Creating A Learning Environment Essays - Educational Psychology

Creating A Learning Environment Creating a Learning Environment We spent a great deal of time discussing learning styles during our first class periods specifically as relating to adult learning. The focus of this class as evidenced by the title College Teaching is geared towards the teaching of college students who typically are going to be in the under-30 age bracket. As potential college-level and adult education teachers, I believe we also need to consider the particular motivations of the college students in addition to their learning styles. The motivations may be very different and may not be necessarily age related. Although one certainly cannot customize the class to accommodate the expectations of all class members I do believe it is necessary to understand these specific motivations. It could be that their attendance is due to simply an interest in the subject, a desire to get away from their normal environment, to meet a work requirement or for professional advancement or they just want the social interaction that an adult learning environment provides. Is it possible that at the higher college levels and graduate levels that the measurement of the amount of learning that took place during the course could be directly related to this motivation? Seeking to understand this motivation is something that I feel is rarely addressed at the college level and in most adult education environments to which I have been exposed. Perhaps teachers should seek an understanding or at the very least an articulation by the student what his or her expectations are of the class and the teacher and a real assessment by both as to the purpose of the students presence in the class. Once again, I understand that as teachers we cannot always take into account everyones expectations but at the very least we can challenge the students to think about why they are there and what they expect to learn. In a way this is taking them through the experiential learning cycle prior to the start of the class. The challenge to the students would b e to articulate what they expect to do with what they will be learning how they intend to apply the experience of the class they are about to undertake. Perhaps too many times the students come to the classroom with the expectation that the teacher has 100% responsibility to teach the students. There is very little prior thought as to why they are here, what they expect to learn and what they will do with what they learned other than to meet some educational requirement be it degree or work related. What we as teachers ARE 100% responsible for is understanding how to fully engage our students in the class and then how to apply that understanding. I feel the real key to effective teaching at the college and adult education level is to move them towards taking full responsibility for their own learning. We have to move them towards a high level of self-direction in their own educational process by the empowerment that comes from this full engagement and the acceptance of the respons ibility I spoke about. As evidenced by the activities during our first two class sessions I believe this class will address the idea of engaging the students. We have discussed several tools that can be used to address different learning styles what I think is the overall goal that is being expressed here is that we as teachers become facilitators of learning rather than lecturers. What I have experienced in my brief exposure to adult education in my current job is that the greatest learning may actually take place among the students rather than between student and teacher. The concepts presented so far in this class address this idea of teacher as facilitator. What I am hearing with the discussions on learning styles and our initial discussions on the purpose of education is that we as teachers must create the appropriate learning environment rather than simply be presenters of material and then quantitative assessors of the intellectual intake. We are hear to facilitate the learn ing process the actual teaching is done by the students in the classroom. The discussion that

Tinanmen Diary essays

Tinanmen Diary essays Change is the dramatic art of survival. If one is to survive, one needs to adapt to changing needs and desires. The Communist Party in China was started for just that reason. The Chinese wanted a change from what was going on in the country at the time. The student and worker protesters at Tiananmen Square wanted the same goal to be met. They wanted a dialogue to discuss the need for an adaptation, a change in the way things were being done in modern China. However, the bloody massacre at Tiananmen Square only exemplifies the point that the Communist Party, born out of revolution, would not allow another revolution to be born. In the book, Tiananmen Diary, Harrison Salisbury takes the reader through a minute by minute account of the days leading up to the massacre and the subsequent aftermath. In this review, I will explore the Tiananmen Square Massacre and its affect on China through the eyes and ears of Harrison Salisbury. I will give my opinion of Harrison and his revelatio ns, while also exploring China and Tiananmen Square using other authors from class. Before reading a book on China, a foreigner needs to understand China, its history and its beliefs. China is a country of legends and symbols, of tradition and heritage. As Salisbury states, China is...ruled by her three great symbols: the Yellow River, the Great Wall, and the Dragon. Each of these symbols represents a way of life for the Chinese. China is a very proud country with many natural wonders within its own borders. The Yellow River is one such symbol for the Chinese people. These citizens turn inward in order to cherish this particular river, rather then look outward toward the ocean. The Yellow River, as a great emblem of who China is, is a tremendous rallying symbol around which to look inward. The river is a symbol for the people that they need to rely upon themselves. They must not look to the sea, to the outside for help. Everythi...

History Of Human Rights Essay Example | Topics and Well Written Essays - 1250 words

History Of Human Rights - Essay Example Westminster School and at the age of twelve was sent off to Oxford (Queen's College). From 1763, he studied law at Lincoln's Inn and was called to the bar in 1772. Jeremy Bentham was an English philosopher and political radical. Although he never practiced law, he spent most of his life critiquing the existing law and strongly advocating legal reform. Bentham is primarily known today for his moral philosophy, especially his principle of utilitarianism which evaluates actions based upon their consequences, in particular the overall happiness created for everyone affected by the action. He maintained that putting this principle into consistent practice would provide justification for social, political, and legal institutions. Although Bentham's influence was minor during his life, his impact was greater in later years as his ideas were carried on by followers such as John Stuart Mill, John Austin, and other consequentialists.During 1776, Bentham brought out his first major work, A Frag ment on Government.3 It was about this time, too, that Bentham was to become a friend with a powerful lord, Lord Shelburne (1737-1805). Apparently, through the auspices of Lord Shelburne, Bentham was able to take time, to travel and to write. He [Bentham] has lived for the last f... His eye is quick and lively; but it glances not from object to object, but from thought to thought. He is evidently a man occupied with some train of fine and inward association. He regards the people about him no more than the flies of summer. He meditates the coming age. He hears and sees only what suits his purpose, or some 'foregone conclusion'; and looks out for facts and passing occurrences in order to put them into his logical machinery and grind them into the dust and powder of some subtle theory, as the miller looks out for grist to his mill!" (William Hazlitt.) Bentham's Philosophy Jeremy Bentham figured that laws should be socially useful and not merely reflect the status quo; and, that while he believed that men inevitably pursue pleasure and avoid pain, Bentham thought it to be a "sacred truth" that "the greatest happiness of the greatest number is the foundation of morals and legislation." Bentham supposed that the whole of morality could be derived from "enlightened self-interest," and that a person who always acted with a view to his own maximum satisfaction in the long run would always act rightly. Bentham is to be compared to William Godwin: they resembled one another in their "blind contempt for the past." While each preached the need for nonviolent revolution, each had a different following. Bentham's revolution was to be effected by legislation, Godwin's by argument. French Revolution:- The French Revolution (1789-1799) was a pivotal period in the history of French, European and Western civilization. During this time, republicanism replaced the absolute monarchy in France, and the country's Roman Catholic Church was forced to undergo a radical restructuring. While France would oscillate among republic, empire, and

How Should We Help Our Organizations to Use Internet-Based Essay

How Should We Help Our Organizations to Use Internet-Based Conferencing Safely and Effectively - Essay Example Additionally, internet supported communication offers a lot of advantages such as members can get together when and where they want. Also, the use of computers as a collaboration tool can also augment the amount of information obtainable to a team and increase the pace and authority with which team members get, process, and distribute their individual and combined efforts (Thompson & Coovert, 2003) Computer conferencing can be used when two or more users are able to meet using two or more computers. In computer conference, one member is responsible for controlling what is on the computer screen on the other hand for all others to see. In this scenario, that member is acknowledged as a host or moderator. Though, all the participants can fully take part in a conference call at the same time as looking at one presentation on the computer but they can also exchange a few words by instant messaging. In addition, some computer conferences can take place at the same time with a telephone co nference. In this scenario, members can chat by means of the telephone at the same time as they look at what is taking place on the screen (Ayers, 2012). One of the biggest benefits of computer conferencing which attracts the business organizations to use computer conferences is that people all over the world can take an equal part in the conference. In fact, they only need a computer with an Internet connection. In this scenario, a host distributes an email to team members and provides them a link to the conference room or web room and the meeting and time of the conference. Hence, if someone is unable to attend the conference, he can reject the request right from the email and let them know the reason. Along with numerous advantages especially the team members’ location, there are other pros to making use of computer conferencing. For instance, if someone wants to take part in a web based training session; they can get in touch with a number of people from a variety of doma ins straight away. In this scenario, moderator or host can launch the computer conference with the intention that other people can each independently do a workout or otherwise actively take part in the conference appearing on their screen. In addition, the host can also provide authority of what is on the screen to other participants in order that he can weigh up their ideas and thoughts (Ayers, 2012; ReferencesForBusiness, 2012).

Racial Prejudice Essay Example | Topics and Well Written Essays - 1000 words - 1

Racial Prejudice - Essay Example A stereotype is an exaggerated belief, image or distorted truth about a person or group — a generalisation that allows for little or no individual differences or social variation. Stereotypes are based on images in mass media, or reputations passed on by parents, peers and other members of society. Prejudices are often accompanied by ignorance, fear or hatred. Prejudices are formed by a complex psychological process that begins with attachment to a close circle of acquaintances or an "in-group" such as a family. Prejudice is often aimed at "out-groups." Discrimination is behaviour that treats people unequally because of their group memberships. Discriminatory behaviour, ranging from slights to hate crimes, often begins with negative stereotypes and prejudices. Though most people feel that they are not racist, almost everyone has some form of racist attitude. How could they not know it? Racism can be Explicit, where it is outward, easily recognisable, and generally acknowledged. The segregation and discrimination if the US South in the 1950s was a form of explicit racism. It left little doubt that it existed and those that supported it did so openly. Racism may also be Implicit. These are the unconscious feelings we have and react to that result in prejudicial behaviour and discrimination without our conscious knowledge. We may get a sudden sense of fear if we board an aeroplane and see an Arab passenger aboard, or be fearful when we are followed by a young minority male at night. Our sub-conscious is reacting to the stereotypes that are ingrained in our mind. This is not a conscious rational decision to be prejudice, and the fears are unrealistic. The stereotypes and attitudes that create prejudice come from a variety of sources that we encounter everyday. They may come from our family, our friends, the workplace, the media, or a personal experience. They have in common the fact that they

Historiography of Irish Nationalism

Historiography of Irish Nationalism Discuss how the historical debates of the Irish Revolution 1916-23, reflect the evolution of Irish Historiography since 1920s, 1930’s, 40s 50s 60s etc There have been and remain various historical debates concerning the Irish Revolution of 1916-23 that reflect the evolution of Irish Historiography in the following decades. Historical debates have attempted to discuss, explain and evaluate the Irish Revolution from different perspectives that have altered in the light of contemporary events and opinions as well as the evolution of Irish Historiography. The main perspectives of the historical debates outlined below will relate to the main actors during the Irish Revolution, the British government plus the Police and the Army, the Ulster Unionists and finally the Irish Nationalist and Republican movements. All played a part in either promoting or resisting the Irish Revolution, their roles having been opened to historical scrutiny and evolution in Irish Historiography or when apt other sources. Historical debates have tended to concentrate on the causes of the Irish Revolution, whether it was a success or a failure and whether it coul d have been defeated. Historical debates have not remained the same over the decades; the passing of time can change people’s opinions of historical events. As people that lived through the Irish Revolution grew older and started to die out their viewpoints have been passed down the generations sustained as much by myth as by an understanding of events. The Irish Revolution in a relatively short period of time came close to ending several centuries of English or British involvement in Ireland. Britain in 1916 despite the strains of fighting in the First World War was the world’s foremost Imperial power, it seemed unlikely that it could lose the whole or the majority of Ireland when it ruled a quarter of the globe. However the First World War altered many things and gave those that wished for an Irish Revolution opportunities that had not arisen before (Schama, 2002, pp.447-48). The desire for Irish independence was nothing new to the period of the Irish Revolution. There had been serious rebellions in the 1590’s, 1642 and 1798 yet none of them had succeeded in England and later British rule. The nationalist and republican cause was helped by the myths about those heroic failures. The Ulster Unionist were on the other hand reinforced in their determination to remain part of the United Kingdom by the myths surrounding th eir successful resistance of James II before the Battle of the Boyne (Wilson, 1989, p.3). Not only did being British protect their Protestant religion it also provided economic markets for their linen and work for the Belfast shipyards (Mulholland, 2002 p 15). Ireland was and remains divided by two different visions of nationality that conjure up heated debate on the ongoing political situation as well as providing the spur for historical debate about the Irish Revolution and other key events in Irish history. The partition that followed in the wake of the Irish Revolution seemed to intensify the divide between both states in Ireland (Fitzpatrick, 1998, p.4). Ireland had formally become part of the United Kingdom with the 1801 Act of Union yet Irish Nationalists and R had either wanted to gain concessions from Westminster or cede from the Union completely. Moderate Irish Nationalists had campaigned tirelessly for Home Rule. Gladstone had not been able to deliver yet Asquith had finally got the Home Rule legislation passed in 1914. However that provoked resistance from the Ulster Unionists, the outbreak of the First World War put Home Rule on ice (Kennedy-Pipe 1998, pp. 10-11). Whilst the Irish Nationalists fought for Britain alongside Ulster Unionists, Irish Republicans aimed to launch revolution whilst the war continued. Moderate Irish Nationalists died in their thousands on the war front whilst the Irish Revolution started by the military naà ¯ve yet politically potent Easter Rising of April-May 1916. The suppression of the Easter Rising and the execution of some of its ringleaders proved a recruiting boom for Sinn Fein and the IRA (Carver, 1998, pp.138-39). Those that started the Irish Revolution were fighting for a united Irish republic whilst the British government was determined not to give in to terrorists. The British government would if pushed agree to the partition of Ireland whilst for the Irish republic compromising with the British government caused a dilemma and had caused much historical debate since. Arthur Griffith and Michael Collins represented Sinn Fein/IRA in the peace talks with the British government accepted a partitioned Ireland a nd the forming of the Irish Free State, a dominion rather than a republic. Pragmatists saw it as the best deal available whilst more hard line republicans saw it as a betrayal of everything they believed and fought for. Divisions over the peace treaty resulted in civil war in the Irish Free State, with more summary executions than the British had carried out since 1916 (Moody Martin, 2001, p.273). David Lloyd George is said to have threatened sending British Army reinforcements to persuade Griffith and Collins to accept partition (Jenkins, 2001,p.364). Both sides realised that the brutal fighting caused by the Irish Revolution would not produce a total victory for either side. The British Army reckoned that only a garrison 250,000 in strength could ensure crushing the Irish Revolution, not a feasible option for a war weary and financially stretched country (Carver, 1998, p.147). The consequences of the Irish Revolution produced much historical debate most noticeably from those with a national or republican perspectives for much of the 1920s and 1930s there was debate about whether the IRA/ Sinn Fein and the Irish Free State should have carried on fighting for a united Ireland. However the brutal fighting of the Irish Revolution meant that many ordinary wanted peace not more bloodshed. With hindsight Griffith and Collins return from Downing Street with dominion status was probably the best result for them, yet it sparked off civil war (Moody and Martin, 201 p. 258). During the 1960s and 1970s Irish Nationalists and Republicans in Northern Ireland tried different approaches for achieving their different objectives. The Nationalists formed a civil rights movement similar to the Black movements in the US yet the methods were also constitutional like those of the Home Rule movements that had their dreams of a peaceful Home Rule wrecked by the First World War and the Irish Revolution. The Ulster Unionist reaction was similar to that of 1912, they took to the streets and protested. However, the Ulster Unionist had used Home Rule in Northern Ireland to their advantage, controlling the special branch police reservists that reacted brutally to the violence. The majority of Ulster Unionists did not need the evolution of Irish historiography to tell them that Home Rule had allowed them their own state within Britain that had been for them and not for the Nationalist and Republican communities (Fitzpatrick 1998 p.24). The Ulster Unionist hostility towards the civil rights movement in the 1960’s caused the intensification of sectarian violence and ultimately the troubles. The troubles came as a surprise to the British government who took little notice of the evolution of Irish history that clearly showed that the partition of Ireland following the Irish Revolution had not solved the Irish Problem on a permanent basis. That complacent attitude was shattered by the events of 1968-69, which forced the government to send in the British Army to protect the nationalist and republican communities, an unusual situation that nobody could have anticipated. The renewed sectarian conflict showed that the complexity of the Irish situation had not gone away with partition, instead it was concentrated in Northern Ireland. Historiography could be used to justify the present by vindicating the actions of the past. All sides in Northern Ireland claim to be upholding the truth yet use propaganda for their own means just as they did during the Irish Revolution (Stewart 2001 p. 181). For Irish nationalists and republicans the evolution of Irish Historiography had been regarded with greater interest than by British governments or the Ulster Unionists who were happier with the partition of Ireland. The Unionists believed that Home Rule gave them protection from further advances towards a united Ireland and made it harder for British governments to let them down (Wilson 1989 p. 51). For Irish republicans the very existence of Northern Ireland was testament to the unfinished aims of those that had started the Irish Revolution. The Irish Revolution was intended to sweep away British culture and influence as well as political control of the whole country. Some 90 years on from the start of the Irish Revolution Irish Historiography shows that Ireland is still influenced by the English-speaking peoples particularly Britain and the United States (Stewart 2001 p. 162). The IRA started bombing campaigns in the 1930’s, 1940’s and 1950’s to force the Brit ish government whilst imposing a united Ireland upon the Ulster Unionists. These campaigns were no where near as effective as those organised by Michael Collins during the Irish Revolution. Some of those in the Republican Movement argued that only organising and effective armed struggle could achieve their aims whilst others sought constitutional means of doing so. In the 1960s the official IRA had debated abandoning armed struggle leaving its members in Northern Ireland without any weapon supplies contributing to the breakaway of Provisional Sinn Fein and Provisional IRA (Kelleher, 2001 p.339). The Provisional IRA soon became an effective fighting force with the aim of bombing the British out of Ulster. Its recruitment of volunteers was increased as a consequence of Internment without trial and Bloody Sunday in 1972. However the British Army had more experience of counter terrorist operations and the backing of the governments unwillingness to compromise to terrorists than had been the case during the Irish Revolution. When these factors are combined it is no wonder that the Provisional IRA would refer to the troubles as ‘the long war’. The failure to force Britain to withdraw during the 1970’s led the provisional Sinn Fein to change its strategy combining the armed struggle with taking part in more elections (Mulholland, 2002 p. 96). Its electoral support was increased due to the death of Bobby Sands and other hunger strikers in 1981(Ardagh, 1994 p. 350). The troubles in many respects revived interests in the Irish Revolution and how the evolution of Ir ish historiography could explain how the troubles had developed. Perhaps the Belfast Agreement of 1998 has striking similarities with the way in which the Irish revolution ended, all sides realised that done of them could win yet they carried on fighting in the hope that one lucky strike could grasp victory from nowhere. The most valuable lesson of historiography should be if that a conflict is in stalemate then its time to talk rather than carry on fighting. Yet that is very difficult when both sides believe that the other side has no right to exist (Stewart 2001 p. 182). Therefore there are areas of debate concerning the Irish Revolution that have been influenced by the evolution of Irish Historiography in the subsequent decades. As with other areas of Irish history the revolutionary period has inspired myths that have continued to the present and reinforced prejudices and religious or political divisions. One area of debate has been over why the Irish Revolution was more successful in removing British rule than previous rebellions yet failed to deliver a united Irish republic. Perhaps the main point shown through the evolution of historiography is that the Irish Revolution was able to survive the British attempts to defeat it through some favourable circumstances and some astute political and military tactics on the part of the IRA and Sinn Fein. The whole process was set in motion by the Easter Rising of 1916 that created the myth of republican martyrs dying for their nation’s liberation rather than a badly organised group of terrorists as t he British government would have considered them. It is widely agreed that the First World War gave the Republican movements their chance to expel the British from Ireland. The evolution of historiography can be seen as helping to explain why partition became the most practical solution following the outbreak of the Anglo-Irish War and the IRA’s guerrilla tactics. Partition was only accepted once the IRA realised they could not defeat the British Army and then subdue the Ulster Unionists. Whilst the British government wanted to keep all of Ireland under its control it was not prepared to send the number of troops to Ireland that would have been needed to crush the revolution. The 26 counties were given their freedom in order for Britain to keep the 6 counties that gave it the most loyal support and were an important economic and strategic part of the United Kingdom. The inability of Sinn Fein and the IRA to expel the British from the whole of Ireland caused civil war as those pragmatic enough to support the partition took on those that had wanted to carry on fighting. Griffith and Collins were correct in believing that the Irish Revolution would to an Irish republic yet were killed in ambushes by their former colleagues before that was achieved. Bibliography Ardagh, J (1994) Ireland and the Irish – Portrait of a Changing Society, Hamish Hamilton Ltd, London Carver, Field Marshall (1998) Britain’s Army in the 20th Century, Pan strategy guides, London Fitzpatrick, D (1998) The Two Irelands 1912-1939, Oxford University Press, Oxford Jenkins R (2001) Churchill, Macmillan, Basingstoke Kelleher D (2001) Irish Republicanism – the authentic perspective, Justice Books, Co Wicklow Moody T W Martin F X, (2001) The Course of Irish History, Mercier Press, Cork and Dublin Mulholland M (2002) The Longest War – Northern Ireland’s troubled history, Oxford University Press Schama S (2002) A History of Britain 3 – The Fate of Empire 1776-2000, BBC Worldwide, London Stewart A T Q (2001) The Shape of Irish History, The Blackstaff Press, Belfast Wilson T (1989) Ulster – Conflict Consent, basil Blackwell Ltd, Oxford and New York

Simpsons Theories and episodes :: essays research papers

When Bart snaps a picture of Homer dancing with a belly dancer at a stag party, it gets photocopied and soon all of Springfield has a copy. Homer becomes the talk of the town but almost ruins his marriage to Marge. Marge insists in making Homer take Bart to meet the bellydancer so he can learn that women aren't sex objects, because she fears he's getting a bad lesson out of all of this. Homer and Principle Skinner send Bart to France in exchange for an Albanian student for the Student Exchange Program. Bart soon learns this trip isn't all its cracked up to be, he is forced to live with two slave-driving French winemakers at the Chateau Maison vineyard. While Bart slaves away, the Albanian student student Adil Hoxha steals classified secrets from the Nuclear Power Plant and sends them to his country. The police soon finds him and ends him back to his own country. Meanwhile, Bart finds out they are putting anti-freeze in the wine and escapes his tormentors' vineyard, managing to speak enough French to tell the authorities and become a national hero. Homer buys Marge a bowling ball for her birthday, so she starts takin bowling lessons with a French bowling instructor. As her game improves, Marge and Jacques spend more and more time together until tahey're spending every night together bowling. Homer tells Marge his feelings and reminds her of her loyalty to the family and she comes back. Homer and Marge go on a romatic dinner and leave Bart, Lisa, and Maggie with Ms. Botz, who the kids recognize from the show "Armed & Dangerous" as the notorious Babysitter Bandit! Lisa runs toward the phone to call the Armed & Dangerous hotline when Ms. Botz cuts the phone line. She quickly ties up Bart and Lisa and goes rummaging through the house, grabbing things that tickle her fancy. Bart and Lisa's only hope is Maggie who crawled out of her crib and untied them. Marge being the worrying mother she is calls but of course, gets no answer so she decides she wants to go home and check up on the kids.

Air Thread Connections Essay

Prepare the Airthread Connections case using the following questions as a guide: 1. What methodological approach (APV, WACC, FTE, or some combination) should Ms. Zhang use to value Air Thread? Hint: It may be possible to use more than one techniques simultaneously. The valuation of the Airthread Connections is conducted to assist American Cable Communication to decide if the acquisition of the Airthread Connections should be processed to achieve potential synergies. We access the net value of the Airthread Connections by adjusting its present value (APV). We chose APV as our business valuation method because Airthread Connection’s financial information required by APV method is relatively sufficient and solid comparing with the information required by other valuation methods. We believe that the good quality of data can guarantee the reliability of our valuation. Our valuation process includes the following six steps. 1. Decide the present value of unlevered free cash flows. 2. Evaluate the weighted average cost of capital. 3. Appraise the value of tax shields. 4. Access the terminal value. 5. Estimate the present value of non-operating assets. 6. Applying the illiquidity discount. 2. What discount rate should Ms. Zhang use for unlevered FCF for 2008-2012? Is this the same rate that should be used to calculate the TV? Why or why not? 3. Develop an estimate of the long-term steady-state growth rate for use in the TV calculation. 4. What is the total value of AirThread before considering any synergies?

Free Essays on Homogeneous Grouping

Is homogeneous grouping or heterogeneous grouping best for students? Wynne Harlen of the SCRE Center reviewed research on the effects of grouping pupils and found much ambiguity. In this article he states that research can produce enough evidence to support both types of grouping. He goes on to say this area is very difficult to research because of all the different variables that effect learning . The class size, ability range, teaching methods, materials, the attitude of the teacher towards grouping and the curriculum content are all variables that effect the performance of students. According to Wynne Harlen of the SCRE Center there is something to please everyone-some studies lend support to grouping by ability, some point in the opposite direction and many show that there is little difference that can be ascribed only to the type of grouping. The better question is which grouping best compliments a teacher’s style of teaching? The most effective teaching is when a teacher combines her personal style of teaching with professional knowledge within an environment comfortable for the students and the teacher. Research indicates the range and diversity of results when evaluating particular school environments is impressive. One type of grouping may be quite successful in some schools yet very disappointing in other schools. It appears that content of instruction and instructional strategies implemented by the teacher is the pivot point of learning. A well constructed program that brings students together in a safe learning environment seems to yield tangible results. Just as we should not judge students and label them it is just as important not to judge a teacher’s preference of grouping. Teachers are as different and unique as the students they teach. When given the opportunity to group according to preference teachers are more at ease and more competent in their ability to meet the ... Free Essays on Homogeneous Grouping Free Essays on Homogeneous Grouping Is homogeneous grouping or heterogeneous grouping best for students? Wynne Harlen of the SCRE Center reviewed research on the effects of grouping pupils and found much ambiguity. In this article he states that research can produce enough evidence to support both types of grouping. He goes on to say this area is very difficult to research because of all the different variables that effect learning . The class size, ability range, teaching methods, materials, the attitude of the teacher towards grouping and the curriculum content are all variables that effect the performance of students. According to Wynne Harlen of the SCRE Center there is something to please everyone-some studies lend support to grouping by ability, some point in the opposite direction and many show that there is little difference that can be ascribed only to the type of grouping. The better question is which grouping best compliments a teacher’s style of teaching? The most effective teaching is when a teacher combines her personal style of teaching with professional knowledge within an environment comfortable for the students and the teacher. Research indicates the range and diversity of results when evaluating particular school environments is impressive. One type of grouping may be quite successful in some schools yet very disappointing in other schools. It appears that content of instruction and instructional strategies implemented by the teacher is the pivot point of learning. A well constructed program that brings students together in a safe learning environment seems to yield tangible results. Just as we should not judge students and label them it is just as important not to judge a teacher’s preference of grouping. Teachers are as different and unique as the students they teach. When given the opportunity to group according to preference teachers are more at ease and more competent in their ability to meet the ...

This Is How To Upgrade Your Social Messages + Boost Engagement [New]

This Is How To Upgrade Your Social Messages + Boost Engagement [New] Social media is SUPER competitive. You’re vying for people’s attention in *extremely* busy newsfeeds. You’re competing with â€Å"Cat Ninja† a dozen-and-a-half selfies And other companiesjust like you. You’ve got to do something to stand out. And sadly that standard ratio of ONE photo to ONE post for every message†¦ †¦just isn’t cutting it. In fact, it can get pretty boringfor you AND your audience. Which is why we’re excited to announce your newest feature: Multi-Image Posts from ! (Also available on our Mobile app!) Stand out in the crowd on Facebook, Twitter, AND Instagram (without all the extra hassle) Boost your social engagement†¦ Get MORE clicks + shares, and ultimately, MORE peeps back to your website without putting ‘em to sleep with the same message format over-and-over again. 😠´ Because with Multi-Image Posts, you can: Easily share multiple images in a single social message. Eliminate the hassle of creating multiple posts to share a series of images. Simply insert the images you want into your message to share more  with your audience  (with less effort). Quickly access images for a specific campaignin ONE place. Create your social messages faster without having to manually add images from your desktop. Easily access all your saved photos from the *new* built-in image gallery. Prioritize + optimize the order of your images in your social message. Easily rearrange, add, or delete images based on what’s important to YOU, your audience, and the social network’s image requirements. No more guessing!  Never worry if your multi-image post will display correctly or if it meets specific social requirements. Let intelligently optimize your multi-image post based on industry best practices. Not only will you have the ability to diversify your social messages†¦ AND increase your engagement but it’s going to be easy as pie. (And that’s the way it should be). ðŸ™Å'

TRANSPORTATION Essay Example | Topics and Well Written Essays - 1000 words

TRANSPORTATION - Essay Example While in the harbour act, a number of proposals can be adhered to so as to come up with the new terminal for example, the HRO (Harbour Revision Order, as used in the ABP proposal kin the development of a new terminal at Dibden Bay). The HBO is divided into four parts each with a specific responsibility to cover. The parts are as follows; Part I, which covers the development,processes i.e. the terminal construction. Either part II, which provides for landscaping works in the areas covered in the Order Plans and proposals, which may be creation, or diversion and stopping of the rights of way as stipulated for the public. Part III, which allows the ABP to acquire any land required for the creation of the new terminal. Part IV, which covers all the other matters (miscellaneous) that relate to the public as in replacement of open spaces meant for public. If the HBO is to be considered, the National policy must be applied whereby the policies must reflect a better quality of life, new deal for transport and sustainabledistribution. Included in the National policy is the Modern Ports Policy which is the relevant part in reference to the creation of a new terminal. The modern ports policy is a core part in the National policy. The modern ports policy brings out the fact that UK depends on international trade. It states that a port is to serve the interest of the nation, support the competition, and handle demands of the UK trade. Currently the port of Southampton is not able to meet the demands of all the customers, so the building of a new terminal will have the situation improve and not deteriorate. The policies should be covered in descending order, from international policies, regional policies and local policies. Presently the project will be at an advantage because of geographical advantages that Southamptonhas shipping advantages. After the external policies have been covered, the internal policies should follow after. Internal

Critical Analysis Of The Great Rulers' Reign Assignment

Critical Analysis Of The Great Rulers' Reign - Assignment Example The reason can be deemed as the aggressive and the strict decisions that they had taken in order to maintain law and order during their reign. As the approach was rough and rude, it often generated rebels from his countrymen. The same case was with Martin Luther King who was a clergyman, humanitarian, activist and the great leader of the African-American Civil Rights. He is famous for the role that he played in the development of civil rights by use of nonviolent civil disobedience. Thus by his works he has become a renowned national icon in the history of American progressivism (Bruns, 2006). During his reign, he was faced with many allegations and conspiracies which had acted as barriers in the course of his leadership. He had encountered surveillance by the FBI director, J. Edgar Hoover who had intended to weaken the power of King as a civic leader. The National Security Agency had monitored the communication of King so as to take account of the steps that are being taken by the a ctivists. Since King was penetrating deep into communism, the FBI conspired to discredit him through some revelations of his personal life in form of candid information about his many supposed extramarital affairs. Thus, it can be stated from the above situations that he had faced many obstructions during his reign (Gosman, 2011). Question 1 a. Early Life of King (born, society in which he grew up) Martin Luther King was born on January 15, 1929, and has taken his last breath on April 4, 1968. The King’s initial name was Michael but it was later changed to Martin. His grandfather had begun his career as the pastor in the Ebenezer Baptist Church in Atlanta, where he has served the nation from 1914 to 1931. Thereafter, his father has served until his death and in the year 1960, Martin Luther became the co-pastor (Gosman, 2011). In his early days, King used to attend a segregated public school in Georgia.