Support teaching and learning activities Essay Example

Support teaching and learning activities Essay Example Support teaching and learning activities Essay Support teaching and learning activities Essay The teacher will plan for the long and medium term planning, they may put time aside during the week to discuss the learning objectives for the lessons so that the support practitioner will have a clear understanding of what Is to be expected of the lesson and how to help the children achieve this. Working with Special Needs Children within the classroom setting they will have different learning objectives and will require extra support. During the planning a support practitioner should have the opportunities to give any input and suggestions into the lesson plan/learning objective as to any difficulties which may hinder the learning process. During an activity support practitioners should be observing and monitoring to give the teacher efficient feedback. Children should also be praised and given plenty of encouragement to help build up self-esteem and confidence. At the end of the lesson the support practitioner and the teacher should discuss whether the learning objectives for the lesson was successfully achieved and discuss any problems that arose. 03 Support Learning Castles Evaluate own strengths and weaknesses in relation to support learning 1. 2 and how these may impact on the support that can be provided. Activities be honest with yourself and others, make sure you evaluate achievements as well as failures, include all aspects of your work, and then always ask a colleague for help and advice if needed. Refle cting on your work will help to improve your own skills and also expand knowledge. Strengths Easily approachable Being adaptable Team work Willing to try anything new Working alone Patience Communication skills (good) Using resources to benefit learning Knowing your roles and responsibilities Asking for help Display work Weaknesses Sometimes can take a while to digest information (repetition needed) in subjects not strong in Dont always understand lesson plans Use of laptops, notebooks and computers on programs Im not familiar with Communication with correct terminology (sometimes get mixed up).

Effects of alum sludge and its application to farmland Coursework

Effects of alum sludge and its application to farmland - Coursework Example A comprehensive research has been conducted to identify and measure the impact of alum sludge on farmlands and critically evaluate the beneficial uses of this element, so that they are used after considering all costs and benefits associated with its adoption. Additionally, the literature material that I have selected to make part of my research studies has been discussed in detail to justify their relevance and significance for reaching a suitable conclusion. Moreover, this paper entails the practical application and effectiveness of alum sludge that is being used for various diversified purposes in real world. This report highlights implications of presence of alum sludge with regards to pH value (acidity or alkalinity) of soil, forest trees and effective growth of plants. Finally, a concrete conclusion has been drawn at the end of this report to summarize the findings of entire research. Literature review I have mainly included 3 scholarly resources in my research to provide adequ ate reading material, research findings and strong discussions to enable me to reach a rational conclusion for my study. The first study was carried out by Rengasamy, Oades and Hancock in 1980 whereby they studied pros and cons of usage of alum sludge and concluded that it must be mixed in soils since it provides a strong structure and nourishment for plants. However, they suggested that conclusions are still dubious and require further research and verification at rates of the order of 2 t ha?1 (Rengasamy, Oades & Hancock, 1980). Next literature piece I have selected for my research is a study conducted with focus on adsorption capacity of alum sludge. This research revealed that alum sludge is highly useful for eradication of phosphate from wastewater due to its adsorbent characteristics. This article noted that alum sludge has been frequently questioned in various previous researches for its abilities and success rates when being used for adsorption process. The authors examined effects of pH value of soil on adsorption patterns exhibited by alum sludge and concluded that the phosphorus is highly susceptible to adsorption in acidic environment which have a lower pH as compared to more alkaline composition with higher pH strength. This article has also presented results of other similar studies (Yang et al, 2006). The final study pertains to features of dried alum and its effects on different subjects in different conditions. It shows how alum acted as a liming catalyst in enabling improvement and nourishing of potting media. This study gives me an entirely distinct viewpoint since it suggests that the growth of plants is adversely affected due to presence of alum, causing adsorption and scarcity of phosphorous in fertilizers which are intended to provide cultivation support for soil plants. Authors also are of opinion that alum sludge, when sprayed on deciduous and coniferous forest lands, increases soil pH but has no positive effect on growth of trees. Nev ertheless, they ensure through their findings that sludge is harm-free and does not contain any toxic effects (Bugbee, et al., 1985). Research Methods I adopted a skeptical approach to conduct my research, covering all areas comprehensively and thoroughly. I have selected the 3 sources after careful consideration since they all have worked on mutually exclusive issues pertaining to usage of alum sludge and also have given varying conclusions and outcomes of their findings. My research procedures began with verifying the results

Islam Essay Example | Topics and Well Written Essays - 250 words - 8

Islam - Essay Example From the reading on The World Religions, one is educated and better informed as a person becomes better informed about the doctrines in Islam. In fact, one can see a lot of logical and realistic beliefs that are applicable in life as opposed to some teachings of other religions. Take the issue on divorce for example, Christianity or at least people who call themselves Christians, are against divorce regardless of a couple’s situation. On the contrary, Islam tolerates divorce although it does not advocate but suggests it to be the last resort for couples. Other religions will also frown on polygamy which is observed among Muslims but understanding the reason behind such tolerance makes a lot of sense. From my point of view, I think it would be better for a man to have two to four wives as long as the man is able to treat the women equally in all aspects of their relationship and is able to provide for all of them rather than have one wife and extra-marital affairs that makes th e relationship imbalanced. With the aforementioned citations, I say there are several doctrines of Islam that people can learn from as they learn from other religions as

Reaping the Whirlwind Essay Example for Free

Reaping the Whirlwind Essay Fighting human rights is a long and complicated process and â€Å"Reaping the Whirlwind† by Robert J. Norwell is a classical work, in which the author traces the development of human rights movement in one of the cities of American South Tuskegee, Alabama, specially concentrating on the rights of black-skinned community. The book gathers unique aspects of this region, as well as attempts to link them to national and global human rights development. Norwell is perhaps the best person to write such a book as he is a native of Alabama and holds a PhD degree on history. Norwell takes the reader from 1880-s to 1960-s, telling the story of Tuskegee Institute and it’s principal Booker T. Washington (1856-1915). Tuskegee appeared to be an outstanding example of human rights development. The local Afro-American community appeared to be educated and professional enough to promote their interests, including the ones in education, to overcome the position of conservative white officials. Norwell pays attention to both successes and disappointments of human rights movement in Tuskegee. The key idea of the book, is that in Tuskegee the black population managed to realize their own idea of harmony with the white Americans. In the later chapters Norwell concentrates on further development of the situation and describes how reality stepped away from accommodationalist views of Washington. Those ideas, which have been created in a small closed society were adapted by the rest and became essential for the whole nation. Human rights were won not only by legal and judicial means but also by persuasion, harsh disputes and even fighting opened violence. The book demonstrates how declared rights of African Americans gradually became factual and true. The first edition of the book ended in 1960, however in later editions Norwell updated the last chapter and briefly told of the latest development of human rights on the South from 1960-s until now. Norwell supposes, that Washington’s care of Afro-American activists created a base for human rights to flourish after World War II, because he managed to prepare enough leaders for the movement. Finally he concludes, that Washington should be more likely called a father of human rights movement than DuBois. In total the book is well written and quite easy to read. It is written for both those, who are interested in the subject and those, who require professional knowledge in the field of human rights development of the South. The book gives a picture of real struggles around human rights, which are often different from romantism of martin Luther.

Emotionally Disturbed Students Essay -- essays research papers fc

Emotionally Disturbed Students Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder demonstrate an inability to learn and, as a result, pose instructional challenges alongside the behavioral problems that they exhibit in the school environment. Many of these students require intensive instruction to maintain the academic skills they have been taught and to improve their academic deficits. For many students with E/BD, achievement problems are particularly troublesome in the area of reading (Maughan, Pickles, Hagell, Rutter, & Yule, 1996). Unfortunately, there has been very little published research in the area of reading instruction with this population of students. In their review of reading interventions in the area of E/BD, Coleman and Vaughn (2000) identified only eight published studies that reported the results of reading interventions for students with E/BD. The majority of these studies were conducted with students younger than 12 years of age. The need for additional research in the area of reading instruction is particularly true for adolescents with E/BD. The reading failure of secondary students with behavioral problems has been consistently documented and, as reported in the findings from the National Longitudinal Transition Study (Malmgren, Edgar, & Neel, 1998), these reading deficits likely contribute to the dismal outcomes for these students such as high dropout rates, grade retention, and overall poor achievement. In addition, the absence of empirically derived reading practices for older students with E/BD is particularly problematic given the current emphasis on achieving state curriculum standards and participating in content-area learning (Deshler et al., 2001). As noted earlier, students identified with E/BD typically show significant deficits in the area of reading. This is particularly true for secondary-age students with this condition. In a... ...eiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Popkin, J., & Skinner, C. H. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance: Interdependent group contingencies with randomly selected components. School Psychology Review, 32, 282-295. Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173. Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects of intertrial interval duration on sight-word learning rates in children with behavioral disorders. Behavioral Disorders, 19, 98-107. Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV. Wehby, J. H., Lunsford, L. B., & Phy, E. (2004). Comparing the reading profiles of students with concomitant behavior and reading problems to a normally achieving, reading-matched sample. Manuscript in preparation.

Inaccessibility: Fiction and Miller

Inaccessibility Brook Thomas in his essay Preserving and Keeping Order by Killing Time in Heart of Darkness extends J. Hills Miller’s â€Å"unveiling† (Miller 220) of Conrad’s narrative. Miller’s essay Heart of Darkness Revisited demonstrates how Heart of Darkness â€Å"belongs to the genre of the parabolic apocalypse† (Miller 217). Thomas responds to Miller’s unveiling â€Å"a lack of decisive unveiling in Heart of darkness† (Miller 220) by reading â€Å"historically the narrative that Conrad weaves† (Thomas 239) so that we might be able â€Å"to come closer to a truth† (Thomas 239).Thomas presents the possibilities of decisive unveiling, which Miller claims, Heart of Darkness lacks. Miller’s questions what makes Heart of Darkness an apocalyptic parable? Subsequently Miller analyzes Conrad’s narrative â€Å"in light of these generic classifications† (Miller 207). Thomas is cautious in interpreting Co nrad’s narrative and questions the possibility of being able to glimpse into an essential truth by placing the text in historical context.Thomas quotes Miller, to synthesise â€Å"Conrad’s fiction in the context of the history of ideas† (Thomas 242), and later on takes up Miller’s suggestion in the evaluation of The Nigger of the â€Å"Narcissus† by Conrad to demonstrate that there can be â€Å"decisive unveiling† (Miller 220). Although Thomas does not mention Miller’s essay Heart of Darkness Revisited he quotes Miller’s The Disappearance of God and Poets of Reality. In addition to Thomas quoting Miller, both critiques adopt similar approaches in their essays.One of the first passage they quote from Heart of Darkness is Marlow informing us â€Å"the meaning of an episode was not inside like a kernel but outside, enveloping the tale which brought it out only as a glow brings out a haze, in the likeness of one of these misty hal os that sometimes are made visible by the spectral illumination of moonshine† (Heart of Darkness p. 20) both critiques examine Conrad’s writing and his purpose of writing.Miller’s analysis is that Conrad presents to us the description of â€Å"two kinds of stories: simple tales and parables† (Miller 208) and that Marlow’s stories â€Å"like the meaning of a parable- is outside, not in† (Miller 208) and goes on to say that the parable is inaccessible. Thomas quotes this passage to agree with Miller that â€Å"there is no guarantee that we will penetrate to the essential truth† (Thomas 239) at the same time suggest the possibility to glimpse truth â€Å"if we read historically the narrative that Conrad weaves† (Thomas 239).I am convinced that Thomas complicates Millers argument. Miller quotes Marx to define a parable like â€Å"the use of real life condition to express another reality or truth not otherwise expressible† he then compares the parable used from the Bible to demonstrate how Conrad’s fiction functions as a parable. Miller proves Heart of Darkness to be a parabolic apocalypse.In reference to the earlier passage from Heart of Darkness of the haze, Miller compares the image of the haze and illumination Conrad creates, with the â€Å"case of Jesus’ parable of the sower† (Miller 210) as Conrad uses â€Å"realistic and almost universally known facts as the means of expressing indirectly another truth less visible† (Miller 210). Miller further explains that Conrad’s parable becomes not just a way to examine Marlow’s story, consequently to examine Conrad’s narrative itself.Miller quotes Wallace Stevens that â€Å"there is no such thing as a metaphor of a metaphor† and moves on to use the Bible and Conrad’s The Nigger if the â€Å"Narcissus† to demonstrate inaccessibility of Heart of Darkness. Using the parable of the sower Mille r explains: â€Å"If you understand the parable you do not need it. If you need it you cannot possibly understand it† (Miller 210). Likewise Heart of Darkness based on the facts of History and Conrad’s life is used to express â€Å"the evasive and elusive truth underlying both historical and personal experience† (Miller 210) being a parable would fail to illuminate one who does not see the darkness.Miller picks out the passage of Marlow’s narration of life sensation and the impossibility of communicating life sensation sets it against the image of the halo in the mist to show us that Heart of Darkness â€Å"is a revelation of the impossibility of revelation† (Miller 212). The Nigger of the â€Å"Narcisusus† is used by both critiques to examine Conrad’s purpose of writing but interpretations of both critiques differ. They both quote similar passage of Conrad proclaiming his attempt to make his readers see and â€Å"that glimpse of tru th for which you have forgotten to ask†.Miller picks out the â€Å"double paradox† of seeing darkness in terms of light and the two sense of see one as physical vision and second the unveiling the invisible truth. Like the parable of the sower Miller states the Heart of Darkness does not accomplish in makes the reader glimpse truth. This analysis differs from Thomas analysis of the same quotation from The Nigger of the â€Å"Narcisusus†. Firstly Thomas uses this quotation to synthesis Conrad’s narrative and history, that Conrad re-envisions the way ineteenth-century historians that to â€Å"discover truth we had forgotten was to reconstruct it historically† (Thomas 248) linking the reading of the narrative with historical context. Secondly Thomas quotes The Nigger of the â€Å"Narcisusus† where â€Å"Conrad explicitly compares his work as an artist to the work of civilization† (Thomas 254) here Thomas links reading Heart of Darkness fo r the Conrad’s writing and focus on work. While Miller narrows the reading of Heart of Darkness and the inaccessibility of the narrative, Thomas points various ways to allow the narrative to be accessible.Miller examines the similarity between a parable and apocalypse genre through the notion that both â€Å"is an act of unveiling† (Miller 207). Again Miller uses the Bible to demonstrate how Heart of Darkness follows the genre of the apocalypse. Miller compares Conrad’s narrative structure of how the â€Å"reader of Heart of Darkness learns through the relation of the primary narrator, who learned through Marlow, who learned through Kurtz† (Miller 214) to â€Å"the book of Revaltion, God speaks through Jesus, who speaks through a messenger angle, who speaks through John of Patmos, who speaks to us† (Miller 214).This speaking through one next farther is what characterizers Heart of Darkness as the genre of the apocalypse. Miller synthesis of Heart o f Darkness as a parabolic apocalypse is what leads to his conclusion to the lack of decisive unveiling in the novel. The â€Å"ventriloquism† (Miller 214) of having a voice behind a voice and deprives the novel a voice of authority. Miller proves how the novel fits in the generic classification and identify the writing of Conrad to unveil as deeper truth but points out that the problems of the parable and apocalypse in making the Heart of Darkness inaccessible.Thomas acknowledges this inaccessibility but presents us with possible accessible reading through the synthesises he suggests. Thomas quotes Conrad’s Notes on Life and Letters and follows through Conrad’s stand that â€Å"fiction is history† and by placing Heart of Darkness in the context of history we can attempt to glimpse a truth. Thomas presents that Conrad weaves a story that â€Å"that proves to be truer that history† (Thomas 242). Thomas introduces British modernist novelist James Joyc e, D.H Lawrence, Virginia Woolf and E. M. Foster linking them with the â€Å"Jacques Lacan’s revision of Hegel† (Thomas 243) and some recent critiques concept of â€Å"the other†. By using the modern novelist to illustrate encounter between east and west Thomas synthesises Heart of Darkness as an encounter of Europe’s another with the other within itself. Thomas goes on to demystify the Eurocentric history and draws on modern thinkers Friedrich Nietzsche for poststructuralist thought and Sigmund Freud for psychoanalysis.Thomas states â€Å"for critics like Miller trying to cope with the loss of confidence in the Eurocentric view that is dramatized by Conrad’s narrative† (Thomas 244) but Thomas asserts that Conrad’s narrative help identify the condition for poststructuralist thought. And Freud as Thomas states â€Å"Conrad’s narrative [of] Africa eludes all attempts of the Western mind-especially a male mind – to underst and it†. However Thomas points out the problem of simply accepting this reading denying the encounter with â€Å"the other† the non – European, if it is reduced to a function of understanding Europe.Thomas goes back to close read and from the novel and looks at The Nigger of the â€Å"Narcisusus† to examine Conrad’s purpose. How Thomas moves beyond Miller in his analysis is by examining the â€Å"breaks and gaps† (Thomas 251) within the narrative. Miller almost alludes to the encounter of the other within Europe â€Å" the end of the Western civilization, or of Western imperialism, the reversal of idealism into savagery† (Miller 218) but goes on to show that the ironies in Marlow’s narrative is impossible to read with a clear meaning.Miller begins with Marx by using his definition of parable conversely Thomas ends with Marx in examining work and how it is â€Å"work, then, that constructs the lie of civilization† (Thomas 255). Thomas refers back to Conrad’s The Nigger of the â€Å"Narcisusus† examines a passage and draws Miller into the discussion pointing to the task of the writer to be a workman of art to provide a glimpse of truth to the man caught in labour. Work then links with Conrad’s narrative and the breaks and gaps from which Thomas suggests to draw a definitive unveiling.Thomas ends with a more radical envisioning one which allows â€Å"the other† to be represented not one suppressed in an understanding of Europe while Miller ends that his analysis of the novel has made his a witness pushing the truth further away as he adds on to the voices. As compelling as Miller’s close reading and comparison with the Bible, Thomas's extension of Miller’s discussions makes Thomas argument more convincing as he presents an additional step of not just looking into Conrad’s narrative but also the breaks in it.Reference Miller, J. Hillis. â€Å"Heart of Da rkness Revisited. † In Conrad Revisited: Essays for the Eighties, edited by Ross C. Murfin, pp. 31-50. University: The University of Alabama Press, 1985. Thomas, Brook â€Å"Preserving and Keeping Order by Killing Time in Heart of Darkness. † In Conrad Revisited: Essays for the Eighties, edited by Ross C. Murfin, pp. 31-50. University: The University of Alabama Press, 1985.

Manifest Destiny, The Haitian Revolution, Louisiana...

There were a lot of divisions that was emerging in the United States in the 1830s and 1840s. Manifest destiny at the time provided a pleasant response to, or a nice covering over of what was actually happening. First of all, during the 1830 and 1840 there was increasing class division in the United States. Similarly, increasing numbers of poor people that migrated from Europe to the United States in hope of a better future, not to mention in the north there seem to be an â€Å"end of slavery. Due to the north â€Å"ending slavery† white American were now competing not only with African Americans but as well the massive immigrants that were coming to America. Manifest destiny could have not occurred in the best time were average Americans wanted†¦show more content†¦After Jefferson bought Louisiana from Napoleon for fifteen million dollars, the United States was in the position of domination. The United States was slowly beginning to not only grow geographically but politically as well. However, there is an important question to be asked, Why would Napoleon give up so much for so little? As the Documentary, How the States Got Their Shapes â€Å"The answer: Haiti. When the slaves in Haiti overthrew France that, basically, took France out of the game in North America. Haiti is the crown jewel of the French Empire. It s where all the sugar comes from. It s where all the money comes from. The only reason you need New Orleans and all that land to the west is to provide food for Haiti.† Therefore, since Haiti no longer belonged to France, France was out of the competition. It is important to pinpoint that before the United States (the 50 states) America shared land with the Spaniard, English, and Native Americans. Thus, the Haitian Revolution gave the United States more land, and power to conquer land. Through the Haitian revolution United States was closer to be â€Å"destined to secure territory from sea to sea, from the Atlantic to the Pa cific Ocean† as the political cartoon American Progress, from John Gust illustrates. Furthermore, after the Louisiana purchases, expansion of slavery and white supremacy was frequently seen. Jefferson according to the Documentary, The Story We Tell: Race—The Power of anShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform