication in these relationships can be fairly
predictable. For example, your younger brother may act as the family peacemaker, while your
older sister always initiates fights with her siblings.
 Families Are a Relational Transactional Group. Not only is a family made up of the individual
members, it is largely defined by the relationships between the members. Think back to our
discussion of Systems Theory in Chapter Five. A family that consists of two opposite-sex
parents, an older sister, her husband and three kids, a younger brother, his new wife, and two
kids from a first marriage is largely defined by the relationships among the family members. All
of these people have a role in the family and interact with others in fairly consistent ways
according to their roles.
 Families Usually Occupy a Common Living Space Over an Extended Period of Time. One
consistent theme when defining family is recognizing that family members typically live under
the same roof for an extended period of time. We certainly include extended family within our
definition, but for the most part, our notions of family include those people with whom we share,
or have shared, common space over a period of time. Even though you may have moved away
to college, a large part of your definition of your family is the fact that you spent a great deal of
your life sharing a home with those you call your family.
 Families Possess a Mixture of Interpersonal Images that Evolve Through the Exchange
of Meaning Over Time. From our families, we learn important values concerning intimacy,
spirituality, communication, and respect. Parents and other family members model behaviors
that shape how we interact with others. As a result, we continually form images of what it means
to be a family, and try to maintain that image of family in our lives. You may define family as
your immediate family, consisting of your parents and a sibling. However, your romantic partner
may see family as consisting of parents, siblings, aunts, uncles, cousins, and grandparents.
Each of you perform different communication behaviors to maintain your image of family.

Many families have children as part of their makeup. Olson and McCubbin discuss seven stages that
families with children go through as they progress through life. Families without children will not follow
all of these stages, and blended families, where one parent does not have primary custody of
children, may experience less extreme shifts between stages.
The first stage of family development is Establishing a Family. In this stage couples settle into
committed or married life and make necessary changes in acknowledgement of their new legal,
relational, and social status. If they did not live together prior to marriage they may need to work out
details of sharing space, money, and time. Often, this stage involved establishing a first home
together as a couple.

The second stage of family development is Enlarging a Family. In this stage a couple decides
to expand their family with the addition of children. While a time of joy and celebration, this is also a
period of great stress and change for parents as they figure out new roles as parents. Time for
friends, work, and one another is often decreased as the demands of a new child become the primary
concern and focus of the couple’s attention and resources. In this stage, the relationship is no longer
defined in terms of two people, but includes the children that are now part of the family.

The third stage of family development is Developing a Family. As children grow, their needs change
from primarily physical (feeding, changing diapers, and sleep) to more cognitive and emotional
ones. Parents become the primary source of instilling cultural and spiritual values, as well as fostering
a child’s individual personality. This period takes a tremendous amount of time and commitment from
parents as the children remain the focus of daily interactions. Think of the family that runs around
taking children to soccer, baseball, piano lessons, church, and guiding their educational development.
In this stage, the personal development of children is of high importance to the family.

The fourth stage of family development is Encouraging Independence. Around the teen
years children begin the process of naturally pulling away from their parents as a means of
establishing and securing an independent identity. You might recall that this period contained periods
of stress and frustration for your parents, as well as you. Children may feel their parents are being
overly protective or nosy about their friends and activities, while parents may feel abandoned and
concerned for their child’s safety as they spend more time away from home. These are often referred
to as the rebellious years in which children engage in behaviors for the purpose of establishing
independence from their parents.

The fifth stage of family development is Launching Children. Over the course of raising children
couples experience a relationship with one another where children are often the central focus rather
than each other. In the Launching Children stage, each member of the couple must now relearn
his/her roles as the grown children eventually leave home for college, a career, or their own marriage
and family. If one of the parents gave up a career to raise children he/she may wonder what to do
with the free time. While the empty nest syndrome can be stressful it is also a chance for new
possibilities as parents have more time, money, freedom, and energy to spend on each other,
hobbies, travel, and friends. Many experience excitement about being able to focus on each other as
a couple after years of raising children in the home.

The sixth stage of family development is Post-Launching of Children. Depending

on how a couple handles stage five, the post-launching of children can be filled with renewed love, or
can produce great strain on the marriage as a couple learns that they do not know how to relate with
one another outside the context of raising children. Some couples fall in love all over again and may
renew their wedding vows as a signal of this new phase in their relationship. Some parents who may
have decided to stay in a marriage for the sake of the children may decide to terminate the
relationship after the children have left the family home. For some couples, with no “birds left in the
nest” the family dog becomes the new center of attention and inadvertently takes on the role as one
of the offspring and continues to regulate and restrict the couple’s actions as the dog demands
rearing. Some parents pick up new hobbies, travel around the world, and maintain multiple “date
days” each week.

The seventh stage of family development is Retirement. Similar to the launching of children, freedom
from work can be an opportunity for growth and exploration of new relationships and activities. Simply
having more time in the day can facilitate travel, volunteer work, or continuing education. Conversely,
people in this stage might experience a reduction in income and the loss of identity that came with
membership in a profession. The family may also experience new growth during this stage as grown
children bring their own relational partners and grandchildren in as new members of the family.

Communication patterns within the family, and between a couple, are continually changed and
revised as a family progresses through the above stages. The fact that a couple generally spends
less time together during stages two and three, and more time together in stages five through eight,
requires that they continually manage dialectical tensions such as autonomy/connection.
Management of these tensions may manifest itself as conflict. All relationships have conflict. Conflict
is natural. How we think about and manage conflict is what is important.

Relationship between school‐level and classroom‐level environments in secondary

schools
https://www.emeraldinsight.com/doi/abs/10.1108/09578239710156999
Investigates relationships between school and classroom environment. Explains how in
Australian secondary schools, instruments were developed and validated for assessing seven
dimensions of school environment (empowerment, student support, affiliation, professional
interest, mission consensus, resource adequacy and work pressure) and seven dimensions of
classroom environment (student affiliation, interactions, co‐operation, task orientation, order and
organization, individualization and teacher control). The study involved a sample of 2,211
students in 104 year nine and year 12 religious education and science classes and 208 teachers
of religious education and science in Catholic and government secondary schools. Indicates that
weak relationship between school and classroom environments emerged, suggesting that the
school environment cannot be assumed to transmit automatically to the classroom.

The process of teaching and learning is a complicated one, such peer-group relationships can affect.
The interactions and relationships between teachers and students and among students, as they work
side by side, constitute the groupprocesses of the classroom and they all affect teaching/learning.
Teachers’ perspectives on learning

For teachers, learning usually refers to things that happen in schools or classrooms, even though
every teacher can of course describe examples of learning that happen outside of these places. Even
Michael, at age 6, had begun realizing that what counted as “learning” in his dad’s educator-type
mind was something that happened in a classroom, under the supervision of a teacher (me). For me,
as for many educators, the term has a more specific meaning than for many people less involved in
schools. In particular, teachers’ perspectives on learning often emphasize three ideas, and
sometimes even take them for granted: (1) curriculum content and academic achievement, (2)
sequencing and readiness, and (3) the importance of transferring learning to new or future situations.

Administrative procedures are part of nearly every public and private organization. In this lesson, you will
learn what administrative procedures are and why they are important.

Administrative Procedures
Administrative procedures are a set or system of rules that govern the procedures for managing an
organization. These procedures are meant to establish efficiency, consistency, responsibility, and
accountability.
The Importance of Administrative Procedures
Administrative procedures are important because they provide an objective set of rules by which an
organization is governed. They also help establish the legitimacy of management action by ensuring the
application of management rules and decisions is done in an objective, fair, and consistent manner.
Finally, they help ensure that managers are held accountable for decisions that deviate from the
procedures.
Administrative procedure is defined as “procedure used in carrying out an administrative program and
is to be broadly construed to include any aspect of agency organization, procedure, or management
which may affect the equitable consideration of public and private interests, the fairness of agency
decisions, the speed of agency action, and the relationship of operating methods to later judicial
review, but does not include the scope of agency responsibility as established by law or matters of
substantive policy committed by law to agency discretion.”

The Administrative Procedure Act, officially enacted on June 11th of 1946, is a United States
federal law that governs the way in which administrativeagencies (positioned within the United
States federal government) may propose and subsequently establish regulations.

Administrative Procedures
 What does ‘administrative procedures’, as stated in the Administrative Procedure Act, refer to?
 Administrative procedures are certain steps that administrative agencies should take to perform their
administrative duties. This includes external steps that an administrative agency should take, in advance, with
the other party or other interested parties, when issuing a disposition, report, administrative legislation notice, or
an administrative direction.
 Necessity and Time of Introduction of Administrative Procedures
 Administrative procedures are necessary to accomplish administrative purposes smoothly and to protect
citizen rights by ensuring administrative fairness, transparency, and trustworthiness by allowing citizens to
participate in the administrative process. After long legislative efforts, .the Administrative Procedure Act was
established on December 31, 1996 (Act No. 5241), which was then implemented in January 1, 1998.
 Persons Subject to the Administrative Procedure Act
 The persons subject to the Administrative Procedure Act are administrative agencies and concerned parties.
 - Administrative agencies: the national authorities that issue administrative dispositions or entities or private
persons to whom administrative rights have been delegated or committed.
- Party concerned: refers to any party who directly becomes the other party by disposition of an administrative
agency or ‘any interested party’ whom an administrative agency has led to participate in administrative
procedures via order or upon request.
 Application of the Administrative Procedure Act
  The Administrative Procedure Act applies in cases of administrative dispositions, notifications,
administrative legislation notices, administrative notices, or administrative directions.
※ If there is a special provision subject to other laws, the other laws should apply preferentially.
 Constituent Parts of the Disposition Procedure
 The basic constituents for the disposition procedure consist of the public announcement of the processing time and
disposition standards, prior notices, opinion hearings, and presenting reasons.
o 1. Public Announcement of Processing Times and Disposition Standards
o An administrative agency should specify in advance and publicly announce the processing times of dispositions by
type. They should also specify and publicly announce in advance the required disposition standards by type as
concretely as possible, considering the features of the dispositions.
o 2. Prior Notices
o Where an administrative agency imposes obligations on a party concerned, or issues dispositions that infringe on
the rights or interests of a concerned party (disadvantageous dispositions), they should be given prior notice of the
reason and the legal .basis. The concerned party must be given the opportunity to collect evidence and prepare a
response (e.g., where a prior notice is given before the dispositions of discontinuance or cancellation of food service
sales).
o 3. Opinion Hearings
o Where an administrative agency imposes obligations on a concerned party or issues dispositions that infringe on the
rights or interests of a concerned party (disadvantageous dispositions), the opinions of the parties concerned should
be heard after prior notice. Such hearings involve the submission of opinions, hearings, and public hearings.
o [Submission of Opinions]
o The submission of opinions should be conducted in cases of disadvantageous dispositions in the absence of
hearings or public hearings. Opinions may be submitted in writing, orally, or by using information communication
networks.
o [Hearings]
o Hearings should be conducted where individual laws allow for hearings and an administrative agency finds it
necessary. Hearings should be conducted mainly in cases of the cancellation or withdrawal of permits,
authorizations, or licenses. Following a hearing, an administrative agency should sufficiently review the records of
the hearing and other relevant documents. Should it find substantial reason, an administrative agency should
actively reflect such the findings of a hearing in the issuance of a disposition.
o [Public Hearings]
o It is necessary to collect professional opinions and the opinion of the general public through open discussions.
Public hearings are conducted, where the relevant laws allow a public hearing to be held, when an administrative
agency issues dispositions or where an administrative agency finds it necessary to collect opinions, including the
introduction of various policies or systems.
o 4. Presenting Reasons
o When issuing administrative dispositions, an administrative agency should give a written notice to the other party on
the basis and reasons for the dispositions. Notice regarding the appeals procedure must also be given, in
anticipation of any objections to the dispositions.
 Administrative Legislation Notice
 By giving to citizens, in advance of legislation, the content of the statutory (regulatory) proposals directly related to
their everyday lives, a legislation notice ensures the efficiency of the statues (regulations) and promotes the
establishment of policies by extending citizen participation in legislation and securing the democratization of
legislation.
 - Subject matter for legislative notice: for making, amending, or abrogating statutes, local self-government laws.
- Method of notice: the main content or text of a legislative proposal is revealed through official gazettes, official
reports, the Internet, newspapers, broadcasting.
- Period of notice: more than twenty (20) days, unless circumstances dictate otherwise.
 Administrative Notice
 By giving to citizens, in advance of implementation, a notice of the policies, systems, or plans closely related to their
lives, the administrative notice system is to provide sufficient time to allow citizens to prepare. Citizen opinion should
also be collected and reflected in the policies.
 - Subject matter for administrative notice: for policies, systems, or plants, with respect to those matters that
significantly impact the lives of citizens, those matters that conflict with the interests of many citizens, cause
inconvenience or are a burden. Any matter that requires the collection of citizen opinion is also subject to
administrative notice.
- Method/Period of notice: should be the same as legislation method
 Administrative Direction
 Administrative direction refers to any unauthorized request by an administrative agency for voluntary cooperation.
 - Subject matter for administrative directions: within the scope of the jurisdiction of an administrative agency.
- Method of administrative directions: to seek the voluntary cooperation of another party by way of guidance,
recommendation, advice, request, encouragement.
 Reporting System
 Reporting is the act of providing a relevant administrative agency, whether in writing or orally, with certain legal facts
or the existence or absence of legal relations.
 - Subject matter: for making, amending, or abrogating statutes, local self-government laws.
- Method of operation: when a reporting application has been submitted to an administrative agency, the duty of
reporting has been completed. Where there is an error in the entries or where it does not conform to the prescribed
laws, an administrative agency should request a supplementation thereof, without delay. To this end, a substantial
period of time should be designated and, should no supplementation be made within the supplementation period,
the agency should return the application and specify the reason.
 Exceptions to the Application of the Administrative Procedure Act
 Where other laws have special provisions;
Matters conducted by an institution whose constitutional independence is secured;
Matters that require special disposition procedures related to criminal execution;
Matters of national security, including those matters that may seriously damage the significant interests of the
country were they to pass through administrative procedures; or matters on appeals procedures, including
administrative judgments.
 What if the Administrative Procedure Act is violated?
 If the correct procedure for an administrative process is not followed, an administrative disposition may be
invalidated or cancelled.

Primary Pupil's Perspectives and Creative Learning

Individual interpretations

Children interpret and react to their experiences expressively, particularly where they are
individually reacting to an experience. These expressions can be seen in their bodily reactions, their
imaginative links and their experiential connections.

Corporeal ReactionsIt is argued that ' teachers bodies have been an absent presence' in the research
literature on the teacher self. According to Synott (in the body is ' the prime symbol of the self, and
the prime determinant of the self'.

Experiential ConnectionsPerspectives are imbued with experience. Connections with home are
often made both overtly and covertly as Hannah, aged 4, showed when she analysed some
photographs of children engaging in nursery activities.
Imaginative LinksAn alternative source of individual connection with learning is an engagement
with imagination. Using imagination is often to be seen in their analogies or mnemonics to secure
the learning experience. These are each child's unique perspectives similar to a painter or sculptor
using their imagination. In this sense this is their perspective illuminated and described
metaphorically.

Social Interactions Social constructivist theories of learning, emphasize the importance of social
interaction for learning and our research has so far identified two particular areas where children
develop their creative learning - collaboration or leadership initiatives and contributions to teaching
and learning situations.

Collaborative or leadership initiativesIn these situations, individual children take the lead and
organize someone else or a group, relying on their experience or their imagination as a rationale. I
asked some Yr. 2 children to give me some stories about situations in which their innovative ideas
had been taken up by their family or by the class.

Contributions to the teaching and learning situationChildren bring their perspectives to the social
context of the teaching and learning situation by re-interpreting, in their own terms, teacher's
assertions, observations, questions and instructions. They often do this quite spontaneously.

Reflective EvaluationChildren, even those in early years education, are able to reflect upon
situations, events and experiences. They have considerable knowledge of a variety of situations and
experiences and they are able to use these within and between various discourses where we all
construct our realities . Their reflections and evaluations have been split between learning situations
and those relevant to tests and assessments.

Learning Situations

Testing and Assessment SituationsWhen it came to tests children used their experience to make
recommendations

A so-called second-person may also be used to show a main character from

asecondary character's perspective. For example, in a horror film, the first-personperspective of an
antagonist could become a second-person perspective on a potential victim's actions.