Modeling and guided practice in a literacy lesson Research Paper

Demonstrating and guided practice in a proficiency exercise - Research Paper Example For example, in an education exercise, the educator may give the students a model at that point permit them carry out another responsibility to test their understanding dependent on the model. On the off chance that the instructor is instructing about action words, the teacher may concentrate on achieving the learning target at that point request that the students recognize action words from a posting of words by perusing them uproariously. Through this guided practice McCormack & Pasquarelli (2012) show that it is feasible to accomplish an incredible level of capability from the students. The students may then be given an opportunity for appreciation of what action words are through quiet perusing after guided practice by their educators. Displaying, then again, alludes to a show of the reasoning technique (McCormack & Pasquarelli, 2012). This clarifies the way wherein something is done and why it is finished. Through the displaying procedure, the instructor takes the student through the learning system, the showing made are express, and the understudies are required to be effectively associated with these exhibits (McCormack & Pasquarelli, 2012). The creators likewise contend that in displaying reiteration must follow and verbally process proclamations utilized (McCormack & Pasquarelli, 2012). This permits the students get effectively engaged with understanding exercises. In a proficiency exercise setting, the educator may concentrate on helping the students thoroughly consider the thoughts of the creator instead of the result of the cognizance. This is a genuine case of self displaying while perusing the cognizance. In the event that the students center around one idea while perusing they are proba bly going to get the idea being depicted by the creator. For an exercise to be effective, it is essential to evaluate if the students have grasped what they have perused. As indicated by the American Education Publishing (2012) it is conceivable to recognize what an understudy has perused on the off chance that they can relate what they have perused in an ordered way. For

Increasing Hate Crime Awareness in the US Essay Example for Free

Expanding Hate Crime Awareness in the US Essay In spite of the fact that most recent report discharged last October 2006 by the US Department of Justice FBI’s Uniform Crime Reporting (UCR) Program indicated a lessening in absolute number of announced occurrences, 7,163 out of 2005 versus 7,649 out of 2004 (Hate Crime Statistics 2005), there has been a contrarily developing mindfulness on this theme among different partners lawmakers, law requirement authorities, and the American open †to such an extent that term â€Å"hate crime† has become a piece of regular vernacular among Americans. Three components added to this developing mindfulness. Initially, the hierarchical activities, typically the annoyed party bunch so as to ensure their social liberties, are taking dynamic jobs, through their backing efforts, bolster administrations and training programs. Unmistakable defenders, among others, are American Civil Liberties Union (ACLU) for all Americans, Anti-Defamation League (ADL) for the Jewish, Parents and Friends of Lesbians and Gays (PFLAG), Massachusetts Office on Disability (MOD), La Alianza Hispana for the Latin-Hispanics and National Association for the Advancement of Colored People (NAACP) for African-American gathering. Besides, the Federal Government on its part, through the DA’s Office has a Civil Rights Unit made out of lawyers for instruction and intercession administrations, working in collaboration with casualty witness advocates. Furthermore, Governor’s Task Force on Hate Crime has its ‘Stop the Hate Website’ Campaign advancing familiarity with loathe wrongdoings and giving assets to reacting to and forestalling such acts. Thirdly, concerned gathering activities, for example, NGOs in any semblance of Southern Poverty Law Center (SPLC) that battles despise, bigotry and separation through instruction projects and cases, play a free, outsider job in expanding loathe wrongdoing mindfulness.

The nature of the disciplinary code in UAE Law Research Proposal

The idea of the disciplinary code in UAE Law - Research Proposal Example Subjective techniques for examination will be utilized to accumulate information from workers and bosses of different organizations. This strategy will apply surveys intended for 500 reacted with both shut and open finished polls to concoct important information. It’s at long last reasoned that the UAE is compelling in tending to work laws since its establishment. Presentation The motivation behind this investigation is to set up the idea of the disciplinary code as settled in inside the Labor Laws of the UAE. Work laws in the United Arab Emirates are administered by the government law number eight of 1980 and it controls all parts of work relations among representatives and the businesses (Abudhabi, 2013). It’s a propelled law that explains the rights and obligations of every single concerned gathering thus profiting both the businesses and representatives coming about to less clashes. The work law created in 1980 and has been revised a few times to keep it contact wit h the requests and real factors of the dynamic world. Among the issues delineated in the work laws incorporate working hours, occasions, leaves, remuneration, business contracts, and disciplinary standards among others. The disciplinary code tends to part of the Labor Laws that delivers issues identified with admonitions, fines, and suspension from work and end of administration among others. Since the disciplinary code is fundamental in molding work connections between the business and the representative, it’s critical to build up how viable it is in tending to business related issues. The examination will build up the qualities and shortcomings implanted inside the disciplinary code henceforth giving roads to future alterations when considered essential. Writing audit Labor law in UAE This is a government enactment appropriate to all emirate individuals whether or not they are UAE occupants or displaced people, in any case, with a couple of exceptions (U.A.E Labor Law, 2011 ). Those released from the pertinence of this law incorporate the horticultural representatives, household hirelings, individuals from the military and the police, and the staff and laborers of brought together government segments of the emirates. What's more (Al Tamini, 2011), Labor Laws spread all parts of in regards to the business and representative relations including contracts, limitations on work of adolescents and ladies, leave rules, working hours, clinical and social consideration, only however to make reference to a couple . The Labor Law requests that for any work of the ostracize, an application must be made to the service of work and the service has the order to support such application or to dislike it. Ostracizes over the 18 years age can look for momentary work grants substantial for 60 days and can be restored up to multiple times, as long as the restoration is done before the expiry date of the work grant (Barber and Harris, 2011). Such business has a legitimacy o f three years subject to restoration for a similar period by a similar service with no membership to the lowest pay permitted by law as such is concurred by the concerned gatherings. Adolescents younger than 15 are restricted from work under the UAE Law, yet those between the ages of 15 to 18 are permitted to fill in as long as they get high school work grant from the service. The work of ladies is limited somewhere in the range of 10pm and 7am and they ought to likewise not be utilized to perform troublesome errand. The working hours for grown-up representative are 8 hours every day

Using Funny Persuasive Essay Topics to Attract Attention

Using Funny Persuasive Essay Topics to Attract AttentionFunny persuasive essay topics are so popular in college. They appeal to many and enable students to find interesting ways to inject humor into their essays. This is true not only in writing contests and tests, but also in real life.At a party, you might meet a difficult person. How will you approach the situation? How can you make the topic of conversation funny? If you know of a joke, can you come up with a humorous analogy for that joke?There are several types of persuasive essay topics. Some are funny, some are political, some are historical, some are scientific, and others are simply entertaining. In addition, you need to have a few topics that are clever, and those that can provoke thought and invite ideas.So, what are the best persuasive essay topics? Well, they are quite easy to find. Most of these topics are jokes. Others are compelling but less serious topics.A few examples of good persuasive essay topics are about a fa mous quote, an embarrassing moment in your life, or your favorite football team. While most of the topics are jokes, some will touch on a more serious subject. As an example, if you write a persuasive essay about the power of humor, you should try to include some depth to the topic.When writing persuasive essay topics, it is important to keep in mind what you want to achieve with the essay. Many people use humor in their essays to provoke thought. They might need to change the topic of the essay to one that is even more interesting, or one that has a different perspective. Humor will help you do that.Whatever type of persuasive essay topics you choose, you will be sure to attract attention. With that in mind, go ahead and write as many persuasive essays as you like. You may even find yourself a winner in the contests and tests. If you think this idea is interesting, you can find some samples of great persuasive essay topics over at College Humor.

Max Weber s Theories About Status And Social Stratification

Baseball in the 19th century was both an extracurricular activity and a cathartic activity for American society that suffered from the demands of industrialism. In order to better understand the sociological perspective of baseball in relation to the social context of its’ origination, this paper will consider baseball in the context of Max Weber’s theories about status and social stratification. Although his theories are seemingly similar to Karl Marx, their theories are essentially different. Marx primarily believes that economics and class are distinguishing factors of society; whereas, Weber believes that status and social stratification are the distinguishing factors of society. When applying a sociological perspective of Max Weber†¦show more content†¦An empirical example of the prestige associated with baseball in the 19th century was the elusive Knickerbocker Club, an example of a new social stratification, fraternities. â€Å"Among the clubs, highly r itualized relationships helped preserve the integrity of the early fraternity.† (Rader 14). These rituals were extensions of the highly ritualized rules of the game of baseball. And in a tertiary fashion, thus mimicked the highly organized bureaucratic rationalization of society. The Knickerbocker Club also went against societal norms by hosting raucous parties with lewd and baseless activities. These activities were aberrant in day-to-day existence, yet the Knickerbockers were able to get away with this kind of behavior. Additionally, one aspired to be a Knickerbocker, or at least like them. Possibly, the start of these lewd clubs was the catalyst for the changes in modesty during the 1920’s. Baseball, for Weber, gives the 19th century working class an opportunity to assimilate outside of their working affiliations, or Marxian-like class associations. Weber would have analyzed baseball by simultaneously reaffirming community interactions and involvement, which provided opportunity for exclusion and inclusion. Weber asserts that conflict is the most important element in society. The conflict

The Perils Of Obedience By Stanley Milgram - 757 Words

Obedience above all In his article The Perils of Obedience†, Stanley Milgram conducted an experiment to determine if the innate desire to obey an authority figure overrides the morality and consciousness that had been already established in a person. After Milgram conducted his experiments he concluded that 60% of the subjects complied to an authority figure rather than their own sympathy. There was additional testing outside the US which showed an even higher compliance rate. Milgram reasoned that the subjects enjoyed the gratification from the experimenter, who was the authority figure in the experiment. He noted that most of the subjects are proud to carry out the demands of the experimenter. Milgram believed for that reason, why the†¦show more content†¦The experimenter in the study is the authority figure, constantly pressuring the teacher to carry out the experiment. When the voltages increased, the learner will cite about their heart issues in order to invoke a sympathetic response in the teacher meanwhile the experimenter is pushing the teacher to continue the experiment. Most teachers, at this point, would often get into an argument with the experimenter and would contemplate with their own morality whether or not to continue the experiment. The experiment is stopped when the teacher refuses to continue or the teacher has reached the maximum amount of voltage possible. Milgrim first tested his experiments on Yale students. Milgrams hypothesis stated that most of the teachers would not go beyond 150 volts (only 4%), as their consciousness would intervene. The results of Milgrams first experiment was far from his prediction. When Milgram performs his first test on Yale students, many argued that the students were too competitive and aggressive the results wouldnt be accurate for the majority. Milgrim further expanded his subject pool to middle-class adults, white collar, and industrial workers. He found that all of the groups held identical results with the Yale students, with 60% of the subjects complying all the way to 450 volts. As a result, Milgrams experiment led to numerous theories on why the subjects were overriding their moral sense. One theory suggests that all people obtain a repressed innateShow MoreRelatedThe Perils Of Obedience By Stanley Milgram950 Words   |  4 PagesIn The Perils of Obedience, Stanley Milgram introduces us to his experimental studies on the conflict between one’s own conscience and obedience to authority. From these experiments, Milgram discovered that a lot of people will obey a figure in authority; irrespective of the task given - even if it goes against their own moral belief and values. Milgram’s decision to conduct these experiments was to investigate the role of Adolf Eichmann (who played a major part in the Holocaust) and ascertain ifRead MoreThe Perils Of Obedience By Stanley Milgram1506 Words   |  7 Pagestotally catch the layman s creative energy as the submission tests led by Stanley Milgram. As one of only a handful couple of mental analyses to ha ve such a consideration getting criticalness, Milgram found a concealed quality of the human mind that appeared to demonstrate a shrouded insane in even the most coy individual. Milgram presents his startling discoveries in The Perils of Obedience. By first investigating what Milgram is endeavoring to find in his examination of acquiescenceis that it isRead MoreThe Perils of Obedience, by Stanley Milgram1499 Words   |  6 Pageswould you follow your direct orders? That is the question that Stanley Milgram, a psychologist at Yale University tested in the 1960’s. Most people would answer â€Å"no,† to imposing pain on innocent human beings but Milgram wanted to go further with his study. Writing and Reading across the Curriculum holds a shortened edition of Stanley Milgram’s â€Å"The Perils of Obedience,† where he displays an eye-opening experiment that tests the true obedience of people under authority figures. He observes that most peopleRead MoreThe P erils Of Obedience By Stanley Milgram918 Words   |  4 Pages Stanley Milgram, an American social psychologist, aggrandized many minds as he delved into a very common habit that humans exhibit every day. One could infer that it was his curiosity which prompted him to write on this topic provided that he was born into a Jewish family. This topic is the human behavior of obedience. â€Å"The Perils of Obedience† was written by Stanley Milgram in 1974. This essay is based upon the findings of his experiment he conducted at Yale University in 1961. The objectiveRead MoreStanley Milgram The Perils Of Obedience Summary833 Words   |  4 PagesIn his article â€Å"The Perils of Obedience†, Stanley Milgram conducted an experiment to determine if the innate desire to obey an authority figure overrides the morality and consciousness that had been already established in an individual. After Milgram conducted his experiments he concluded that 60% of the subjects complied to an authority figure rather than their own morals. There was additional testing outside the US which showed an even higher compliance rate. Milgram reasoned that the subjectsRead More The Perils of Obedience by Stanley Milgram Essay812 Words   |  4 Pages â€Å"The Perils of Obedience† was written by Stanley Milgram in 1974. In the essay he describes his experiments on obedience to authority. I feel as though this is a great psychology essay and will be used in psychology 101 classes for generations to come. The essay describes how people are willing to do almost anything that they are told no matter how immoral the action is or how much pain it may cause.   Ã‚  Ã‚  Ã‚  Ã‚  This essay even though it was written in 1974 is still used today because of its historicalRead MoreAnalysis Of The Perils Of Obedience By Stanley Milgram1489 Words   |  6 Pagesabuse inflicted on them by the prison guards (Zimbardo 116). In â€Å"The Perils of Obedience† Stanley Milgram writes about a controversial experiment in which he requests volunteers to assist him in shocking participants who answer incorrectly to certain questions on the opposite side of a wall. The shock that the volunteers believe they are administering could cause great harm or even be deadly to the participants. After Milgram conducts the experiment, he concludes that normal people are capable ofRead MoreA Critique Of Stanley Milgram s The Perils Of Obedience 1064 Words   |  5 PagesKarsten Piper Due Date: 6/27/15 A Critique of Stanley Milgram’s: â€Å"The Perils of Obedience† Stanley Milgram’s article, â€Å"The Perils of Obedience,† first appeared in the December 1973 issue of Harper’s Magazine. In the article, Milgram, a psychologist at Yale University, presented the thesis that â€Å"Obedience is a deeply ingrained behavior tendency , indeed a potent impulse overriding training in ethics, sympathy and moral conduct .† To prove his point, Milgram conducted a series of experiments at YaleRead MoreAnalysis Of Stanley Milgram s Perils Of Obedience Essay1709 Words   |  7 PagesStill, many questions still remain prevalent as to how an individual reaches his or her decision on obedience in a distressing environment. Inspired by Nazi trials, Stanley Milgram, an American psychologist, questions the social norm in â€Å"Perils of Obedience† (1964), where he conducted a study to test how far the average American was willing to for under the pressures of an authority figure. Milgram s study showed that under the orders of an authoritative figure, 64% of average Americans had the capabilityRead MoreAnalysis Of Stanley Milgram s The Perils Of Obedience 2023 Words   |  9 Pages Essay #4 – Obedience and Defiance Stanley Milgram, a psychologist at Yale University, conducted an experiment, which later wrote about it in â€Å"The Perils of Obedience† in 1963 to research how people obey authoritative figures and what extent a person would go inflicting pain onto an innocent person. The study involved a teacher (subject), learner (actor), and an experimenter (authoritative figure). The teacher was placed in front of a control panel labeled with electrical shocks ranging from

Does The Government Control Our Rights Essay Example For Students

Does The Government Control Our Rights? Essay How many rights do you have? You should check, because it might not be as many as you think. Some people are not concerned that the police can execute a search warrant without knocking, set up roadblocks, and interrogate innocent citizens. Nor are they concerned when a drug dealer receives a life sentence for selling a quarter gram of cocaine for $20 (Bailey). When you combine current events with the widespread need of people to fit into society, we should all be concerned. The Bill of Rights, when written, established and protected our personal freedoms from government interference. For centuries, governments have tried to regulate information thought to be inappropriate or offensive. Todays technology has given the government an excuse to interfere with free speech. By claiming that radio frequencies are a limited resource, the government tells broadcasters what to say and what not to say. The FCC (Federal Communications Commission) carefully monitors news, public, and local progra mming for what they consider obscenity (Hyland). As in speech, technology has provided another excuse for government intrusion in the press. The Secret Service can confiscate computers, printers, hard disks, and mail from electronic services they do not consider a press. Entire stores of books and videotapes are seized because of sexually explicit material. The Bill of Rights and the First Amendment exists to protect speech and press that is unpopular. Everyone has the right to freedom of opinion and expression (Steele). If unpopular ideas did not exist, we would not need the First Amendment. The right to bear arms is so commonly challenged that it has its own name: gun control. Banning weapons not for legitimate sporting purposes is a misuse of the right to bear arms amendment. If the need for defense arises, it will not be herds of deer that threaten our security, but humans (Steele). It is an unfortunate fact that the guns we need for defense are guns that attack people not anima ls. The right to be secure in your home goes hand in hand with the right to bear arms. A law that went into effect in 1991 allows the tax assessor to enter your home and list your personal property for tax purposes. Being required to tell the state everything you own and submitting to an invasion by the taxman is not being secure in your home. Maybe that is why the government controls guns. Out of the ten amendments in the Bill of Rights, only one is not threatened. No soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war (United States). This amendment is fairly safe because of the amount of tax money the government spends to maintain the armed forces. With this much of the Bill of Rights in question, how can we be sure our rights are safe? Differences in character, appearance, and emotion make us all individuals. Watching and hearing other people form the foundation for our personal beliefs. What we learn from childhood to expect, as an inalienable right, may not be. When the government can take away your choice to smoke, tell you when to wear a seatbelt, or decide what constitutes a religion we should all be concerned! To preserve the Bill of Rights for ourselves, we must defend them for everybody. Works CitedBailey, Thomas A., David M. Kennedy, and Lizabeth Cohen. The American Pageant. Boston: Houghton Mifflin Company, 1998. Hyland, Paul, Sammells, Neil. Writing and Censorship. London: Routledge; 1992: 1-13; 133-167. Steele, Shari. Taking a Bite Out of the First Amendment. http://www.eff.org/pub/Cenorship/human_rights_961420.article. 1996. .uf990d4954e899fc06994dbb8f03dcf41 , .uf990d4954e899fc06994dbb8f03dcf41 .postImageUrl , .uf990d4954e899fc06994dbb8f03dcf41 .centered-text-area { min-height: 80px; position: relative; } .uf990d4954e899fc06994dbb8f03dcf41 , .uf990d4954e899fc06994dbb8f03dcf41:hover , .uf990d4954e899fc06994dbb8f03dcf41:visited , .uf990d4954e899fc06994dbb8f03dcf41:active { border:0!important; } .uf990d4954e899fc06994dbb8f03dcf41 .clearfix:after { content: ""; display: table; clear: both; } .uf990d4954e899fc06994dbb8f03dcf41 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf990d4954e899fc06994dbb8f03dcf41:active , .uf990d4954e899fc06994dbb8f03dcf41:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf990d4954e899fc06994dbb8f03dcf41 .centered-text-area { width: 100%; position: relative ; } .uf990d4954e899fc06994dbb8f03dcf41 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf990d4954e899fc06994dbb8f03dcf41 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf990d4954e899fc06994dbb8f03dcf41 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf990d4954e899fc06994dbb8f03dcf41:hover .ctaButton { background-color: #34495E!important; } .uf990d4954e899fc06994dbb8f03dcf41 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf990d4954e899fc06994dbb8f03dcf41 .uf990d4954e899fc06994dbb8f03dcf41-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf990d4954e899fc06994dbb8f03dcf41:after { content: ""; display: block; clear: both; } READ: Women in the Civil Rights Movement EssayUnited States. Annotated Constitution. GPO Gate 20 June 1998http://www.gpo.ucop.edu/cgibin/gpogate?waisdoc=14=waisback.access.gpo.gov;constitution_1996_supplement/TEXT/10982/3=6%2010982%20/disk3/wais/data/constitution_1996_supplement/s96art2.wais; (20 June 1998). Social Issues

Industrialized Farming vs. Organic Farming an Example of the Topic Business Essays by

Industrialized Farming vs. Organic Farming by Expert Marvellous | 21 Dec 2016 The rising demand for production in the farming industry has led to many new developments in this field. Numerous different types of farming techniques and methods have been conceptualized, employed and perfected throughout the years. As such, many different types of farming have come into existence. Two of these are organic farming and industrialized farming. Need essay sample on "Industrialized Farming vs. Organic Farming" topic? We will write a custom essay sample specifically for you Proceed There are many arguments as to which of these two types of farming are most effective and most practical in this day and age. Many studies and researches have been conducted to identify the various advantages and disadvantages involved with both types of farming. Many have also taken sides in the debate of organic farming or industrialized farming. It is my stand that of the two, organic farming is the wiser choice of our generation; perhaps in fact, of all generations. This paper will aim to show the different winning points of organic farming over industrialized farming. Arguments will be based on substantial evidence that will point to the obvious choice between the two types of farming. Undergraduates Often Tell EssayLab support: I'm not in the mood to write my essay. But I want to spend time with my friends Essay writers advise: Try Our Service Why Organic Farming? Organic farming is a type of farming that remains true to its name, organic. Farmers practicing this particular technique do not make use of synthetic or chemical-based products for improvement in their product quality or yield. This means that they do not make use of substances such as plat growth regulators, pesticides, livestock feed additives, and fertilizers. Rather, the focus of organic farmers is on the benefits that they can acquire from nature-based processes such as crop rotation, compost, integrated pest management, crop residue, and mechanical cultivation for maintenance of soil productivity and controlling of agricultural pests. (Paull, 2006) Methods The application of organic farming involves the use of different methods that vary across farmers. Despite the variety in the different methods, however, the main goals and the ultimate ideal of organic farmers are the same. The first involves what has already been said, organic farming excludes the application or use of synthetic chemicals and synthetic agricultural products in the production process. Second, it takes into consideration soil protection from different factors including soil erosion, and nutrient depletion. This is done through the practice of cover cropping, crop rotation, mulching, and green manure. Third, organic farming promotes biopersity. This is visible in the fact that organic farmers plant a variety of different types of produce on their land rather than choosing only a single crop. Lastly, organic farmers promote the use of outdoor grazing for feeding livestock and poultry. (Paull, 2006) Although these are common goals and visions for organic farmers around the world, the different governments and authorities within each given country have their own standards for what can be classified as organic. These standards are different for different countries. These typically do not involve rigid guidelines involving all the goals stated above but rather focus only on the bare essentials of organic production. Health Risks Studies have shown that because of the minimal use of synthetic fertilizers, organic farming poses lower health risks to inpiduals whose diets are built upon the products of the said type of farming. Other research have shown that levels of organophosphorus pesticide exposure were significantly lower for children eating organic food products as opposed to those whose diets consisted of conventional food. Neurological health risks were assessed to be lower in children with intake of food coming from organic farms as opposed to those whose food was from other sources. (Curl, 2003) This only goes to show that the organic nature of these products allow for higher nutritional values. Studies have found few reasons to discredit the health values of organic farming. Also, the use of natural, minimally-processed, non-synthetic products for the production process ensures healthy relatively risk-free consumption for buyers and inpiduals patronizing organic farming. Environmental Effects The different environmental effects of organic farming are all positive in that they promote the development of the environment. Simply taking a look at the different goals of organic farming, one can confidently say that it is an environment-friendly process. It ensures the protection of the soil, and minimal runoff as only a minimal amount of pesticide is used. Also, not using pesticides avoids nutrient leaching which may cause algal blooms and dead zones in the surrounding of the farm. (Paull, 2006) Why not Industrialized Farming? Industrialized farming, unlike organic farming, espouses the use of synthetic biochemicals in the production process. Industrialized farming is applied through a specific set of methods which are basically scientific in foundation. Newly innovated technology is the instrument though which industrialized farming grows and sustains that growth. Farmers involved in the industrialization of the agriculture industry employ the use of methods that are economically practical. This means that the goal is largely mass production of products at cheaper cost. It is also largely political in nature. Health Risks Although industrialized farming is the source of most of the worlds food, studies have found that this type of farming has a number of different health risks. Through the years, industrialized agriculture has been one of the greatest causes of work-related fatalities. This is because of the different equipment these farmers use in order to increase product yield and product quality. It has also been seen that due to the constant use of pesticides and other chemical sprays for crop development, most inpiduals involved with this type of farming are prone to respiratory diseases. These include asthma, chronic bronchitis, farmers lung, organic dust toxic syndrome, and silo fillers disease. These are problems that are pervasive in the agricultural industry. (Kendall, 1998) Environmental Effects Researchers have found that industrialized farming techniques have serious detrimental effects to the environment. The use of synthetic fertilizers and the like can lead to the nutritional leaching of the soil thus causing algal blooms, eutrophication and dead zones in the surrounding rivers and areas. Other effects include the carrying of the highly dangerous chemical content of pesticides to surrounding areas of the farm. When the wind or water passing through an industrialized farm carry these pesticides to surrounding areas, other organisms, which were not the target of the spary, are affected and perhaps even killed by the chemicals. Fertilizers and heavy metals are also subject to this run-off. (Pimentel, 1995) Also, it has been found that the methods of industrialized farming have a greater tendency to kill the soil. The mass production and the use of synthetic material to enhance growth and quicken yield have prevented the soil from replenishing and healing itself. Over-irrigation during the production process has caused the damage of approximately 10% to 20% of the earths arable land. An estimated one-third of the available farmland in the world has been deemed useless and abandoned due to the ruin caused to the said land by erosion. It is thus the case that industrialized farming strategies work the farmers land almost to death. (Pimentel, 1995) Conclusion Although industrialized farming has been the cause for the rise in food production, 25% per capita, and the reason for the lowering in food prices by 40% over the last 40 years, it is clearly not the better option in the long run. More food is not the answer we should be looking for but rather good food. Quality and nutritional value should be foremost in the minds of the consumers and it is only organic farming that assures this. Also, the effects of industrialized farming on the environment give little hope for the future of our agricultural industry. We must look to the future and consider how food production will be like if we continue on the destructive path of industrialized farming. Sustainable farming techniques should be the solution and organic farming, which has been around for ages proving its sustainability, is the answer to this. References Curl, C. L. (2003). Organophosphorous pesticide exposure of urban and suburban preschool children with organic and conventional diets. Environmental Health Perspectives, 111(3). Retrieved December 7, 2007 Kendall, T. (1998). Health consequences of industrialized agriculture for farmers in the the United States. Human Organization, Retrieved December 7, 2007 Paull, J. (2006). The Farm as Organism: The Foundational Idea of Organic Agriculture. Journal of Bio-DynamicsTasmania, 83, 14-18 Pimentel (1995). Environmental and Economic Costs of Soil Erosion and Conservation Benefits. Science, 267, 1111-1237.

Every AP Statistics Practice Test Available Free and Official

Every AP Statistics Practice Test Available Free and Official SAT / ACT Prep Online Guides and Tips Are you taking the AP Statistics exam soon and want to make sure you’re prepared?One of the best ways to measure your progress and figure out which areas you need to focus on is to take practice exams.There are a lot of AP Statisticspractice exams available; however, some are higher-quality than others. Taking a poorly written practice exam can cause you to study the wrong things and give you an inaccurate picture of what the real AP exam will be like. In this guide, I’ll go over every AP Statistics practice test available, explain if and how you should use each one, and end with a schedule you can follow to help you incorporate practice tests into your study plans. Official AP Statistics Practice Exams Official practice exams are those that have been created by the College Board (the organization that develops and administers all the actual AP exams). They are always the top resources to use because you can be sure that they accurately reflect the format and content of the real AP exam. There are three types of official practice resources: Complete Practice Tests The College Board has released two complete examswhich are linked below. 2012 AP Statistics Released Exam 1997 AP Statistics Released Exam Both links include the complete exam, an answer key, and scoring information. Both of these are very useful study resources, even the 1997 exam since the AP Stats exam hasn't changed much since then. This is the current examis three hours long with two sections. Students can use a graphing calculator for the entire exam. Multiple-Choice Section: 40 questions 90 minutes Worth 50% of total score Free-Response Section: 6 questions (5 free response and one investigative task) 90 minutes Worth 50% of total score The only major difference between the current format and the format of the 1997 exam is that the 1997 exam had 35 multiple-choice questions instead of 40. The content the exam tests has remained consistent, so, despite its age, this test is still a great resource to use and will give you a good idea of what your AP exam will be like. The 2012 exam has the same format as the current exam. Multiple-Choice Questions The College Board often reuses multiple-choice questions, so there are not many released official multiple-choice questions available for AP Stats. Besides the multiple-choice questions from the released exam, the only official multiple-choice questions you can use in your studying are in the AP Statistics Course Description. Beginning on page 19, there are 18 multiple-choice questions, along with an answer key. Free-Response Questions Compared to multiple choice, there are many more official free-response questions you can use to study and, since they are recent, they’ll give you a very accurate idea of what to expect on the real exam. The College Board has released free-response questions from 1998-2017which means you have dozens of official free-response questions to use for your studying.All the free-response questions include answer keys and sample responses. Unofficial AP Statistics Practice Tests and Quizzes Even though they weren’t created by the College Board, many unofficial practice AP Statistics exams are still high-quality and can be a great study resource. For each resource listed below, I explain what it includes and how you should use it. Barron’s Barron’s has a free, high-quality, and complete practice exam that you can take either timed or untimed. Multiple-choice questions are automatically graded after you complete the exam, and there are guidelines for self-scoring your free-response sections. This practice test is similar to the real AP test in both content and format, so you should definitely use it as you study. The next section of this guide has guidelineson how to use this resource and others. Shmoop Shmoop is the only resource on this list that requires you to pay to access any of its resources. Paying its monthly fee of about $25 gets you access to a diagnostic exam, four full-length practice tests, and additional practice questions. With a paid subscription, you also get access to Shmoop’s resources for the SAT, ACT, and other AP exams. Stat Trek This is a complete, 40-question, multiple-choice test. You can take the test timed or untimed, and you can choose to see the answer to each question immediately after you answer it or wait until the end of the exam to see what the correct answers were. Some of these questions are a bit easier than those found on the real AP exam, but this is still a solid resource. McGraw-Hill McGraw-Hill has a 25-question multiple-choice quiz (although the questions are randomly selected from a larger pool, so if you take the quiz multiple times you may get more than 25 questions out of it). The quiz is automatically graded and has brief answer explanations. You can only take the quiz in untimed mode. This is one of the higher-quality short quizzes available with questions similar in content to those you’ll see on the real AP exam. Albert.io Albert.io organizes its practice questions into the four Big Ideas of AP Statistics, and the Big Ideas are further broken down into more specific topics, each with relevant short quizzes which can be useful if you’re studying and want to easily find questions on certain subjects. The questions are ranked as easy, moderate, or difficult, they aren’t timed, and you see the correct answer (plus a detailed explanation) after you answer each question. You will have to sign up for a free account, which includes a limited number of credits you can use to answerquestions. If you want to access more questions beyond your initial allotment, you'll have to buycredits or earn them by referring friends. Varsity Tutors The Varsity Tutors resources include four diagnostic tests and 139 short practice quizzes, organized by topic. The four diagnostic tests each contain 40 multiple-choice questions and, like the Stat Trek test, they are similar to, but a bit easier than, the real AP exam. You’re timed while taking the exams and, as a bonus, after you complete the exam, the questions are organized into different categories so you can see which categories you did best in and which categories you should focus your studying on. For this site, I’d recommend mostly using the diagnostic tests since most of the individual quizzes are so short (only 1-3 questions) that it can be frustrating to continually start and finish separate quizzes. Free Test Online Free Test Online has a 32-question multiple-choice quiz. This is shorter than the multiple-choice section of the real AP exam, but this is a good resource to use if you want a shorter study session. The quiz is not timed and is automatically graded after you complete it. Kansas State University Quiz and Answer Key This is a 25-question multiple-choice quiz from Kansas State University’s Department of Mathematics. The questions are good quality, although you do have to grade the quiz yourself (the correct letter is in bold in the answer key). This another good option if you want a to answer some practice questions but don’t want to take a full exam. Dan Shuster This site has 24 quizzes (12 multiple choice and 12 free response). They were created by an AP Statistics teacher and follow his curriculum schedule. Each multiple-choice quiz has 10 questions, and short answer explanations are given after you complete each quiz. Each free-response quiz has three questions as well as answer explanations. The free-response questions especially are shorter and easier than you’ll find on the real AP exam, but you can still use this resource if you want to do some quick, targeted studying. How to Use These AP Statistics Practice Tests Knowing how to use each of these resources will make your studying more effective, as well as prepare you for what the real AP Statistics exam will be like. Read the guide below to learn how and when you should use these practice tests and quizzes. First Semester Right now you’re still learning a lot of key information, so during your first semester of AP Stats you should focus on quizzes and free-response questions on topics you’ve already covered. Begin using these materials about halfway through the semester. Multiple-Choice Practice For multiple-choice practice, take unofficial quizzes that let you choose which subjects you want to be tested on. This lets you review content you’ve already learned and avoid questions on material you haven’t covered yet. The best resources for this are Albert.io, Varsity Tutors, and Dan Shuster because their quizzes are clearly organized by specific subject. Free-Response Practice For free-response questions, use the official released free-response questions from the Official Practice Exams section. There are a lot of questions available, so look through them to find questions you can answer based on what you’ve already learned. It’s best if you answer a group of them (up to six) together at a time to get the most realistic preparation for the actual AP exam. It also helps to time yourself when answering these questions, particularly as it gets later in the semester. Try to spend about 12 minutes each on the first five questions and 30 minutes on the investigative task (which will be the last question in the section). Second Semester Second semester is when you can begin taking complete practice exams and continue reviewing content you’ve already learned. Follow these five steps: Step 1: Complete Your First Complete Practice Exam About a month or two into this semester, after you’ve covered a majority of the content you need to know for the AP exam, take your first complete practice exam. For this first practice test, I recommend using the 1997 official practice exam. You should take this test timed and in one sitting, then correct it when you’re finished. If you haven’t already, this is a good time to set a score goal for yourself. Aim for at least a 3 since this is the lowest passing score for the exam. However, if you scored a 3 or higher on this first practice exam, it’s a good idea to set your goal score even higher, to a 4 or 5. Getting a higher score on the AP Stats exam looks more impressive to colleges, and it can sometimes get you more college credit. Step 2: Analyze Your Score Results After you’ve figured out your score, look over each problem you answered incorrectly and try to figure out why you got the question wrong.As you’re doing this, look for patterns in your results. Are you finding that you got a lot of questions on experimental design wrong? Did you do well on multiple choice but struggled with free response? Figuring out which problems you got wrong and why is the best way to stop repeating your mistakes and make improvements for future exams. Even if it seems tedious, don’t be tempted to skip this step! Step 3: Focus on Your Weak Areas By now, you should have a good idea of the areas or techniques you need to work on to raise your score.If there are specific content areas you need to work on, review them by going over your notes, reading a review book, and answering multiple-choice and free-response questions that focus specifically on those topics. If you’re struggling with your test-taking techniques, for example, running out of time on the exam or misreading questions, the best way to combat these issues is to answer a lot of practice questions under realistic testing conditions. Step 4: Take Another Practice Exam After you’ve spent time improving your weak areas, it’s time to see the results of your hard work.Take and score another complete practice exam, timed and finished in one sitting. This is a good time to use the 2012 official released exam or the Barron's exam. Step 5: Review Your Results to Determine Your Future Study Plan Now you’re able to see how much you’ve improved, and in which areas, since you took your first complete practice exam.If you’ve made improvements and have reached or are close to your target score, you may only need to do some light studying from now until the AP exam. However, if you haven’t improved a lot, or you’re still far from your score goal, you’ll need to analyze the way you’ve been reviewing and think of ways to improve. The most common reason for not improving is not actively studying, and only passively leafing through your notes or reviewing missed questions. Active studying takes longer and requires more effort, but it’s the best way to see significant improvements. As you’re studying, make sure you really understand exactly where you made a mistake for every practice question you answer incorrectly. Also, when you’re reviewing your notes, stop every few minutes and mentally go over what you just learned to make sure you’re retaining the information. You can repeat these steps as many times as you need to in order to make improvements and reach your target score. If you need more complete practice tests, you can create your own by combining a set of official free-response questions with 40 unofficial multiple-choice questions. Stat Trek and Varsity Tutors are probably the best resources to use for the multiple-choice questions since each of their exams already have 40 questions combined for you. Conclusion: Where to Find AP Statistics Practice Exams If you want to score well on the AP Statistics exam, you’ll almost certainly need to take some practice tests. Official resources are the best to use, but there are also lots of high-quality unofficial quizzes and tests that you should be using. During your first semester, focus on answering individual free-response and multiple-choice questions on topics you’ve already covered in class. For your second semester, follow these steps: Take and score your first complete practice exam Analyze your score results Focus your studying on weak areas Take and score another complete practice exam Review your results to determine your future study plan What's Next? Wonderingwhich other math classes you should take? Math is often the trickiest subject to choose classes for, but out guide will help you figure out exactly which math classes to take for each year of high school. How many AP classes should you take?Get your answer based on your interests and your college goals. Want some tips on how to study for your AP exams?Check outour five-step plan on how to study for AP exams. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Foods in America Essay Example | Topics and Well Written Essays - 250 words

Foods in America - Essay Example Although these dried foods are used to give flavor to dishes, I still eat them raw and at times I fry them as snacks. One of my favorite dishes made from dried foods is Pemmican. This dish is made up of dried berries, nuts, and meat. What I like about this food is the fact that it is very handy and convenient because you could eat it without cooking it first. You can eat it anytime you want. Yet, there are some American Indian foods that I do not like that much. One of those I like the least is their smoked foods. Although I like dried foods, I still find the taste of smoked foods quite unpleasant, especially the smoked salmon. I find it too salty and fatty. I think smoking foods is best for preparing and preserving food, but not as an actual dish. Even so, I really like most of American Indian foods. They are natural, healthy, and savory. Madison, Deborah & Gary Paul Nabhan. Renewing America’s Food Traditions: Saving and Savoring the Continent’s Most Endangered Foods. White River Junction, Vermont: Chelsea Green Publishing, 2008.

How to Support Biligualism in Early Childhood by Victoria Rodriguez Essay

How to Support Biligualism in Early Childhood by Victoria Rodriguez - Essay Example Finally the article answers important questions and addresses various issues that may arise with the parents or the teachers. I believe that apart from few lines where there is a hint of bias and faulty reasoning, the article is very well written. In these lines, the author makes use of faulty reasoning. One such place is when, with respect to the teachers and administrators, the author mentions ‘This cannot be done without ongoing and in-depth professional development’. I disagree with this point since professional development and experience is not the only thing that matters and it should not be the only criteria. Since this is children that are being dealt with, the criteria should be that the person should not only have an adequate command on both the languages but also be frank, responsible and dedicated no matter whether the person has any professional training or not. Apart from these lines, the whole article is very informative and pleasant to

Are students have changed Essay Example for Free

Are students have changed Essay Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. (Prensky,2001). Prensky further stated that children in the 21st century are classified as Net-gen, and digital-gen but the most useful description Prensky found for these children is Digital Natives. This is evident because in the 21st century children as young as three years are mastering the uses of computers, videogames, internets, tablets, mobile phones and other technological devices. According to Janssen (n. d) digital native is an individual who was born after the widespread adoption of digital technology. Technology is so advance and useful to students it seems like they get so addicted to it and felt like they can’t do without it and the other hand it helps students to improve in learning. Three changes that are seen with the first century learner regards to technology, they are more dependent on technology, misuse of information and unlimited thinking skills. Firstly, the internet is known as one of the greatest invention of modern age; a gateway that is magical to resources, information and communication unlike anything we previous dreamed of. It is claimed by many that it is the greatest single technological advance for education, as it opens opportunities for studying, learning and discovering. But as time goes by and the first generation of students grows up with modern internet technology from birth to teenage years, questions have been asking are children being dependent on technology. The internet provides students with  enormous advantage of a world of information at their finger tip. A single tap of the finger on the keyboard can deliver a hundred of articles under a second; far hours from when students would spend time spinning through library books and journals in days passed by. With the ease of access, the internet comes with disadvantages such as false and incorrect information that is easily distributed and can be difficult to trace sources and support the information. On, on the other side the volume of research materials online can make students to find information they need too easy, allowing them to compile these information by copying and pasting without understanding and analysing the information they are sifting through at all. While students from twent y years and beyond would have to read and absorb a huge amount of information such as putting together a report on tree frogs. These students have to use different sources for each part of the project; while on the other hand digital natives would discover everything needed to know by the internet site, picking up a little knowledge in the process. According to Jannsen (n.d) people believes that children who are digital natives think differently due to their early exposure to technology and have become accustom to using technology to solve the repetitive tasks that form the basis of traditional learning With the rise of different technology, and the fantastic way that produce communication from mobile phones to iPods to Skype and face book, modern students have become available to a wealth of education opportunities. Pupils from Jamaica can now hold an online debate with a class of their contemporaries in United States and others, interactive group webpage, class blogs, and programs that design interactive online animations which allowed educational communication to form. The reliance on the mobile phones and the laptops is taking toll on areas in education such as literacy and writing skills. This is said to be suffering as children write less and more text message expression take preference over their grammar. Also the suffering of simple communication skills and understanding of personal interaction as young people spend more time online communicating using their keyboards rather face to face contact. The reliance of such method for communication can cause students to form unhealthy relationships with others, concerned about critics that was said, and open up possibilities of cyber-bullying that is very dangerous and persecution of people online. Secondly, the expansion of the use and easy  availability of technology makes it easy for society to do negative activities that often violates the law. The main problems are the misuse of copyright, distribution of forbidden materials, violation of privacy or personal data and other serious activities. This activity can be seen in education field where the increase of plagiarism among students. Students can find information on the internet free and plagiarize other’s work whether if it is intentionally or without realising it. According to Lindemann C(2013) among students in grades 7-12, 21% have turned in a paper downloaded from the Internet. More than a third (38%) copied text from a website. The more students rely on the internet such as Google and Wikipedia answers to answer their home work questions, they are required to use less of their minds to come up with independent thoughts and opinions. Instead they simple click, copy and paste. Plagiarism is not the only way of cheating. The internet is not the only way; students can used other technology such as mp3 players, mobile phones, calculators and other technologies. In gaining information using phones this can be done by emails, texts, Bluetooth, as well as phone calls. According to Takahashi (2011) many educators perceive them a slacking more formal ICT skills. The availability and ease of use of technology makes cheating possible. The environment opens possibilities for academic dishonesty which can be difficult to discover. Students find simple and fast way to get through their studies, such way is to share materials, results, papers, information about exams. A majority of website offers a variety of finished work materials for essays, seminar papers, reports, and even degree works, answers to test for final exams in bachelor or master courses. These website are made for students to upload their work voluntary and the provider usually do not get benefit from the sites; while some sites will offer small benefit for uploading the work. Downloading the work can also be free without registration, if not unless the provider creates a user account or a fee. The reason why students plagiarize is the overload of information. The more information you have leads to the first step towards good school paper. Technology is used by teachers and professionals to increase the quality of leaning. The growth and progress in ICT changes education compare to decades ago and introduce methods that increase in students learning. From this students need to learn how to deal with information for assignments,  work tasks, research tasks and other information problems. Thirdly, technology affects students thinking skill. According to Wolpert S (2009) as technology has played a bigger role in our lives, our skills in critical thinking and analysis have declines, while our visual have improved. Thinking is the ability to reflect, draw on conclusions, knowledge, reason and insight. It is what makes students communicate, build, create and become civilized. Thinking is based from learning, observing, remembering, questioning, arguing, judging and others. The exposure of technology as changes learners. Because of students’ brain still developing and malleable, the exposure of technology causes digital natives brain to be wire in ways different from previous generation. Reading encouraged the brain to be focused and imaginative; but pleasure for reading has decline in young people which enhances thinking and creates imagination that visual media such as video games, television cannot. The using of visual media will allow students to process information better but most don’t allow students to get the time to reflect, analyze or imagine. Reading develops reflection, imagination, critical thinking as well as the development of vocabulary. Through reading, these skills are developed. Students today are more visual literacy and are less print literacy thus many students are not being seen reading often and reading for pleasure. Technology strengthens student’s ability to scan information quickly and efficiently. An impl ication for teaching and learning is that workshops or seminars should be implemented for teachers so that they receive training to know how to integrate the different types of technology into their lessons and make learning more engaging for students. As we know that student gravitates to technology and we are living in 21st century. Attending these workshops teachers are able to know more about each technology such as the usage, programs and others. They are able to monitor the technology by themselves and by doing so they are able to carry out the lesson effectively and stimulate children learning. One implication for policy makers is that in order for the teachers to integrate the technology in the classroom to meet the need of his students, firstly you should provide or equipped the schools with the necessary technology. Without these, teachers will unable to do so, which he or she wants to; so that her students can grasp the concepts well. For the school to be equipped policy makers should also develop an infrastructure to  place the technologies. Provide the necessary security and to eliminate outdated hardware and software and replace them with up to date as the years are passing by. â€Å"When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, the y begin to take more control over their own learning†. (Hertz 2014). Technology integration is the use of technology in the classroom that helps to carry out learning concepts and to manage the class, such technology are computers, overhead projectors, digital cameras, internet, tape recorders, and CD-ROMs. Digital camera is a great application in the classroom as it allows collecting and documenting exciting events in the environment. Integrating digital camera properly can help to link lessons to student’s lives. For example class letter, development of stories and community based research. Cameras can be share between classes and capture images quickly and easily, in which pictures provide important context for children learning experience. Images that are culturally relevant can be a very powerful strategy for students to learn about their community. For example teaching about vocabulary, teachers can send students outdoor with the digital camera to take pictures of events, objects or actions that represent the vocabulary that was discussed . Students can be asked to write sentences or paragraph highlighting new vocabulary. Which is a very excited way for students to increase their vocabulary and become better readers; and teachers could give students the opportunity to take pictures of events or actions that reflect in a story that was read to them, downloading pictures from the computer then allowed children to write a sentence or paragraph about each picture. Having students to take pictures of the story event or action will help them to relate what they reading to their own lives in their community. Digital camera can be used to do storytelling which produces narrated short films using music, photos and voices. The grade 3 lesson â€Å"who are the people in my community†, students and teachers can take a walk within the community with the camera and take pictures of community helpers and write sentences about each role within the community. The teacher and students can produce their story by downloading the pictures on the computer using programs such as Photo-Story, Windows Movie Maker, Powe rPoint, that include narration for each. The tape recorder and boom box can be used to engage student and help save time. One activity for the whole class is teachers can use a student to  become the classroom DJ. Using a microphone, the student announces the topic of the day’s lesson. With a book in hand students can read along with their teacher during reading time. Students can even listen to a recording of their teacher who record the book tape before. The boom box can be used to create electronic portfolio that showcase student’s best work and the learning progress during a time period. By doing this teachers can record the students reading or thinking process when solving a problem, a video clip of his or her oral presentation and a CD with the child digital story. The tape recorder can be used to record student’s reading of a text at regular intervals which is assessed at each interval and strategies plan to improve the reading fluency. The overhead projector is a display system that is used to present images, videos, texts to students. It helps to carry out concepts and for students to grasp concepts by which it stimulates learning by watching videos, interactive games and retrieving texts which aid in the development of different learning styles such as audio and visual learners. The teacher faces the students while the notes that are prepared previously revealed. The lesson becomes engaging and students are attentive or focus and not only that but the teacher becomes more efficient by sharing and creating reusable work. . An example of how teachers can make the projector a part of her lesson is if a teacher is trying to bring across the lesson of the topic family to a grade two class, students will watch a video of the family then have a discussion with the teacher, from the video students will define the term family in their own words. Students will use family related terms seen in the video to write at least five sentences. The family related terms are like: grandmother, brother and sister. References Prensky M (2001) Digital Natives, Digital Immigrants Retrieved February 19, 2014 from http://www.marcprensky.com/writing/Prensigrants%2520-%2520Part1.pd Hertz MB (n.d) How to Integrate Technology Retrieved February 21, 2014 from http://www.edutopia.org/technology-integration-guide-implementation Wolpert S (2006) Is technology producing a decline in critical UCLA Newsroom Retrieved February 21, 2014 from http://newsroom.ucla.edu/portal/ucla/is-ducing-a-decline-79127.asp Lindemann C (2013) How to Stop the Plagiarism Plague | Education.com Retrieved February 21, 2014 from http://www.education.com/magazine/articlcle/stop-plagiarism-plague Janssen C (n.d) What is a Digital Native? Definition from Techopedia Retrieved February 21, 2014 from www.techopedia.com/definition/28094/digital-native Takahashi (2011) Academia.edu | Documents in Digitalian Academia.edu Retrieved February 23, 2014 from www.academia.edu/Documents/in/Digitalian

Pushkins The Queen of Spades Essay -- Pushkin Queen of Spades Essays

Pushkin's The Queen of Spades French connoisseurs already know Pushkin's The Queen of Spades in Mà ©rimà ©e's translation. It might appear impertinent to offer now a new version, and I do not doubt that the earlier one will appear more elegant than this one, which has no merit other than its scrupulous exactness. That is its justification. A preoccupation with explaining and rounding off induced Mà ©rimà ©e to blunt somewhat the crystalline peaks of the tale. We have resisted adding anything to Pushkin's clean and spare style, with its slender grace, which hums like a taut string. When Pushkin writes: Herman quivered like a tiger, Mà ©rimà ©e adds: ... lying in wait. When he has Lisaveta bend over a book, Mà ©rimà ©e says gracefully. This charming writer thus marks his own manner, and if some criticize his dryness it is clear here that the criticism is ill-founded, or, at least, that only by comparison with the lush style of the writers of his period can Mà ©rimà ©e's style seem so unadorned to us. The clarity of Pushkin, on the other hand, chafes him, and nothing shows that better than a study of this translation. Poets, Pushkin wrote, often sin by neglect of simplicity and truth; they pursue all manner of external effects. The pursuit of form sweeps them toward exaggeration and bombast. He criticized in Hugo, whom he admired, an absence of simplicity. Life is lacking in him, he wrote. In other words, truth is absent. The strangeness of most Russian writers, including the greatest among them, often baffles the French reader, and indeed, sometimes repels him; but I confess that it is the absence of strangeness in Pushkin that confounds me. Or at least what baffles me, is to see that Dostoevsky, that genius so prodigi... ...offers us geniuses like Shakespeare, Cervantes, Schiller. But show me, even one among them all, who possesses to the same degree as Pushkin the capacity for universal comprehension. And again: Pushkin was the only one among the poets who succeeded in assuming the soul of other poets. But according to Dostoevsky it is to his profoundly Russian character that Pushkin owes his universality, for the mission of each Russian is doubtless a universal mission. ... To become truly a Russian, he adds, to become completely Russianmeans to feel oneself brother to all men. The Queen of Spades, that brief masterpiece, offers us an excellent example of the admirable poetic qualities of Pushkin and his gift for self-effacement. Work Cited Gide, Andre. "Preface to The Queen of Spades." Reflections on Literature and Morality. New York: Meridian Books, 1959.

Analysis of Cold in the earth&quot Essay

The death of a loved one is sometimes traumatizing and shocking and it indeed takes time to enable us to heal, especially if the victim of death was a soul mate. In the poem ‘Cold In The Earth’, Emily Bronte addresses the aspect of death and love. The persona has lost the love of her life and is describing her never ending love for him despite the obvious separation between them. The eight quatrain poem is dominated by the permanence of death and the changes that are brought about by its occurrence. Cold In The Earth being a reference to the dead and buried. The repetition that is used in the poem, â€Å"Far, far† creates emphasis on the distance between the two lovers. The persona addresses him as â€Å"Only Love† in capital letters showing the respect and significance that he was in her life. The rhetorical questions that are asked bring out the personas uncertainty of his absence and devastation by his death as these are questions that generally cannot be answered. The poet was known to have used paracosm in her writing. Angora, a place that she mentions in the second stanza is perhaps a fantasy world that she created as an act to make herself feel better. Her thoughts were like a bird. They no longer fly. They land on the grave where they rested their wings. There is very intense language and imagery used at this point of the poem. Persona is saying that her thoughts always land at the grave. Birds are free and fly wherever they please but they choose to land at the grave. The grave of the man she will always love no matter how far apart the two lovers are. She refers to the deceased man as a noble heart showing us that this was indeed someone who was very precious to her. The love of her life has been gone for fifteen years by the third stanza. She has mourned and suffered immensely since his death. The brown hills being a metaphor to describe her perhaps immediately after the death as being alone and finished completely. Thus her never ending thoughts to commit suicide and end her life which she thought was pointless without her love. The hills have now faded away and look like they do in spring. Beautiful, colorful and alive. This shows that time indeed changes things but she will, despite the immense changes, never forget him. She remains faithful to him. The persona begins to ask for forgiveness. She feels that she has forgotten him due to the other never ending demands of her life. However, she assures him that although these demands can sometimes come in the way of her thoughts of him, they will never make her forget him. However far he is, she will always love and remember him. No other person has ever been so significant and important to her. Whether day or night, â€Å"No other Sun,† â€Å"No other Star†, He was a blessing to her. He is a blessing like no other. Every thought she had was of him. The fifth stanza is a constant reminder of her consistent love for him. It is a declaration that nothing in the universe can overcome her love for him. But the persona continues with a completely different perspective than that from the beginning of the poem. She accepts that life must go on with time. It does not necessarily have to be an ecstatic joyful life, but instead one where she has not given up all hope. The last stanzas are a final declaration of how she feels about the death, her love for him and the intense changes that she has gone through over time. She has grown out of the thoughts of suicide she had had before and realized that it was his death and not hers. She must wait for her turn and quickly refuses the thoughts of her dying. She realizes that this was not her grave. Oxymoron is used in the final stanza. ‘Rapture and pain,’ ‘divinest anguish’ being two entirely feelings, the purpose is perhaps a description to show that the excellence of time and the misery of it have finally come together. Her anguish could only be taken away by divine power. We are able to see love, loss, sadness, time and a declaration that life must go on. The nostalgic mood brought about by the persona deeply yearning for something she cannot have, her lover.

Poem Analysis The Soldier by Ruper Brooke - 772 Words

â€Å"The Soldier† is a poem about a generic, yet ideal soldier, which is indicated by Rupert Brooke’s use of the word â€Å"The† instead of â€Å"A† when describing the soldier in the title. The usage of â€Å"I† and â€Å"me† in the poem suggests a first person point of view, which makes the poem more personal and realistic to the reader. This poem is a sonnet because the first stanza contains eight lines and the second stanza contains six. Throughout â€Å"The Soldier,† the repetition of â€Å"English† and â€Å"England† shows how important his homeland is to the soldier and his high level of patriotism. In line five, England is personified, and although England is not a living thing, the soldier sees his country as his creator and as a sort of mother figure. Brooke’s use of alliteration throughout the poem helps it flow; the use of caesura breaks up the lines. Perfect external rhyme scheme and iambic pentameter are used throughout the poem, which both give the poem flow and rhythm. The â€Å"dust† in lines four and five is a metaphor for the soldier’s life; England created him and he will become â€Å"dust concealed† when he dies and is buried. The first stanza of â€Å"The Soldier† uses various lines of imagery: â€Å"some corner of a foreign field†¦ In that rich earth a richer dust concealed†¦ flowers†¦ Washed by the rivers, blest by suns of home.† These forms of imagery emphasize the soldier’s death and how his death will cleanse him of any wrongdoings he had done in his time on earth. The â€Å"rivers† and â€Å"suns† are personified as