Teachers should not get tenure Essay Example | Topics and Well Written Essays - 250 words

Instructors ought not get residency - Essay Example In New York, just ninety out of 70,000 instructors lost their positions somewhere in the range of 2007 and 2010 for horrible showing. Such insights are owing to residency. In this manner, residency and execution create a circumstances and logical results relationship towards the exhibition of understudies. Moreover, the procedure for granting residency isn't as exhaustive as it used to be. These days, residency is conceded relying upon the time that an educator has been in administration. This implies all educators will be granted residency subsequent to serving for a specific period. For instance, in the United States, most states require at least three years before an educator fits the bill for residency. This implies all K-12 educators get residency whether or not they have qualified or not. Educators ought not get residency to guarantee that activity execution isn't undermined for â€Å"job for life.† It will be simpler to diminish incapable instructors their obligations i f residency isn't granted. The instruction area will improve over the long haul if instructors are not conceded

Caring for Hickman line Essay Example | Topics and Well Written Essays - 2750 words

Thinking about Hickman line - Essay Example This contextual investigation will survey the association and evaluate the expert and administration clients' needs. This subject of thinking about the Hickman Line was shown up at by the developing insights of the introduction of the Lines to germs. Subsequently, of reckless stockpiling of Hickman lines with no legitimate consideration, a great deal of diseases have recorded a raising pattern. A more noteworthy level of patients have been believed to visit wellbeing communities for substitution of the Hickman lines; others require expulsion of the equivalent. As indicated by Souhami and Moxham appropriate addition of the Hickman Line is a worry of the students in the clinical setting. Medical caretakers, the students in this unique circumstance, are no special case to the necessities investigation on the situation of the Hickman line. Billet contends that, in the clinical setting, attendants must be effectively associated with learning in the clinical setting. All wellbeing speciali sts must guarantee that they are acquainted with all the techniques that are expected of them in the clinical setting. Directing effective addition of the Hickman line means that an all around prepared doctor. On the other hand, arrangement of proper methodology to the patient is a prerequisite of the attendant in clinical practice. The attendant must be alert while directing the strategy of embeddings the Hickman line. Direct perception isn't the main essential activity that should be taken by medical caretakers. He keeps on argueing in the clinical setting, the medical attendant must have reserved appraisal aptitudes that are critical for this situation study. In spite of the way that, procurement of these abilities may represent a significant test in the clinical setting, quiet consideration must be imperiled by the way that medical caretakers need time to conform to the new practice (Gopee, 2010). Comparable to this contextual analysis, medical attendants must guarantee that the y are acquainted with the Hickman line addition methodology, that initiates with neck X-beams. Medical attendants should likewise be enthused about regulating torment executioners before inclusion of the Line. Needs investigation, in this specific circumstance, is answerable for guaranteeing that medical attendants lead their jobs true to form, so as, the patients have a straightforward and quiet activity. Caley (2006) contends that, wellbeing improvement must be the sole reason for the arrangement of medicinal services to people. Showing plan targets comparable to section 1, the training plan will be founded on Nursing as the Subject zone. The subject of the training plan will be fruitful fulfillment of the Hickman Line situation. As to the showing plan objectives, the guide must guarantee that the learners’ - medical caretakers extent of capacity to get a handle on key components of position of the Hickman line. The guides should likewise underscore on the need to collect a ll the aptitudes learnt all through the course are applied in the clinical setting. Encouraging arrangement should likewise guarantee that the wellbeing specialists are in a situation to change over all the hypothetical abilities to functional during addition of

Importance-Performance Analysis - Free Essay Example

The general objective was evaluating the importance and Performance of attributes of Volunteer Tourism in Ethiopia and specifically intending to rank out the importance, to evaluate the competitive performance of Ethiopia to host volunteer tourists by laying them in a four quadrant grid and conduct the IPA Iso-Priority Line comparison of Volunteer Tourism in Ethiopia from hosts and guests point of view, a deeper research discourse was conducted with a randomly selected 384 guests and 165 hosts in Ethiopia. Findings of the discourse through an exploratory research design on both the hosts and the guests confirm that attributes of volunteer tourism generally and marginally fall in the South East quadrant of the matrix where their importance is relatively higher than their performance counterpart, also referred as Concentrate Here quadrant. The fact that there are more items in this particular place in both the host and guest study, where they are highly important, but their relative performance is low, strikes a message that the country has more to do. As another big discourse of this study is mapping the scores of attributes regarding their importance and performance against the Iso-Priority Line. Results of Iso-Priority Line Analysis of the IPA of Volunteer Tourism in Ethiopia from the Hosts Perspective showed that there are no attributes where their importance is exactly the same as their performance whereas the same study conducted from the guests point of view showed that there are few attributes which fall exactly on the Iso-Priority Line. With this being found, the fact that this research design inhabits much characters of exploratory nature, as this is not confirmed research output, the paper reserves from prescribing anything to the applied world before further confirmatory research is conducted on the issue and rather calls the scientific community to augment this study through comprehensive, exhaustive, extensive and extended works of enquiry to get a refined set of recommended items to the applied world.

Essay about Drinking Water Sustainability - 2634 Words

Introduction The importance of water, in relation to the Earth and its inhabitants, can only be rivaled by the importance of oxygen. Living things depend on water in their habitat. However, the abundance of water is not as important as the usefulness of the water. Much of the Earth is made up of this unique liquid combination of hydrogen and oxygen, but the amount that can be used for human consumption is less than one percent (Boland, 2003). In essence, humans use potable water, water that is suitable for drinking and cooking, to satisfy their basic needs. Drinking (potable) water is free from poisonous substances, contaminants, and disease-causing organisms, which would be unsafe for human consumption (Gulflink). In pre-historic†¦show more content†¦History has gone to show that water was a basic living ingredient. Communities were developed along waterways. Water provided political and economic strength to the society. Egypt grew from a barren landscape to a highly advanced civilization. The society that formed around the Nile River prospered for over three millennia. Being able to utilize the river to their benefit, Egyptians were able to use the Nile for agricultural, social, political, and religious purposes (Phippen). Although the sanitation of the Nile may have not been spectacular in relation to today’s standards, the pollution in the area was also minimal. The Nile River most likely ran with satisfactory potable water for humans and agricultural usage. Today’s Demand for Potable Water Water is the most bountiful substance on the surface of the Earth, and every type of life form depends on it for survival. However, 98 percent of water is ocean seawater or brackish water, and another one percent is in the polar ice caps. Thus, the entire world population is left to fight for the remaining one percent, that still contains many toxic and poisonous contaminants (Boland, 2003). Because of the limited amount of sterile and sanitized drinking water, water-borne diseases take more than five million lives annually in Afro-Asian countries (The Tribune, 2003). Yet, â€Å"the quantity of water that is usedShow MoreRelatedUnilever And Gamble s Corporate Social Responsibility Stances Essay1389 Words   |  6 Pagescommon goals relating to deforestation, commitment to small farmers and sustainable agriculture practices, and clean water. In Procter and Gamble’s sustainability report, they implement a no-deforestation plan for suppliers, small-farmers program to improve pr actices and livelihoods, and their Children’s Safe Drinking Water program to provide clean water for families. (â€Å"2015 Sustainability†, 2015). Similarly, Unilever wishes to eliminate deforestation by 2020 to combat climate change, encourage sustainableRead MoreGlobal Sustainability and the Water Supply1566 Words   |  6 Pagesincreases, the need for natural resources (Land, water, energy and food) also increases. However, natural resources are known to be finite. Which is why sustainability has become a major concept during recent times. Based on the US Environmental Protection Agency (ND), Sustainability is based on a simple principle: â€Å"Everything that we need for our survival and well-being depends, either directly or indirectly, on our natural environment. Sustainability creates and maintains the conditions under whichRead MoreFossil Fuels And Its Impacts On Society1506 Words   |  7 Pagesfuels is by investing research and development into sustainabi lity. Sustainability refers to the use of renewable energy resources to sustain the current processes of society and the economy. Sustainability also encompasses the idea that any developments should meet the requirements of the current society without affecting the capability of future generations to meet their requirements. As water supply systems continue to dwindle, new sustainability technologies have emerged that will allow societyRead MoreThe Severe Corrosion Problem Of Flint1501 Words   |  7 Pagesresidents. In April,2014, Flint city officials took the drastic decision of switching the drinking water source from Detroit to local Flint river. The residents of Flint had been using the water of Detroit back from 1967. But, with the suggestion from new appointed emergency manager and to deal with the economical crisis of the city, local Flint river was assumed as the most reliable source. Due to this change of water source, Larson Iron Corrosion Index was increased from 0.54 to 2.3, which predictedRead MoreThe Problems Of Eagle Valley Health Food1103 Words   |  5 PagesFood and will introduce possible solutions to improve the sustainability of the firm. These possible suggestions will be based on recent data of Eagle Valley Health Food, websites, books and journal articles. This report will discuss three useful solutions that include the renovation of the company with installation of solar powers to reduce the expenses of high usage of electricity and water purification in order to decrease monthly water rates Introduction The target of this reportRead MoreSalt Water As A Universal Human Right1306 Words   |  6 Pages1.0 Introduction Water is life, and although it is tasteless, colourless and orderless, it is still the most valuable source of life. Fresh water is regarded as a universal human right (United Nations Committee in Economics, Social and cultural Rights, 2003). 2.0 Background 70% of the earths surface is covered with water and 90% of this is salt water, over 700 million people don t have access to clean and safe drinking water (wateringearth.org). Furthermore 30% of the total world area comprisesRead MoreWater Is An Essential For Health, Hygiene And The Productivity Of The World1436 Words   |  6 PagesIntroduction Water is pure substance while its bond strength between hydrogen and oxygen is extremely strong. In addition, water is very important for both human beings and creatures and also it is essential for health, hygiene and the productivity of the world. However, almost all the supply of water in the world must contain organic material, chemicals, minerals and manmade pollutants, which might result in undrinkable or polluted solution. Moreover, the polluted solution contains deadly bacteriaRead MoreThe Sky Village: A Sustainable Community in China1345 Words   |  5 Pages　　What is sustainability? The definition is â€Å"meeting the needs of the present without compromising the ability of future generations to their needs†, and â€Å"the â€Å"needs† referred to are broad, and are addressed by the three â€Å"E’s† of sustainability --environment, economy, and equity.† (Lallier 11). In this paper, I will use my hometown as background to cra te a sustainable community. I will separate my whole village recycling system into 4 parts, these are the food, the energy, the tree and the water. 　　ThisRead MoreHealth Determinants For Jamaica By Jamaica1404 Words   |  6 Pagesissue to focus on is the nation’s access to sanitary drinking water. As shown on Table 9, 87% of the urban population has access to drinking water (WHO, 2013). To many readers, this statistic may look respectable; however they are not taking into consideration that only half of the population lives in the urban areas (Soares, Griesinger, Dachs, Bittner, Tavares, 2002). In the rural areas, only 38% of the population has access to clean drinking water (Soares et. al., 2002). As mentioned before, a littleRead MoreThe Effects Of Water Quality On The Water Supply Of Drinking Water1174 Words   |  5 PagesParagraph #1 - Background: Water is perhaps the most important component of any ecosystem. All living organisms need water to grow and survive. As human population continues to grow, we need to understand and determine the effects our habits will have on the ecosystems and our water supply. Four factors that can affect the quality and importance of water are its abilities as a solvent, dipolar, benefits and costs. Acceptance and long-term sustainability of water quality interventions are pivotal

Analysis Of Night By Elie Wiesel - 991 Words

The literary form of nonfiction prose, specifically the memoir, is most suited to thinking through the ethics of experimental research or medicine on human subjects. This form of literature relies on the personal experiences of the author, rather than factual information, to increase awareness about an emotional truth. Night by Elie Wiesel will be analyzed to support this relationship and Respect for Autonomy of Principles of Biomedical Ethics will give context for my argument. The former piece is written by a Holocaust survivor who documents his experience of living in concentration camps during the Nazi regime (Wiesel). The latter is a philosophical work that elaborates on one of the four principles of medical ethics, respect for†¦show more content†¦The authors intention is to not only present accurate information for the readers, but also grant them a space to reflect on the emotional truth in order to have the ability to take actions on their own terms. In Elie Wiesels Night, Moshe the Beadle and Wiesel himself act on positive obligation by disclosing information to those who are able to act in an autonomous manner. From issuing warnings about leaving town so that others can avoid being taken to the concentration camps to publishing an account of ones own lived experience during the Nazi regime, Moshe and Wiesel take similar approaches in improving the wellbeing of others, including that of fellow townspeople and future generations. In regards to Moshe, he bears witness to the horrendous treatment that the Nazis enact on the Jews when he is transferred to a concentration camp; he manages to escape back to Sighet to tell [Eliezers family, and other members of the community] the story of [his] death. So that [they] could prepare [themselves] while there [is] still time (Wiesel 3). Eliezer and his relatives are some of the many individuals in Sighet who refuse to consider Moshes commentary, because they develop the assumption that he has gone mad and wants to be pitied. Despite dismissing the warning that would have bettered their welfare, Eliezers family still make an autonomous decision to stay inShow MoreRelatedAn Analysis Of Night By Elie Wiesel1089 Words   |  5 PagesAn Analysis of Night Black Three Sabrena Hall November 17, 2015 â€Å"To surpass monsters, you must be willing to abandon your humanity.† -Hajime Isayama, Shingeki no Kyojin Night by Elie â€Å"Eliezer† Wiesel is a story that contains many conclusions about humanity as a whole, including the idea that if humans are treated as if they aren t human, and are deprived from proper human interaction, then they are quick to act uncivilized, almost feral. It s unsettling how quickly people can switch to a primalRead MoreNight By Elie Wiesel Analysis817 Words   |  4 Pages The novel, Night told by Elie Wiesel, is an autobiography written about him and his family being seized out of their home in 1944 to the concentration camps of Auschwitz and Buchenwald. Night is the alarming record of Eli Wiesel’s recollections of the passing of his family, and his despair as a profoundly perceptive Jew going up against irrefutably the abhorrence of man. In the beginning of the novel, Elie described his father as a straightforward sort of man. As in the novel Elie stated, â€Å"My fatherRead MoreAnalysis Of Night By Elie Wiesel707 Words   |  3 PagesThe book â€Å"Night† by Elie Wiesel is an emotional read. He tells his story in hopes to influence the world to not act so hateful to one another. He wants to bring awareness to his readers. The way Wiesel interprets his memoire is powerful. Elie goes into great detail about the events that took place in the concentration camp. He describes the way they were treated and their struggle to survive. He explains his story with good attribute to the Germans. The memoire is so effective because these eventsRead MoreAnalysis Of Night By Elie Wiesel1198 Words   |  5 PagesIn the memoir Night, written by Elie Weisel, you take a journey through the 1940s, and learn what it was like to live during the Holocaust. Night records the life of Elie Wiesel during his teen years, and the oppression he and his family went through because of their Jewish descent. The Holocaust was a horrifying genocide where Adolf Hitler and the Nazis strived to wipe out the Jewish race, as well as Poles, Slavs, Jehovah’s Witnesses, Homosexuals, Gypsies, etc. Jews were taken from their homesRead MoreNight By Elie Wiesel Analysis764 Words   |  4 PagesYes, I did see this, with my own eyes†¦ children thrown into the flames.† (Wiesel 32). The previous sentence is a quote from Elie Wiesel’s memoir, Night. Wiesel’s memoir is a first person account of a survivor of the Holocaust that occurred between 1933-1945. Over six million Jews were placed in concentration camps and murdered during this time period. Less than one percent of the Jews in the holocaust survived, but Elie Wiesel was one of the very few survivors. He lived on to tell his story of theRead MoreAnalysis Of Night In Night By Elie Wiesel1183 Words   |  5 PagesIn Night, Elie Wiesel shines light upon that when times are rough, it is easy to be selfish. This was cle arly captured when young fourteen-year-old Elie Wiesel was watching as the Nazi’s take away his valuables, friends, faith, and family. As if every piece of him was broken glass, he had to pick himself up along the way. It all started in 1944, in the suburb of Sighet, Romania. It was a marvelously bright day, a beautiful day. But today, the Nazis had forced Wiesel, the rest of his family, andRead MoreNight By Elie Wiesel Analysis716 Words   |  3 Pagescontrary, some individuals lost their religion due to their unimaginable experience in the concentration camps. The memoir Night, reminisces Elie Wiesel’s journey. Forced to go to concentration camps, Elie adapted to a hardworking man to prevent selection. From studying Talmud to looking at the mirror, Elie describes the story in great detail. In the memoir Night, the author Elie Wiesel, exhibits the struggle of maintaining religion through the use of internal conflict. The memoir owns several accountsRead MoreAnalysis Of Night In Night By Elie Wiesel813 Words   |  4 PagesThe Holocaust was a horrible event, one most people hate to think of much less speak of. This event however is the base of young Elie Wiesel’s life and story. The memoir Night by Elie Wiesel is all about his personal journey and place in the telling of the Holocaust. In the book he is sent to Auschwitz as a lamb is sent to the slaughter. He reiterates his transformation during this time, a transformation where he diverts from his Jewish roots and loses his faith in a merciful and Almighty God. Read MoreNight By Elie Wiesel Analysis903 Words   |  4 Pages Eliezer â€Å"Elie† Wiesel, a Jewish writer, professor, political activist, Nobel laureate and Holocaust survivor, acknowledged that â€Å"There is so much injustice and suffering crying out for our attention: victims of hunger, of racism, and political persecution, writers and poets, prisoners in so many lands governed by the left and by the right. Human rights are being violated on every continent. More people are oppressed than free.† When the Nazis came to power in Germany in 1933, they believed thatRead MoreNight By Elie Wiesel Analysis787 Words   |  4 Pagesâ€Å"To forget the dead would be akin to killing them a second time.†, said Elie Wiesel the author of night. Elie Wiesel is a holocaust survivor, he went through 5 different concentration camps. He was dehumanized, malnourished, and abused. He lost all his possessions, his family, and his humanity. In Elie Wiesel’s â€Å"Nigh t†, the German Army dehumanizes Elie Wiesel and the jewish prisoners by depriving them of family, food, and self esteem. The Nazis’s dehumanized the jews by depriving them of basic human

The Arabian Nights Essay Example For Students

The Arabian Nights Essay In The Arabian Nights, there are hundreds of stories intertwined with each other. There are three main motives of the tellers: to avoid death or punishment, to prove the storytellers point, and characteristics to look for in a spouse. The outermost story is that of Shahrazad, told by the narrator, who is a storyteller that must keep the king interested and in suspense, or else she dies. Shahrazad tells stories every night to save not only her life but also those of the countless virgins that would otherwise die after her on subsequent nights. The King Shahrayer has promised to wed a new virgin each night and execute them in the morning for womens treachery before they can cheat on him. Within these stories, Shahrazad weaves many motives for her characters telling of the story. In some of Shahrazads stories, the characters tell stories of their own to avoid punishment or death. In The Story of the Merchant and the Demon1 in which three passersby decide to stay and help the merchant avoid the death promised by the demon. They do this by each telling an even more amazing story than the one before him for a third of the merchants life. We will write a custom essay on The Arabian Nights specifically for you for only $16.38 $13.9/page Order now When all three of the men succeeded in telling their fantastic tales the demon lets the merchant go free. Another story about the saving of lives with stories is the hunchbacks four deaths2. The steward tells the story/truth of how he killed the hunchback to save the merchant from being hanged. Then the doctor tells his story of how he killed the hunchback to save the steward from hanging. The tailor admits to killing the hunchback and tells his story to save the doctor. In each of the layers, the supposed murderer is telling a story to save the framed man. Another motive of the storytellers in The Arabian Nights is to get the listener to agree with their opinion or to do things the way the storyteller wants. Shahrazads father, the vizier, tells her The Tale of the Ox and the Donkey3. He tells this story to emphasize his point of view that becoming King Shahrayers bride would be a bad decision and suicide. Shahrazads father continues his argument with another story, The Tale of the Merchant and His Wife4. Yet, these stories dont discourage Shahrazads determination. She claims she knows just as many stories and as the book progresses, she proves her storytelling ability. A character of Shahrazads stories, the fisherman, also uses his wits to recapture the demon that was going to kill him when he let the demon free. He backs up his decision to throw the demon back into the sea by telling the demon The Tale of King Yunan and the Sage Duban5. In this story, the king trusts his vizier and his green-eyed stories, The Tale of the Husband and the Parrot6 and The Tale of the Kings Son and the She-Ghoul7 and decides to kill the sage who cures him of leprosy. The Sage in turn kills the king by the method that the king was worried that he would kill him with. The story convinces the demon to change his ways so he pledges to help the fisherman when freed from his bottle and he keeps this pledge. The final motive of storytellers in The Arabian Nights is to advise the reader/listener and the public of wanted qualities in a spouse. The story of King Shahzaman killing his wife after finding her sleeping with the kitchen help, and the story of his brother, King Shahrayer, whos wife was also unfaithful. In both of the stories it points out a fact that should be obvious when choosing a spouse: choose a faithful wife. .ub860dfe62170776b515f7677f82d5646 , .ub860dfe62170776b515f7677f82d5646 .postImageUrl , .ub860dfe62170776b515f7677f82d5646 .centered-text-area { min-height: 80px; position: relative; } .ub860dfe62170776b515f7677f82d5646 , .ub860dfe62170776b515f7677f82d5646:hover , .ub860dfe62170776b515f7677f82d5646:visited , .ub860dfe62170776b515f7677f82d5646:active { border:0!important; } .ub860dfe62170776b515f7677f82d5646 .clearfix:after { content: ""; display: table; clear: both; } .ub860dfe62170776b515f7677f82d5646 { 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; } .ub860dfe62170776b515f7677f82d5646:active , .ub860dfe62170776b515f7677f82d5646:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub860dfe62170776b515f7677f82d5646 .centered-text-area { width: 100%; position: relative ; } .ub860dfe62170776b515f7677f82d5646 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub860dfe62170776b515f7677f82d5646 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub860dfe62170776b515f7677f82d5646 .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; } .ub860dfe62170776b515f7677f82d5646:hover .ctaButton { background-color: #34495E!important; } .ub860dfe62170776b515f7677f82d5646 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub860dfe62170776b515f7677f82d5646 .ub860dfe62170776b515f7677f82d5646-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub860dfe62170776b515f7677f82d5646:after { content: ""; display: block; clear: both; } READ: Hemophobia EssayWhen King Shahrayer marries Shahrazad, it gives the readers hope that there are faithful wives. The stories also warn listeners when a women desires something, no one can stop her. 8 Shahrazad is the primary example of this her father does not want her to marry the king. She does anyway. The king wants to kill her after one night or the one after; Shahrazad still lives and eventually convinces him of her faithfulness. Another example of this is the story of the demon and his imprisoned wife who has cheated on him and kept the ring of each of her 100 liaisons. One of the men who saves the merchant story is The First Old Mans Tale9. It warns of womens jealousy of ones mistress. In this story, the mans wife turns his mistress and his son into cows out of jealousy. The Second Old Mans Tale10 is about three brothers and two become jealous of the first brothers wealth and plots to kill him, but his wife saves him because he married her when she was poor and she loved him. This is an example of what a spouse should be. The story of the prince who was turned half to stone by his wife after he mostly killed her lover11 is another example of womens disloyalty. The reoccurring theme from the stories is of finding a faithful wife. Beginning with the narrator, then Shahrazad The Arabian Nights is full of stories within stories and each storyteller has their own motive for telling their story. The three most popular from the selections we read are the avoidance of death or penalty, the emphasis of the tellers point, and the desirable and undesirable qualities of a spouse. The Arabian Nights provided lessons within humorous stories that were told when the common people could not read or write. 1 Haddawy, Husain. The Arabian Nights. New York: Alfred A. Knopf, Inc. 1990. P22-29 2 The Arabian Nights. P206 3 The Arabian Nights. P11 4 The Arabian Nights. P17 5 The Arabian Nights. p36 6 The Arabian Nights. p41 7 The Arabian Nights. p42 8 The Arabian Nights. P10 9 The Arabian Nights. P22 10 The Arabian Nights. P26 11 The Arabian Nights. P55 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Geoffrey Chaucer section.

Macbeth Essay and Rennassance Period free essay sample

The Renaissance was based on models of Greek and Roman classics, and precedents from Italy and Spain, the Spanish drama has evolved since the interludes and morality plays and became a complex art form, thus taking considered as the best known as dramatists, Christopher Marlowe, William Shakespeare and Ben Jonson, who wrote plays with such universal qualities of greatness, and that is why this drama becomes extraordinary and leaves a monument of the Renaissance in the history of English literature. The Renaissance, tend to emphasize the dignity of man and his earthly happiness was reflected in the work carried out in the period. Macbeth One of the most shocking things in Macbeth is the continued clash between the spirit of Macbeth and Lady Macbeth. While the former starts out good and faithful and is corrupted by his wife to the point of disappearing remorse from the beginning, the second starts completely cold and perverse but will decline in the course of the work into a freaking bag of remorse so that is continually hands stained with blood and suicide. We will write a custom essay sample on Macbeth Essay and Rennassance Period or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I was struck by the fact that Macbeth is killed in battle trying to end their action while his wife, initially strong, committed suicide. Just how dies each compared with its initial intention is enough to see the exchange of roles: the weak just being strong and vice versa. A very striking point in the work is the continuous appearance of remorse in the protagonists. As Lady Macbeth says that their actions have destroyed his happiness and the evil they have done makes them suffer. Some allusions to remorse are the dagger that Macbeth sees before killing the king, the specter of Banquo, the blood on Lady Macbeths hands are not going, etc. .. I do not know how Shakespeare is a failure or is that I misunderstood something, but there is a mistake in the plot: the witches in his second appearance predict that Banquo will father a line of kings and later appears again this idea in the third appearance of the witches. However, once dead Macbeth, the successor to the throne is not Fleance, son of Banquo, as would be expected if the prophecies were fulfilled, but Malcolm, Duncans natural successor. The prophecy and reality are incompatible in this case, and only in this case, the rest of all prophecies are fulfilled.

Introduction to Studying French Verbs

Introduction to Studying French Verbs Most French students are impressed with French verbs. So let’s talk about them, and the terms used to explain how we should  conjugate French verbs. What is the  Verb? A verb indicates an action. It can be physical (to walk, to run, to go), mental (to think, to laugh)  or a condition or a state (to be, to have). A verb is conjugated to agree with (to match) its subject: He does, she has, they were, as opposed to the incorrect he do, she have, they be. What is Person in Grammar? In grammar, person refers to the different pronouns used to conjugate a verb: I, you, he, she, it, we, they. Read more on French  subject pronouns to understand  this concept better. What is Agreement? In French, some words are said to â€Å"agree† with each other. Its the same in English; you add an â€Å"s† to the end of the verb for he / she/ it, as in: She singS. In French, it gets a little more complicated. In French, you have to change some words or parts of words (like the endings of verbs) to match other words related them.  Ã‚   What or Who is the  Subject?   The subject is the person or thing that does the action of the verb.   There is an easy way to find the subject of a sentence. First, find the verb. Then ask: â€Å"who verb† or â€Å"what verb.† The answer to that question will be your subject. A subject is a noun (Camille, flower, room) or a pronoun (I, you, they). A noun can be a person, thing, place or idea. Examples:  I paint.Who paints?Answer: I paint. â€Å"I† is the subject. Camille is teaching French.Who is teaching?Answer:  Camille is teaching.â€Å"Camille† is the subject.   What is happening to Camille?What’s happening?Answer:  What is happening.â€Å"What† is the subject (This one was trickier, wasn’t it?)   What is a Conjugation? Conjugation is the way a subject changes a verb so they agree (match). In English, the conjugation of verbs is quite simple. The verbs don’t change much: I, you, we, they speak; he, she, it  speakS. An exception: the verb to be (I am, you are, he is). It is not this way in French, where the verb form changes with almost every different person. Some verbs are called â€Å"regular† because they follow a predictable conjugation pattern, such as adding an â€Å"s† to the 3rd person singular, as in English). Some are called â€Å"irregular† because their conjugation pattern is not predictable, like the verb â€Å"to be† in English. The way French verbs are written and their pronunciation  are also very different, this is why I highly recommend you train with audio drills when learning French verbs. What is the Infinitive? The infinitive is the form of the verb before it is conjugated. It’s the verb name, for example, â€Å"to speak.† In English, the infinitive is usually preceded by â€Å"to† as in â€Å"to study,† but its not always this way, for example: â€Å"can.†) In French, there is no â€Å"to† before the verb. The infinitive form is one word, and the last two or three letters of the infinitive will identify the type of conjugation pattern it follows, if the verb is regular. These letters are  usually -er, -ir or -re.   What is a Tense? A tense indicates when the action of the verb is taking place: now, in the past, in the future. A simple tense consists of only one verb form (â€Å"I speak†).A compound tense consists of one or more verbs, including an auxiliary verb a main verb (â€Å"I am speaking,† â€Å"I have been thinking†). What is Mood? The mood indicates how the verb relates to the subject: Is the action a statement of fact (indicative mood) or something else like a command (imperative mood) or a wish (subjunctive mood). This will affect the conjugation of the verb. and, likewise, the conjugation will communicate the mood.    Whats the Best Way to Learn French Verb Conjugations? Learning French verbs is a long process, and you shouldnt learn everything at once. Start by learning useful conjugations in the present indicative of the most common irregular and regular French verbs. Make sure you get the pronunciation right. French is full of liaisons, elisions and glidings, and it is not pronounced as it is written.   If you are serious about learning French, start with a good French audio method. Read about how to select the right tools to self-study  French. Your next step: Learning about French Subject Pronouns.

Nursing Essay Example | Topics and Well Written Essays - 250 words - 2

Nursing - Essay Example Hence, mentors would obtain respect from their juniors and a good status though their professional and ethical practices. Evidently, an effective teacher-student communication forms the foundation of education. The teacher should identify his student’s skills and weaknesses through an effective way of communication as this practice is necessary to enhance the overall process of learning. In the same way, the mentor has to design an effective communication approach for each junior colleague according to the colleague’s IQ level. Such a strategy would assist the mentor to pass information on to his juniors in a most effective way. The efficiency of communication between the mentor and the learner determines the duration that the learner would take to achieve better practicing knowledge and skills. In the absence of better mentor-learner communication, a junior nurse (learner) can never attain professional standards or other practicing

Interracial relationship in Emmerdale Essay Example | Topics and Well Written Essays - 4500 words

Interracial relationship in Emmerdale - Essay Example We are in an age where globalization has built a more liberal and understanding attitude towards mutual growth and development. Interracial marriages are undoubtedly the next step to defining the generation next, which understands the importance of living across cultural barriers (Judice, 56-60; Yancey and Lewis, 66). Children of intercultural marriages are more culturally aware and have a broader perspective to life than the children born into monocultural families (Crippen, 7). The Boston marathon in 2013 was gripped with sudden terror when bombs planted by two youngster â€Å"Jihadis†, that injured and killed many innocent runners (Scheer; Hoffman). The racial inclination of the two bombers was later revealed during investigation. Culture is defined as acts of harmony and belief that the members of a community indulge in, while race is defined as a sub-community that has distinct culture and language practices. Over the years, migration and globalization has caused a great deal of exposure to multi-cultural scenario, both in professional and personal lives (Lewis, 268). There are an increasing numb er of interracial marriages happening in the Western society today. This trend in the Western society seems to have gripped the attention of media personnel, so much so that they have started using intercultural marriages as background themes to soaps and serials that they create and air to audiences in these countries (Karis and Killian, 65, 126, 165). Even celebrities’ gestures are marked as racist (White). The various aspects of a family that is based on intercultural values are highlighted in these soaps. The popularity of such soaps is a direct indicator of how audiences are able to relate to their real life circumstances and watch the added drama on air (Nittle). A leading example of intercultural environment created on celluloid or the small screen is the entry of the Sharma family in the Emmerdale series. The story of the family is a

Comparison Thoughts Essay Example | Topics and Well Written Essays - 500 words

Comparison Thoughts - Essay Example CONTEST is the UK government’s strategy for responding to the threat of terrorism. Basically, the strategy focuses on countering the aspirations of terrorists in using â€Å"chemical, biological, radiological, and nuclear weapons (CRBN)†. According to The Home Office (2010), CONTEST works with the 4Ps strategy which involves preventing, pursuing, protecting, and preparing for terrorist attacks. Essentially, the strategy aims at preventing people from becoming terrorists and extremists, pursuing and stopping people with terrorist intentions, protecting people from terrorist attacks, and preparing for actions to be taken in case of an attack. In the United States, the Chemical and Biological Defense Program (CBDP) under the Department of Defense is the organ charged with countering CRBN attacks. According to Department of Defense (2013) the principle focus of the CBDP is on preventing, protecting, mitigating, responding, and recovering from CBRN threats. The key strategies are to equip the war fighter with necessary preventive and protective skills, counter imminent threats, and maintain infrastructure for countering these threats. However, unlike CONTENT, the CBDP focuses most of its efforts on protecting the war fighter and then the nation, while the former focuses on the protection of the civilians (Department of Defense, 2013). In this sense, the CBDP should try and emulate CONTENT and focus more on civilians’ safety. In order to succeed in the 4Ps strategy, CONTEST collects current intelligence on probable attacks and assesses the level of terrorism risk and the vulnerability of the country to such attacks. The intelligence collected also helps CONTEST in tracking down terrorist organizations and their intentions to use CRBN materials on people. Consequently, security agencies pursue and neutralize such threats. In the United States, the CBDP uses bio-surveillance to collect data

The Form of Non-Traditional Blazon Essay -- Shakespearean Literature

In the sixteenth century, poems in blazon format were very popular. Blazon is a technique that â€Å"described the position and relation of one picture to another†. (The Overview of â€Å"Sonnet 130†, Woolway). This technique was to illustrate the main features of the subject, usually a female body. Popular blazon would start from the bottom to the top of the body. For example, like hair, eyes, lips, breasts, and so on. Occasionally, it would start from the bottom to top, starting with feet, legs and so on. Woolway points, â€Å"This form was well suited to the style of courtly love poetry that was flourishing at the time, as it allowed writers to project an idea of an idealized and distant woman whose features they could admire from afar† (The Overview of â€Å"Sonnet 130†). From the beginning, readers could easily define the subject Shakespeare portrays. The Mistress was detailed in humorous tone, which negates the typical blazon. The striking first four lines of the poem contradict the common blazon. Traditionally, blazon is to compliment and praise the subject’s features, and not to insult, which in this case, the Mistress. However, Shakespeare does not ignore the format and goes forth describing her from head to toe. Shakespeare started the first four lines picturing the Mistress’ eyes, lips, breast and hair. Symbolically, eyes, lips breast and hair are essential clichà © features of a female beauty. Nevertheless, from his intense sketch of her features, he portrayed that she does not carry any representation of beauty. From the simile in line one; Shakespeare negates the comparison of the Mistress to the sun: â€Å"My Mistress’ eyes are nothing like the sun;† (Woolway). Line two to three mentions the shades like red cor al, and â€Å"dun†. Coral is a fami... ...simile and metaphor brought enriching imagery to the readers. The poem was written with insults and mockery, but with the unexpected flattery showed the author’s love for the Mistress and his poetic practices of love through volta. Works Cited Napierkowski, Marie Rose. â€Å"Overview: ‘Sonnet 130.’† Poetry for Students 1 (1998): n. pag. Literature Resources from Gale. Web. 23 Mar. 2012. Shakespeare, William. â€Å"Sonnet 130.† Literature: A Portable Anthology. Boston: Bedford/St. Martin’s, 2009. 467. Print. â€Å"Volta.† Merriam Webster’s Encyclopedia of Literature. Springfield: Merriam-Webster, 1995. Literature Resources from Gale. Web. 23 Mar. 2012. . Woolway, Joanne. â€Å"An overview of â€Å"Sonnet 130†.† Poetry for Students: n. pag. Literature Resources from Gale. Web. 23 Mar. 2012.

Implications of Learning Theories in Modern World

Motivation Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. Definition of Motivation (p. 399) Behavioral Views of Motivation (pp. 399-402) Cognitive Views of Motivation (pp. 402-406) The Humanistic View of Motivation (pp. 406-409) The Impact of Cooperative Learning on Motivation (pp. 416-417) Suggestions for Teaching in Your Classroom: Motivating Students to Learn (p. 422) Resources for Further Investigation (pp. 433-434) Definition of Motivation Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior.Nevertheless, many teachers have at least two major misconceptions about motivation that prevent them from using this concept with maximum effectiveness. One misconception is that some students are unmotivated. Strictly speaking, that is not an accurate statement. As long as a student chooses goals and expends a certain amount of effort to achieve them, he is, by definition, motivated. What teachers really mean is that students are not motivated to behave in the way teachers would like them to behave. The second misconception is that ne person can directly motivate another. This view is inaccurate because motivation comes from within a person. What you can do, with the help of the various motivation theories discussed in this chapter, is create the circumstances that influence students to do what you want them to do. Many factors determine whether the students in your classes will be motivated or not motivated to learn. You should not be surprised to discover that no single theoretical interpretation of motivation explains all aspects of student interest or lack of it.Different theoretical interpretations do, however, shed light on why some students in a given learning situation are more likely to want to learn than others. Furthermore, each theoretical interpretation can serve as the basis for the development of techniques for motivatin g students in the classroom. Several theoretical interpretations of motivation — some of which are derived from discussions of learning presented earlier — will now be summarized. Top Behavioral Views of Motivation Operant Conditioning and Social Learning TheoryThe Effect of Reinforcement In Chapter 8 we discussed Skinner's emphasis of the role of reinforcement in learning. After demonstrating that organisms tend to repeat actions that are reinforced and that behavior can be shaped by reinforcement, Skinner developed the technique of programmed instruction to make it possible for students to be reinforced for every correct response. According to Skinner, supplying the correct answer–and being informed by the program that it is the correct answer–motivates the student to go on to the next frame; and as the student works through the program, the desired terminal behavior is progressively shaped.Following Skinner's lead, many behavioral learning theorists de vised techniques of behavior modification on the assumption that students are motivated to complete a task by being promised a reward of some kind. Many times the reward takes the form of praise or a grade. Sometimes it is a token that can be traded in for some desired object; and at other times the reward may be the privilege of engaging in a self-selected activity. Operant conditioning interpretations of learning may help reveal why some students react avorably to particular subjects and dislike others. For instance, some students may enter a required math class with a feeling of delight, while others may feel that they have been sentenced to prison. Skinner suggests that such differences can be traced to past experiences. He would argue that the student who loves math has been shaped to respond that way by a series of positive experiences with math. The math hater, in contrast, may have suffered a series of negative experiences.The Power of Persuasive Models Social learning theor ists, such as Albert Bandura, call attention to the importance of observation, imitation, and vicarious reinforcement (expecting to receive the same reinforcer that we see someone else get for exhibiting a particular behavior). A student who identifies with and admires a teacher of a particular subject may work hard partly to please the admired individual and partly to try becoming like that individual.A student who observes an older brother or sister reaping benefits from earning high grades may strive to do the same with the expectation of experiencing the same or similar benefits. A student who notices that a classmate receives praise from the teacher after acting in a certain way may decide to imitate such behavior to win similar rewards. As we pointed out in Chapter 8, both vicarious reinforcement and direct reinforcement can raise an individual's sense of self-efficacy for a particular task, which, in turn, leads to higher levels of motivation.Top Cognitive Views of Motivation Cognitive views stress that human behavior is influenced by the way people think about themselves and their environment. The direction that behavior takes can be explained by four influences: the inherent need to construct an organized and logically consistent knowledge base, one's expectations for successfully completing a task, the factors that one believes account for success and failure, and one's beliefs about the nature of cognitive ability. The Impact of Cognitive DevelopmentThis view is based on Jean Piaget's principles of equilibration, assimilation, accommodation, and schema formation. Piaget proposes that children possess an inherent desire to maintain a sense of organization and balance in their conception of the world (equilibration). A sense of equilibration may be experienced if a child assimilates a new experience by relating it to an existing scheme, or the child may accommodate by modifying an existing scheme if the new experience is too different. In addition, in dividuals will repeatedly use new schemes because of an inherent desire to master their environment.This explains why young children can, with no loss of enthusiasm, sing the same song, tell the same story, and play the same game over and over and why they repeatedly open and shut doors to rooms and cupboards with no seeming purpose. It also explains why older children take great delight in collecting and organizing almost everything they can get their hands on and why adolescents who have begun to attain formal operational thinking will argue incessantly about all the unfairness in the world and how it can be eliminated (Stipek, 1993).Top The Need for Achievement Have you ever decided to take on a moderately difficult task (like take a course on astronomy even though you are a history major and have only a limited background in science) and then found that you had somewhat conflicting feelings about it? On the one hand, you felt eager to start the course, confident that you would b e pleased with your performance. But on the other hand, you also felt a bit of anxiety because of the small possibility of failure. Now try to imagine the opposite situation.In reaction to a suggestion to take a course outside your major, you flat out refuse because the probability of failure seems great, while the probability of success seems quite small. In the early 1960s John Atkinson (1964) proposed that such differences in achievement behavior are due to differences in something called the need for achievement. Atkinson described this need as a global, generalized desire to attain goals that require some degree of competence. He saw this need as being partly innate and partly the result of experience.Individuals with a high need for achievement have a stronger expectation of success than they do a fear of failure for most tasks and therefore anticipate a feeling of pride in accomplishment. When given a choice, high-need achievers seek out moderately challenging tasks because t hey offer an optimal balance between challenge and expected success. By contrast, individuals with a low need for achievement avoid such tasks because their fear of failure greatly outweighs their expectation of success, and they therefore anticipate feelings of shame.When faced with a choice, they typically opt either for relatively easy tasks because the probability of success is high or rather difficult tasks because there is no shame in failing to achieve a lofty goal. Atkinson's point about taking fear of failure into account in arranging learning experiences has been made more recently by William Glasser in Control Theory in the Classroom (1986) and The Quality School (1990). Glasser argues that for people to succeed at life in general, they must first experience success in one important aspect of their lives.For most children, that one important part should be school. But the traditional approach to evaluating learning, which emphasizes comparative grading (commonly called â €Å"grading on the curve†), allows only a minority of students to achieve A's and B's and feel successful. The self-worth of the remaining students (who may be quite capable) suffers, which depresses their motivation to achieve on subsequent classroom tasks (Covington, 1985). Top The Humanistic View of Motivation Abraham Maslow earned his Ph. D. in a psychology department that supported the behaviorist position.After he graduated, however, he came into contact with Gestalt psychologists (a group of German psychologists whose work during the 1920s and 1930s laid the foundation for the cognitive theories of the 1960s and 1970s), prepared for a career as a psychoanalyst, and became interested in anthropology. As a result of these various influences, he came to the conclusion that American psychologists who endorsed the behaviorist position had become so preoccupied with overt behavior and objectivity that they were ignoring other important aspects of human existence (hence the t erm humanistic to describe his views).When Maslow observed the behavior of especially well-adjusted persons–or self-actualizers, as he called them–he concluded that healthy individuals are motivated to seek fulfilling experiences. Maslow's Theory of Growth Motivation Maslow describes seventeen propositions, discussed in Chapter 1 of Motivation and Personality (3d ed. , 1987), that he believes would have to be incorporated into any sound theory of growth motivation (or need gratification) to meet them.Referring to need gratification as the most important single principle underlying all development, he adds that â€Å"the single, holistic principle that binds together the multiplicity of human motives is the tendency for a new and higher need to emerge as the lower need fulfills itself by being sufficiently gratified† (1968, p. 55). He elaborates on this basic principle by proposing a five-level hierarchy of needs. Physiological needs are at the bottom of the hier archy, followed in ascending order by safety, belongingness and love, esteem, and self-actualization needs.This order reflects differences in the relative strength of each need. The lower a need is in the hierarchy, the greater is its strength because when a lower-level need is activated (as in the case of extreme hunger or fear for one's physical safety), people will stop trying to satisfy a higher-level need (such as esteem or self-actualization) and focus on satisfying the currently active lower-level need (Maslow, 1987). The first four needs (physiological, safety, belongingness and love, and esteem) are often referred to as deficiency needs because they motivate people to act only when they are unmet to some degree.Self-actualization, by contrast, is often called a growth need because people constantly strive to satisfy it. Basically, self-actualization refers to the need for self-fulfillment — the need to develop all of one's potential talents and capabilities. For exam ple, an individual who felt she had the capability to write novels, teach, practice medicine, and raise children would not feel self-actualized until all of these goals had been accomplished to some minimal degree. Because it is at the top of the hierarchy and addresses the potential of the whole person, self-actualization is discussed more frequently than the other needs.Maslow originally felt that self-actualization needs would automatically be activated as soon as esteem needs were met, but he changed his mind when he encountered individuals whose behavior did not fit this pattern. He concluded that individuals whose self-actualization needs became activated held in high regard such values as truth, goodness, beauty, justice, autonomy, and humor (Feist, 1990). In addition to the five basic needs that compose the hierarchy, Maslow describes cognitive needs (such as the needs to know and to understand) and aesthetic needs (such as the needs for order, symmetry, or harmony).While no t part of the basic hierarchy, these two classes of needs play a critical role in the satisfaction of basic needs. Maslow maintains that such conditions as the freedom to investigate and learn, fairness, honesty, and orderliness in interpersonal relationships are critical because their absence makes satisfaction of the five basic needs impossible. (Imagine, for example, trying to satisfy your belongingness and love needs or your esteem needs in an atmosphere characterized by dishonesty, unfair punishment, and restrictions on freedom of speech. ) Top The Impact of Cooperative Learning on MotivationClassroom tasks can be structured so that students are forced to compete with one another, work individually, or cooperate with one another to obtain the rewards that teachers make available for successfully completing these tasks. Traditionally, competitive arrangements have been assumed to be superior to the other two in increasing motivation and learning. But reviews of the research lite rature by David Johnson and Roger Johnson (Johnson ; Johnson, 1995; Johnson, Johnson, ; Smith, 1995) found cooperative arrangements to be far superior in producing these benefits.In this section we will describe cooperative-, competitive, and individual learning arrangements (sometimes called goal structures or reward structures), identify the elements that make up the major approaches to cooperative learning, and examine the effect of cooperative learning on motivation, achievement, and interpersonal relationships. Types of Classroom Reward Structures Competitive goal structures are typically norm referenced. (If you can't recall our discussion of the normal curve in Chapter 5, now might be a good time for a quick review. This traditional practice of grading on the curve predetermines the percentage of A, B, C, D, and F grades regardless of the actual distribution of test scores. Because only a small percentage of students in any group can achieve the highest rewards and because th is accomplishment must come at some other students' expense, competitive goal structures are characterized by negative interdependence. Students try to outdo one another, view classmates' failures as an advantage, and come to believe that the winners deserve their rewards because they are inherently better (Johnson, Johnson, & Holubec, 1994; Johnson et al. 1995). Some researchers have argued that competitive reward structures lead students to focus on ability as the primary basis for motivation. This orientation is reflected in the question â€Å"Am I smart enough to accomplish this task? † When ability is the basis for motivation, competing successfully in the classroom may be seen as relevant to self-esteem (since nobody loves a loser), difficult to accomplish (since only a few can succeed), and uncertain (success depends on how everyone else does).These perceptions may cause some students to avoid challenging subjects or tasks, to give up in the face of difficulty, to rewa rd themselves only if they win a competition, and to believe that their own successes are due to ability, whereas the successes of others are due to luck (Ames & Ames, 1984; Dweck, 1986). Individualistic goal structures are characterized by students working alone and earning rewards solely on the quality of their own efforts. The success or failure of other students is irrelevant.All that matters is whether the student meets the standards for a particular task (Johnson et al. , 1994; Johnson et al. , 1995). Thirty students working by themselves at computer terminals are functioning in an individual reward structure. According to Carole Ames and Russell Ames (1984), individual structures lead students to focus on task effort as the primary basis for motivation (as in â€Å"I can do this if I try†). Whether a student perceives a task as difficult depends on how successful she has been with that type of task in the past.Cooperative goal structures are characterized by students w orking together to accomplish shared goals. What is beneficial for the other students in the group is beneficial for the individual and vice versa. Because students in cooperative groups can obtain a desired reward (such as a high grade or a feeling of satisfaction for a job well done) only if the other students in the group also obtain the same reward, cooperative goal structures are characterized by positive interdependence. Also, all groups may receive the same rewards, provided they meet the teacher's criteria for mastery.For example, a teacher might present a lesson on map reading, then give each group its own map and a question-answering exercise. Students then work with each other to ensure that all know how to interpret maps. Each student then takes a quiz on map reading. All teams whose average quiz scores meet a preset standard receive special recognition (Johnson et al. , 1994; Johnson et al. , 1995; Slavin, 1995). Cooperative structures lead students to focus on effort a nd cooperation as the primary basis of motivation.This orientation is reflected in the statement â€Å"We can do this if we try hard and work together. † In a cooperative atmosphere, students are motivated out of a sense of obligation: one ought to try, contribute, and help satisfy group norms (Ames ; Ames, 1984). William Glasser, whose ideas we mentioned earlier, is a fan of cooperative learning. He points out that student motivation and performance tend to be highest for such activities as band, drama club, athletics, the school newspaper, and the yearbook, all of which require a team effort (Gough, 1987).We would also like to point out that cooperative-learning and reward structures are consistent with the constructivist approach discussed in Chapters 1, 2, and 10 since they encourage inquiry, perspective sharing, and conflict resolution. Top Suggestions for Teaching in Your Classroom: Motivating Students to Learn 1. Use behavioral techniques to help students exert themsel ves and work toward remote goals. 2. Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals. 3. Do everything possible to satisfy deficiency needs — physiological, safety, belongingness, and esteem. . Accommodate the instructional program to the physiological needs of your students. b. Make your room physically and psychologically safe. c. Show your students that you take an interest in them and that they belong in your classroom. d. Arrange learning experiences so that all students can gain at least a degree of esteem. 4. Enhance the attractions and minimize the dangers of growth choices. 5. Direct learning experiences toward feelings of success in an effort to encourage an orientation toward achievement, a positive self-concept, and a strong sense of self-efficacy. . Make use of objectives that are challenging but attainable and, when appropriate, that involve student input. b. Provide knowledge of results by emp hasizing the positive. 6. Try to encourage the development of need achievement, self-confidence, and self-direction in students who need these qualities. a. Use achievement-motivation training techniques. b. Use cooperative-learning methods. 7. Try to make learning interesting by emphasizing activity, investigation, adventure, social interaction, and usefulness. Top Resources for Further InvestigationSurveys of Motivational Theories In a basic survey text, Motivation to Learn: From Theory to Practice (2d ed. , 1993), Deborah Stipek discusses reinforcement theory, social cognitive theory, intrinsic motivation, need for achievement theory, attribution theory, and perceptions of ability. In Appendix 2-A, she presents a rating form and scoring procedure with which teachers can identify students who may have motivation problems. Appendix 3-A is a self-rating form that teachers can use to keep track of how often they provide rewards and punishments.A useful summary of motivation theories and techniques can be found in the Worcester Polytechnic University's WWW site for teacher development, at http://www. wpi. edu/~isg_501/motivation. html. Top Motivational Techniques for the Classroom Motivation and Teaching: A Practical Guide (1978), by Raymond Wlodkowski, and Eager to Learn (1990), by Raymond Wlodkowski and Judith Jaynes, are a good source of classroom application ideas. Motivating Students to Learn: Overcoming Barriers to High Achievement (1993), edited by Tommy Tomlinson, devotes four chapters to elementary school and four chapters to high school motivation issues.Two sources of information on motivation techniques and suggestions for teaching are found at Columbia University's Institute for Learning Technologies, which contains documents, papers, and unusual projects and activities that could be used to increase student motivation; and at Northwestern University's Institute for Learning Sciences Engines for Education on-line program, which allows educators to p ursue a number of questions about students, learning environments, and successful teaching through a hyperlinked database.The Institute for Learning Technologies is found at http://www. ilt. columbia. edu/ilt/. The Institute for Learning Sciences is found at http://www. ils. nwu. edu/. This was excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin, 1997. For more information on â€Å"Motivation† in Gage/Berliner, EDUCATIONAL PSYCHOLOGY, 6/e, Houghton Mifflin Co. 1998, see Chapter 8, â€Å"Motivation and Learning† For more information on â€Å"Motivation† in the Grabes' INTEGRATING TECHNOLOGY FOR MEANINGFUL LEARNING, 2/e, Houghton Mifflin Co. , 1998 see page 97 for â€Å"the role of motivation in drill and practice,† pages 51-55 for â€Å"the role of motivation in meaningful learning†, page 163 for â€Å"the role of motivativation in writing,† and pages 398-99 for â€Å"learning styles and social and motivational preferences. † Teaching Implications of Learning Theories The best college teachers] have generally cobbled together from their own experiences working with students conceptions of human learning that are remarkably similar to some ideas that have emerged in the research and theoretical literature on cognition, motivation, and human development (from Ken Bain’s book, What the Best College Teachers Do). Theories of learning, whether explicit or tacit, informed by study or intuition, well-considered or not, play a role in the choices instructors make concerning their teaching.The major trend   in understanding how students learn has been a movement away from the behaviorist model to a cognitive view of learning (see Svinicki (below) for an overview of learning theories). Implications for teaching practice of some key ideas from   learning theories 1. Learning is a process of active construction. Learning is the interaction between what students know, the new information they encounter, and the activities they engage in as they learn. Students construct their own understanding through experience, interactions with content and others, and reflection. Teaching ImplicationProvide opportunities for students to connect with your content in a variety of meaningful ways by using cooperative learning, interactive lectures, engaging assignments, hands-on lab/field experiences, and other active learning strategies. 2. Students’ prior knowledge is an important determinant of what they will learn. Students do not come to your class as a blank slate. They use what they already know about a topic to interpret new information. When students cannot relate new material to what they already know, they tend to memorize—learning for the test—rather than developing any real understanding of the content.Teaching Implication Learn about your students’ experiences, preconceptions, or misconceptions by using pre-tests, backgr ound knowledge probes, and written or oral activities designed to reveal students’ thinking about the topic. 3. Organizing information into a conceptual framework helps students remember and use knowledge. Students must learn factual information, understand these facts and ideas in the context of a conceptual framework, and organize knowledge in ways that facilitate retrieval and application in order to develop competence in a new topic. Teaching ImplicationSupport students by using concept maps, flowcharts, outlines, comparison tables, etc. , to make the structure of the knowledge clear. 4. Learning is a social phenomenon. Students learn with greater understanding when they share ideas through conversation, debate, and negotiation. Explaining a concept to one’s peers puts knowledge to a public test where it can be examined, reshaped, and clarified. Teaching Implication Use Cooperative learning strategies, long-term group projects, class discussions, and group activiti es to support the social side of learning. . Learning is context-specific. It is often difficult for students to use what they learn in class in new contexts (i. e. , other classes, the workplace, or their personal lives). Teaching Implication Use problem-based learning, simulations or cases, and service learning to create learning environments similar to the real world. 6. Students’ metacognitive skills (thinking about thinking) are important to their learning. Many students utilize few learning strategies and have a limited awareness of their thinking processes.Teaching Implication Help students become more metacognitively aware by modeling your thinking as you solve a problem, develop an argument, or analyze written work in front of the class. Teach metacognitive strategies, such as setting goals, making predictions, and checking for consistency. Focus attention on metacognition by having students write in a learning journal or develop explanations of their problem-solving processes. Resources on Learning Theories Bransford, J. D. , Brown, A. L. , ; Cocking, R. R. (Eds. ) (1999).How People Learn: Brain, Mind, Experience, and School. Washington DC: National Academy Press. Donovan, M. S. , Bransford, J. D. , ; Pelegrino, J. W. (Eds. ) (1999). How People Learn: Bridging Research and Practice. Washington DC: National Academy Press. Learning Theories Knowledgebase. (2008, May). Index of Learning Theories and Models at Learning-Theories. com. Svinicki, M. D. (1999). New directions in learning and motivations. New Directions for Teaching and Learning, 80 (Winter), 5-27. http://cte. illinois. edu/resources/topics/theories. html

Ghosts The Mystery Of Ghosts Essay - 2208 Words

Ghost reality Cultures all around the world believe in spirits that survive death to live in another realm. In fact, ghosts are among the most widely believed of paranormal phenomena: Millions of people are interested in ghosts, and a 2005 Gallup poll found that 37 percent of Americans believe in haunted houses — and nearly half believe in ghosts. Ghosts have been a popular subject for millennia, appearing in countless stories, from the Bible to Macbeth, and even spawning their own folklore genre: ghost stories. Part of the reason is that belief in ghosts is part of a larger web of related paranormal beliefs, including near-death experience, life after death and spirit communication. People have tried to (or claimed to) communicate with spirits for ages; in Victorian England, for example, it was fashionable for upper-crust ladies to hold sà ©ances in their parlors after tea and crumpets with friends. In America during the late 1800s, many psychic mediums claimed to speak to the dead — but were exposed as frauds by skeptical investigators such as Harry Houdini. It wasn t until the past decade that ghost hunting became a widespread interest around the world. Much of this is due to Syfy cable TV s hit series Ghost Hunters, now in its 10th season of not finding good evidence for ghosts. The show spawned several spin-offs, including Ghost Hunters International and Ghost Hunters Academy, and it s not hard to see why the show is so popular: the premise is that anyone canShow MoreRelatedThe Mystery Of Ghost Stories2374 Words   |  10 PagesMystery ships are ships where something indescribable or unknown has occurred on that ship. For instance, the whole crew could have died like on the SS Ourang Medan, or the whole crew could have disappeared like on the Resolven, or even the ship could disappear like on the SS Baychimo. When these things happen with no evidence to prove what occurred, they become a mystery. These three ships have become some of the most well-known ghost stories today. It was the February of 1947 when the SS OurangRead MoreThe Woman Warrior by Maxine Hong Kingston Essay1208 Words   |  5 PagesWarrior Maxine Hong Kingston uses ghosts to represent a battle between American and Chinese cultures. The two cultures have different views of what a ghost is. The Chinese believe the ghost spirits may be of people dead or alive. Chinese culture recognizes foreigners and unfamiliar people as ghosts because, like American ghosts, they are mysterious creatures of the unknown. Americans view ghosts as spirits of the dead that either help or haunt people. American ghosts may or may not be real. ThereRead MoreEssay on Chinese and American Ghosts (Woman Warrior)1220 Words   |  5 PagesWarrior Maxine Hong Kingston uses ghosts to represent a battle between American and Chinese cultures. The two cultures have different views of what a ghost is. The Chinese believe the ghost spirits may be of people dead or alive. Chinese culture recognizes foreigners and unfam iliar people as ghosts because, like American ghosts, they are mysterious creatures of the unknown. Americans view ghosts as spirits of the dead that either help or haunt people. American ghosts may or may not be real. ThereRead MoreTheme Of Gothic Elements In Masque Of The Red Death750 Words   |  3 Pagesalmost everyone in a country so the king brings all survivors into a castle to prevent it from killing anyone else, although it still ends up getting in from a ghost, and wipes everyone else out. In Masque of the Red Death by Edgar Allan Poe, Poe uses gothic elements such as a gloom setting, supernatural beings, curses, and air of mystery and suspense. Edgar Allan Poe uses many gothic elements in Masque of the Red Death, such as a gloomy setting. A gloomy setting is described by having little colorRead More Mysteries Essay1723 Words   |  7 PagesMysteries There are many mysteries that question the mind, but none that can compare to the intrigue in the supernatural. Ghosts, goblins, poltergeists, Death Omens, curses, unexplainable phenomena, and hauntings; mysteries of the paranormal could go on and on. There are centuries of ghost stories and tales that have been passed down from generation to generation. From the Bermuda Triangle mysteries, phantoms of the ocean, ships, and glowing ghosts of little boys, to the curse of James DeansRead MoreKing Hamlet By William Shakespeare1641 Words   |  7 PagesHamlet represented by the ghost. The memory of King Hamlet created an aura of mystery within the play, leaving much of it open to interpretation. Moreover, the memory of the late King Hamlet was the driving force of the plot, initiating many of the important events that occurred within it. Lastly, it is important to realize that the memory of Hamlet’s father was the catalyst of Hamlet’s tragic flaw; indecisiveness. Shakespeare used the idea of memory as a way to create mystery by leaving much of theRead More Turn Of The Screw By Henry James Essay1117 Words   |  5 Pages After reading The Turn of the Screw;, by Henry James, I was left with many unanswered questions. The two main questions are, are the ghosts in the story real, or are they just figments of the narrators imagination? When I read though the essays of criticism, I took a stand on one particular argument. I took a stand that supports the argument that the ghosts are real. In this story we see many strange things taking place at a house on Harley Street in a town called Bly. We meet Mrs. Grose a housekeeperRead MoreThe Mystery Of Death By William Shakespeare1539 Words   |  7 Pages11 16 October 2014 The Mystery of Death William Shakespeare, the writer of Hamlet and many other well known plays, begins quickly define the weight of his death. Revealing so much of the story in such a sort but clever way using symbolisms, imagery, and more . The rest of the soliloquy gives us much information on the play, and readers find themselves looking back at it periodically. Just this one Soliloquy expresses the developed thought of Hamlet very well: the mystery of death. his story withRead MoreWhen Reading Any Article, Novel Or Play, Readers Are Always1510 Words   |  7 Pagesby the ghost. The memory of King Hamlet created an idea of mystery within the play, leaving much of it open to interpretation. Moreover, the memory of the late King Hamlet was the driving force of the play and initiated many of the important events that occurred within it. Lastly, it is important to realize that the memory of Hamlet’s father was the catalyst of Hamlet’s tragic flaw, being indecision, which caused his down fall. Shakespeare used the idea of memory as a way to create mystery by leavingRead MoreEssay A Fatal Supper by Kazuo Ishiguro1246 Words   |  5 Pagesestablishes a parallel between the two characters. The author chooses to wait until the third page of the story to engage conversation between the narrator and his sister Kikuko out by the haunted well. The ghost appears to be the main focus of this discussion. The narrator describes the ghost ...which as a child [he] believed to be haunted (339): I couldn`t see very well. It was dark. She was an old woman. She was wearing a white kimono (340). Kikuko and her brother spend a lot of time discussing