The Purpose of School Essay Example for Free

The Purpose of School Essay In my opinion, the purpose of school is to educate, not teach, students in certain areas of knowledge chosen by those of the Board of Education in order to create ‘functioning’ members of ‘normal’ society. The difference between to educate and to teach is how the knowledge is presented. To educate is ‘to bring up (a child, physically or mentally), rear, nourish, support, or produce (plants or animals’ basically to use verbal methods such as lectures in a class setting, or praise for young child to create a specific skill set embedded in a person, be it information or behavior patterns. To teach is ‘to show, declare, demonstrate; teach, instruct, train; assign, prescribe, direct’ basically to use physical means to create an understanding of how something is performed. A common example of the two would be university and college. University is known for its textbooks and very written/audible learning styles whereas college is known as being more hands on. An even more common example would be a child’s journey to come to understand to stay away from a hot stove. A parent could verbally warn them of the dangers, but only once the child has learned through physical interaction does the warning remain in his mind. With these definitions, the title ‘teacher’ is misleading because those at the front of the room are not using methods to involve the students in learning, they are simply showing a PowerPoint and having the students write it in their note book; ‘Educator’ would be a more appropriate term to define those who are hired to only relay thoughtless knowledge because unless there is a physical aspect, it is harder to learn. One example would be sports. Watching Gretzky play hockey day in and day out does not mean that you will be able to skate like him if you have never skated before. Only by training your muscles and learning by acting will anyone begin to skate like a professional. Another example would be learning to play an instrument or learning to speak a language. Simply watching videos or taking notes on other peoples learning does not constitute you learning those skills because there are no sensory attachments. In History class, what is stopping a teacher from throwing out the PowerPoint’s, and having students act out a revolutionary battle? Old videos with droning old voices are not involving students in what the video is presenting. Naming their classmates after leaders of opposing sides, and acting out the battle would be both interactive, and create a better visual for what really happened during that battle. These tactics are not available to the students because ‘teachers’ do not make them available. Field trips, science experiments and interactive group projects are some examples of potential teaching strategies that are used sparingly. My own science teacher set the ceiling on fire during an experiment and we had to evacuate the room. While we all had a good laugh, we all remembered for a long time what chemicals not to mix if we did not want to scorch our ceilings. Out of three and a half years of schooling, not much will be retained over the long periods of time, let alone the 5 months to exams. What is remembered is the centrifugal force explained while on a trip to Canada’s Wonderland, and experiencing it on a roller coaster. Field trips are memorable and educational, and they teach students what educators cannot. Experience has always been an advantage of human nature and will always be a part of human nature. Sitting in a desk writing words not our own is not how we as people are supposed to learn. In the past, apprenticeships were how people learned, by physically performing the task over and over, allowing not only the brain to learn, but the muscles. By testing students on their ability to learn the same way as everyone else takes away the freedom and excitement of knowledge, transforming what could have been an eager mind starving for knowledge, into a box filled with what a group of individuals determined the majority of people should know. In my opinion, school is not a place for learning; it is a place for education. School is a confined space in which students are expected to conform to one set standards. The school building is a house that its residents despise, yet continue to walk the narrow hallways like mice in a cheese maze while others ‘guide’ us to where we should end up.

Values for Children Essay Example for Free

Values for Children Essay Values for children is a very broad and controversial topic. There are many, myself included, that believe that our values come from God. I do understand that the same values can be taught without the use of God’s name, but I feel they lose something. Teachers with good values make an impact on students at every level. I know my most influential teacher does. I hope to one day as good of a teacher as she was. The values that I believe each educator needs to give a child what they most deserve are love and flexibility If a teacher loves her students, she wants to make sure that they are getting everything that they need, such as meals, clothing, and cleanliness. Whether it is from their parents or finding the family the help that they need to provide for the child. Love also gives patience and respect to those students that don’t understand a concept. These are exemplified in the philosophy of St James Preschool Program: PHILOSOPHY At St. James Catholic Preschool we will provide a safe, loving atmosphere where children can develop physically, intellectually, emotionally, creatively, socially, and spiritually. We will provide opportunities to learn in many different developmentally appropriate ways. We are a Catholic Christian Preschool, and will provide opportunities to learn to appreciate all of God’s creations. We will learn about God through song, prayer, and day-to-day activities. We will strive to instill a positive self-image in each child, and will gently guide him/her in making good choices. We want your child’s first school experiences to be positive ones, and will always make this our number one priority. From the St. James Preschool Handbook Flexibility, or an ability to go with the flow, is an asset to any teacher, especially when working with young children. Planning your day around little ones is very hard to do. Everything takes longer than normal and if a child has made up their mind not to do something it will take twice as long. Being flexible gives a teacher the ability to see around the problem and make adjustments to the schedule or activities of the day to accommodate the  children’s needs. Mrs. Linda Goesche was my Kindergarten teacher. She was amazing. I was small and young for a kindergartner. She worked with me and my parents to try to get me ready to move on to First Grade, but I just wasn’t ready. She came to my house and met with my parents and I. She did her very best to explain to me why I couldn’t move on with my class. I was very upset by this as most children would be, but by the time I finished my second year of kindergarten I was over it and not struggling to keep up. Actually, I was very blessed, I didn’t struggle much during the rest of my school career. I believe that Mrs. Goesche’s love for me and all of her students made her an exemplary teacher. I love kids. I didn’t know how much until I started to volunteer at my daughter’s school. I want to make their day better, to teach them something new, and to watch the look of discovery on their faces when they get it. My biggest struggle will come with flexibility. I like to do things on a schedule and get them done so I can move on to the next thing. With children that isn’t an option. You have to move at their pace and do things on their level. I know that I have a lot to learn, but I can’t wait to get started.

System Analysis and Design

System Analysis and Design A life cycle model is a term which describes the process of the planning through to the deployment of a new software on a system, covering items such as specification analysis and implementation/testing, to enable the developers to create the software, and to ensure that the end user gets what they want. Waterfall Model The waterfall model is a common method used when designing and implementing new software. It was designed to be a simple yet effective method to enable developers and users design a software together. In the Waterfall model, each phase must be completed before you can move onto the next stage, which primarily makes it for small projects where there are absolute requirements. At the end of each phase, there is a review which helps the developers know that they are on track, whether to continue with the project and what steps to take. Also, the testing element of this model can only take place after the development is complete. See the below diagram which shows each step of the waterfall process: Â   Â   The processes are: Requirement Gathering and Analysis System Design Implementation Testing Deployment Maintenance Image Source (ISTQB, 2016) The first step of this method involves getting to know what the client wants out of the system, and analyze them to see if it is realistic and achievable, to plan out how the software can be created. The second step involves designing the system to meet the needs of the client. The third is implementing the software in a test environment for the fourth step which is testing the software. The fifth step is deploying the system to the client. After all of this has been completed, the software or system must be maintained. Advantages One of the main advantages of the Waterfall model is that it is very easy to understand and follow due to the design of it. It has a very rigid design with each stage having its own deliverables and review process. In this model, there are no overlaps in the stages meaning that everything is very clear and defined making it quite effective when used in the correct way. Because the Waterfall model has a very clear and defined structure it is very good for a project that has clear goals on what needs to be achieved and due to its structure, it is a great tool to use even if you are inexperienced. Disadvantages This model can only be used when the requirements of the project are clear, as each stage requires its own review stage and cannot move any further if goals are not set. There can be no ambiguous requirements in a project using this method. There are high amounts of risk and uncertainty due to a very rigid structure, no goals can be changed or reviewed after the originals have been set. It cannot be used on projects which are ongoing because there is no way to change anything once one stage has been completed. This also means that there is little opportunity for the customer to review the product. (ISTQB, 2016) Structured Evolutionary Prototyping Model The Evolutionary Prototyping Model was designed as a software development model which incorporates the end user at almost every stage during the process. This is used so that consumers can have their say on the product during the developmental stage of the software to know that the developers have created a product which meets their needs. There are four main stages to this model to follow, they are as follows: The identification process, which is used to get the basic requirements this software must achieve. It is designed in this way as many consumers may not know the absolute requirements of the software as it is generally a continuous project. The prototype phase in which the developers will make a prototype or multiple prototypes of the product in order to get the basic requirements met. Verification of the prototype process in which the developers can use surveys and experimentation for the consumer. This stage is used so people can add their thoughts about the product and find out if there is anything that could be added or changed to make it better. The final stage is changing the prototype per the feedback that the consumer gave to the developers to meet the needs of the client. This cycle will then repeat until the customer is completely happy with their product and the development process is complete. Advantages One of the main advantages to this methodology is that the user ends up with a more accurate product due to their consistent input into the design process. Developers can learn from the consumer and vice versa. This also brings another benefit into play, meaning that any unexpected requirements or additions to the software can be added at developmental stage, resulting in a more accurate product too. It is a very flexible method. Another benefit is that you can see a constant progression throughout the development of the software, and customers can begin to see the benefits of using this software and being able to have constant input. Disadvantages The main disadvantage of this method is that the process may go on for a very long time due to the repeatable feedback process. Many developers using this method may fully scrap the process and go for a code-and-fix development process, leading to a poor reputation, with this method being seen as quick and dirty. Because of the constant input from the customer, the focus can be taken away from how maintainable the software is, mainly looking at the needs of the consumer. (Exforys, 2015) Rapid Application Model (RAD) The RAD model is used as an incremental development model, in which the all of the components of the software are developed in parallel and seen as mini-projects. These components will be scheduled, and delivered where it is compiled into a full software. This software can then be handed over to the consumer for feedback relating to the requirements. See the below diagram for a visual explanation of these timeboxed components: Of course, the number of components will vary for each software, however this gives a representation of the processes involved. There will be a specific set of teams which will all be responsible for a specific area of the software. After this process is complete the components will be amalgamated into one complete prototype. Image Source (Find Nerd, 2015) There are four main steps involved in this model, and they are as follows: Requirement Planning which is like the analysis stage within the waterfall model, however this plan incorporates a constant review of each element to ensure that the project will meet the users needs throughout the prototype stage. The design phase takes place after the initial needs have been determined, where the developers teams will generate an initial prototype for review by the user. This prototype will then be refined as the process continues. The construction phase where the developers will take the preferred prototypes of each section of the software and create a full functional program. The final stage takes place after the in-house testing and construction has finished and the client will be using and implementing the software as normal. The developers will be available for a set amount of time for corrective maintenance and to incorporate feedback. Advantages The main advantage is the reduced development time due to the development being split into different teams and section which means the process is extremely efficient. Because the components are managed by their own team, and there is generally more than one version of each section, elements can be transferred, increasing the reusability. This method encourages customer feedback on each section which means that there are clear and defined goals as the project moves along and quick reviews often happen. Disadvantages This system is heavily reliant on a strong and experienced team to identify new and existing requirements, meaning some projects may be delayed. This method only works on modelized systems and heavily relies on modeling skills. (ISTQB, 2015) (BBC, 2016) One of the main advantages of using lifecycle models is that you can firstly get a strong idea on what the consumer wants, and you to create a plan of attack on how you can achieve these. It enables you to plan and possibly create prototypes to create an efficient program for the consumer to. This ensures that the customer will be happy with the product that you have made, due to their consistent input within the development stage. In general, using a lifecycle model when developing a software can reduce the development time of the software. This is because you have a rigid schedule which you can stick to, as well as clear goals and objectives through liaising with the customer which increases the efficiency at developmental stage. Many of these plans are made to be easy to read and to follow, meaning you know exactly what is happening at each stage of the process, further increasing the efficiency. Many plans allow you to review the product with the customer throughout the developmental stage meaning that you can remove areas of the software which do not meet the standard that the customer is after. You are also able to edit certain features to add functionality, or even design new elements that will help the consumer with their end goal. Some plans allow you to really structure the development process of the software which can help you decide who will be undertaking what task, i.e. assessing strengths and putting teams together to reach your final goal. This also improves efficiency, as you could divide up the development into teams to reach the end goal much faster, and still create a great product. Lots of new life cycles allow you to visibly see the progress of the software, meaning the team stays motivated to complete the job due to clear and structures goals which work you through to the deployment and maintenance stages of the development. It also means that the consumer will see a steady stream of progress which will also keep them happy. Feasibility reports are made to examine a proposal, which allows a business or team to determine whether a project will be successful. For example, in an IT environment, you could discuss the lease of laptops using a plan rather than purchasing laptops outright. The below paragraphs discuss the components of a feasibility report and why each of them is included. Scope The first main stage of a feasibility report is the to identify the scope of the project. This means you will need to identify the issue that you will be addressing within the project. The scope must be clearly defined, as it may confuse the people involved in the project, and having unclear goals can be catastrophic to a project or job. The area that will be affected e.g. the IT department whether that be directly or indirectly. The scope essentially enables you to get an accurate study, because you have clear and defines goals. A Market Analysis Undertaking a market analysis during a feasibility report can be critical. It allows you to examine environments like yours to assess the strengths and weaknesses of different approaches to implement the project. You will then be able to create a SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) which were faced by other users to make your own decisions on how the project will be undertaken. Identifying Requirements As a part of your feasibility report, you should always analyze the requirements. These requirements will be based upon the technical requirements and the requirements of the organization. Identification of technical requirements will enable you to identify which technical resources/personnel you will need to complete said project. Meanwhile you should be considering what organization procedures and requirements that you must follow, whether that be related to recommended vendors for equipment or any security laws or procedures with data protection. This is essential because it allows you to get an idea on how you will approach the project. The Approach After the first three steps, you will then be able to get an idea on how the project will be completed, therefore allowing you to decide on the approach. You must find a happy medium and decide upon a recommended course of action, or a solution that incorporates the organizational requirements. You can discuss various approaches and select a solution that best fits the needs per the scope. It must always be 1) a practical solution and 2) meet the needs of everyone. Evaluation After the approach has been decided, you will then compile a short section which examines the cost effectiveness of that approach, which can help you build an estimate of the total costs. You can cross reference previous approaches for comparison purposes. After you have completed this, you will compile the cost summary, which will provide information on the return on investment and a cost to benefit analysis. The Review The final step of a feasibility study is the review stage. This is where all the elements mentioned above will be analyzed in a formal review with either a team or business partners depending on the size of the project. It is used to firstly confirm that it is an accurate report and then decide on whether you go ahead with the project or not. At this stage, you may be asked to change some details, to engage the project or it may be full rejected. All parties involved in the review should all sign a document to agree to the project. (MWANZONI, 2016) In this section I will be discussing the impact of the criteria of feasibility reports (see above) and assess what impact they have on a systems investigation. Identifying the Scope Impacts The main impact that identifying the scope will have, is ensuring that the team undertaking the project as well as the business know exactly what the issue is that they are trying to resolve. It will allow for a guided discussion on the possible steps that you can take to complete this project, and analyze each one collated into the feasibility study. It will clearly define to everyone the goal they will be working towards on the project to keep everyone on the same page, and keeps everyone working towards a similar goal. It can also help the business and the team understand what areas could benefit from the new system and assess them against the current system for a full review. Undertaking a Market Analysis Impacts Taking the time to understand and review different methods and approaches that other people in your position have taken can be an extremely important step in the process. It will allow you to analyze these methods side by side so you can get an idea on what approach could be best for you. You may also wish to amalgamate different approaches into one sophisticated one, which may help you to efficiently reach your goal. You are then able to have a discussion regarding these steps and decide as a team which would be best for the current situation based on skills and experience as well as requirements. Understanding Requirements Impacts Understanding the requirements of both the team and the organization is arguably one of the most critical steps in the feasibility study. It will essentially allow you to get an idea of what will be possible and what wont. Basing it off the teams requirements will allow you to get an idea of who is capable to undertake which role, to see whether a certain approach will be possible or whether you must go back to the drawing board, or even scrap the idea totally. Understanding the organization requirements can help you to plan around any eventuality such as procedures regarding safety and even laws such as the data protection act. It can also influence you with the decision of the approach method. Selecting Your Approach Impacts Deciding the approach of the project is the major step in moving onto the processes of the actual project. It allows you to weigh up all the different approaches comparing how you will meet the scope, the market needs and the needs of the business and personnel. It will allow you to have a guided discussion on each approach compared to the needs and which one will suit everyone the best whilst discussing all the previous points. It finally completes the research and discussion to prepare you for the assignment. Evaluation Impacts After you have selected the approach that you will be following, you will then have to analyze how much the project will cost. It helps you to ensure that you are still in budget, and are meeting the needs of the business in that respect. It will allow you to contrast different approaches and their effectiveness compared to each of their costs to ensure you choose the most efficient method. It will also enable you to put together a final figure of costings to present to the business. Review Impacts Reviewing all your decisions regarding the project whilst presenting them to the business, will allow you to firstly ensure that all needs of the business have been met to ensure that everyone is happy with the solution to the original email. It will also allow you to get the go ahead from the business as to whether you can go ahead with the project, or whether you will need to make any changes to the original approach to ensure the solution is the most efficient possible. References BBC, 2016. BBC Bitesize. [Online] Available at: http://www.bbc.co.uk/education/guides/zp3kd2p/revision/9[Accessed 09 January 2017]. Exforys, 2015. Exforys. [Online] Available at: http://www.exforsys.com/career-center/project-management-life-cycle/the-evolutionary-prototyping-model.html[Accessed 09 January 2017]. Find Nerd, 2015. Find Nerd. [Online] Available at: http://findnerd.s3.amazonaws.com/imagedata/4325/4325.jpg[Accessed 09 January 2017]. ISTQB, 2015. ISTQB. [Online] Available at: http://istqbexamcertification.com/what-is-rad-model-advantages-disadvantages-and-when-to-use-it/[Accessed 09 January 2017]. ISTQB, 2016. ISTQB. [Online] Available at: http://istqbexamcertification.com/what-is-waterfall-model-advantages-disadvantages-and-when-to-use-it/[Accessed 09 January 2017]. ISTQB, 2016. ISTQB. [Online] Available at: http://istqbexamcertification.com/wp-content/uploads/2012/01/Waterfall-model.jpg[Accessed 09 January 2017]. MWANZONI, 2016. LinkedIn. [Online] Available at: https://www.linkedin.com/pulse/key-components-good-feasibility-study-mwanzoni-ltd[Accessed 10 January 2017].

Limitation of International Trade Essay -- Economics

Limitation of International Trade One limitation of International Trade is "dumping." The Investopedia states that, "dumping in international trade occurs when one country exports a significant number of goods to another country at prices lower than in the domestic market (Investopedia. 2010)". For example, if a country decides to sell exported products cheaper than it does to its residents, the process is known as dumping. Romadia has to decide whether to impose tariffs, or set a quota on its import products. Dumping has created a probability that an adverse effect can happen because the result of the adverse effect is a shortage and increases in the prices of the products. Price increases lower the demand for the products. The country’s growth progress hindered because dumping is hurting those countries competing. Four Key Points The four points from the simulation are the supply and demand of the items and the cost factors that came with cheese, corn, watches, and DVD players; the balance of trade; opportunity cost; and dumping. This means that the supply and demand of the items and the cost factors were cheap to receive the items and have the items imported in than to make them locally. The balance of trade was discussed in the simulation. The balance of trade is the difference between what goods a country produces and how many goods the buys from overseas. For example, it was the difference between the value of the goods from Uthania and Alfazia exports and the value of the goods to Rodamia imports. The concept of opportunity cost provides for differences in comparative advantage among countries because it is the cost of passing up the next best choice when making a decision. Each county has a different mix of ... ... trade derives from being strong-minded against trade, not concerns based on ideological concerns. Works Cited Investopedia (c) 2010. Dumping. Retrieved from http//www.investopedia.com/terms/d/dumping.asp. Retrieved on August 18, 2010 Lee. Dwight R. "Comparative Advantages Continued" The Freeman:Ideas on Liberty-October 1999. Retrieved from www.http\\www.CommonSenseeconomic/Reading/ComparativeAdvantage. Carbaugh, Robert, Wassink, Darwin. (1992). International dumping: final and intermediate products. Retrieved on August 19, 2010, from http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W53-45JK7H1-1M&_user=10&_coverDate=07%2F01%2F1992&_rdoc=1&_fmt=high&_orig=search&_sort=d&_docanchor=&view=c&_searchStrId=1436752361&_rerunOrigin=google&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=68fed43879d5ff1560c8af4c96253305

Rita Dove Literary Analysis Essay -- essays research papers

Rita Dove: Literary Analysis   Ã‚  Ã‚  Ã‚  Ã‚   Rita Dove has written many different kinds of poetry. She also wrote books, short stories plays and all types of literature. This essay will focus on specifics of her writing by analyzing three pieces of poetry that Rita Dove has written. The works we will be looking at are In the Old Neighborhood, My Mother Enters the Work Force, and The Bistro Styx. Through these three works you will see examples of Rita Dove’s use of home in her poetry, her use of figurative devices such as similes and metaphors, and you will see Dove’s view on children coming of age in different ways.   Ã‚  Ã‚  Ã‚  Ã‚   By looking at the poem “In the Old Neighborhood'; we can deduce a number of things from the overall poem. Dove seems to go back in time to view her home as a child from a newly shifting and surreal location. The speakers in Dove’s poems are not usually at ease with their surroundings, and they tend to look upon scenes of home as seen through a distant and dispassionate eye. Dove’s home seems alien to her. Even the flowers are strangers there. Analyzing the poem farther we can see that Dove uses her views on home to further alienate from our familiar picture of that typical suburban home. She seems to be talking about the house in a manner that would indicate it is a photographic negative; this emphasizes race as an alienating factor. Dove’s writing usually charts a sense of displacement and this seems to be the case in “The Old Neighborhood';. In My Mother Enters the Work Force Dove does not use her home theme, but in The Bistro Styx, which is a small ex cerpt from a works entitled Mother Love, Dove does make references to home. This poem is a recasting of the story of Demeter and Persephone from ancient Greek mythology. In short, Hades kidnaps Persephone from her home, and Demeter, her mother goes insane trying to get her back. Demeter is able to go after Persephone only to find that too late Persephone has already “adapted'; to life in the underworld, and must remain there because she ate the fruit of the dead. Dove’s version is much the same and takes place in Paris. It deals with loss of home and a home coming that was not to be. Many of Rita Dove’s works deal, approach, define, or scrutinize the i... ...he mother, is insanely worried about her daughter. Persephone is unmindful of her mother’s fear and is off having a great time partying in Paris. Although Persephone is having a great time, what she doesn’t realize is that she can never really return home. The end of the poem symbolizes the mother realizing her daughter’s sexual awakening, and with that the realization that things are out of her control. Dove delves deep into these kinds of relationships in many of her poems, not just the examples given. The works we looked at were In the Old Neighborhood, My Mother Enters the Work Force, and The Bistro Styx. Through these three works we saw examples of Rita Dove’s use of home in her poetry, her use of figurative devices such as similes and metaphors, and her views and themes on children coming of age in different ways. These three elements do not fully encompass all that is Rita Dove. In fact, with a poet as diverse as she is it is hard to pick three main ideas when really they aren’t as main as you might think. Rita Dove is a complex and fascinating individual who will continue to write her style of poetry for many years to come.

Understanding Shakespeare :: essays research papers

Understanding Shakespeare: The Power of Footnotes and Paraphrase Objectives: The students will†¦ 1.  Ã‚  Ã‚  Ã‚  Ã‚  Compare Shakespeare’s language to a moderately familiar foreign language. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Apply the techniques of reading a foreign language to reading Shakespeare. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Translate Shakespeare’s English into modern English by means of class discussion, teamwork and individual study. Methods:   Ã‚  Ã‚  Ã‚  Ã‚  The teacher begins by presenting an identifiable text to the students in a foreign language. The students are to identify this text through the use of prior knowledge and footnotes. The teacher then guides the students to summarize the text in modern English. The teacher connects this exercise to how students should approach Shakespeare’s language. The students then work on a worksheet with a partner where they apply foot notes and careful reading to decipher the Shakespearean Insults handout. The students share their work with the rest of the class. If not all of the quotes were covered during class, the students will translate the quotes at home as homework. Materials:  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Overhead projector  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Transparency sheet of foreign languages  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Overhead pen (optional)  §Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Copies of Shakespearean Insults handout Outline:   Ã‚  Ã‚  Ã‚  Ã‚  Translation of identifiable text  Ã‚  Ã‚  Ã‚  Ã‚  3 minutes   Ã‚  Ã‚  Ã‚  Ã‚  Lecture comparing foreign text to Shakespeare  Ã‚  Ã‚  Ã‚  Ã‚  4 minutes   Ã‚  Ã‚  Ã‚  Ã‚  Pair translation  Ã‚  Ã‚  Ã‚  Ã‚  2 minutes   Ã‚  Ã‚  Ã‚  Ã‚  Wrap up and summary of material  Ã‚  Ã‚  Ã‚  Ã‚  2 minutes Evaluation:   Ã‚  Ã‚  Ã‚  Ã‚  The teacher will evaluate the students’ comprehension of the lesson through the participation of the students in the class discussion, the quality of student responses to the paired translation exercise, and from the homework of the remaining passages to translate which were not discussed in class. Shakespearean Insults 1.  Ã‚  Ã‚  Ã‚  Ã‚  Make thy sepulcher*,   Ã‚  Ã‚  Ã‚  Ã‚  And creep into it far before thy time.   Ã‚  Ã‚  Ã‚  Ã‚  * Sepulcher: tomb 2.   Ã‚  Ã‚  Ã‚  Ã‚  Polonius: I will most humbly take my leave of you.   Ã‚  Ã‚  Ã‚  Ã‚  Hamlet:  Ã‚  Ã‚  Ã‚  Ã‚  You cannot, sir, take from me anything that I will not   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  More willingly part withal. 3.  Ã‚  Ã‚  Ã‚  Ã‚  What fool hath added water to the sea,   Ã‚  Ã‚  Ã‚  Ã‚  Or brought a faggot* to bright-burning Troy?   Ã‚  Ã‚  Ã‚  Ã‚  * Faggot: a bundle of sticks used for kindling 4.   Ã‚  Ã‚  Ã‚  Ã‚  Do you amend thy face, and I’ll amend my life. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Thou wilt be as valiant as the wrathful dove,   Ã‚  Ã‚  Ã‚  Ã‚  Or most magnanimous mouse.   Ã‚  Ã‚  Ã‚  Ã‚  * Magnanimous: brave, courageous 6.  Ã‚  Ã‚  Ã‚  Ã‚  Her beauty and her brains go not together. 7.  Ã‚  Ã‚  Ã‚  Ã‚   Do not   Ã‚  Ã‚  Ã‚  Ã‚  Show me the steep and thorny way to heaven,   Ã‚  Ã‚  Ã‚  Ã‚  Whiles like a puff’d and reckless libertine*   Ã‚  Ã‚  Ã‚  Ã‚  Thyself the primrose path** of dalliance*** treads.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  * Libertine: an immoral person   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ** Primrose path: easy and care-free   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  *** Dalliance: to waste time, dawdle 8.   Ã‚  Ã‚  Ã‚  Ã‚  Thou wast* not wont** to be so dull.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  * Wast: was or were   Ã‚  Ã‚  Ã‚  Ã‚  ** Wont: habit, used to 9.

Further Topics In Primary Mathematics Education Education Essay

Childs can be assessed on five facets of a subject, viz. : constructs ( 1 ) , processs ( 2 ) , processes ( problem-solving ( 3 ) , connexions ( 4 ) and communication/representation ( 5 ) ) , ( Glanfield, Bush & A ; Stenmark, 2003 ) . With mention to the Topic ‘Length ‘ as it is presented in Abacus Level 3 ( SDM p.3 – 8 ) , remark about the expected appraisal undertakings presented in the Assessment Book Level 3 ( p.60-61 ) in the visible radiation of the afore-mentioned five facets.ConceptsDefinition:â€Å" Measurement involves a comparing of an property of an point or state of affairs with a unit that has the same property. † ( Van de Walle, J.A. ) Therefore, constructs are of import for the kids to assist them separate the mensurable properties of the objects.Review of the Assessment BookConcepts in the subject ‘Measurement ‘ trades with the thought of length, size and units. The kids in a twelvemonth 4 category should be able to utilize vocabu lary related to length such as: long, longer, short, shortest, tall, narrow, broad etc. They should besides hold an thought what appraisal, measuring and comparing lengths are all about by utilizing the standard units ( centimeter, m and kilometer ) . Besides, the kids should be introduced and asked to propose suited units and equipment for any peculiar measuring. The Assessment book ‘s chief constructs do fit with the course of study ‘ , but the Assessment book have missed to advert the kids ‘s acknowledgment that the longer lengths necessitate a larger unit, that is kilometer, and that the shortest lengths, require a smaller unit, that is the centimetre. Besides, the ability to step and record lengths utilizing formal units and denary units to the nearest half ex: 50cm = 3.5m. The Assessment book within its restriction of exercisings does address most of the listed constructs. Basically all the working exercisings and custodies on activities in the Assessment Boo k are a good agencies of measuring the kid ‘s impression of the measuring ‘s chief constructs. The unwritten inquiries assess the cardinal vocabulary merely like in all other activities, and assess the kids ‘s impression of ‘estimation ‘ . Exercise 1 is a good agencies of measuring whether the kid grasped the thought of comparing different lengths every bit good as usage the suited units and equipment to mensurate a peculiar object. Exercise 2 buttocks if the kids have truly savvied the relationship between different standard units, that is, from kilometer and m and m and centimeter, merely like the ‘Write the fiting measuring ‘ exercising. As the rubric ‘Match the appropriate measuring to each object provinces, here the kids are assessed on placing the suited units to fit it with the objects taken from existent life, and acknowledging that longer lengths require a larger unit ( kilometer ) and smaller lengths require a smaller unit ( centimeter ) The last exercising on the Assessment book, once more, assesses the kid ‘s ability to compare le lengths. Although the activities in the Assessment Book somehow covers the afore-mentioned mathematical constructs in measuring, there needs to be more exercisings which assess harder undertakings, constructs which kids are likely to hold on and understand by making one exercising. Concepts such as the relationship and transition of different units from kilometer to m, m to cm, and frailty versa.Review of the Text BookComing to analyse the text edition, we think that most mathematical basic constructs are all addressed. Get downing off from the text edition ‘s bold headers ‘Centimetres ‘ ( centimeter ) and ‘Metres ‘ ( m ) are thought to be a good agency of a uninterrupted unit abbreviation reminder all through the exercisings. The exercisings ‘ rubrics are really child friendly and assessment friendly. One can observe that when the kid is asked to make more than one undertaking in an exercising, the stairss are written in a separate address bubble. For case the first exercising on page 3 invites the kid to: first to happen one of each object, so gauge its length in centimetres and eventually utilize a swayer to mensurate it. This aid the kid to confront a task measure by measure and besides assist him to analyse a job spot by spot subsequently on. It ‘s besides a good agencies of assisting the instructor analyze and measure the kids ‘s failings and strengths by set uping the measure which the kids failed to carry through the measure which the kids failed to carry through, therefore it would be a good manner for the instructor to undertake the weak point straight ways. We have noticed that kids are non invited to utilize informal units and besides it would hold been a good manner to presen t measuring. Besides, sometimes in one exercising there is more than one construct tackled, which makes the exercisings harder. The first exercising on page 3 makes us inquire what the lessons ; nonsubjective really is. Is the lesson based around the appraisal of eh measuring of the existent length ‘s construct? These types of exercisings which have in them excessively many aims are likely to do confusion. This could hold been ideal as a alteration exercising instead than the first exercising of the measuring ‘s subject. Besides neither of the exercisings invite the kids to set up when to utilize standard units. All the exercisings in the text edition though screen all the constructs. The first exercising on page screens and addresses the vocabulary related to length, appraisal and measuring, whilst the other exercising focuses on taking the suited units. Besides on page 4, kids are assessed on their ability to take the suited criterion unit and into understanding the fractional units to the nearest half even it this construct is non listed in neither the course of study non the appraisal book and besides measuring whether the kids have understood the construct that longer lengths require longer units ex. kilometer. Page 5 focal points on the construct of happening the relationship between meters and centimetres ex. 3m 15cm +25cm = 3m 40cm. The remainder of the lengths exercisings assess the kids ‘s ability to work out jobs and happen the sum and the difference of two lengths.Compare and Contrast the Assessment Book with the Textbook.Having to compare and contrast the assessment book with the text edition we realized that the vocabulary related to length is absent. Besides the assessment book does non advert that one of the constructs learnt by the terminal of the subject is decimals for meters and centimetres even though at that place go on to be an exercising to ‘Write each length in meters utilizing a denary point ‘ ex. 2.48m. Adding to this, even the text edition contains exercisings which concepts chiefly are: taking suited units and utilizing fraction al units to the nearest whole. Besides, we think the text edition is more child and teacher friendly as respects to its content. Surely the text edition has got rather more pages with measurings exercisings than the assessment book, therefore scaffolded acquisition is exercised even more. Besides, kids have more chances to hold on the subject ‘s constructs through the multiple exercisings. On the other manus, the assessment book includes practical custodies on activities which help into prosecuting the kids more into the subject whilst making a richer acquisition environment and were constructs are easy understood and applied.Mentions:Chief Mention:Van de Walle, J.A ( 2007 ) Elementary and Middle School Mathematics. United States of America.Other MentionsNorthern Territor Government ( 2009 ) Mathematics Measurement Retrieved on ___________ from hypertext transfer protocol: //www.det.nt.gov.au/__data/assets/pdf_file/0018/2376/ntcf_maths_measurement.pdfProceduresDefinition:Proce dures fundamentally refers to the staging of a lesson so as the kids comprehend the mathematical construct easier. Scaffolding chiefly consists of oppugning and listening both from the instructor and the kids. Group work, brace work, category treatments, and custodies on activities are ways which the instructor can use for scaffolding.Critique of Assessment book:The Assessment Book offers a assortment of processs that kids can utilize to larn measuring. Teachers can happen unwritten inquiries which can be discussed as group activity in category. This encourages the kids to portion their ain consequence and clear up any jobs. After such verbal exercisings, the Assessment Book moves on to written exercisings. Here, scaffolding is rather apparent since after the kids work together in category, they will subsequently be invited to work separately. Activity 2 of the Assessment book ( Practice Activities ) kids are besides cognitively challenged since they are asked to believe, estimation and so, step to measure themselves whether they were got it right or incorrect. However, non all activities in the Assessment Book purpose to measure processs relevant to a twelvemonth 4 degree. For case, inquiry ( figure 1 ) ‘Do you think this line is 3cms, 30cms, or 300cms long ‘ does non necessitate any peculiar thought accomplishments since here we are covering with eight twelvemonth olds. A more appropriate activity would hold been if kids were given three measurings to take from, but with closer figures, for illustrations 30cms, 4cms, and 50cms. The remainder of the inquiries ( 2, 3 and 4 ) are appropriate for the twelvemonth 4 degree. Adding to this, we think the ‘Match the appropriate measuring to each object ‘ exercising is excessively simple for kids in twelvemonth 4, although one can still use it as a mental warm up it helps kids visualize and differentiate between the two basic units of measuring ( centimeter and m ) . The ‘Write the duplicate measuring ‘ exercising is non scaffolded since it does non construct on the old exercising. It would hold been wiser if there was a tabular array or simple exercisings which help in measuring the kid ‘s apprehension of how many centimetres there are in a metre, and how many meters there are in a kilometre. Hence, this exercising would hold been more effectual if it was given as the subject ‘s alteration activity in the Assessment Book as it covers all the 3 basic measurings.Critique of Text book:The text edition offers assorted processs for kids to larn and hold on the length ‘s construct. Some exercisings invite the kids to gauge and mensurate length, happening a distance in the schoolroom to fit the length given, happening objects to mensurate, composing how many meters or centimetres and happening the difference or adding up meters and centimetres. Therefore, as it can be seen from the afore-mentioned activities, the exercisin gs involve written and verbal undertakings and besides activities where kids are provoked to utilize their thought accomplishments. Childs are foremost introduced to centimetres, so to meters and so, a combination of the two. Hence, we think that the basic units of measuring are scaffolded for the kids to larn and hold better grok the subject.Compare and Contrast the Assessment Book with the Textbook.There is a sense of process in both books as the inquiries posed to the pupils are scaffolded harmonizing to their troubles, therefore every inquiries physiques on each other. math.ecnu.edu.cn/ †¦ /EARCOME3_LAU_NGEE % 20KIONG_TSG406 ( ) .doc – the web site can non be viewed on the cyberspace since it file extention is.doc, nevertheless if you want to see the web site we kindly ask you to entree this nexus hypertext transfer protocol: //www.google.com.mt/search? hl=mt & A ; source=hp & A ; biw=1259 & A ; bih=569 & A ; q=Furthermore % 2C+ideas+are+not+isolated+in+memory+but+are+organized+and+associated+with+the+natural+language+that+one+uses+and+the+situations+one+has+encountered+in+the+past. % E2 % 80 % 99+ % 28NCTM % 2C+1989 % 2C+p.+10 % 29, and entree the nexus titled Scaffolding Students ‘ acquisitionRyan.M ( 2003 ) . Classroom Tips For Teaching Measurement. Cited on: ____________ from hypertext transfer protocol: //www.primarymaths.ie/files/measurementtips.pdfProcedures ( Problem-Solving )Definition:â€Å" Leting the topic to be debatable agencies leting pupils to inquire why things are, to ask, to seek for solutions, and to decide incongruousnesss. It means that both the course of study and direction should get down with jobs, quandary, and inquiries for pupils. † Hiebert Er Al ( 1996, p.12 ) Van de WalleOrâ€Å" Good jobs can animate the geographic expedition of of import mathematical thoughts, raising continuity, and reenforce the demand to understand and utilize assorted schemes, mathematical belongingss, and relationships. Such wonts are of value non merely in the mathematics schoolroom, but besides in formal and informal acquisition and work environments throughout life. †( NCTM, 2000, p. 182 )Critique of Assessment Book:The Assessment book deficiency job work outing inquiries. Looking carefully at the inquiries in the assessment book we noticed that there are merely two job work outing inquiries. These are found under the heading ‘Oral inquiries ‘ and are inquiries figure 3 and 4. Here, the kids are required to happen the entire length of two pieces of strings and to happen the difference between the highs of two kids. Since these two inquiries are under the header of ‘Oral inquiries ‘ we thought that it wo uld hold been better if these inquiries were presented in a written mode as the kids might happen it difficult to retrieve the lengths when working it out. Afterwards the instructor can exchange the lesson to an unwritten manner where they can discourse the grounds for the methods used.Critique of Text Book:There are about five narrative amounts in the text edition, which we think are a spot disputing for eight twelvemonth old pupils. For case, on page 5, the kids have to research which routes from school they will necessitate to run, so as to run 1Km. We think, that this inquiry is misdirecting and the kids would happen it disputing if the instructor will non explicate it good. On page 7, there is another narrative amount about a puppy and how much did it turn each hebdomad. We besides think that this is disputing for the kids since they can acquire confused from where they are traveling to get down. We thought that this would be a possible manner, how the instructor can show this narrative amount to the kids: Teacher: What information was given? Student 1: That the puppy is 55cm long. It was 15cm long when it was born. That it is more than 2 hebdomads old but less than 10 hebdomads old and that it grows the same sum each hebdomad. Teacher: How can you cognize how much the puppy grew hebdomadally? Student 1: First I subtracted the puppy ‘s present length ( 55cm ) with the length when it was born ( 15cm ) . Then I divided the reply ( 40cm ) by 4 by test and mistake since I know the puppy is more than 2 hebdomads old but less than 10 hebdomads old, and got an reply of 10cm growing every hebdomad. Teacher: Who has a different reply? Student 2: I divided the puppy ‘s growing by 5cm and got an reply of 8cm growing per hebdomad. Teacher: How did you look into your reply? Student 2: I multiplied the puppy ‘s hebdomadal growing ( 5cm ) by the figure of hebdomads ( 8weeks ) and got 40cm ( the puppy ‘s present length ) . Teacher: How else can you look into the reply? Student 3: You can add 5cm + 5cm + 5cm + 5cm + 5cm + 5cm + 5cm + 5cm which makes 40cm ( the puppy ‘s present length ) Teacher: Who agrees? Why? Students: I do/I do n't OTHER PROBLEMS FROM PAGE 8Compare and Contrast the Assessment Book with the Textbook.Even though job resolution is seen in both the Assessment book and the Text book, we think that they are non scaffolded since they do non increase in trouble at every inquiry. The Assessment book has two job work outing amounts which are non hard for the kids to understand. However, narrative amounts found in the text edition are rather disputing for a twelvemonth 4 degree since they require a batch of believing accomplishments.Mentions:Thomas R. Post ( 1988 ) Teaching Mathematicss in Grades K-8 Allyn and Bacon, Inc Printed in the United States of AmericaChief Mention:Post, T.R ( 1988 ) Teaching Mathematicss in Grades K-8. United States of America. Allyn and Bacon, IncOther Mentions:Annenberg Foundation ( 2011 ) . Detecting Student Problem resolution. Cited on _________from hypertext transfer protocol: //www.learner.org/courses/teachingmath/grades3_5/session_03/section_01_b.htmlConnectionsDefintion:â€Å" linking mathematical thoughts includes associating new thoughts to associate thoughts considered antecedently. These connexions help pupils see mathematics as a incorporate organic structure of cognition instead than as a set of complexaˆÂ ¦concepts, processs and procedures. † ( ktieb ref )Critique of Assessment Book:Mathematicss should non be seen as a set of detached subjects but as a â€Å" web of closely connected thoughts † ( book ref ) . Such comparabilites amongst these connected thoughts are non easy perceived by the kids, and so they prompt for more account to reply the ‘why'/ Such equalities in the assorted mathematical content Fieldss ma make a sense of correctedness and linkage in the mathematical surveies. The assessment book nowadayss such connexions truly good. Exercises like exercising 1 under the header ‘ Practice activities ‘ , and the â€Å" Match the appropriate measuring to each object † exercising both provide chances for kids with exercisings affecting existent life state of affairss. This helps the kids to see what they are larning with their ain existent life state of affairss and environments, and therefore it further heighten their acquisition on what is being taught. The unwritten inquiries in the appraisal book besides aid in promoting and disputing kids for farther account of their new thoughts, from which they could develop new scheme grounded on old mathematical cognition.Critique of Textbook:The unity between assorted countries and mathematics is besides apparent in the text edition. It is full of existent life state of affairss to which the kids can associate such mathematical constructs. Such chances help kids to enrich larning in assorted countries. The ‘snake ‘ activity offers the chance to detect if the kids have understood that a fraction has an tantamount denary presentation. Other exercisings besides help pupils to pull their town with assorted paths they might utilize to walk from place to school during a societal surveies lesson. Children are so invited to cipher the distance traveled. Since Mathematics is non a standalone topic, instructors need to pre-plan such activities so that from such connexions, more chances for the enrichment of larning ar e provided.Compare and contrast Assessment book with text edition:Both books make a smooth connexion with other countries so that Mathematical countries are non seen isolated from others. Through the assorted job resolution exercises found on both books but chiefly in the text edition which involve probe, anticipation and measuring exercisings, kids are enabled to construct such procedures and integrate them with scientific discipline. Both books connect truly good with other subjects, but both books could hold provided exercisings with farther probe and geographic expedition of such mathematical constructs and besides supply more chances where kids are asked to explicate their schemes when gauging lengthsCommunication / RepresentationsDefinition:Communication is an indispensable tool for kids to understand mathematical constructs and for problem-solving. Communication consists of enriching the mathematical vocabulary so that the kids will happen it easier to pass on with each other in order to clear up inquiries, discourse a solution or discourse a job. Communication should non merely be between the instructor and the pupil, but besides between the kids themselves. Representation assists the kids to develop and pass on their thought accomplishments and stand for their ain solutions in assorted ways. Models and images aids the kids to understand and pass on better the consequences.Review if the Assessment Book:The ‘Oral inquiries ‘ ( Numberss 1-4 ) allows communicating to discourse the reply for each inquiries. Children can portion their thoughts of how they worked the inquiry out, to the remainder of the category. However, since they are ‘oral inquiries ‘ the kids do non hold the chance to stand for their working or diagrams that they used to acquire the reply. Hence, it lack representation. Page 2 of the Assessment book, involves written exercisings. Here, the kids do non hold the chance to discourse the replies as a group since they are required to compose down their replies in the infinite provided.Review of the text book:The text edition offers rather piquant illustrations that will assist the kids to understand the measuring construct good. Some of the exercisings, for case page 3 and 4 could be worked out in braces or groups. This will besides let sharing of thoughts through communicating. Here, they are required to happen objects, estimation and mensurate them. The activity found on page 5 where the kids has to see where they can run from school so as to make 1 Km has rather an engaging image which the kids can follow, even though the inquiry is a spot disputing for LOW ABILITY STUDENTS. The narrative amounts found on page 7 and 8 allow the kids to pull diagrams or write information in their ain manner so as to happen the reply. The replies can so be discussed as whole group.Compare and Contrast the Assessment Book with the Textbook.Both the Assessment book and the Text book offer the chance to the kids to discourse replies as a whole category, if they are used carefully by the instructor. However the Assessment books lacks a spot Communication since it merely has 4 inquiries to be discussed. Apart of this, both books lack utilizing theoretical accounts to stand for their reply.