Observation and Description Essay

1. Explain a learning theory observed in the video.  In the field trip, experiential learning was applied by the facilitator. In experiential learning, students are immersed in a real environment and exposed in a real situation. Experiential learning is based on constructivist theory whereby the learners play active roles in assimilating knowledge onto their existing mental framework and apply their school learned knowledge to the real world (Henley, 1994). In the video, students work with a professional to investigate and learn about nature at Fermilab. Students used magnifying lenses and their senses to see, smell, hear, and feel the plants that they were holding. Initially, students worked in pairs, share their knowledge and make comparison. Then, they worked in groups and write down what they have observed. Thus, the learners have applied the knowledge and concepts that they have learned in the classroom about living things to a real environment at Fermilab. Through the exchange of knowledge and observations among members of the group, they became active learners and teachers. Experiential learning was formulated by Carl Rogers who claimed that significant learning takes place when the subject matter is relevant to the interest of the learner and when external threats are at a minimum (Dover, 2008; Kearsley, 2008). The teacher must set a positive climate for learning, use learning resources, balance intellectual and emotional component of learning and share feelings and thoughts with the learners (ibid). Learning about nature, the prairie, wetlands and the diversity of life took place in Fermilab, a natural environment. Before students were taken around Fermilab, the facilitator gave them some rules to follow to protect the environment and everyone in the area. Hence, there was a positive climate for learning, the experience was significant to the students and the external threat to learning was kept at a minimum. b. Describe the observed teaching situation in terms of group characteristics, seating arrangement, and any additional criteria necessary to present the setting of the learning environment. The teaching and learning process took place at Fermilab where students observed the plants, animals and wetlands to determine the diversity of life in the environment. Initially, all students sat on the grass and work in pairs in observing the plants. They were also holding their magnifying lenses as they listened to the instructions of the facilitator. Each pair consists of a boy and a girl of the same age and grade level. They interacted with their teammates and discussed what they have observed. Then they worked in groups, reflected on what they have observed and shared what they have learned. There were two boys and two girls in each group. c. Describe the observed teacher-to-student interactions. Students were attentive to their teacher. When the facilitator says, â€Å"I want you to look at the plant, smell the plant, listen to the plant, shake it†¦see if it rattles†, students who were working in pairs got their magnifying lenses to look closely at the plants and follow the instructions of the teacher. Everyone was engaged in the activities. In another scene, a small group of students were listening attentively to a professional as she speaks about the different environments that they will observe and investigate. She also provided some rules that they need to observe to protect the environment and everyone at Fermilab. While the facilitator speaks before the students, there was a female teacher who was standing beside her. d. Describe the observed student-to-student interactions. In the first activity, a buddy system was established whereby students work in pairs while seating on the grass and observing the plants. A boy and a girl were interacting with each other and exchanging knowledge on what they have observed. In another activity, there were four students in each group. They were taking down notes on the plants that they were investigating. As students work in groups, peer teaching was established as groupmates do some discussions and kept their voices low so as not to disrupt the other groups. They were all doing their activities in an orderly manner. Analysis, Exploration, and Reasoning a. Describe the purpose of the observed lesson. The objective of the lesson is to learn about nature and to determine the diversity of life in different environments through active learning and immersion. Through experiential learning, students were able to explore the plants, animals and different environments in Fermilab through the use of their sense of sight, touch, smell, and hearing. The lesson also aimed to provide a hands-on experience on a real or natural environment instead of looking at the pictures, reading about nature and environment and staying in the classroom. The activities gave students the opportunity to work with other students and share their knowledge and observation with other members of the group. The activities also develop the social skills of the students. The activities aimed to foster cooperation as students need to follow rules to protect themselves, other people, nature, animals, and the environment. b. Describe a teaching strategy implemented in the observed lesson. Experiential learning is a strategy used by teachers to incorporate learning theories into lessons. As the students learn about nature and the diversity of life in their field trip, they will be able to construct their own knowledge about the protection of nature from what they have observed and experienced at Fermilab. Through experiential learning, the theory of constructivism can be applied in which learners actively build knowledge and skills, construct new ideas or concepts based upon their current and past knowledge (Bruner, 1990). Students have learned about plants and animal life in the classroom, through their readings or viewing of films or television programs. Now that they have an actual experience of nature’s life in Fermilab, their knowledge and experience are added to what they have already learned. Hence, they will be able to construct their own ideas on how to protect and care for nature and animals. c. Analyze the teacher’s possible purpose for implementing a teaching strategy observed in the video. The possible purpose of implementing experiential learning is to make each learner directly involved with nature and the diversity of life in different environments at Fermilab. The activities whereby students work by pairs or by groups and learn from one another will foster retention and comprehension of the subject matter because they learn through meaningful learning and teaching experience. The experiential activities make learners directly experience, discover and appreciate nature and environment through the use of their senses. Experiential learning also allows students to reflect on their experience, and generate understanding and transfer of skills and knowledge. d. Describe the level of student engagement with the observed lesson In the video, there was a high level of students’ engagement in the activities. This was evident in their participation to all the activities as they work in pairs and in groups in sharing their knowledge and observations on the plants that they were investigating. The students were listening and following the instructions of their teacher. When the teacher says, I want you to look at the plants, smell the plants, etc. , students who were working in pairs, got hold of the plants and observed them closely with their magnifying lenses. They were also attentively listening to the professional who was explaining about the environments and the diversity of life that they will examine within the Fermilab and the rules that they need to follow.

History of Special Education Law Essay

Education is beyond doubt an important aspect of life. Through education, an individual develops his talent and acquires knowledge that is necessary in understanding all aspects of life. Apart from that, education is the very stage at which one develops his discernment as to what is good and what is not. More importantly, values are strongly built up through education and through the educational institutions. Since education has a wide-reaching worth, it has significantly become a way of life. It is noteworthy that right to education has undergone a battle, especially in the aspect of special education. The disabled children were usually not afforded with their right to have adequate education. Eventually, the legislations such as Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA) were enacted. The Venn diagram illustrates the similarities and the differences of the laws in many aspects. Although the laws are meant only to address similar problem on education of children with disabilities, many changes have been introduced in the amendment. Notably, the Education for All Handicapped Children Act (EHA) was enacted in 1975 and was amended as the Individuals with Disabilities Education Act (IDEA) in 1990 (Wilson, 1996). Similarly, both the Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA) were enacted to address the problem in education. Notably, before these laws were enacted, the educational system in the country was concentrated only on regular students and on regular educational system. Many students having disabilities were not given much attention in the educational institutions because of the lack if programs and facilities that will address the disabled students’ needs. After the development in the political and social aspect of the society in the 50’s and 60’s, educational acts addressing the needs of the disabled students were enacted. Both acts were primarily focused on providing education to special students. It was referred to as special, because the students have special disabilities that hinder them from grasping the knowledge or the lessons being taught to them. Through the laws, special students were provided with equal opportunity to education. However, before a student is afforded the education under the programs, the students are evaluated by a team. Remarkably, the disabilities involved must involve deafness, deaf-blindedness, difficulty of hearing, mental retardation, multiple handicap, orthopedic impairment, other health impairment, serious emotional disturbance, specific learning disabilities, speech impairment, and visual impairment (EricDigests. Org, 2009). Furthermore, under both Acts, the parents are afforded with right to contest the decision of the evaluating team or schools as to the condition of their child. Through dispute resolutions, the parents have administrative remedy of questioning the decision of the schools as to the requirement and the acceptance or non-acceptance of their children. The aim of providing dispute resolution at in the administrative level is to alleviate the costs of litigation that are usually brought in the judicial branch. However, both laws have differences in many areas. Through the amendment of the Handicapped Children Act by the IDEA, many amendments were introduced. As to legibility of the child, the EHA allows children from 3-5 years-old while IDEA allows children from 3-9 years-old. The education provided by IDEA extends to a child until reaching the age of 21. With regard to evaluation group that identifies whether a child passes the qualifications, the EHA involves only one teacher and specialist having knowledge about the disability (Ericdigest.  Org, 2009). However, under the IDEA, the evaluation process continues with the forming of the Individualized Education Program (IEP) team that assesses the educational needs of the child (Knoblauch). The evaluation and assessment made by the IEP must be known by the parents of the child evaluated and the parents are also encouraged to participate in forming the program needed by their child. Apart from that, regular teachers are also required to participate in the IEP team (Knoblauch). Another area of differences is the range of the law. The inclusion of infants and toddlers is expressly provided in the IDEA but not in EHA. The IDEA provides for the intervention and pre-school services wherein schools participate in the transition planning conference for disabled toddlers entering pre-school (Knoblauch). The IDEA supports the idea that intervention is the payor of the last resort (Knoblauch). Under this idea, As to requirement of teachers, EHA does not explicitly provided for strict qualifications of teachers teaching children with disabilities. But, under the IDEA, a highly-qualified teacher is required. The criteria demands that a teacher has been fully trained and certified in special education or has passed the special education licensure exams and that the teacher must demonstrate knowledge in all subjects (Stewart and Stahlman, 1998). In addition, teachers and personnel under the IDEA are afforded with trainings needed in improving the system and in assuring that the students are afforded with quality education. It is also noteworthy that students are given more attention in IDEA than in EHA. During the existence of EHA, the students with disabilities were provided of limited educational resources. However, in IDEA, students are assessed every three months (Knoblauch). Remarkably, one of the unique features of IDEA is the evaluating the needs of the student in a Least Restrictive Environment (LRE) (Knoblauch). Through the LRE, the child is isolated in an environment that is fully focused only in his needs. In a case of a deaf, for example, the child is isolated from meaningful social and communication interaction (Stewart and Stahlman, 1998). The amendments introduced by the IDEA have greatly changed the education system. The participation of parents has been an important factor in IDEA. In EHA, the responsibility of training and evaluating the child was bestowed mainly upon the teacher and the special education institutions. But under IDEA, the parents are informed of the results of the evaluation of their child and are involved in the formation of programs that will be given to their child. In addition, parents also participate in the placement evaluation of the child (Knoblauch). Hence, parents contribute an important role in the placement decision that affects the education of their child. In summing up, the Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA) is both aimed in addressing the needs of the children’s with disabilities as to their learning capacities. Through the specified disabilities, the children usually find difficulty in grasping the knowledge being taught to them. Apart from that, they were deprived of their right to adequate education because of the inadequacy of the educational program that will fully address their problem. However, through the enactment of the said acts, special students are now given equal and free education that is responsive to their special needs. The said acts however, have significant differences. The IDEA, amending the EHA, has introduced significant changes that are wider in scope and guarantees.

Searching the internet and features of PDAs Essays

Searching the internet and features of PDAs Essays Searching the internet and features of PDAs Essay Searching the internet and features of PDAs Essay Coursework is receipted on the understanding that it is the students own work and that it has not, in whole or part, been presented elsewhere for assessment. Where material has been used from other sources it has been properly acknowledged in accordance with the Universitys Regulations regarding Cheating and Plagiarism. This report should enable you, as a novice user, to effectively use computer equipment to develop your expertise and expand your business enterprise. By looking at your needs, to update your computer systems to bid successfully for the 2012 Olympic Stadium build, I have identified what areas you need to improve.Firstly this report will examine how you can search the internet. I have included a flow chart and step-by-step instructions on how to do this. Tips on successfully evaluating the legitimacy of the material gathered are also included. Next the report will explore your need for a PDA. It will examine the features the I believe are appropriate to a small to medium enterprise working in the construction industry and what PDAs have these features, prepared a table to help you choose the most suitable one. When searching the internet bear in mind that The Internet is a self-publishing medium. Your visits tosearch engines will yield content with a wide range of quality from a variety of sources. Be sure to evaluate everything you encounter and Try out multiple sites when you are investigating a topic search engines vary in their contents, features, and selectivity, accuracy, and retrieval technologies. (Cohen, L. , 2005). You can do this simply by returning to step 8 at least once to check that the information you have already gathered corresponds with information from another site. If it does not try another site until you have a clear understanding and valid information. Now this report will look at your need for a PDA.The Personal Digital Assistant (PDA) has been introduced into the construction industry as a data device (Ahsan, S. , El-Hamalawi, A. Bouchlaghem, N. , 2005). And Cus-Babic et al said the PDAs speed, memory capacity, communication possibilities, reliability, small size and long power independence, as well as its level of hardware and software standardisation, gives the PDA a powerful potential in the information chain of a construction project (2000, p37-49). By looking at this you can see that your desire to have a PDA is very much welcome in the ever increasing computer based construction industry.

Comparing Old New Terrorism The WritePass Journal

Comparing Old New Terrorism Introduction Comparing Old New Terrorism Introduction1.1 Background1.2 Aims and Objectives  1.3 Research Questions1.4 Scope of the Study1.5 Structure of the Study2 Literature Review2.1 Defining Terrorism and emerging forms of Terrorism2.2 Factors that contributed to Terrorism’s Success2.3 Current prevention and enforcement options2.4Trends3. Methodology 3.1 Introduction3.2 Methods of Data Collection3.2.1 Case Study AnalysisCase Study4.1 Irish Republican Army formation factors4.2 Effectiveness of the IRA methods4.3 Al Qaeda formation factors4.4 Effectiveness of the IRA methods4.5 Trends4.8 Discussion5. Conclusion  7. ReferencesRelated Introduction 1.1 Background In the countdown to the end of the twentieth century, notable scholars came up with a new concept of New Terrorism which represents a shift from the traditional terrorism. The new terrorism refers to a qualitative change in the nature of terrorism, which has allegedly taken place during the 1990s (Kurtulus 2007:476). This paradigm has also been variously referred to as contemporary terrorism (Laqueur 2003) post-modern terrorism, super-terrorism, catastrophic terrorism and hyper-terrorism (Field 2009). This dissertation intends to undertake the examination of this paradigm shift. It intends to examine the various sources if there is indeed a New Terrorism as canvassed by some scholars and policy makers. It would do this by doing a case study of Irish Republican Army, or the IRA and Al Qaeda representing each group. 1.2 Aims and Objectives In this section, the research aims, objectives, and research questions will be outlined.   Firstly, the aim of this research is as follows: To ensure that this aim is fully explored, the following research objectives have been devised: How are the emerging forms of terrorism different from the traditional methods? How should the existing counterterrorism infrastructure be amended in order to meet the challenges of the modern age?   1.3 Research Questions The research question is as follows: What are the new forms of terrorism and what factors created them? What are the key factors that have contributed to the success of these new terrorist practices? Is the current counterterrorist system capable of dealing with the emerging terrorist threat? To seek to explore this aim, research question and these objectives, a review of the literature will be undertaken to explore these areas have experienced change over time.   The findings from this review will be used to explore and examine the research aim, objectives and question.   To ensure that this is appropriately undertaken the following topics will be discussed in the review: 1.4 Scope of the Study A study of the Irish Republican Army will be undertaken in comparison to the modern operations of the recognized terrorist agency Al Qaeda. 1.5 Structure of the Study This study will be comprised of 6 sections including the introduction, literature review, and methodology, case study analysis, Discussion, Conclusion. 2 Literature Review   The section will review relevant literature as regards the proposed research. 2.1 Defining Terrorism and emerging forms of Terrorism 2.2 Factors that contributed to Terrorism’s Success 2.3 Current prevention and enforcement options 2.4Trends 3. Methodology This chapter illustrates the research methodology used as well as providing a brief introductory passage regarding the meaning of research methodology.   3.1 Introduction The methodology focuses on an explanation of the qualitative and quantitative research approaches considered for this thesis to answer the following questions: How are the emerging forms of terrorism different from the traditional methods? How should the existing counterterrorism infrastructure be amended in order to meet the challenges of the modern age? This includes the elements of the research approach adopted and the reasons behind this choice. 3.2 Methods of Data Collection Secondary sources dating from the operation of the Irish Republican Army as well as year to date operations of Al Qaeda will provide the required range of data for assessment. 3.2.1 Case Study Analysis Yin (2009) contends that the case study analysis strategy is a valid tool for providing empirical content.   This method of research allows for an investigation into the real world impact of terrorism. Others contend that the case study is not always the best strategic analysis approach (Baxter and Jack 2008).   However, Stake (1995) demonstrates that a case study can provide understanding and increase the capacity for understanding. The approach for this dissertation will utilize a qualitative, interpretative research method; a case study examination of the Irish Republican Army and Al Qaeda. Yin (2009) demonstrates that the exploratory case study method can be used to examine situations in which there is no defined outcome. This research will rest on the goal to identify challenges and lessons for future. For the purposes of this research, the qualitative research approach is more suitable due to capacity to assess the wide ranging nature the terrorist conditions. Case Study This section will present a case study examination of the Irish Republican Army in comparison to the operations of Al Qaeda. 4.1 Irish Republican Army formation factors Ryanair and (another airline of your choice) 4.2 Effectiveness of the IRA methods 4.3 Al Qaeda formation factors 4.4 Effectiveness of the IRA methods 4.5 Trends 4.8 Discussion (Tie the case study to the literature review) 5. Conclusion   7. References Baxter, P. and Jack, S. 2008. Qualitative case study methodology: Study design and implementation for novice researchers.  The Qualitative Report, 13 (4), pp. 544559. Field, A. 2009. The ‘New Terrorism’: Revolution or Evolution?.  Political Studies Review, 7 (2), pp. 195207. Kurtulus, E. 2011. The â€Å"new terrorism† and its critics.  Studies in Conflict \ Terrorism, 34 (6), pp. 476500. Laqueur, W. 2003.  No end to war. New York: Continuum. Stake, R. 1995. The art of case study research.  Sage Publications, Inc. Yin, R. 2009.  Case study research. Thousand Oaks: Sage Publications.

Printable Hundred Chart and Blank Hundred Chart

Printable Hundred Chart and Blank Hundred Chart The hundred chart is a valuable learning resource to help young children with counting to 100, counting by 2s, 5s, 10s, multiplication, and seeing counting patterns. You can play counting games with students based on the hundred  chart worksheets, which the student either fills in on their own, or you can print out a hundred chart that is prefilled with all the numbers. Regular use of the hundred chart from kindergarten to the 3rd grade supports many counting concepts. Help With Seeing Patterns Use a prefilled hundred chart or ask your students to fill their own. As a student fills in the chart, the child will begin to see patterns emerge. You can ask the question, Circle in red the numbers on the chart that end in 2. Or, similarly, put a blue box around all numbers ending in 5.  Ask what they notice and why they think it is happening. Repeat the process with numbers ending in 0. Talk about the patterns they notice. You can help students practice their multiplication tables in the chart by counting by 3s, 4s, or whichever multiplier and coloring in those numbers. Counting Games To save on paper,  you can provide students with a laminated copy of a  hundred chart  for quicker access. There are many games that can be played on a hundred chart that help children learn about counting to 100, placement, and  order of number. Simple word problems you can try include addition functions, such as, What number is 10 more than 15? Or, you can practice subtraction, like, What number is  3 less than 10. Skip counting games can be a fun way to teach a fundamental concept using a marker or coins to cover all the 5s or 0s. Have children name the numbers underneath without peeking. Similar to a game like Candy Land, you can have two children play together on one chart with a small marker for each player and a dice. Have each student start at the first square and move in numerical order through the chart and have a race to the end square. If you want to practice addition, start from the first square. If you want to practice subtraction, start from the last square and work backward. Make Math a Puzzle You can teach place value by cutting up the columns (lengthwise) into strips. You can have the students work together to reorder the strips into a complete hundred chart. Alternatively, you can cut up the hundred chart into big chunks, like a puzzle. Ask the student to piece it back together. Make Math a Mystery You can play a game called Too Big, Too Small, with a large group of children and a hundred chart. You can base it on the entire hundred chart. You can preselect a number (mark it somewhere, then conceal it). Tell the group that you have a number one through 100 and they must guess it. Each person gets a turn to guess. They can each say one number. The only clue you will give is, too big, if the number exceeds the preselected number, or too small, if  the number is less than the preselected number. Have the children mark off on their hundred chart the numbers that are canceled out by your clues of too big, and too small.

Community and social policy Essay Example | Topics and Well Written Essays - 2250 words

Community and social policy - Essay Example The two features, oppression and discrimination, have become very common in making it almost impossible for individuals to move up the professional ladder in the labor market. Giddens (1993) therefore provides a definition of discrimination as the activity or action that grabs away the opportunities from a specific group, making them out of their reach. It is in this essay therefore that I will lay my focus on old age and mental illness or disability as core areas of discrimination and oppression in the society. I also will look at the similarities and differences between these core areas of discrimination I will study disability as an area of oppression in society. During my first part I will search the meaning of discrimination and oppression within our society. The significance of anti-discriminatory practice will be debated and tracked by an introduction and description of the PCS model of analyses. Thompson (1993) is used to highlight discrimination and oppression on three diffe rent levels. Oppression is a state in which a culture, group, society, state or individual have military, economic and political power that they use in such a wrong way which ends up disadvantaging the powerless in the society. Individuals carrying out the oppression are in control of those under them and therefore better placed when it comes to discriminating against other people. This heinous act comes by just as another group that feels more special gets the mere perception that the other group exists (Cohen, 1988). It is the various groups existing in the society that makes it easier for these forms of discrimination to take place; with the knowledge of the weaker group, therefore forming attitudes against one another. Mental health problem is a term that encompasses a great deal of problems that have an effect on the way an individual carries out with their day to day living. According to The World Health Organization (WHO,

ACCT202 - DVHA - Accounting II Essay Example | Topics and Well Written Essays - 250 words - 2

ACCT202 - DVHA - Accounting II - Essay Example This means that the buttons are stitched onto the right half and the buttonholes are on the left. There could be two or three buttons, which factor has an interesting role to play as I shall show later. Purely as a matter of interest, the item of male clothing that has the maximum number of manufacturing operations done on it is the coat, twenty-seven separate operations (www.stitchworld.net). The best way to put on a coat is to have an assistant standing behind you holding the coat at the level of your neck. He clasps both shoulders of the coat, one in each hand. Using his right hand, he opens up the front half of the right side, so that the armhole is clearly visible and positioned slightly below your right hand. After you slide your right arm fully into the right sleeve, he opens up the left half with the buttonhole slightly above your left arm, so that you have to reach upwards to slide your left arm into the sleeve. I will stop here, as all subsequent actions are the same as those carried out by you without an assistant. When you have to put on your coat by yourself, the best method is to start by laying the coat on its back on a bed. With your left hand, hold the collar facing you (the right collar when worn) between your thumb and the other four fingers and slide your right arm into the sleeve, gathering the coat as you stand up. Bring your bunched left fist up to touch your right cheek, fold your right arm so that you can use the fingers on your right hand to replace the left. Now move your fist backwards towards the center of your neck. This will help you to locate the left armhole with your free left hand. Slide your left arm in. The most widely used method is when you have just a coat and nothing else. Again, with your left hand, hold the collar facing you between your thumb and the other four fingers, but at the spot directly above the center of the armhole. The armhole should be visible to you at a