Andorra essays

Andorra essays Andorra is one of the most unique countries in the world. It only has 175 square miles to call its own, which is less than half the size of New York City. Andorra is located in a valley of the mountains between France and Spain. From it being located between the mountains in the valley Andorra has been cut off from most of the other world. Its boundaries have changed little since the Middle Ages. Along with that Andorras legal system dates back to the Roman Era in some ways. The national language of Andorra is Catalan, but most people there also can speak French and Spanish. Two main people rule Andorra. They are the President of France and the Spanish Bishop. These two are referred to as the Princes of Andorra. These two Princes have to share equal power over Andorra. They must agree on any political, administrative, or judicial system changes that are going to be made. Each of them also sends an advisor to run the police system and to be a judge for the criminal court. With two rulers , French and Spanish, Andorra has two of every thing. They have French and Spanish schools, post offices, and currency, but France has to represent Andorra in diplomatic relations with other countries. For all their effort, in the 1200s a treaty was signed that every other year Andorra has to pay the French President $2.00 and the Spanish Bishop $8.00, 6 hams, 6 cheeses, and 12 hens. The country is also divided in to six parishes. Male citizens over the age of 25 can vote for four representatives from these parishes who decide on local matters. However these d ecisions have to go through the President and the Bishop, if they wish they could veto any proposal at any time. Most of the 15,000 people of Andorra are farmers or shepherds. The land that they use to let their animals graze and to plant crops is usually handed down through the family. The Andorrans that plant crops mainly plant tobacco. Many pe...

How to Write a Personal Narrative

How to Write a Personal Narrative The personal narrative essay can be the most enjoyable type of assignment to write because it  provides you with  an opportunity  to share a meaningful event from your life.  After all, how often do you get to tell funny stories or brag about a great experience and receive school credit for it? Think of a Memorable Event   A personal narrative can focus on any event, whether it is one that lasted  a few seconds or spanned  a few years. Your topic can reflect your personality, or it can reveal an event that shaped your outlook and opinions. Your story should have a clear point. If nothing comes to mind, try one of these examples:   A learning experience that challenged and changed you;A new discovery that came about in an interesting way;Something funny that happened to you  or your family;A lesson you learned the hard way. Planning Your Narrative Start this process with a brainstorming session,  taking a few moments to scribble  down several memorable events from your life. Remember, this doesn’t have to be high drama: Your event could be anything from blowing your first bubble gum bubble to getting lost in the woods. If you think your life doesnt have that many interesting events, try to come up with one or more examples for  each of the following: Times you laughed the hardestTimes you felt sorry for your actionsPainful memoriesTimes you were surprisedScariest moments Next, look over your  list of events and narrow your choices by selecting those that have a clear chronological pattern, and those that would enable you to use colorful, entertaining, or interesting details and descriptions.   Finally, decide if your topic has a point. A funny story might represent irony in life or a lesson learned in a comical way; a scary story might demonstrate how you learned from a mistake.  Decide on the point of your final topic and keep it in mind as you write. Show, Don’t Tell   Your story should be written in the first-person point of view. In a narrative, the writer is the storyteller, so you can write this through your own eyes and ears. Make the reader experience what you experienced- not just  read what you experienced. Do this by imagining that you are reliving your event. As you think about your story, describe on paper what you see, hear, smell, and feel, as follows: Describing Actions Dont say: My sister ran off. Instead, say: My sister jumped a foot in the air and disappeared behind the closest tree. Describing Moods Dont say: Everyone felt on edge. Instead, say: We were all afraid to breathe. Nobody made a sound. Elements to Include Write your story in chronological order. Make a brief outline showing the sequence of events before you begin to write the narrative. This will keep you on track. Your story should include the following: Characters: Who are the people involved in your story? What are their significant character traits? Tense: Your story already happened, so, generally, write in the past tense. Some writers are effective in telling stories in the present tense- but that usually isnt a good idea. Voice: Are you attempting to be funny, somber, or serious? Are you telling the story of your 5-year-old self? Conflict: Any good story should have a conflict, which can come in many forms. Conflict can be between you and your neighbor’s dog, or it can be two feelings you are experiencing at one time, like guilt versus the need to be popular. Descriptive language: Make an effort to broaden your vocabulary and use expressions, techniques, and words that you don’t normally use. This will make your paper more entertaining and interesting, and it will make you a better writer. Your main point: The story you write should come to a satisfying or interesting end. Do not attempt to describe an obvious lesson  directly- it should come from observations and discoveries. Dont say: I learned not to make judgments about people based on their appearances. Instead, say: Maybe the next time I bump into an elderly lady  with greenish skin and a large, crooked nose, Ill greet her with a smile. Even if she is clutching  a warped and twisted  broomstick.

Sickle cell disease Essay Example | Topics and Well Written Essays - 500 words

Sickle cell disease - Essay Example The chance of one of her parents being a carrier is 1 in 2 (1/2). Assuming that one of her parents had normal copies of CFTR and the other parent was a carrier, the chances of their siblings being a carrier is 1 in 2 (1/2). So the chances of my friend being a carrier is x , i.e , one out of four. Assuming that both my friend and her fianc are carriers, the chances of their baby having the disease are 1 in 4. Therefore, the overall chance of their baby having cystic fibrosis is x x . 1/32, one in a 32. Sickle cell disease: Sickle cell disease is a genetic disorder caused by mutations of the -globin gene. There is a mutation of one single nucleotide from A to T, which results in a glutamic acid being replaced by valine at position 6 of the -globin gene. GAG, a codon, which codes for glutamic acid is changed to GUG resulting in replacement with valine (Pauling et al., 1949). In several forms of this disease, the red blood cells (RBC's) change their shape (Herrick, JB., 1910), upon deoxygenation caused by polymerization of abnormal sickle hemoglobin (Hanh and Gillespie, 1927). This results in the damage of the RBC's and can lead to these cells getting stuck in capillaries. The downstream tissues that are supplied by these capillaries are deprived of oxygen causing ischemia, leading to organ damage, as in stroke.

Spiderman Analysis-Engish Essay Example | Topics and Well Written Essays - 1000 words

Spiderman Analysis-Engish - Essay Example Like most lonely, somewhat nerdy fellows, Peter is in love with a beautiful, popular young woman, who just happens to be his next door neighbor, Mary Jane. Peter does not have parents; he lives with his Aunt and Uncle, a slightly older couple. Peter is used to being ignored, and even pushed around. He has very little self-esteem and would prefer to take photographs of other people living life, then live life himself. And yet, by fate, he is bitten by the â€Å"super spider† and inherits the amazing abilities that the spider possesses. The change from Peter Parker having the powers of Spiderman and Peter Parker becoming Spiderman was evident. While Peter Parker was enjoying his new abilities (climbing walls, being able to suspend mild flight, spin webs, perfect vision and hearing, amazing reaction time), he doesn’t automatically come to the assumption that he should use his powers to protect the innocent. He, like most people in his position would do, first thought of ho w this new gift would most benefit him. While investigating that possibility, he made a decision that cost him the life of his Uncle Ben. After accepting the pain of the loss, Peter realized that there was a huge amount of injustice in the world and that there was no one fighting for the people, no one to scare those that would do others harm. That gave way to the birth of Spiderman and all of the â€Å"great responsibility† that comes along with being a superhero. Spiderman, despite his best efforts, begins his superhero career with a very skeptical crowd. Most of the miraculous things that he does are misinterpreted and even presented to be a problem that was caused by him, so that he could fix it and be a hero. In the beginning, Spiderman is saving the lives of the faceless, no one that Peter Parker would have any personal connection to. However, when the faceless become Peter Parker’s loved ones, the issue of keeping the superhero and the regular

Hobbes International Relations Theory

Hobbes International Relations Theory Is the international system a Hobbesian ‘war of all against all’? The aim of the paper is to examine the influence of the political theory of Thomas Hobbes which in International Relations has been seen as the basis for the realist understanding on the case of â€Å"anarchy† (Heller, 1980, p.21) in the international system. In his work â€Å"Leviathan†, Hobbes provides us with the idea of the man and the state of nature which he link with the political community. Although he has been criticized because some argue that he creates confusion between nature of the man and the political state, Hobbes is seen as an important figure of realism and realist approaches. The essay starts with a brief information about Hobbes and â€Å"Leviathan† followed by a definition of anarchy and anarchy of the international state of nature. Observing the implication of state of nature, anarchy, sovereignty in the international system I will link them with different criticism in order to be able to determine whether or not the international system is a Hobbesian state of war. After the English Civil War, Hobbes wrote â€Å"Leviathan† to warn Englishmen for the consequences of insubordination (Heller, 1980, p21). This led to significant change in the political views of Hobbes. In Chapter 13, as Donelly (2000, p.13) points out, he presents examples of a â€Å"strong† realism. He attempts to model and explain the political relations between the man and the state of nature by describing it as a state of war, where â€Å"every man is against every man† (Hobbes, 1660; Hackety, 1994). In â€Å"Leviathan†, the state of nature is not government and therefore everyone is entitles with the same status which gives the individual the right to do everything without restrictions. However having â€Å"no moral restrains† (Korab-Karpowicz W. Julian, 2013) and also being greedy for goods makes the individuals invade others to gain. Hobbes describes anarchy as a â€Å"condition† where there is no culture, no industry, no knowledge, no account of time but there is a constant fear and violence and the life of man is â€Å"poor, nasty, brutish, and short† (Leviathan Ref). Despite the critical definition, to avoid such â€Å"condition† men have organized in political orders that provide â€Å"a common power to keep them in awe† it is the state of international relations that bring the danger of anarchy (Hobbes, Heller, 1980, p.24). Hobbes says that the â€Å"kings, and persons of sovereign authority† are in constant conflict because of their â€Å"jealousies† (Hobbes Quoted in Heller, 1980, p24). This could be described as a condition of war among states but they do not violate each other constantly. Moreover in relations between states there is no permanent common authority (Heller, 1980) which means that war remains permanent threat. This condition differs from the state of war – â€Å"every man against every man†, because Yurdusev (2006, p315) suggest that in the international state of nature, states uphold the industry of their subjects which frees the individuals from the misery they experience. Hobbes says that man are equal capable to do things, so even â€Å"the weakest can kill the strongestâ€Å"(Hobbes; Heller, 1980, 20-25). In comparison to the men in their nature, state are not equal to each other. United States and Soviet Union work as example because these two states held industry, navigation, culture giving them more power and control over the individuals during the Second World War and The Cold War. Therefore there is a possibility of order by strong states which summarized means that since states are not equal, they would not be equally intolerable (Vincent, 1981; Yurdusey, 2006, p.316). However there is also a possibility that states are equal as men are, because if there was univ ersal nuclear proliferation this would have created the â€Å"equality of fear† giving the chance and capability of a state to â€Å"kill† other state (Gauthier, 1957; Heller, 1980, p.24-27). However, the Hobbesian meaning of â€Å"life† and â€Å"death† could be misunderstood when it comes to states. According to Hobbes (1660; Hackety, 1994), â€Å"life† is the â€Å"artificial soul† which gives â€Å"life and motion to the whole body†. Therefore, states are not killed when a big part of its population and territory are destroyed, but the they loose their sovereign power to make and amend laws (Morgenthau, 1947, Heller, 1980). This condition could be achieved with a minimal amount of force or by threat. States are â€Å"alive† (Heller, 1980) when they are able to maintain its authority over citizens and also the ability to protect them like no other government. Boucher (1998, p.293-95) suggests that state’s actions are easy to predict if motivated by their interests, but on the other hand states follow their momentary interests making them a big threat because we never know when they would attack. For example, Kuwait was i nvaded by Iraq in 1990, on the grounds of interest over Kuwait’s natural resource – petroleum. This proves us again that states have more wants and needs, and that Hobbes’s idea of equality within states does not occur. States are constructed to provide men with internal peace and protect them from external affairs (Yurdusev, 2006, 313). To maintain their sovereignty, they have to protect their rights and their territory. According to Heller (1980, p.26), Hobbes’s condition of equality of ability is â€Å"satisfied† only when the weakest can actually ‘kill’ the strongest state. The idea of universal nuclear proliferation could be furthermore seen as the solution and however bring anarchy within states. With nuclear weapons the weaker states will have the capability to attack the stronger one, but on the other hand it might cause destruction to sovereignty (Heller 1980, 26). For example, if we suppose that a less powerful state as Nicaragua or any Middle East country, are able to obtain nuclear weapons they would actually lay them down in order to gain freedom from the world Leviathan – e.g., United States, Russia. Therefore, until this case of fear exists among stat es, equality of ability and fear would not exists. Life of the state is defined by Hobbes (Leviathan, 1660; Hackety, 1994) as the existing of sovereignty. Since life and state are â€Å"congruent† (Hobbes quoted by Heller, 1980, p.27), survival has been seen as a â€Å"necessary value† (McNeilly, 1968, p.178-81) and death as its ultimate aversion. Simply, while the state works in favor to survive it will achieve its objectives and vice versa, state must accomplish their objectives in order to survive. As Heller (1980, 27) suggests, this calls in question the capability of states to tolerate the state of nature because as it has occurred in the past, whole nations such as Rome, has disappeared. Therefore we cannot argue that the international state of nature has prevailed because it has not been intolerable, but it has been fatal (Heller, 1980) for its victims – Rome. In the international state of nature, the weakest fear from the others because of their low capability to defend themselves. If there is no equality between weak and strong states, then this would further undermine the capacity to state to defend itself (Heller, 1980, 24-26). Strong states have no fear of the weaker states but they do fear the other limited number of strong states because they are enough to â€Å"threaten the survival of any strong state† (Heller, 1980, 27-30). The war against all might exists and torment only the weaker state because they are defenseless. Heller (1980) suggests a situation where one state is stronger than the others, and these other states are trying to improve their position and so the chance to survive. This would lead to the creation of international anarchy where we have on main Leviathan. Leviathan is a â€Å"corporate body† (Williams, 1996, p227) and its strengths are the strengths of the others. It never sleeps or dies making it immortal. As immortal, â€Å"it transcend the limitations that simple individuals encounter in their attempts to survive in the state of nature† (Williams, 1996). Williams (1996) suggests that the result is that â€Å"the radical equality that defines the state of nature composed of individuals is not present in the relations between states†. Therefore since the states and individuals do not have the same conditions, states can use these anarchic qualities among themselves to form more stable form of â€Å"coexistence† (Hobbes; Williams, 1996; Heller, 1980). Despite the continuing absence of the Leviathan in the international system, this absence has not stated an anarchic state of nature. Hobbes present to us the idea that â€Å"the right of sovereigns are designed to ensure the indivisibility and absolute character of the sovereign’s power (Hobbes; Heller, 1980). Furthermore, he adds that the divided sovereignty is no sovereignty at all. Clark and Sohn (Heller 1980, p.25-30) suggest that if a world organization is created, war might be prevented because of the monopoly power and military power which the central law-making power holds. Therefore this idea of a world commonwealth is untenable because it looks at the state as a negotiator between individual men and word sovereignty (Heller 1980). However even though a world organization was created this would have led to a destruction. Hoffmann (1967) presents to us the â€Å"halfway house argument where Goldsmith (Quoted by Heller, 1980) further explains it as if states are to get out of the state of nature, they must agree on the laws of nature. However if states could agree on the laws of nature, there would be no need to get out of the state of nature. (Goldsmith, 1966; Gauthier, 1969) In the international system nowadays there are inter-governmental organizations – formed only from governments, which are similar to the idea of Leviathan. League of Nations and United Nations are organization where security and peace are promoted. They try to establish a â€Å"collective security† (Heller, 1980, p31). In the doctrine of collective security, as Heller (1980) further explains, the states have to â€Å"alienate† their sovereignty and join against aggressive states and participate in implication of restriction on them. However this whole idea of â€Å"collective security† did not really work out well in the League of Nations because it could only work if the states have actually transferred their sovereign power to the â€Å"supra-national† entity. To summarize, we first looked at the implication of Hobbesian theory about the nature of state, the man and anarchy. We saw how this â€Å"condition† of anarchy can differs and how it links with the war against all within the international system. Furthermore, we looked at the meaning of the Hobbesian â€Å"life† and â€Å"death† to the state which helps us to understand why states actions are easy to predict. Boucher (1998) and Heller (1980) has introduced different arguments to explain the concepts of anarchic state of nature and the â€Å"Leviathan† and the link between them. However Hoffmans (1967) â€Å"halfway house† argument clearly proves that the international anarchy wants to overtake the states sovereignty. Bibliography: Boucher: ‘Intercommunity and International Relations in the Political Philosophy of Hobbes’, KRIR, pp 145-169 Goldsmith, M.M. â€Å"Hobbess Science of Politics†; Columbia University Press, 1966 Heller, Mark A.; The Use Abuse of Hobbes: The State of Nature in International Relations; â€Å"Polityâ€Å" Vol. 13, No. 1 (Autumn, 1980), pp. 21-32 ;Published by: Palgrave Macmillan Journals; Stable URL: http://www.jstor.org/stable/3234689; Accessed on 8/03/2014 Hobbes, Thomas, 1660,Leviathan, Edwin Curley (ed.), Indianapolis: Hackett, 1994. Hoffmann, Stanley (1967) â€Å"The State of War: Essays in the Theory and Practice of International Politics† ;Review by:K. J. Holsti; The Canadian Journal of Economics and Political Science / Revue canadienne dEconomique et de Science politique, Vol. 33, No. 1 (Feb., 1967) , pp. 161-163; Published by:Wileyon behalf ofCanadian Economics Association; Article DOI: 10.2307/139882; Article Stable URL: http://www.jstor.org/stable/139882 Accessed on 09/03/2014 Korab-Karpowicz, W. Julian, Political Realism in International Relations,The Stanford Encyclopedia of Philosophy(Summer 2013 Edition), Edward N. Zalta(ed.), URL = http://plato.stanford.edu/archives/sum2013/entries/realism-intl-relations/>. Accessed on 09/03/2014 Moloney Pat (2011). Hobbes, Savagery, and International Anarchy. American Political Science Review, 105, pp 189-204. doi:10.1017/S0003055410000511. Accessed on: 10/03/2014 Morgenthau, Hans J. â€Å"Scientific Man vs. Power Politics† ;Review by:William Anderson Annals of the American Academy of Political and Social Science, Vol. 250, Communication and Social Action (Mar., 1947) , pp. 135-136 Published by:Sage Publications, Inc.in association with theAmerican Academy of Political and Social Science Article Stable URL: http://www.jstor.org/stable/1024662 Accessed on 10/03/2014 Malcolm, Noel (2004):Aspects of Hobbes, Oxford: Oxford University Press URL: https://www-dawsonera-com.ezproxy01.rhul.ac.uk/abstract/9780191529986 Accessed on 08/03/2014 Martinich (2005) Leviathan, British Journal for the History of Philosophy, 13:2, 349-359, DOI: 10.1080/09608780500093277 To link to this article: http://dx.doi.org/10.1080/09608780500093277 Accessed on 09/03/2014 Yurdusev, A.Nuri Australian Journal of International Affairs Vol. 60, No. 2, pp. 305/321, June 2006 URL: http://www3.dogus.edu.tr/cerdem/images/Political%20Thought/Thomas%20Hobbes%20and%20international%20relations%20from%20realism%20to%20rationalism.pdf Accessed on 8/03/2014 Williams, Michael C. (1996). Hobbes and international relations: a reconsideration. International Organization, 50, pp 213-236 doi:10.1017/S002081830002854X Accessed on 09/03/2014

Actions Of A Teacher Who Is Behaviorist

Actions of a teacher who is behaviorist: As a behaviorist, you believe that learning takes place when knowledge is separated into smaller bits. Students are rewarded for successful answers. Instruction focuses on conditioning the learner's behavior. Learning involves repetition and association and is highly mechanical. Behaviorist leaning teachers focus on a new behavioral pattern being repeated until it becomes automatic.(Schuman) The role of the behaviorist teacher is providing stimulus material and prompting the correct response, while the learner's role is to be the receiver of the information response until the behavioral change is permanent. (Applications of Learning Theories) Teachers with a behaviorist leaning view errors as not enough conditioning. Without repetition and proper conditioning, students will make mistakes. Behaviorism can also be thought of as a form of classroom management. Behaviorists believe human beings are shaped entirely by their external environment.If you alter a person's environment, you will alter his or her thoughts, feelings, and behavior. The system is based on rewards and punishments. Behaviorists believe that if teachers provide positive reinforcement, or rewards, whenever students perform a desired behavior, they will learn to perform the behavior on their own. The same concept applies to punishments. Behaviorists think people act in response to internally or externally generated physical stimuli. They basically consider human nature to be the product of one's environment.An example of behaviorism is when teachers reward their class or certain students with a party or special treat at the end of the week for good behavior throughout the week. The same concept is used with punishments. The teacher can take away certain privileges if the student misbehaves. 2. Actions of a teacher who is progressivist: Progressivists believe that individuality, progress, and change are fundamental to one's education. Believing that people l earn best from what they consider most relevant to their lives, progressivists center their curricula on the needs, experiences, interests, and abilities of students.Progressivist teachers try making school interesting and useful by planning lessons that provoke curiosity. In a progressivist school, students are actively learning. The students interact with one another and develop social qualities such as cooperation and tolerance for different points of view. In addition, students solve problems in the classroom similar to those they will encounter in their everyday lives. Progressivists believe that education should be a process of ongoing growth, not just a preparation for becoming an adult. An obvious example of progressivism would be our class.We are in groups a lot and we actively learn through discussion. We talk about how what we read can be incorporated into our future teaching careers. Dr. Theodore takes into account the suggestions from the previous semester's students an d modifies his class accordingly. My reflections pg. 15 As a future teacher, I must ensure that I am prepared to organize my classroom in ways to inspire my students. I believe most strongly in the constructivist philosophy of teaching. I believe a constructivist teacher should be a guide for the student.My classroom will be full of motivational words and pictures, with bright colors. I want there to be something on every wall that will inspire my students to ask questions. I want my students to think critically with my guidance and support. I feel it is important for my students to feel safe within the walls of my classroom and feel free to explore their environment and create their own learning. Through experiences and investigation, the students within my classroom will continue to take steps forward to their educational and emotional development.I also believe that children should grow together. Although some students may be advanced, while others may have special needs, I think it is important to start at one point. Occasionally, some students may need scaffolding in order to reach the ability of other students, but through guidance and support I want to allow each child to grow individually. Differentiated instruction will be vital be to help assist students on different learning levels. Moreover, each student's individuality should be considered when planning activities and molding each activity for them personally.I want to ensure that each student is being challenged, no matter what their starting level may be. My educational philosophy is simple; I believe all children have the right to an enriching education! I believe all children are unique and need a safe and enriching environment to learn and grow, emotionally and intellectually. Education is the stepping stone to a child's future and it is important to make sure every student learns what they need, in order to help them succeed in their adult lives.As a future teacher, the three areas I believe will make my classroom efficient and motivating to my students are (1) teaching as though I am guiding my students through the knowledge I present to them (2) giving my students the freedom to let their curiosity take them further and (3) encouraging my students to respect their peers and the things of the world. I plan to hold my students to the highest expectations because I feel that is my obligation. I want my students to know they can achieve anything, just as long as they put their minds to it.I will be open-minded and will always encourage creative thinking. I want the activities my students participate in to be intrinsically motivating. The Russian psychologist Vygotsky emphasizes the idea of allowing students to work together and help each other learn. This can be done through scaffolding; assisting students in the early stages of learning and slowly decreasing the assistance and letting students figure things out independently. I want my students to learn through interact ions with their peers and be able to use their minds and construct their own ideas about what information I give them.This idea comes from the constructivist theory of learning; giving students the freedom to discover and apply ideas through the information they receive. My desire is to have the students be completely satisfied in learning new and even challenging things and that they are fully engaged in what they are learning. I want their learning to be of the purest nature and I want them to really enjoy every aspect of learning. I want my students to feel comfortable in my classroom, so I plan to come to class everyday with a smile, an open heart, and a sense of humor.Teaching comprises many aspects, but the one aspect I feel that is most important is stirring the minds of students, letting their curiosity take them into learning, and allowing them to enjoy the rewards of their achievements. That said, the importance of philosophy in education is the fact that it is the foundat ion in which all academic teaching and intellectual learning is built off. My future application pg. 16 Learning encompasses three broad domains—knowledge, behaviours and attitudes.When we create a positive environment for learning, we set the conditions for students to move through a range of behaviours in each domain, from simple to increasingly complex, until they achieve mastery of the course learning outcomes. The challenge of creating a positive learning environment is one that all teachers face regardless of the physical environment in which learning takes place. Learning can occur in many settings, not just in the classroom. Accordingly, the term â€Å"classroom† in this book is used figuratively and includes a wide range of learning environments.Creating a positive learning environment is the cornerstone of effective teaching. In order for our students to succeed, they must first believe they can succeed. Students must have confidence in their abilities and th ey must feel that the teacher shares that confidence. A positive learning environment nurtures these feelings by allowing students to explore and expand their knowledge without undue risk or fear. A positive environment is fostered when learning outcomes and expectations are clearly communicated to the student.Students have a wide range of learning needs and styles, and this diversity must be taken into account in employing a variety of teaching strategies. The size of the classroom, the arrangement of the furniture, the functioning of equipment and other physical aspects of the class all contribute to, or detract from, the learning environment. When these factors can be manipulated to be positive influences, an environment more conducive to learning will be created. Creating a positive learning environment is the cornerstone of effective teaching.As teachers we are accountable to our students, as well as to their future employers. Clearly , there is no one â€Å"right† combi nation of elements that will magically result in a positive climate for learning for every student. Creating and maintaining a positive learning environment is an ongoing process. Clearly, there is no one â€Å"right† combination of elements that will magically result in a positive climate for learning for every student. The methods you devise will be uniquely yours and will reflect your own personal style and the philosophy, direction, goals and skills of your particular program, faculty and students.You will bring your own creativity as a teacher to build on the wide variety of experience of teachers across a range of disciplines. In teaching and learning Teaching and Learning provides leadership, service, and support in the development, implementation, and dissemination of learning standards in all curriculum areas. We support school districts and their educators in delivering high quality instruction of the learning standards that ensures students achieve at high levels. Clarity of communication, collaboration, coordination, and commitment are the core values that guide our work.Addressing diversity of learners The guiding research question – How well prepared pre-service teachers believe themselves to be to teach students of diversity? -provided an effective means of ascertaining the effectiveness of one university’s teacher preparation program as it relates to this issue. Discovering the pre-service teachers’ perspective was germane to this study for identifying the degree to which the teacher preparation curricula and field-based experiences influenced their beliefs about diversity; thus preparing them for teaching students of diversity.It became evident that these future teachers had differing meanings of diversity and there was a perceived disconnect between how well the curricula compared to their field experiences prepared them to teach diverse populations. The purpose for conducting this study has been twofold. First, th e objective was to learn how prepared the students in our teacher education program; perceive themselves to be to teach the diverse student populations found in an ever-increasing amount of public schools. Learning this information can influence policy and practices in this University’s teacher education program.Having conducted this study for this primary purpose, it is encouraging to have research drive decisions that address the issues of enhancing diversity training in teacher preparation programs. MY OBSERVATIONS 1. Classroom Arrangement The classroom I observed was the first grade class of Mrs. Wunderlin at Winchell Elementary School. The student’s desks were arranged into groups of six. I believe that the student’s desks were arranged into groups to promote social interaction, which builds a community for the students. When the students sit in groups it is easier for them to work as a team.The classroom also consisted of a reading area, which had a variet y of books. There were picture books and chapter books that covered low, average and advanced reading levels. In the back corner of the room there was a math area. The math area had several containers of manipulative objects that students could use to solve mathematical problems such as rods and cubes. Along the back wall of the classroom were two computers. Above the computers were photographs of the students and above each photograph were a drawing of a self-portrait created by that student.This is a great activity to use at the beginning of the year that helps students get to know the names and faces of their classmates. I really enjoyed looking at them and will do this activity in the future. At the front of the classroom was the teacher’s desk next to the board. Beside the teacher’s desk was a word wall. Word walls are excellent tools to use in the classroom. On the board Mrs. Wunderlin had the daily schedule which was reading, spelling, lunch/activity, story time , math, music, social studies, and ending with science. Also on the board were a class number grid and a clock to learn how to tell time.Next to the board was a bulletin board that had a calendar on it. All these items are essential to have in a first grade classroom. It did seem that students shared ownership in the classroom. They are allowed to have water bottles on their desks and a â€Å"toolbox† as the teacher referred to it, which was a small plastic container that the students put their writing utensils in. Besides from allowing students to have items on their desks during class time, students didn’t have to ask to use the restroom, they just get up even when the teacher is talking.The students also had a â€Å"respect† guide that was located on the wall so they can always refer to it. The â€Å"respect† guide is, for every letter in the word respect stood for a word that students should follow in the classroom. The letter â€Å"R† for resp onsibility, â€Å"E† for effort, â€Å"S† for solving problems, â€Å"P† for perseverance, â€Å"E† for empathy, â€Å"C† for confidence, and â€Å"T† for teamwork. I loved this idea and will add it to my list of things to have in my classroom. 2. Bulletin board display I went around the School Areas and I saw different Bulletin Board Displays located from the first to third floor.In every level of Basic Education, they have their own bulletin board display. Some are colorful and some are simple. The contents found are the list of the pupils with their pictures, lists of their subjects and their academic performances, schedules, word for the day, eye-openers, â€Å"legacy of excellence†, achievements, and the like. There are no misspelled words used in the display, the messages are clear, precise and consistent, the colors and designs always suit the interest and age of the pupils. 3. School playground I love going there; it’s such a celebration of the carefree spirit that all kids possess.The rear entrance to the school requires a short walk across two huge sports fields, which are always occupied by screaming, laughing, playing, running kids. There are books and chapters in books and no doubt countless pages on the internet describing various techniques for undertaking this part of a child’s assessment. Over the years I have practiced, I must have looked at hundreds of examples. For a parent or teacher seeking information on observation techniques it must seem very confusing. The following techniques are the methods I have settled on and used successfully for years; both are very simple.I always use both techniques sometimes in sequence but more often in tandem. If you are new to observation I would suggest doing them in sequence, you will naturally begin to use them in tandem as you gain experience. All you need is a note pad a pen and a watch. 4. Learning resource center Learning resources can be broadly defined to include books, libraries, bookstores, consultants, teachers, newspapers and journals, computers, on-line services†¦ just about anything that will either act as a source of learning or as a point of access to other learning resources.Until we start looking for them, many of us are unaware of the existence of these resources or under-estimate their potential value 1. Class routines Co-Curricular Activities are positive outgrowths and extensions of the regular curriculum in the schools. A co-curricular activity is one generated for a class or course, with the idea that all students participating in the class or course may be involved. Extra-curricular activities are those which contribute to the spirit of the school, personal growth of the participant and the positive aspects of school participation but do not offer credit.

Charles Baudelaire And Victor Hugo - 976 Words

In France, Charles Baudelaire and Victor Hugo defined new grounds to the Romantic movement with his poems. Often compared with Wordsworth, Baudelaire s French poems surfaced an ease of poetic elaboration. His poems including the L Ame du Vin and Mort des Artistes are popular for the thematic basis of defining the pursuits of life and art. The English romantic poetry is dense and divided into two eras; William Wordsworth, Samuel Taylor Coleridge and William Blake wrote in the first half of the romantic period and Lord Byron, Percy Bysshe Shelley and John Keats wrote in the second half. The Romantic Era is known for the development in poetry, from metaphysical approaches to the simple use of the language, the romantic poems were the†¦show more content†¦We witness how the oldest forms of literature in different parts of the worlds is in the forms of epic poems. In French literature, we find The Song of Roland to be the oldest literal work. The Song of Roland is based upon the Battle of Roncevaux lead by King Charlemagne. Some other famous epics include The Epic of Gilgamesh, The Odyssey, The Mahabharata and The Tale of the Shipwrecked Sailor, The Epic of Gilgamesh is known to the oldest form of literal work present till date. Epic poetry surrounds itself with different characteristics from different kinds of literature. We find the inclusion of the evocation to the muse in many of the epics and that surrounds as one of the few things that surface out as a common element in many epic poems. Many Epics are also written the heroic couplet format. The heroic couplet is a poetic form in which there are two rhyming pair of lines in iambic pentameter. The poetics form was introduced in The Canterbury Tales and The Legend of the Good Women. The study of the heroic couplet links us to the neo-classical age, where Dryden uses the technique clinically in his poems. Heroic couplets became common after the neoclassical age and were found in the romantic era with Keats poems including the Lamia and Samuel Jonhson’s The Vanity of Human Wishes and The Deserted Village. The major influence on the English poetry structure came in the period of the Renaissance. As discussed earlier, Renaissance brought differentShow MoreRelatedRomanticism Essay778 Words   |  4 Pages1770(-1840): Neo-Classicism ïÆ'Ëœ 1770(-1850): William Wordsworth (writer) was born. ïÆ'Ëœ 1770: Industrial Revolution had an influence on the Romantic period. ïÆ'Ëœ 1785: Grim Brothers. ïÆ'Ëœ 1789: French Revolution. ïÆ'Ëœ 1800 Start of Romanticism ïÆ'Ëœ 1802(-1885): Victor Hugo (writer) was born. ïÆ'Ëœ 1802(-1870): Alexandre Duman, sr. (writer) was born. ïÆ'Ëœ 1803: Romanticism welcomes Christianity. ïÆ'Ëœ 1813: The Waltz accepted introducing a new era socializing and new music. ïÆ'Ëœ 1813: Jane Austen publishes Pride and PrejudiceRead MoreRise Above the Misery in Les Misà ©rables by Victor Hugo Essay example1755 Words   |  8 Pageshave his work praised, no matter how meager and the masses should have the right to embrace it or to reject it. As much of this has already been considered, concerning Les Misà ©rables, the purpose of this paper is to compare, contrast, and evaluate Victor Hugo’s use of themes and characterization in his novel, Les Misà ©rables. Rife with different themes in every storyline, Les Misà ©rables entices critics to examine the numerous themes and speculate as to their meanings. These themes that they elicitRead MoreWomen’s Writings in Twentieth Century British Malaya967 Words   |  4 Pagesthese early Malaysian pantuns. By the nineteen century, the form made it’s way west towards Europe. French poet Victor Hugo is the one arguably credited with this migration and changing the form’s name to the French spelling of â€Å"Pantoum.† As the pantoum continued to migrate west throughout the nineteenth century it became extremely popular among British and French writers. One of Charles Baudelaire’s more famous poems â€Å"Harmonie du soir† is written the pantoum form, though it is considered an â€Å"improperRead MoreMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 Pagesspatiotemporal displacement (reduced to a minimum in this example), which necessarily brings about the intrusion of the narrator. It is this second parade, and only this second parade, that the man with the radio can dominate, like the reader of Victor Hugo s Waterloo. (A. J. Greimas would say that the man with the radio is actually two actors: the demonstrating actor and the listening actor). We are approaching a concept that has been developed frequently since Jean-Paul Sartre made his studies