Learning and Teaching Essay Example

Learning and Teaching Essay TASK 1 A critical analysis of an individual child’s observed learning behaviour during a teaching session and analysis of the implications for their further learning and their support needs (i. e. the TA’s possible role in supporting and developing further learning) (1500 words) INTRODUCTION This essay is about how I, as a teaching assistant (TA), develop my understanding of how my learners learn and develop. I will rename the teacher as Ms K and the students as student M throughout the context. I have been assisting Ms K in Year 2C class for 3 months. The subject of the observation is student M from Iran, whose learning I analysed during a 40 minutes English lesson. I have known the student for 3 months, and as treats me like a friend, is honest and open with me. He discusses his favourite movies, toys, games and even confides in me. I have noticed that he is loquacious and as I give him more time, he has a closer relationship with me as compared to Ms K. I tend to spend my time with my learners during breaks. I have never experienced problem communicating with student M as he is able to speak good English, although he sometimes struggles with reading and writing. We will write a custom essay sample on Learning and Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Janine Murphy ‘A teacher must be flexible and observant†¦Ã¢â‚¬â„¢ (2011), so as a TA, I feel I should be more observant of the strengths, interests and learning needs of my learners. STUDENT M’s BACKGROUND Student M is from Iran and is 8 years old. He is slightly overweight and one of the tallest in the class. He does not like to sit at the same place for a long time and he prefers waking around the class and dancing. I often see him bullying his friends, pushing them break, hitting them whenever he likes and also annoying them by singing loudly in class. He is quite sensitive when someone scolds him, but he never cries. He communicates well with other students and teachers. Moreover, he enjoys Physical Education (PE) and Dance most, as he gets to be more active and he works finely in group activities. He seems to hate English and this is maybe due to the way Ms K delivers her lessons which may not be able to conducive to his kinaesthetic learning style. The majority of the students in 2C class also seem to have a kinaesthetic style. According to David Glen â€Å"Almost certainly, you were told that your instruction should match your students learning styles†¦Now four psychologists argue that you were told wrong. There is no strong scientific evidence to support the â€Å"matching† idea†¦Ã¢â‚¬  (2009) I totally do not agree with that statement because I feel that by complying the needs of a learner will actually make them more interested to learn something rather than just wasting time in a place where they do not like. There are for 4 aspects I have observed, learning style: 1. Personality and Learning style 2. Experience and interest 3. Stage of development 4. Abilities DEFINATION OF KINAESTHETIC We keep hearing things like, â€Å"My mind works better when I’m doing something physical, like running or walking. â€Å"I like spending all my free time in the open air. † â€Å"I enjoy working with my hands. † All these form kinaesthetic intelligence. According to Ian Ducket â€Å"Kinaesthetic learners usually tend to remember things that they do and experience and may tend to tap their pencil or pen during a lesson†¦Ã¢â‚¬  (n. d) As a TA I would try my best to make sure my learners will experience a perfect learning environment with suitable resources used to help them to understand more effectively. According to learning specialist,  Pat Wyman, M. A. , concept †¦is the importance of matching input and  output in teaching. For example, it  may be obvious to  anyone that a child cannot acquire the skill of swimming  (output) by reading  about it in a book. He has to get in the water and practice the  skill (input)†¦Ã¢â‚¬  (2012) LESSON DELIVERED BY MS K ON 14/112011 FROM 10. 40am – 11. 20am I have chosen English lesson to observe and it is a teaching session of one period which is equivalent to 40 minutes Time| Record of Observation| 10. 40am – 10. 55am| Ms K entered the class and ordered them to sit on the floor in front of her. Then she did a recall session with them based on what they previously learnt, but I noticed student M was not paying attention as he was talking and singing to himself. Ms K read them a story titled ‘Secret’ from their Fitzroy book. The story is about a boy who cannot keep secrets and ends up destroying himself. Ms K told student M to be quite. However, he didn’t take notice, so, I decided to sit next to him on the floor. I was helping him to read the story step by step, as I am aware of his limited reading ability. However, he was not interested in reading, so I briefly explained about the story to him. I used examples and face expressions which engaged him and he even gave examples related to his experience. | 10. 55am – 11. 10am| After reading them the story, Ms K asked them to sit at their desks and wrote 5 questions on the whiteboard. All the students were required to copy the questions into their exercise book. Rather than, copying the questions, student M was busy doodling in his book. According to Shelley Vernon  Ã¢â‚¬Å"†¦Kinaesthetic learners are often the students who just dont get what youre trying to teach in a traditional lecture or worksheet based lesson. Kinaesthetic learners take in information best when they use their whole bodies to complete practice exercises†¦Ã¢â‚¬ Ã‚  (2008) Ms K tried her best to persuade him to copy the questions, but in vain. He did copy a few letters as Ms K observed him, but once she left, he continued drawing and started singing again. Ms K told him if he does it again she will complain to his mother. Instead of obeying her, he replied saying that his mother was scared of him and he had even hit his mother before. He also stated that his dad does not say anything to him. I helped him to spell the words so it would be easier for him to write. In order to gauge his level. I asked him to write down the alphabets. From the result, it was clear that student M (the name of the students is not written for the anonymity of the institution, students and staff) does not know all the alphabets, and if the letters he knew, he wrote some upside down. Eventually, he did copy the questions but did not answer them due to a shortage of time. | 11. 10am – 11. 20am| Next, Ms K asked them to sit again on the floor in front of her to go through the answer with them. She picked a few students to read out their answers. One of those was student M who surprisingly answered the question correctly. Ms K did correct a few students who answered wrongly. At the end of the period, Ms K collected all the books to be marked. | WHAT COULD I HAVE DONE TO SUPPORT THE LEARNERS As a TA I would never make my learners feel scared of me because this will cause them to not share their problems with me. I would also sit with them and guide them to do their work and if there is having any doubt, I will always be there to clear their confusion. However, I would make sure that the class environment is suitable with the needs of my learners such as I have decorated the class with more pictures as I know that my learners prefer to see rather than reading. According to Terry Farwell â€Å"Once students understand their learning styles, they can better adapt to their learning environment†¦Ã¢â‚¬  (2012). Since I know it is impossible to expect them to sit quietly for long and listen to something without experiencing it physically so it is better to give them tools and equipment to use in class. Rather than stopping them from moving, it is better to let their bodies build up through expression, enabling them to grow up into inspired individuals. WHAT I WOULD HAVE DONE AS A TEACHER Since I know that student M is a kinaesthetic learner, I would have created a lesson plan which involved more moving activity. According to Erin, â€Å"While some students can learn effectively through quiet study, others gain the most information through active learning activities. If you are charged with the task of teaching English to a kinaesthetic learner, you can increase the effectiveness of the lessons you offer by mixing movement into your learning activities†¦Ã¢â‚¬  (2012) At the beginning of the lesson I would have read them the story then I asked them to do role play in 4 groups where every group had a peer guide to guide the weaker ones. This way, student M would have had the chance to show off his talent, move around and talk loudly as he loves to. Once they had performed their role play, I would have asked them to remain in their groups and called every group leader to come forward to choose a question. They are required to show their answer in the form of a picture or drawing. According to Elizabeth, she stated â€Å"†¦kinaesthetic learners sometimes process information such as class notes better by drawing pictures than by writing words. Kinaesthetic learners may need to draw models, write in different colours if taking text notes and use highlighters to help them concentrate†¦Ã¢â‚¬  (2011). Thus, this would give student M the opportunity to show his talent at drawing. Furthermore, this activity would not only have benefited student M; it will also benefit other students as well since they all love colouring. Finally, every group would present their drawing and explain their answer to the class. Elizabeth also stated that â€Å"Allow kinaesthetic learners to assess orally through simple answers, presentations, poems or songs†¦Ã¢â‚¬ (2011) and I have to agree with her statements. Student M would learn the story twice and thus improve his thinking and imagining skills. I have also noticed that Ms K does not like any interruption when she is teaching even if students want to ask questions. If I were the teacher I would have given students the opportunity to ask questions, on condition that if they wish to ask a question they must first raise their hands and get permission. Ms K told me the reason she wants them to copy the questions is because she wants them to improve their writing and at the same time memorize the spelling. I feel it is a good practice but unfortunately it does not fit the learning style of student M. CONCLUSION I HAVE MADE I feel that as a teacher assistant (TA), it is my responsibility to make sure that every learner gains something from a lesson, since I believe that the teacher is busy and she cannot give individual attention to all 19 students. Overall, I believe that as a TA, I will help student M to develop his skills by guiding him during learning session. I will try to divide my time equally everyday to all my learners so that no one will be left out. Albert Einstein once stated that â€Å"†¦he felt it in his muscles, when he was thinking about something that later proved to be very significant. This heightened kinesthetic sense tells us that helping develop this kinesthetic sensitivity from an early age, instead of suppressing it, will help people turning out to be more creative individuals†¦Ã¢â‚¬  (2008) As a conclusion, I agree with Albert Einstein and I am also applying it in my role to support my learners. Furthermore, it is my responsibility to make sure my learners are in ease when the learning session is going on. REFERENCING Ducket, Ian. , (n. d) Effective Practice: Learning styles and their application for effective learning, Available at: http://www. itslifejimbutnotasweknowit. rg. uk/files/LearningStyles. pdf (date accessed: 05/01/2012) Farwell, Terry. , (2000 – 2012) Family Education: Visual, Auditory, Kinesthetic Learners, Available at: http://school. familyeducation. com/intelligence/teaching-methods/38519. html (date accessed: 09/01/2012) Glen, David. , (2009) Matching Teaching Style to Learning Style May Not Help Students, Available at: http://c hronicle. com/article/Matching-Teaching-Style-to/49497/ (date accessed: 03/01/2012) Guffanti, Stephen. , (2011) Learning Styles: What Does It Feels Like To Be A Kinesthetic Learner, Available at: http://www. howtolearn. om/2011/11/learning-styles-what-does-it-feel-like-to-be-a-kinesthetic-learner (date accessed: 10/01/2012) Hasan, (2008) ‘Understanding Kinesthetic Intelligence! ’ , Reaction Of Society, Available at: http://www. dirjournal. com/guides/understanding-kinesthetic-intelligence/ (date accessed: 12/01/2012) Murphy, Janine. , (2011) What Types of Communication Are Used in Teaching? , Available at: http://www. ehow. com/info_8420301_types-communications-used-teaching. html (date accessed: 25/12/2011) Schreiner, Erin. , (1999 – 2012) How to Teach English to Kinesthetic Learners, Available at: http://www. how. com/how_6914515_teach-english-kinesthetic-learners. html (date accessed: 10/01/2012) Stover, Elizabeth. , (2011) Adaptations for Kinesthetic Learners , Available at:: http://www. ehow. com/info_8718466_adaptations-kinesthetic-learners. html (date accessed: 12/01/2012) Vernon, Shelley. , (2006 – 2012) Teaching English Games: How to Teach English For Different Learning Styles, Available at: http://www. teachingenglishgames. com/Articles/Learning_Styles. htm (date accessed: 09/01/2012) TABLE OF CONTENT FOR TASK 2 No | Topic / Area| Page| 1. | Introduction| 14 | 2. | Learner’s Background| 15 | 3. How have I plan my lesson relate to my learners needs| 15 – 16 | 4. | Session plan for learning session of 120 minutes| 16 – 18 | 5. | How do I make sure that learning has take place| 19 | 6. | Evaluation of my lesson plan| 20 – 21 | 7. | Conclusion I have made| 21| 8. | Reference| 22 – 23 | 9| Appendix| 24 – 32 | TASK 2 Plan and deliver a lesson in a core subject for a group of mixed ability pupils, ensuring that all are able to access learning through the use of a range of teaching strategie s and resources. Include assessment opportunities and personalised provision as appropriate. Assess the learning that took place and evaluate the effectiveness of the planning and issues raised for consideration in future planning. The plan will form an appendix. The school’s preferred planning format can be used. INTRODUCTION This essay is about me, planning and delivering a Mathematics lesson for a group of mixed ability pupils for class PYP 1. PYP stands for Primary Year Programme. I have made sure that all my learners are able to access learning through the use of a range of teaching strategies and resources. I have also given them assessment to know their level of knowledge and how effective is my teaching towards them. As it is stated in the webpage of University of Western Australia â€Å"Assessment is that part of the learning process used to better understand the current knowledge that a student possesses†¦Ã¢â‚¬  (Anon. , 2001) I will rename my mentor as Ms R throughout the context. I have been assisting Ms R for 3 months and I have gained a lot of knowledgeable information from Ms R. I planned my lesson by not repeating the mistakes done by Ms R since I have been observing her for 3 months and I have learnt the face expression and how they react towards learning. LEARNERS BACKGROUND PYP 1 students are 5 years old to 7 years old and they are from mixed countries. There are 19 students in this class and they have well spoken English. Since I know the type of learners I am handling with which I realised they are mostly kinaesthetic and visual learners so I will conduct an activity that requires them to move around such as swapping their places with their friends. In addition, I will also choose the materials I am going to use according to my learners needs so that they will feel comfortable during my session and will concentrate on their learning. I have identified the needs of my learners by conducting a diagnostic meeting and also observing them in the class when they are learning. I realised that they prefer to talk rather than listening and most of my learners prefer to learn by doing a moving activity. Every morning I am instructed by Ms R to collect their work book, while arranging their books I will check it before I hand it to Ms R and I usually will have a short conversation about our learners every morning. According to Kimberly Olver, the meaning of diagnostic meeting is â€Å"†¦which is concerned with how well the students understand the concepts of a particular part of the curriculum†¦Ã¢â‚¬  (2012) HOW HAVE I PLAN MY LESSON RELATE TO MY LEARNERS NEEDS I have designed learning activities relate the learner needs by using ‘match and stretch’ method so that all the students will have the opportunity to fulfil their needs since not all the students requires the same learning style. Such as I will have more of visual r and kinaesthetic style of learning since the majority of my learners prefer not to read or listen but I will also have short activity involving reading complying the needs of other learners. There will be group activity and single activity I plan so that I will know their abilities on the subject and get to know my learner needs better. As it is stated that, To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective†¦Ã¢â‚¬  (Anon. , n. d. ) The meaning of ‘match’ is when I comply with their needs of learning and the meaning of ‘stretch’ is when I go against their opposite needs. Such as, I give them quizzes using a projector and kinaesthetic learners will feel ‘stretch’ but will ‘match’ the visual learners. It is stated that â€Å"A learning stretch is defined as the demonstration of knowledge and research over and beyond previously learned material† (Anon. , n. d) There are quizzes (refer to appendix) and activity using projector. This will benefit the visual learners as they prefer to see pictures rather than reading. Furthermore, the worksheet that they will have to attempt requires them to move around. Such as, there will be 4 groups and each group will be located at a different area in the class and they have to swap places with another group in order to answer a new worksheet. SESSION PLAN FOR LEARNING SESSION OF 120 MINUTES Session title| Additions : two digit numbers with tens| Aim| To understand and able to solve mathematical addition involving two digit numbers by themselves| Learning objectives| By the end of the lesson, the students will be able to solve addition involving to two digit numbers in many kind of ways within 30 minutes| Plan Time| Teacher Activity| Learner Activity| Differentiation| Assessment| Materials / Resources| 5 minutes| Teacher recalls what is single and double digit is all about and provides a few examples for the students. Student listens to teacher and tries to understand. | I target prepared open and closed questions at students of my choice. This exercise will give me instant feedback on the quality of their previous lesson knowledge. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher asks students to come out and give example of addition that they have learnt previously and then teacher will choose a student to answer the question. | Student engages with teacher and other students when creating their own questions in front of the class. Students should be alert and prepare with answers because they might be the chosen one to solve the question. | Students will understand more when their peer provides examples and explain how to solve it because this will help the weaker students. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher divides the students into 4 groups consist of 5 people and every group has a peer guide. Teacher tells them that there are 3 worksheet and what each group is require to do and explain the instruction of the worksheets. They will be ask to finish each activity within 10 minutes. Students cooperate with the teacher by listening to her instruction and quietly move to the tables. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Questionnaire | N/A| 30 minutes| Teacher shows where the needle of t he watch will be after 10 minutes and they have to stop doing and swap their place to another table where there is another sheet of question paper with a different type of question. Students view the clock on the wall while the teacher shows them when they should swap their places to proceed to the next activity. They start doing their worksheet in couples. | Record the achievement of each of my student, in particular who surprised me by being more or less able than I thought? | Group discussion and colouring the correct answer. | * Worksheet * Counters * Number cards * Number charts to 100 * Colour pencils| 10 minutes| Teacher collects the worksheets and asks the students to gather and ask them question based on what they have learnt. Students attempts to answer question given by teacher, based on their level of understanding from what student has learnt. | I will give them feedback on their worksheet which I have observed them doing so that they can improve themselves. | Discussio n and Questionnaire | * Whiteboard * Marker| 20 minutes| Teacher shows slides and examples of question and how to solve it. Teacher divides the students into 4 groups and starts a fun addition game with the students. | Students views slides shown by teacher. If unclear, students are supposed to ask teacher. Student engages with teacher and other students when playing the subtraction game. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Discussion and Questionnaire. | * Projector * Google search * Questions on quizzes(www. mathsisfun. com)| HOW DO I MAKE SURE THAT LEARNING HAS TAKE PLACE In order for me to succeed in making my learners to learn, I would need the learners to be reflectors. As it is stated in the webpage of Campaign For Learning â€Å"Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own† (Anon. , n. d) I would need them to reflect onto anything that they do not understand so that I will be able to help them. On the other hand, the students should also be good communicators. As they are many activities planned, I am hoping for the students to also engage well in all activities. According to Penelope Eckert â€Å"†¦engaged learning occurs when people appropriate the learning process in the service of their goals as individuals and as members of society † (n. d) To ensure that the element of active learning which are talking and listening, writing, reading, and reflecting has taken place, I will do summative assessment with them such as quiz and questionnaire based on what I have taught them. At the end, I will conclude what they have learnt since I know their level of knowledge since I have asked them questions before I start my lesson. As it stated in the webpage of University of Michigan, the meaning of active learning is define as â€Å"†¦a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content†¦Ã¢â‚¬  (n. d). EVALUATION OF MY LESSON PLAN First and foremost, I will self-evaluate myself after I have delivered my lesson. I will also need the help of my learners and Ms R since she is the mentor. I completed a session with my learner’s form where I obtained oral feedback from them. I asked them a few questions to complete the session. As for my Ms R, I would evaluate my lesson after she completes the observation reports and also some oral feedback. I had one-to-one session with Ms R to improve myself as a teacher and I believe that Ms R has given me a lot of beneficial advice. As it is stated that evaluation can be in the form of, â€Å"Formal and informal†¦formal evaluation done after instruction-testing-confirms whether the teacher and students have successfully accomplished the objectives, but its results often come too late to do the students much good†¦. Informal evaluation done during instruction is often the most useful and influential type. † (Anon. , n. d) I agree with the statement. I should always consider three levels of evaluation which is: * How did my learners react to the activity? * What did my learners learn from the activity? * How are my learners performing their role differently? Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow of my learners as possible. I faced minor problems while delivering my lesson as I am very new to teaching. One of the problems I faced was giving instruction. According to Susana Maria Li Ruso â€Å"It is essential for teachers to develop an awareness of the importance of clear oral instructions for good class management. † (2002-2003) Ms R told me that I should learn to give a simple instruction since my learners are very young so I have taken her advice and try to improve myself in future. I have attached my observation of feedback, observation of review and observation report done by Ms R as appendix. CONCLUSION I HAVE MADE Since I am trying my best to improve myself as teacher, I would always learn from mistakes that I have made and other teacher’s mistakes that I have been observing. I believe there is always space for improvement so I will never let anything to put me down as teacher to support my learners. Moreover, as a TA who fosters positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs. Such as, my learners will always confront me if they have any problem at home or at school. As it is stated in the webpage of American Psychological Association,   Ã¢â‚¬Å"If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn†¦Ã¢â‚¬  (2012). REFERENCING American Psychological Association (2012) Improving Students Relationships with Teachers to Provide Essential Support for Learning, Available at: http://www. apa. org/education/k12/relationships. aspx, (date accessed: 12/01/2012) Arthur, F. (n. d) University Of Michigan: Teaching Strategies: Active Learning, Available at: http://www. crlt. umich. edu/tstrategies/tsal. php, (date accessed: 10/01/2011) Campaign For Learning (n. d) Reflectors, Available at: http://www. campaign-for-learning. org. uk/cfl/yourlearning/whatlearner/reflector. asp (date accessed: 11/01/2012) Eckert, Penelope. (n. d: 6), The School of Engaged Learners: Students Are Engaged Learners, Available at: http://www. stanford. edu/~eckert/PDF/SasCEL. pdf, (date accessed: 11/01/2012) EGHS Senior Project, (n. d) What is a Learning Stretch? Available at: https://sites. google. com/site/eghsseniorproject/what-is-a-learning-stretch (date accessed: 10/01/2012) Evaluation (n. d) Evaluation, Available at: http://linguistics. byu. edu/faculty/henrichsenl/lessonplanning/lp_14. html, (date accessed: 07/01/2012) Homeport Training Norfolk, Virginia (n. d) Developing The Lesson Plan: The Importance of a Lesson Plan, Available at: http://www. mysdcc. sdccd. edu/Norfolk_Homeport_Training/Instructor_Info/Importance_of_a_Lesson_Plan. htm (date accessed: 10/01/2012) Liruso, Susana Maria (2002 – 2003) ‘Giving Oral Feedback to EFL Young Learners’ Abstract, pp. 38, Available at: http://www. encuentrojournal. org/textos/13. 13. pdf, (date accessed: 10/01/2012) Olver, Kimberly. , (2012) Article for Teachers: Class Meetings, Available at: http://www. eslteachersboard. com/cgi-bin/articles/index. pl? page=3;read=3554 (date accessed: 09/01/2012) University of Western Australia (2001) Outcomes Based Education and Assessment at UWA, Available at: http://www. catl. uwa. edu. au/__data/page/77897/OBE_and_Assessment. pdf (date accessed: 08/01/20 12) Learning and Teaching Essay Example Learning and Teaching Essay TASK 1 A critical analysis of an individual child’s observed learning behaviour during a teaching session and analysis of the implications for their further learning and their support needs (i. e. the TA’s possible role in supporting and developing further learning) (1500 words) INTRODUCTION This essay is about how I, as a teaching assistant (TA), develop my understanding of how my learners learn and develop. I will rename the teacher as Ms K and the students as student M throughout the context. I have been assisting Ms K in Year 2C class for 3 months. The subject of the observation is student M from Iran, whose learning I analysed during a 40 minutes English lesson. I have known the student for 3 months, and as treats me like a friend, is honest and open with me. He discusses his favourite movies, toys, games and even confides in me. I have noticed that he is loquacious and as I give him more time, he has a closer relationship with me as compared to Ms K. I tend to spend my time with my learners during breaks. I have never experienced problem communicating with student M as he is able to speak good English, although he sometimes struggles with reading and writing. We will write a custom essay sample on Learning and Teaching specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Learning and Teaching specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Janine Murphy ‘A teacher must be flexible and observant†¦Ã¢â‚¬â„¢ (2011), so as a TA, I feel I should be more observant of the strengths, interests and learning needs of my learners. STUDENT M’s BACKGROUND Student M is from Iran and is 8 years old. He is slightly overweight and one of the tallest in the class. He does not like to sit at the same place for a long time and he prefers waking around the class and dancing. I often see him bullying his friends, pushing them break, hitting them whenever he likes and also annoying them by singing loudly in class. He is quite sensitive when someone scolds him, but he never cries. He communicates well with other students and teachers. Moreover, he enjoys Physical Education (PE) and Dance most, as he gets to be more active and he works finely in group activities. He seems to hate English and this is maybe due to the way Ms K delivers her lessons which may not be able to conducive to his kinaesthetic learning style. The majority of the students in 2C class also seem to have a kinaesthetic style. According to David Glen â€Å"Almost certainly, you were told that your instruction should match your students learning styles†¦Now four psychologists argue that you were told wrong. There is no strong scientific evidence to support the â€Å"matching† idea†¦Ã¢â‚¬  (2009) I totally do not agree with that statement because I feel that by complying the needs of a learner will actually make them more interested to learn something rather than just wasting time in a place where they do not like. There are for 4 aspects I have observed, learning style: 1. Personality and Learning style 2. Experience and interest 3. Stage of development 4. Abilities DEFINATION OF KINAESTHETIC We keep hearing things like, â€Å"My mind works better when I’m doing something physical, like running or walking. â€Å"I like spending all my free time in the open air. † â€Å"I enjoy working with my hands. † All these form kinaesthetic intelligence. According to Ian Ducket â€Å"Kinaesthetic learners usually tend to remember things that they do and experience and may tend to tap their pencil or pen during a lesson†¦Ã¢â‚¬  (n. d) As a TA I would try my best to make sure my learners will experience a perfect learning environment with suitable resources used to help them to understand more effectively. According to learning specialist,  Pat Wyman, M. A. , concept †¦is the importance of matching input and  output in teaching. For example, it  may be obvious to  anyone that a child cannot acquire the skill of swimming  (output) by reading  about it in a book. He has to get in the water and practice the  skill (input)†¦Ã¢â‚¬  (2012) LESSON DELIVERED BY MS K ON 14/112011 FROM 10. 40am – 11. 20am I have chosen English lesson to observe and it is a teaching session of one period which is equivalent to 40 minutes Time| Record of Observation| 10. 40am – 10. 55am| Ms K entered the class and ordered them to sit on the floor in front of her. Then she did a recall session with them based on what they previously learnt, but I noticed student M was not paying attention as he was talking and singing to himself. Ms K read them a story titled ‘Secret’ from their Fitzroy book. The story is about a boy who cannot keep secrets and ends up destroying himself. Ms K told student M to be quite. However, he didn’t take notice, so, I decided to sit next to him on the floor. I was helping him to read the story step by step, as I am aware of his limited reading ability. However, he was not interested in reading, so I briefly explained about the story to him. I used examples and face expressions which engaged him and he even gave examples related to his experience. | 10. 55am – 11. 10am| After reading them the story, Ms K asked them to sit at their desks and wrote 5 questions on the whiteboard. All the students were required to copy the questions into their exercise book. Rather than, copying the questions, student M was busy doodling in his book. According to Shelley Vernon  Ã¢â‚¬Å"†¦Kinaesthetic learners are often the students who just dont get what youre trying to teach in a traditional lecture or worksheet based lesson. Kinaesthetic learners take in information best when they use their whole bodies to complete practice exercises†¦Ã¢â‚¬ Ã‚  (2008) Ms K tried her best to persuade him to copy the questions, but in vain. He did copy a few letters as Ms K observed him, but once she left, he continued drawing and started singing again. Ms K told him if he does it again she will complain to his mother. Instead of obeying her, he replied saying that his mother was scared of him and he had even hit his mother before. He also stated that his dad does not say anything to him. I helped him to spell the words so it would be easier for him to write. In order to gauge his level. I asked him to write down the alphabets. From the result, it was clear that student M (the name of the students is not written for the anonymity of the institution, students and staff) does not know all the alphabets, and if the letters he knew, he wrote some upside down. Eventually, he did copy the questions but did not answer them due to a shortage of time. | 11. 10am – 11. 20am| Next, Ms K asked them to sit again on the floor in front of her to go through the answer with them. She picked a few students to read out their answers. One of those was student M who surprisingly answered the question correctly. Ms K did correct a few students who answered wrongly. At the end of the period, Ms K collected all the books to be marked. | WHAT COULD I HAVE DONE TO SUPPORT THE LEARNERS As a TA I would never make my learners feel scared of me because this will cause them to not share their problems with me. I would also sit with them and guide them to do their work and if there is having any doubt, I will always be there to clear their confusion. However, I would make sure that the class environment is suitable with the needs of my learners such as I have decorated the class with more pictures as I know that my learners prefer to see rather than reading. According to Terry Farwell â€Å"Once students understand their learning styles, they can better adapt to their learning environment†¦Ã¢â‚¬  (2012). Since I know it is impossible to expect them to sit quietly for long and listen to something without experiencing it physically so it is better to give them tools and equipment to use in class. Rather than stopping them from moving, it is better to let their bodies build up through expression, enabling them to grow up into inspired individuals. WHAT I WOULD HAVE DONE AS A TEACHER Since I know that student M is a kinaesthetic learner, I would have created a lesson plan which involved more moving activity. According to Erin, â€Å"While some students can learn effectively through quiet study, others gain the most information through active learning activities. If you are charged with the task of teaching English to a kinaesthetic learner, you can increase the effectiveness of the lessons you offer by mixing movement into your learning activities†¦Ã¢â‚¬  (2012) At the beginning of the lesson I would have read them the story then I asked them to do role play in 4 groups where every group had a peer guide to guide the weaker ones. This way, student M would have had the chance to show off his talent, move around and talk loudly as he loves to. Once they had performed their role play, I would have asked them to remain in their groups and called every group leader to come forward to choose a question. They are required to show their answer in the form of a picture or drawing. According to Elizabeth, she stated â€Å"†¦kinaesthetic learners sometimes process information such as class notes better by drawing pictures than by writing words. Kinaesthetic learners may need to draw models, write in different colours if taking text notes and use highlighters to help them concentrate†¦Ã¢â‚¬  (2011). Thus, this would give student M the opportunity to show his talent at drawing. Furthermore, this activity would not only have benefited student M; it will also benefit other students as well since they all love colouring. Finally, every group would present their drawing and explain their answer to the class. Elizabeth also stated that â€Å"Allow kinaesthetic learners to assess orally through simple answers, presentations, poems or songs†¦Ã¢â‚¬ (2011) and I have to agree with her statements. Student M would learn the story twice and thus improve his thinking and imagining skills. I have also noticed that Ms K does not like any interruption when she is teaching even if students want to ask questions. If I were the teacher I would have given students the opportunity to ask questions, on condition that if they wish to ask a question they must first raise their hands and get permission. Ms K told me the reason she wants them to copy the questions is because she wants them to improve their writing and at the same time memorize the spelling. I feel it is a good practice but unfortunately it does not fit the learning style of student M. CONCLUSION I HAVE MADE I feel that as a teacher assistant (TA), it is my responsibility to make sure that every learner gains something from a lesson, since I believe that the teacher is busy and she cannot give individual attention to all 19 students. Overall, I believe that as a TA, I will help student M to develop his skills by guiding him during learning session. I will try to divide my time equally everyday to all my learners so that no one will be left out. Albert Einstein once stated that â€Å"†¦he felt it in his muscles, when he was thinking about something that later proved to be very significant. This heightened kinesthetic sense tells us that helping develop this kinesthetic sensitivity from an early age, instead of suppressing it, will help people turning out to be more creative individuals†¦Ã¢â‚¬  (2008) As a conclusion, I agree with Albert Einstein and I am also applying it in my role to support my learners. Furthermore, it is my responsibility to make sure my learners are in ease when the learning session is going on. REFERENCING Ducket, Ian. , (n. d) Effective Practice: Learning styles and their application for effective learning, Available at: http://www. itslifejimbutnotasweknowit. rg. uk/files/LearningStyles. pdf (date accessed: 05/01/2012) Farwell, Terry. , (2000 – 2012) Family Education: Visual, Auditory, Kinesthetic Learners, Available at: http://school. familyeducation. com/intelligence/teaching-methods/38519. html (date accessed: 09/01/2012) Glen, David. , (2009) Matching Teaching Style to Learning Style May Not Help Students, Available at: http://c hronicle. com/article/Matching-Teaching-Style-to/49497/ (date accessed: 03/01/2012) Guffanti, Stephen. , (2011) Learning Styles: What Does It Feels Like To Be A Kinesthetic Learner, Available at: http://www. howtolearn. om/2011/11/learning-styles-what-does-it-feel-like-to-be-a-kinesthetic-learner (date accessed: 10/01/2012) Hasan, (2008) ‘Understanding Kinesthetic Intelligence! ’ , Reaction Of Society, Available at: http://www. dirjournal. com/guides/understanding-kinesthetic-intelligence/ (date accessed: 12/01/2012) Murphy, Janine. , (2011) What Types of Communication Are Used in Teaching? , Available at: http://www. ehow. com/info_8420301_types-communications-used-teaching. html (date accessed: 25/12/2011) Schreiner, Erin. , (1999 – 2012) How to Teach English to Kinesthetic Learners, Available at: http://www. how. com/how_6914515_teach-english-kinesthetic-learners. html (date accessed: 10/01/2012) Stover, Elizabeth. , (2011) Adaptations for Kinesthetic Learners , Available at:: http://www. ehow. com/info_8718466_adaptations-kinesthetic-learners. html (date accessed: 12/01/2012) Vernon, Shelley. , (2006 – 2012) Teaching English Games: How to Teach English For Different Learning Styles, Available at: http://www. teachingenglishgames. com/Articles/Learning_Styles. htm (date accessed: 09/01/2012) TABLE OF CONTENT FOR TASK 2 No | Topic / Area| Page| 1. | Introduction| 14 | 2. | Learner’s Background| 15 | 3. How have I plan my lesson relate to my learners needs| 15 – 16 | 4. | Session plan for learning session of 120 minutes| 16 – 18 | 5. | How do I make sure that learning has take place| 19 | 6. | Evaluation of my lesson plan| 20 – 21 | 7. | Conclusion I have made| 21| 8. | Reference| 22 – 23 | 9| Appendix| 24 – 32 | TASK 2 Plan and deliver a lesson in a core subject for a group of mixed ability pupils, ensuring that all are able to access learning through the use of a range of teaching strategie s and resources. Include assessment opportunities and personalised provision as appropriate. Assess the learning that took place and evaluate the effectiveness of the planning and issues raised for consideration in future planning. The plan will form an appendix. The school’s preferred planning format can be used. INTRODUCTION This essay is about me, planning and delivering a Mathematics lesson for a group of mixed ability pupils for class PYP 1. PYP stands for Primary Year Programme. I have made sure that all my learners are able to access learning through the use of a range of teaching strategies and resources. I have also given them assessment to know their level of knowledge and how effective is my teaching towards them. As it is stated in the webpage of University of Western Australia â€Å"Assessment is that part of the learning process used to better understand the current knowledge that a student possesses†¦Ã¢â‚¬  (Anon. , 2001) I will rename my mentor as Ms R throughout the context. I have been assisting Ms R for 3 months and I have gained a lot of knowledgeable information from Ms R. I planned my lesson by not repeating the mistakes done by Ms R since I have been observing her for 3 months and I have learnt the face expression and how they react towards learning. LEARNERS BACKGROUND PYP 1 students are 5 years old to 7 years old and they are from mixed countries. There are 19 students in this class and they have well spoken English. Since I know the type of learners I am handling with which I realised they are mostly kinaesthetic and visual learners so I will conduct an activity that requires them to move around such as swapping their places with their friends. In addition, I will also choose the materials I am going to use according to my learners needs so that they will feel comfortable during my session and will concentrate on their learning. I have identified the needs of my learners by conducting a diagnostic meeting and also observing them in the class when they are learning. I realised that they prefer to talk rather than listening and most of my learners prefer to learn by doing a moving activity. Every morning I am instructed by Ms R to collect their work book, while arranging their books I will check it before I hand it to Ms R and I usually will have a short conversation about our learners every morning. According to Kimberly Olver, the meaning of diagnostic meeting is â€Å"†¦which is concerned with how well the students understand the concepts of a particular part of the curriculum†¦Ã¢â‚¬  (2012) HOW HAVE I PLAN MY LESSON RELATE TO MY LEARNERS NEEDS I have designed learning activities relate the learner needs by using ‘match and stretch’ method so that all the students will have the opportunity to fulfil their needs since not all the students requires the same learning style. Such as I will have more of visual r and kinaesthetic style of learning since the majority of my learners prefer not to read or listen but I will also have short activity involving reading complying the needs of other learners. There will be group activity and single activity I plan so that I will know their abilities on the subject and get to know my learner needs better. As it is stated that, To ensure the greatest probability of learning, we must carefully select and arrange activities that will produce the desired learning outcomes in our students. Only through careful planning can we be certain that we include all necessary information and have our lesson plan properly organized to achieve the lesson objective†¦Ã¢â‚¬  (Anon. , n. d. ) The meaning of ‘match’ is when I comply with their needs of learning and the meaning of ‘stretch’ is when I go against their opposite needs. Such as, I give them quizzes using a projector and kinaesthetic learners will feel ‘stretch’ but will ‘match’ the visual learners. It is stated that â€Å"A learning stretch is defined as the demonstration of knowledge and research over and beyond previously learned material† (Anon. , n. d) There are quizzes (refer to appendix) and activity using projector. This will benefit the visual learners as they prefer to see pictures rather than reading. Furthermore, the worksheet that they will have to attempt requires them to move around. Such as, there will be 4 groups and each group will be located at a different area in the class and they have to swap places with another group in order to answer a new worksheet. SESSION PLAN FOR LEARNING SESSION OF 120 MINUTES Session title| Additions : two digit numbers with tens| Aim| To understand and able to solve mathematical addition involving two digit numbers by themselves| Learning objectives| By the end of the lesson, the students will be able to solve addition involving to two digit numbers in many kind of ways within 30 minutes| Plan Time| Teacher Activity| Learner Activity| Differentiation| Assessment| Materials / Resources| 5 minutes| Teacher recalls what is single and double digit is all about and provides a few examples for the students. Student listens to teacher and tries to understand. | I target prepared open and closed questions at students of my choice. This exercise will give me instant feedback on the quality of their previous lesson knowledge. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher asks students to come out and give example of addition that they have learnt previously and then teacher will choose a student to answer the question. | Student engages with teacher and other students when creating their own questions in front of the class. Students should be alert and prepare with answers because they might be the chosen one to solve the question. | Students will understand more when their peer provides examples and explain how to solve it because this will help the weaker students. | Discussion and Questionnaire| * Whiteboard * Marker | 5 minutes| Teacher divides the students into 4 groups consist of 5 people and every group has a peer guide. Teacher tells them that there are 3 worksheet and what each group is require to do and explain the instruction of the worksheets. They will be ask to finish each activity within 10 minutes. Students cooperate with the teacher by listening to her instruction and quietly move to the tables. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Questionnaire | N/A| 30 minutes| Teacher shows where the needle of t he watch will be after 10 minutes and they have to stop doing and swap their place to another table where there is another sheet of question paper with a different type of question. Students view the clock on the wall while the teacher shows them when they should swap their places to proceed to the next activity. They start doing their worksheet in couples. | Record the achievement of each of my student, in particular who surprised me by being more or less able than I thought? | Group discussion and colouring the correct answer. | * Worksheet * Counters * Number cards * Number charts to 100 * Colour pencils| 10 minutes| Teacher collects the worksheets and asks the students to gather and ask them question based on what they have learnt. Students attempts to answer question given by teacher, based on their level of understanding from what student has learnt. | I will give them feedback on their worksheet which I have observed them doing so that they can improve themselves. | Discussio n and Questionnaire | * Whiteboard * Marker| 20 minutes| Teacher shows slides and examples of question and how to solve it. Teacher divides the students into 4 groups and starts a fun addition game with the students. | Students views slides shown by teacher. If unclear, students are supposed to ask teacher. Student engages with teacher and other students when playing the subtraction game. | I choose the pairings based on which children I know can work together harmoniously. The seating arrangement is such that I can move freely between the pairs listening to their descriptions and evaluating their achievement. | Discussion and Questionnaire. | * Projector * Google search * Questions on quizzes(www. mathsisfun. com)| HOW DO I MAKE SURE THAT LEARNING HAS TAKE PLACE In order for me to succeed in making my learners to learn, I would need the learners to be reflectors. As it is stated in the webpage of Campaign For Learning â€Å"Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own† (Anon. , n. d) I would need them to reflect onto anything that they do not understand so that I will be able to help them. On the other hand, the students should also be good communicators. As they are many activities planned, I am hoping for the students to also engage well in all activities. According to Penelope Eckert â€Å"†¦engaged learning occurs when people appropriate the learning process in the service of their goals as individuals and as members of society † (n. d) To ensure that the element of active learning which are talking and listening, writing, reading, and reflecting has taken place, I will do summative assessment with them such as quiz and questionnaire based on what I have taught them. At the end, I will conclude what they have learnt since I know their level of knowledge since I have asked them questions before I start my lesson. As it stated in the webpage of University of Michigan, the meaning of active learning is define as â€Å"†¦a process whereby students engage in activities, such as reading, writing, discussion, or problem solving that promote analysis, synthesis, and evaluation of class content†¦Ã¢â‚¬  (n. d). EVALUATION OF MY LESSON PLAN First and foremost, I will self-evaluate myself after I have delivered my lesson. I will also need the help of my learners and Ms R since she is the mentor. I completed a session with my learner’s form where I obtained oral feedback from them. I asked them a few questions to complete the session. As for my Ms R, I would evaluate my lesson after she completes the observation reports and also some oral feedback. I had one-to-one session with Ms R to improve myself as a teacher and I believe that Ms R has given me a lot of beneficial advice. As it is stated that evaluation can be in the form of, â€Å"Formal and informal†¦formal evaluation done after instruction-testing-confirms whether the teacher and students have successfully accomplished the objectives, but its results often come too late to do the students much good†¦. Informal evaluation done during instruction is often the most useful and influential type. † (Anon. , n. d) I agree with the statement. I should always consider three levels of evaluation which is: * How did my learners react to the activity? * What did my learners learn from the activity? * How are my learners performing their role differently? Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow of my learners as possible. I faced minor problems while delivering my lesson as I am very new to teaching. One of the problems I faced was giving instruction. According to Susana Maria Li Ruso â€Å"It is essential for teachers to develop an awareness of the importance of clear oral instructions for good class management. † (2002-2003) Ms R told me that I should learn to give a simple instruction since my learners are very young so I have taken her advice and try to improve myself in future. I have attached my observation of feedback, observation of review and observation report done by Ms R as appendix. CONCLUSION I HAVE MADE Since I am trying my best to improve myself as teacher, I would always learn from mistakes that I have made and other teacher’s mistakes that I have been observing. I believe there is always space for improvement so I will never let anything to put me down as teacher to support my learners. Moreover, as a TA who fosters positive relationships with their students create classroom environments more conducive to learning and meet students’ developmental, emotional and academic needs. Such as, my learners will always confront me if they have any problem at home or at school. As it is stated in the webpage of American Psychological Association,   Ã¢â‚¬Å"If a student feels a personal connection to a teacher, experiences frequent communication with a teacher, and receives more guidance and praise than criticism from the teacher, then the student is likely to become more trustful of that teacher, show more engagement in the academic content presented, display better classroom behavior, and achieve at higher levels academically. Positive teacher-student relationships draw students into the process of learning and promote their desire to learn†¦Ã¢â‚¬  (2012). REFERENCING American Psychological Association (2012) Improving Students Relationships with Teachers to Provide Essential Support for Learning, Available at: http://www. apa. org/education/k12/relationships. aspx, (date accessed: 12/01/2012) Arthur, F. (n. d) University Of Michigan: Teaching Strategies: Active Learning, Available at: http://www. crlt. umich. edu/tstrategies/tsal. php, (date accessed: 10/01/2011) Campaign For Learning (n. d) Reflectors, Available at: http://www. campaign-for-learning. org. uk/cfl/yourlearning/whatlearner/reflector. asp (date accessed: 11/01/2012) Eckert, Penelope. (n. d: 6), The School of Engaged Learners: Students Are Engaged Learners, Available at: http://www. stanford. edu/~eckert/PDF/SasCEL. pdf, (date accessed: 11/01/2012) EGHS Senior Project, (n. d) What is a Learning Stretch? Available at: https://sites. google. com/site/eghsseniorproject/what-is-a-learning-stretch (date accessed: 10/01/2012) Evaluation (n. d) Evaluation, Available at: http://linguistics. byu. edu/faculty/henrichsenl/lessonplanning/lp_14. html, (date accessed: 07/01/2012) Homeport Training Norfolk, Virginia (n. d) Developing The Lesson Plan: The Importance of a Lesson Plan, Available at: http://www. mysdcc. sdccd. edu/Norfolk_Homeport_Training/Instructor_Info/Importance_of_a_Lesson_Plan. htm (date accessed: 10/01/2012) Liruso, Susana Maria (2002 – 2003) ‘Giving Oral Feedback to EFL Young Learners’ Abstract, pp. 38, Available at: http://www. encuentrojournal. org/textos/13. 13. pdf, (date accessed: 10/01/2012) Olver, Kimberly. , (2012) Article for Teachers: Class Meetings, Available at: http://www. eslteachersboard. com/cgi-bin/articles/index. pl? page=3;read=3554 (date accessed: 09/01/2012) University of Western Australia (2001) Outcomes Based Education and Assessment at UWA, Available at: http://www. catl. uwa. edu. au/__data/page/77897/OBE_and_Assessment. pdf (date accessed: 08/01/20 12)

Goodfellas Essays - Lucchese Crime Family, The Vario Crew

Goodfellas Essays - Lucchese Crime Family, The Vario Crew Goodfellas Goodfellas The 1990 Martin Scorseses motion picture Goodfellas, is a classic movie about the world of organized crime. Goodfellas is based on the Nicolas Pileggi novel WISE GUY. The film starts off in New York City in the 1950s, and is on the life of a poor Irish-Italian named Henry Hill. Hill is an aspiring criminal who threw the movie, rises threw ranks of his Brooklyn neighborhoods organized crime branch, and has Henry and his family living the good life with his profits from his criminal activity, finally Henry is forced to testify against his former partners and lands Henry and his family in the FBIs Witness protection program. In his teen age years Henry starts working in a local hangout for wise guys (members of organized crime). At first Henry is put to work, parking cars and little odd jobs for the wise guys. After a few years things escalate into more involvement for Henry like working in an underground gamboling ring, running messages, Torching cars, and to selling stolen cigarettes. Most of his current activity is a classified as a misdemeanor, or a public order crime. When Henry ends up getting arrested, and after a light slap on the wrists, Henry earns much trust and respect and starts off on his life of crime. In his early 20s Henry and his partners, Tommy, and Jimmy set up different jobs Crowell 2 to improve there financial gain, social status and if not more importantly respect, from other individuals involved organized crime. The three ran jobs like robbing cargo trucks filled with goods from fur coats, to cigarettes, and even occasionally a shipment of shrimp and lobsters. These goods are sold illegally on the black Market for a fraction of their original costs. These criminal activity starts to enhance as time moves on, with public official and police payoffs, crimes are put on the bottom of the pile or never investigated. Along with the intimidation of witnesss and the common fear of two-timing organized and never being herd from again members of organized crime usually escape the long arm of the law. Henrys first big score was a robbery of an over seas bank exchange from the Air France loading dock with the help of Tommy and the head security guard jimmy just walked out with a suit case of almost 250,000 dollars, After this Henry earns respect as a big time wise guy. With time Henry, Tommy, and Jimmy move on to more serious crimes like Major shakedowns of business for protection and skimming a popular restaurant by unloading goods like liquor out the back door and selling them for a fraction of the price, but it was not a loss because no one was going to pay for it when the restaurant barrowed every last dime they torched the place. This was an insurance fraud crime and Arson witch are both serious felonies. When members of organized need to keep someone quiet they take care of it by making the person disappear, In the film this usually entailed a six foot pit up state. Henry, Tommy and, Jimmy took many trips up state during the course of the movie. Hits were not an uncommon thing in the movie, like when Jimmy pulled off one of the Crowell 3 biggest robberys in u.s. history he killed everyone involved. In most crimes vehicles are stolen to be used in illegal dealings so no one could trace a car back to the person who committed the crime. After the criminal activity was over the car was torched or driven into the river. When Jimmy made his big score, the get away driver got drunk and forgot to dump the car, this is when people started disappearing. On a failed robbery Henry and Jimmy were pinched (arrested) on federal charges and given Ten years in a federal prison. When Henry went to prison he stated paying off the guards to look the other way so he could sell narcotics to other inmates, and live a decent life behind bars. Henry did not live with the prison population he lived in a private cell with other mafia figures in prison on different charges, they received many privileges like being able

Domestic Violence Against Women In 2010 Has A Greater Affect Than It Dissertation

Domestic Violence Against Women In 2010 Has A Greater Affect Than It Did 50 years ago - Dissertation Example The research is intended to reflect more meaning than might be found through quantitative research with deeper meanings emerging through conversational style interviews with five participants. The participant pool consisted of three women and two men who had been involved in male violence upon female victims. Through these interviews, an understanding of the discourse about the topic emerged. The topic has been examined through a literature review of relevant secondary resources and through primary research of five interviews that were collated into case studies to provide context for emerging themes. In looking at the previous research and the case studies, the concepts that are within the public discourse emerge and become a framework in which to understand why violence against women is perpetuated and has not come to its end. Acknowledgements Table of Contents Abstract Acknowledgements Table of Contents 1. Introduction 1.1 Background 1.2 Theoretical Frameworks 1.3 Research Questio ns 1.4 Hypotheses 2. Literature Review 2.1 Introduction 2.2 Fifty Years Ago 2.2.1 Feminism 2.2.2 Violence 2.3 Media 2.4 Public Discourse 3. Methodology 3.1 Introduction 3.2 Secondary Research 3.3 Primary Research 3.3.1 Participants 3.3.2 Ethics 3.5 Summary 4. Findings and Discussion 4.1 Introduction 4.2 Case Study # 1: Female 4.3 Case Study # 2: Female 4.4 Case Study # 3: Female 4.5 Case Study # 4: Male 4.6 Case Study # 5: Male 4.7 Summary 5.0 Conclusion References Appendices List of Appendices Appendix 1: Questions for Interviews Appendix 2: Contextual Frameworks: Potency vs. Width Domestic Violence Against Women In 2010 Has A Greater Affect Than It Did 50 years ago Chapter One 1. Introduction 1.1 Background The nature of gender relations have changed dramatically in the last fifty years which has framed the dialogue about violence against women in a different context than it was considered in previous time periods. The state of the female status has evolved from a sense of propert y to a sense of autonomy, the objectification of femaleness made subjective, part of the public sphere and relevant to all aspects of life. In being subjective, the nature of the female present is many things, her situated presence manifesting a number of roles that are both defined by the concept of female, and some by the concept of human. More rarely, she is a the subject of a male identity, her presence part of the discourse of gender role identification that are now virtually all interchangeable. However, this has not discounted the vulnerability of being female, her sex providing a violent access that males are not as vulnerable to in the context of domestic life. The domination of the male, his need to express his maleness through subjugating others in the domestic sphere, has led to violent outbursts that intend to define that dominance. When no other recourse seems available, some men will reduce their ability to convince into an action of violence, manifesting their domina nce through pain and oppression. Threat of further action brings the female into line, her life reduced to self-protection and in protecting other aspects of their life including children, reputation, and the appearance of tranquility. The postmodernists view male violence towards women through looking at the way in which gender divisions have been determined by linguistically framed, the language of violence encouraging aggression attitudes. The emphasis on typical language where power relationships are

Black Scholars and The Thirteenth Amendment Essay

Black Scholars and The Thirteenth Amendment - Essay Example Despite the fact that blacks faced harsh discrimination and mistreatment by the dominant culture, especially during the nineteenth century and during the early part of the twentieth century, there were a select few who did not allow such treatment to stop them from making something of themselves. Some even pursued higher education and became scholars. The interpretation of the thirteenth amendment by black scholars has changed over the past three centuries, as it has held different meaning depending upon the time period in which the scholars lived. One notable black scholar of the nineteenth century was Daniel Alexander Payne. Pain was born in Charleston South Carolina in 1811 to two free parents. Unfortunately, his father passed when he was four, and his mother followed five years later, leaving him to be raised by his great aunt for the remainder of his childhood. Pain was not left to chance, however, because his aunt saw to it that he would become a well accomplished man, despite the opposition that people of his time faced by the dominant culture and their efforts to marginalize blacks. Payne attended school for two years, and then he studied with Thomas S. Bunneau, who was his private tutor until the age of twelve, when he began working for a shoe merchant. Payne held two additional jobs after working for the shoe merchant—working in the field of carpentry at the age of thirteen and then as a Taylor—which then led to him opening up a school for black children at the age of nineteen. Unfortunately, an amendmen t to the act that was in relation to slaves and free people of color was passed, and this led to the closing of the school (Taylor). Upon closing his school, Payne went north, determined to make something of himself. While in Gettysburg PA, he studied at the Lutheran seminary. Then, in 1837, he joined the Lutheran church, where he became an ordained minister. When Payne was ordained, he delivered a speech that spoke of how slave was a form of brutality and that it had to be abolished. During his time at the Lutheran church, Payne reopened a school for black children in 1840, picking up where he had left off in South Carolina before he had to move north. He remained with the Lutheran church for two more years, and then he joined the AMME church, where he helped to better their ministry, as well as the programs that dealt with foreign affairs. It was also at this church where he set up a program that aided runaway slaves, providing them with food and shelter along their journey to Canada, where they would be free of forced servitude (Taylor). While he was successful in the north, he knew that he had to go back down south to finish where he had left off. When the 13th amendment was passed and ratified in 1865, he felt that it was possible to do such things, since there were no longer any restrictions on people of color, and this Constitutional amendment overthrew the earlier bill that was amended, which

Opinions about balancing between information sharing and information Assignment

Opinions about balancing between information sharing and information protection - Assignment Example Information sharing and information protection are the two sides of the same coin. Without the existence of a possibility to share information, the concept of information protection sounds absurd. The other way round, without the existence of the systematic mechanisms for protecting information, information sharing is not possible. For, to put it simply, the crux of entire information sharing and protection is to enable the sharing of information with the right individuals and agencies, in just the right format, at just the right time and to just the right extent. The entire scope of online data sharing is hinged on the trust that the concerned individuals and agencies will safeguard the information they receive and will do their best to protect the awkward situations arising owing to information sharing (Smith, 1994, p. 114). Hence, information protection is primarily about trust. So information protection stands to be a pivotal aspect of all the processes aimed at information sharing. Respecting this trust necessitates the envisaging of designing the apt practices that assure that the information being shared does not get into the hands of unauthorized elements (Smith, 1994, p. 114). Information protection also assures the reliability and accuracy of the information being shared and that the right information happens to be accessible as and when required. In a practical context, data protection is not a barrier to information sharing, but rather assures that the information accrued from individuals and organizations gets shared appropriately and within the constraints of a disciplined framework. So, information protection deals with the recognition of benign considerations that protect the safety and confidentially of the sources that may be drastically impacted by the revelation of the information pertaining to them (Nissenbaum, 2010, p. 106). Yet, it is also a fact that too much safeguarding of information may turn out to be constraining and

Constraints to Islamic finance growth

Constraints to Islamic finance growth Contents INTRODUTION: The global financial system: Facing the challenge: Reaching critical mass: THE REGULATORY CHALLENGE: Malaysia as case of study: CONCLUSION: Reference INTRODUTION: The Islamic financial industry today is an important component of the global financial world, the total Islamic assets ballooned from US$150 billion in the 1990s to US$1 trillion in 2010.The most successful and fast developing sector of Islamic financial industry is namely –SUKUK, Islamic banking, TAKAFUL, and fund management. SUKUK market at the end of 2010 was estimated to reach US$143 billion; the Islamic banking sector worldwide is valued at US$850 billion in term of assets, while Islamic fund industry under management grew by 15% globally. The IFSB expects the value of global Islamic financial assets to reach US$1.6 trillion by 2012. Islamic finance has demonstrated its competitiveness and resilience during the global financial crisis. Today Islamic finance is in transition to the next stage of development, greater international integration and Islamic finance institution to mobilize a higher level of global cooperation will help to further propel the prospects of Islamic finance moving forward. Several countries now in the race to become Islamic finance hubs such as –London, Hong Kong and Singapore, also new market such as-Luxembourg, South Korea and Australia, in addition they aspire to become Islamic finance centers. The global financial system: Global wealth currently held by 4.4 billion people has increased 72% since 2000 to reach US$195 trillion driven by robust growth in emerging markets, many of which are comprised of large, diverse Muslim populations. Global wealth is estimated to grow 61% to US$315 trillion by 2015. On the other hand, US banking assets are valued at approximately US$13.3 Trillion at the end of 2010.while global banking assets reached US$85 Trillion by end of 2011.The value of global Islamic across all asset closes remains minuscule in comparison to that of their conventional counterpart .Total Islamic financial assets make up less than 1% of the total global financial assets. Facing the challenge: Nowadays market capitalization of Islamic banking dwindles in comparison to their conventional counterpart, the capitalization was only 4.1%, and actually Islamic banks were much less affected by the global financial crisis. The Islamic banks are facing a larger challenge as the conventional banks recapitalize and merge. Conventional banks have been able to return to profit in NO time in 2010 only, the ten top conventional banks (by –Pre-crisis market capitalization) net profit increase by 139% year on year. Meanwhile the Islamic banks suffered 55% decline in net profit during the same period. Reaching critical mass: Islamic finance needs to reach the critical mass and cannot be underestimated. It has been identified as the number one for Islamic finance to become truly competitive with the conventional system, ways to get this goal could include reaching out to untapped markets and audiences or build an entity can influence multiple areas of the market with expertise and capital. Large –scale institutions which will have all the capabilities to penetrate the various segmented markets with expertise and knowledge while providing Shariah- compliant financial solutions. Another often mentioned challenge in the Islamic finance industry is the issue of liquidity. The Islamic finance markets currently lack the liquidity , but in the last ten years Islamic financial institutions (IFI) developed rapidly to meet the demand from both retail and corporate entities, and IFIs still face the challenge of a lack of instruments to manage liquidity as a result product being short -term given under the current constraints. But the large Islamic finance institutions can enhance market liquidity and hence offer product pricing by integrating their global and regional market operations. Also Islamic finance needs to meet the human capital requirement. Many Islamic banks still have limited capabilities and expertise to consistently create, therefore increase with development of Islamic financial product and services need for high skilled staff. Further areas of focus in capacity building and talent development include: The need for practitioners and stakeholders to be highly qualified. The need for specialized training and educational institutions. The development and adoption of industry best practices. The collaboration and exchange of knowledge across jurisdictions and supplementary research into and development of key specialized areas. Second area for reaching critical mass is Islamic microfinance, currently there are more than 200 Islamic microfinance institutions around the world, the main countries are Indonesia, Bangladesh and Afghanistan; but Islamic microfinance is still in its nascent stage. A 2007 global survey on Islamic microfinance undertaken by the (GAP) group to assist the poor shows that only 350.0000 customers and accounts for only around 0.005% of total microfinance outreach. Although 2010 estimates now put this figure at 0.05%, the slow growth in Islamic microfinance is due mainly to the fact that the facilities were usually provided by specialized institutions such as non-government organization (NGOs) and not by Islamic banks. Islamic microfinance should be integrated into countries mainstream banking and financial system, this will help to: Create greater awareness of product. Encourage product innovation Improve access to microfinance. Widen and strengthen the distribution channels. Standardize regulation and improve transparency. THE REGULATORY CHALLENGE: Global financial sector lost almost US$ 1.8 trillion as a result of the financial crisis and a big part of the recent financial crisis can be blamed on regulatory failure .The absence of rules during the global depression resulted in many economists to reconsider their views on the model based on market in economic theory and is continuous in current communities in conventional banking. Many governments all over the world have introduced financial and economic reforms as a kind of government intervention to produce well- regulated financial systems, Malaysia as case of study: Malaysia was resilient against the global financial crisis due to strong fundamentals and inherently sound financial regulatory framework. Islamic banking in the country was well protected from the effects of the crisis because of the Islamic financial institution strict commitment to Islamic principles, which prevents high level of benefit speculative activities. The regulatory authorities have introduced a comprehensive regulatory and supervisory framework for Malaysia’s dual financial system. Stronger standards have been set for corporate transparency governance, accountability, disclosure, risk management, customer protection, and market discipline. Below are some of the introduced internal regulations: 1- Corporate Governance Guidelines 2-Rate of Return Framework 3-Guidelines on Financial Disclosure 4_Sharia Committee Guidelines 5-Islamic Money Market Guidelines 6-Capital Adequacy Standards 7-Musharakah and Mudarabah 8-Firewalls for Islamic Window Operations. Generally, these initiative and regulation have the following effects on the Malaysian Islamic financial system: System, maintain the confidence of the public with IFIs as the custodians of public funds. Strengthen a competitive financial system which offers efficient and reliable services. Ensure the health of each IFI for development Prevent the risk of a contagion and methodology failure of the financial system Promote good market practices and high standards of corporate governance Protect customer and shareholders interest. CONCLUSION: There are some elements that are likely to comprise the growth of Islamic finance as below: The present Islamic banking is based on reproduction of conventional banking products, this is lacking to achieve the overall aims of Islamic finance system which is based on impartial distribution of economic advantages and makes Islamic finance less effective than their conventional counterparts. Not all the conventional products have an Islamic finance identical treasury and liquidity management tools. Islamic finance needs changes in the legal regulatory and tax environment to absorb finance without incurring additional cost to the customers. The different interpretations of sharia provisions have resulted in the absence of unification; common understanding is required to merge local market with the global market. Shortage of necessary tools to manage liquidity Expertise and human resource in Islamic finance are rare. For Islamic finance to get good stage of growth should be extended to reach critical mass, chances to get there include: 1-Large scale institutions have the possibility and capability to penetrate the different fragmented markets with experts while providing sharia compatible with financial solutions. 2-Microfinance has ability to find opportunities for the untapped SME market of the emerging economies and to capture interest in Islamic microfinance. 3-Sound regulation, to make sure that Islamic finance has a decent opportunity of growth and development while expending to critical mass. Some of the remaining challenges to be overcome include the development of human capital. Reference www.dawn.com/news/641420/comment-and-analysis-growth-constraints-in-islamic-financial-sector IFSB 4th public lecture on financial policy and stability, lecture by Baljeet Kaur Grewal- Amman- Jordan -2011 1

In Field Flow Lines Of Oil Fields Environmental Sciences Essay

As oil Fieldss mature, smaller â€Å" in-field † flow-lines used alternatively of big diameter bole pipes. The little diameter grapevines normally installed by reel-lay techniques. In this technique the grapevine to be laid is manufactured in a uninterrupted length on board of the pipelaying vas and so spooled onto a big reel. During the pipelaying procedure the grapevine is normally straightened and passed over an inclined incline. Tensioners and/or clinchs are used for keeping the antecedently launched ( Joop Rodenburg et Al. Patent application rubric: Marine Pipelaying System and Method for Installing an Offshore Pipeline That Includes One or More Accessories ) . This method normally used in little diameter but requires thicker walled pipe to avoid local buckling during bending and unbending procedure ( M.F. Bransby et a l. ) . Offshore grapevines are buried beneath the ocean floor for protection against angling activity icebergs scouring and to supply on bottom stableness and bettering thermic insularity of the grapevine system. There is extended usage of little diameter, stiff steel grapevines within the seaward oil and gas industries to transport trade goods from their point of recovery to the shore ( or to other installings ) . Burial of these grapevines beneath the ocean floor is necessary for safety, operational and environmental concerns, e.g. bar of harm from angling vass, iceberg protection, on bottom stableness and betterment of the thermic belongingss of the grapevine system. Since grapevines are laid in remote and potentially hostile environments, frequently at great H2O deepness, the cost of puting and keeping the grapevine can be highly high, in footings of the existent work required, equipment mobilisation times and costs, and reduced end product. Therefore, offshore inhumed grapevines must be constructed as rapidly and expeditiously as possible, whilst keeping the highest degree of certainty against failure for the continuance of their usage. To accomplish high flow rates in grapevines, the gas or oil must be kept at high temperature and force per unit area. Normally, these grapevines are laid with close zero axial tonss, at the ambient temperature. On warming, the grapevine will see important axial strain, which is resisted by seabed clash so that compressive forces addition in the pipe. These compressive forces are on occasion big plenty to bring on perpendicular upheaval ( upheaval buckling ) of trenched lines, with the pipe emerging from the dirt or going significantly distorted, so that its ability to defy farther burden is compromised. Upheaval clasping may go on on start-up or as a progressive turbulence clasping during operation. These phenomena are due to cyclic conditions brought approximately by chilling and heating due to line breaks, which bit by bit ‘ratchet ‘ the pipe upwards, or from initial ballad imperfectness ( or a combination of the two ) . The dirt above the grapevine and the floaty weigh t provide opposition to this uplift force and the embedment deepness must be sufficient to forestall the perpendicular pipe motion from happening ( see Figure 1 ) . Among legion reported instances of upheaval buckling, the 17 kilometer long â€Å" Rolf A † to â€Å" Gorm E † grapevine in North Sea could be mentioned which has been reported ab initio in July 1986 one-year study and subsequently in September 1986 as a comprehensive out of straightness study ( M.F. Bransby et a l. ) . Impinging and burial is typically achieved by specialized H2O jetting, plowing and cutting equipment. Knowledge of the in situ mechanical belongingss ( before and following impinging operation ) of these dirts is highly of import for the design of inhumed grapevine systems ; burial techniques can bring forth considerable perturbation to the construction of seabed deposits, taking to alterations in their behavior. Perturbation of the ocean floor in the locality of the trench depends on the dirt type and province, and the manner of operation of the trencher. Ploughed soft and stiff clay backfill is lumpy in nature with big balls of integral clay, making the heterogenous construction supplying a macro construction. Stiff clay is believed to be hydraulicly fractured and really soft or silty clay is liquefied. The exact behaviour between these two extremes is non clear yet. Homogeneity of the subsequent backfill will besides be a map of clip to commissioning of the grapevine ( Cathie et al.2005 â€Å" Frontiers in Offshore Geotechnics: ISFOG 2005 – Gourvenec & A ; Cassidy ( explosive detection systems ) A © 2005 Taylor & A ; Francis Group, London, ISBN 0 415 39063 Ten † ) . The surfaces of the clay balls will be remoulded and soften due to exposure to free H2O during plowing. The nothingnesss between the balls will be filled with H2O, slurry and sand fractions if present. This double porousness stuff will consolidate much faster than a homogenous stuff consisting of purely integral stuff and a suited theoretical account for carry oning analysis of the consolidation procedure is that proposed by Yang and Tan ( 2005 ) and Wilson et al.1982. ( Yang, L.-A. , Tang. S.-A. & A ; Leung, C.-F. ( 2002 ) . Geotechnicque 52, No. 10, 713-725 ) ( R.K. Wilson and E.C. Aifantis, On the theory of consolidation with dual porousness – II, Int J Eng Sci 20 ( 1982 ) , pp. 1009-10035. ) Of peculiar concern to industry are trenches that have been H2O jetted in soft powdered silt and clay dirts, due to the potency for important alterations in construction and the associated uncertainness of the trench backfill belongingss around the grapevine. A remotely operated tracked ‘trencher ‘ is driven over the ocean floor. The trencher has a series of noses mounted in frontward confronting jet-legs, which penetrate the ocean floor below. Water is pumped out of these jets at high force per unit area to destruct the construction of the clay, so the grapevine will drop into it. During jetting, the construction of the seabed dirt is likely to be broken down and may liquefy wholly, particularly where the initial undrained shear strength is less than 10 kPa or where there is a important per centum of silt. Hence undrained analyses are more appropriate in this instance. It is besides possible that some integral balls of clay could stay ( although these may be capable to some remoulding ) and these can increase the strength of the ensuing backfill. Determining the grade of liquefaction or hydraulic break and the conditions under which these phenomena occur is an country of ongoing research. In peculiar, the province of the backfill and strength addition will lend well as to whether drained or undrained conditions occur during upheaval clasping events due to the different drainage features of slurried and ‘lumpy ‘ backfill ( ref ***is it Cathie et al. , 2005? ) . Likewise, the resulting clip dependant backfill behaviour following jetting will be different ; both soil provinces will consolidate and derive strength bit by bit, but this will happen much faster in the ‘lumpy ‘ backfill ( ref *** is it Cathie et al. , 2005? ) . This is peculiarly important in dirts with a high per centum of clay where the consolidation procedure can take many months, particularly after full liquefaction. Due to recent involvement in the country of upheaval buckling, a figure of analytical and numerical theoretical accounts have been developed to foretell the perpendicular opposition to shriek motion provided by the dirt and grapevine system. These theoretical accounts incorporate assorted false failure mechanisms for the behavior of the soil-pipeline system during upwards gesture through the trench backfill. The theoretical accounts are preponderantly flat strain ( 2D ) representations that assume dirt distortion and failure surfaces that either extend to the seabed surface ( shallow ) or are to the full contained within the backfill stuff ( deep ) . The uplift capacity of the soil-pipeline system will depend on the geometry of this deforming system, the mobilised shear strengths and organic structure weights, the comparative rate of burden and the potency for withdrawal of the dirt to happen behind the pipe during upheaval.Scope of the thesisDespite the aforesaid organic structure o f research bing in the literature, much confusion still exists as to the appropriate design parametric quantities and failure mechanisms involved for different instances. Existing design attacks assumes that deep failure does non happen for the trench deepnesss and grapevine geometries that are found in the field, nevertheless jumping malleability solutions based on the upheaval of strip ground tackles suggest that this may non needfully be the instance ( Merifield et al, 2001 ) .This research presents both numerical finite component survey and experimental survey that examines the opposition of slurried clayey dirts against upheaval buckling of inhumed grapevines. It has been conducted to measure the current state-of-the-art, to supply counsel for the design of inhumed grapevines for backfill dirts in this province and to clear up some of the facets of uncertainness in this subject.

Home-Schooling

Home education has become a preferred option for a growing number of families nowadays. It is a fact that prior to the introduction of Universal education in the 19th century, home-schooling was the way to go about in teaching children. The type of children being home schooled can generally be divided into two groups, those who have never been enrolled in school and those who were withdrawn by their parents.It is important to note that there are different reasons why parents would choose to home educated their children. Some are for practical reason, like if the mother’s and father’s work requires that the family move from one place or another.Putting the children in a public school under such conditions would only put stress on the kids and the problem of instability of learning and relations. In another perspective, it becomes the choice of parents to not place their kids under an educational institution.It is either the family holds certain religious or moral beliefs , or perhaps a conviction that public schools will not be able to address the needs of their children. Today, we shall focus on the convictions held by home schooling parents that schools imbibes a sense of indoctrination and exists within a system that is flawed in itself.  A lot of arguments have been raised regarding the choice of parents to teach their children at home rather than send them off to school. This paper aims to respond to the negative connotations ascribed to home-schooling, in reference to the article written by a home schooling father named Mark Leeming which served as his rebuttal to the claim that children taught at home by their parents and/or carers miss a lot of benefits from public schools.One of the main reasons a family would chooses to educate their children at home, according to Leeming is in order to teach them of the fundamentals.I believe that when he spoke of this, he was referring to the basic foundations of a child that are not restricted to text book know-how’s. Public schools tend to overlook the significance of the little details a child has to learn in order to make it in the â€Å"real world† as the author would put it.Further, in providing home education, parents are able to render lessons that they deem their children to need, and even equip the latter with certain tools that would be helpful for them to grow up as upright individuals. Another way of looking at this is that a child has certain potentials that may go unnoticed and thus undeveloped in a classroom setting.When a child is edified at home, the parent in the role of the teacher is keen to observe the weaknesses and strengths of his/her student. In such a way that she may be quick to address the aspects of learning his/her child might have difficulty with.In the same sense, a one-on-one ratio of parent to student relations, would allow the earlier mentioned to formulate the appropriate approach that would target the personality and ability of t he student, thus rendering it more effective than a classroom setting where a generalized standard is being administered risking an oversight of the differencesSecondly, Leeming purports that the system of public education indoctrinates the beliefs a structure holds without realizing that instead of the claim that it provides haven for ideas, it is actually dogmatic, and is in fact vulnerable to educating children to be narrow minded individuals.In defense of this claim, we shall see that each class one takes has a certain prescription of what can and cannot be taught. Those who claim that home schooled become isolated and thus intolerant of social diversity are in fact using a boomerang argument.What do I mean by this? Simple, in their insistence of their so-called progressive measures and system of education they are in fact caught up in a single path of thinking.A home schooled child is as much exposed to the views of others; it does not necessarily follow the views of their pare nts. It seems that people lose sense of the fact that there is still the media and the internet. This means, that a child even if he does learn most of the school subjects at home are still exposed to the diversity of opinion out there.In truth, there is a greater chance that a child who learns things at home can be more open than the next kid enrolled in the public school. In such a way that she is not taught to dismissed a view of the world immediately, unlike in the classroom wherein she is told of what is acceptable from the unreasonable.We could see that a child at home learning through her parents and the internet, plus of course the media, with be trained in self-critical thinking. She or he would grow up informed and knowing things as she deems fit to know, not as told by other people also automatons to the system.What exist in schools are left-to-center views, and refusal to ascribe to such thinking is deemed as being intolerant. The truth is, political correctness is being used too much even at the point of not revealing what’s real for the sake of being politically correct.Classrooms share a view of social issues in such a way as to teach children tolerance, when in fact there comes a point that they would have to take sides.Home schooling is not cheap; in fact parents have to carry the burden of buying the textbooks, exercise manuals, and other instructional materials. They do so in order to provide their children with everything they need so as not to be left behind by their peers.It is not the case that if children are home schooled they would be aloft, isolated, and low self-esteemed individuals. Actually, for Leeming, this is one of the reasons they decided not to bring their child to school.The peer pressure as well as the lack of attention to the learning style appropriate for a child may lead to low self-esteem. In my opinion also, children who are home schooled are not that different from other kids. They are still exposed to the var ious sides of societies. They can still develop connections with others; have friends, even outside of school.Some may argue that home education is incomplete and lacks certain interactions needed to raise a well-rounded adult. However, we must first ask what makes an upright citizen? If we would take a look, the exposures to societal adherence and acceptance in the schools today aren’t exactly what you’d call positive.There are instances wherein values are instilled only within the four corners of the class, (and this I must note, are linear values wherein no other perspective is offered as an alternative), outside we see these so-called values being set aside, i.e. playground politics.In a home-schooling setting, a lot of methods can be employed in order to guarantee that a child who receive the type of learning most likely to help him or her to become a morally upright, well-learned individual.Things that may be taken for granted in an educational institution like, as Leeming placed it, recycling, is a practice that ought to be inculcated but instead schools tend to preach and forget.If we would really want to look at the objective grounds, then perhaps we ought to refer to statistics, where it states that home-schooled children tend to attain higher scores than mainstream schooled kids.â€Å"The main advantage of home education is one-to-one teaching, which allows parents to adapt to their children’s individual learning needs. Children of all ages are educated at home, some going on to take General Certificate of Secondary Education (GCSE) or other examinations. In general, academic achievement compares favorably with school.†(Encarta, 2005)As we have seen there is no good reason to believe that home schooling is a less propitious alternative to public schools. In fact if taken under the light, it seems that home education offers a type of learning wherein holistic development is more possibly attained.Reference:___, Home Educat ion, In Encarta Encyclopedia, premium ed. 2005, Redmond: Microsoft Corporation, 2004Mark Leeming, Article: Home-Schooling has Advantages, Shannonville, June 21, 2007

Practice in Turning Adjectives Into Adverbs

Practice in Turning Adjectives Into Adverbs Many adverbs are formed by adding -ly to an adjective. The adverb softly, for instance, comes from the adjective soft. (Note, however, that not all adverbs end in -ly. Very, quite, always, almost, and often are some of the common adverbs that are not formed from adjectives.) Instructions In each set below, complete the second sentence with an adverbial form of the italicized adjective in the first sentence. Example: Original:  Gus is usually a careful driver.Adverbial form: He always drives carefully when children are in the car. When youre done, compare your answers with those below. Practice Exercises We live on a quiet suburban street. Even the dogs bark _____.This is a dangerous road. Were driving _____ close to the shoulder.My friend Alice is a polite young woman. She asked _____ if she could borrow my boyfriend.The clown made a deep impression on my daughter. His sad smile touched her _____.I apologize for my foolish behavior. Yesterday I acted _____ in class.Ferdinands apology sounded sincere. He said he was _____ sorry for driving over your motorcycle with his tractor.I ordered a manual transmission. Are the windows operated _____?Shyla made a generous contribution to the Salvation Army. She gives _____ every year.This morning Gus had an accidental encounter with an ice cream van. He _____ backed his pick-up truck into the van.Marvin is a graceful infielder. He moves _____.This is an easy assignment. I expect to pass _____.Merdine is a brave woman. She _____ challenged the principal and the school board.There was a rapid change in the weather. The temperature dropped _____.I m troubled by my brothers strange behavior. Yesterday I heard him talking _____ to our cat. My father is a cautious man. When everyone else is upset, he speaks softly and acts _____. Exercise Answers   We live on a  quiet  suburban street. Even the dogs bark  quietly.This is a  dangerous  road. Were driving  dangerously  close to the shoulder.My friend Alice is a  polite  young woman. She asked  politely  if she could borrow my boyfriend.The clown made a  deep  impression on my daughter. His sad smile touched her  deeply.I apologize for my  foolish  behavior. Yesterday I acted  foolishly  in class.Ferdinands apology sounded  sincere. He said he was  sincerely  sorry for driving over your motorcycle with his tractor.I ordered a  manual  transmission. Are the windows operated  manually?Shyla made a  generous  contribution to the Salvation Army. She gives  generously  every year.This morning Gus had an  accidental  encounter with an ice cream van. He  accidentally  backed his pick-up truck into the van.Marvin is a  graceful  infielder. He moves  gracefully  when making a double play.This is an  easy  assignmen t. I expect to pass  easily.Merdine  is a  brave  woman. She  bravely  challenged the principal and the school board.There was a  rapid  change in the weather. The temperature dropped  rapidly. Im troubled by my brothers  strange  behavior. Yesterday I heard him talking  strangely  to our cat.My father is a  cautious  man. When everyone else is upset, he speaks softly and acts  cautiously.