My Own Personal And Theoretical Understanding Education Essay

The greatest advancement so far must be my misgiving of English as an extra phonetic correspondence, non simply did I use to trust EAL students were segment of the Particular Educational Needs and Disabilities principles, I ever use to see understudies with EAL as an obstruction, asking myself requests like, How might I show signs of improvement of the etymological correspondence boundary? Causing myself to accept that EAL students are lower capacity inside all themes, yet this is non the occurrence. A few educators have little or no trepidation of a child ‘s requests that does non hold English as their first semantic correspondence. Once in a while this inadequacy of anxiety and imparting among understudy and educator can decelerate down the students ‘ progression. Regardless of whether the child is viewed as one of the devotees: an Asylum-Seeker, Refugee, Isolated Learner, Sojourner, Bilingual or simply new to English, each child undertakings. EAL instructing strategy is intended to help run into the semantic correspondence and larning requests of understudies who have English as an extra phonetic correspondence. Fruitful EAL researchers will regularly hold a decent fear and an energy about their ain first semantic correspondence, so while larning English they can build up their jargon in their first etymological correspondence. All together for a student to grow subjectively and semantically, they have to hold the opportunity to talk and create inside the English etymological correspondence from an early period of an exercise, helping them to go increasingly witting of their new phonetic correspondence, this is other than a decent way to gauge the understudy ‘s requests, having the option to see where they need greater turn of events. Understudy ‘s larning EAL need logical help so as to do feeling of new data and the new semantic correspondence ; this can be created through visual prompts, helping the EAL student to secure to footings with the endeavors introduced to them however their insight of English is constrained. Standard five ‘Adapt figuring out how to respond to the qualities and requests of all understudies ‘ from the Teachers ‘ Standards areas ; ‘Have an away from of the requests all things considered, incorporating those with specific instructive requests ; those of high capacity ; those with English as extra phonetic correspondence ; those with disablements ; and have the option to use and measure run of the mill guidance assaults to indict and back up them. ‘ ( DfE, 2012:8 ) In the wake of perusing and re-perusing the Teachers ‘ Standards and taking this development of Standard five on board I have come to pick up, that so as to learn EAL understudies you must be eager to larn to learn. No issue where you are inside your getting the hang of calling you need to larn from the children inside you classification. Jim Cummins built up a model, which shows how fundamental relational conveying achievements ( BIC ) and intellectual scholarly etymological correspondence capability ( CALP ) can be created through arranging and guidance. The model is useful to put and create fitting endeavors for various understudies inside various classes. Despite the fact that it its accept that understudies should be working from the high subjective interest and high logical help quarter-circle, Conteh clarified the quarter-hovers in Cummins ‘ chart as the supporters ; ‘Beginning with setting installed exercises and a tiny bit at a time voyaging, with talk and activity, towards less inserted exercises implies that children are ne'er left without help, and at a similar clasp are being urged to make a trip to the new cognizance which is the object of the movement. ‘ ( J.Conteh 2006:11 ) In the wake of thinking about the point that Conteh made about how the model on a very basic level assists with building upon the student ‘s English insight, through down to earth exercises and a varieties of encounters inside the schoolroom. The best way to help with an understudies ‘ perception is through verbal conveying. Carrying me to submergences versus bilingualism, BIC and CALP are both expected to help back up a students larning and understanding. Despite the fact that bilingualism is acceptable to pass on between the equivalent semantic correspondence and you can occur out increasingly about this understudy inside their ain misgiving of their first phonetic correspondence, submergence will help a student grow speedier. By proficiently tossing an understudy into the profound terminal with a gathering of students who only have English as their first phonetic correspondence the child is so compelled to pass on with these students helping come oning with verbal impa rting, this can other than help with semantic correspondence achievements through composed bits of work as the understudy is larning from rises to who are the best teachers to students who are EAL. ‘Have high viewpoints of conduct, and set up a model for subject with an extent of plans, using congrats, faces and wages deliberately and sensibly ‘ ( DfE, 2012:8 ) Focusing on standard seven of the Teachers ‘ Standards, conduct is all the clasp non simply questioning. When asking myself what conduct was all I had in my mind were the understudies who are contesting. Coming to pick up that conduct is non just the individuals who like to question an educator, yet it is other than the individuals who push to win as referenced before conduct is all the clasp. Inside any school numerous students will move in any case, inside various scenes and with various teachers. A few understudies do non like change, so an adjustment to a typical usual way of doing things can take to a modification in conduct ; this other than happens when a student is confronted with an alternate educator to the 1 they are utilized to. Numerous teachers and understudies have a typical outcome on one and other, when identifying a student ‘s conduct close by the perception of the educator, there was an immediate nexus that you can see that it was each piece a lot of the teacher ‘s conduct that added to the occurrence that go on inside the classification, regardless of whether activated by an awful twenty-four hours or the highlights of that particular educator. Despite the fact that aspiring conduct is the central deterrent to raising achievement, pull offing conduct decidedly can travel a long way towards cut bringing down accentuation degrees among staff and understudies, which assists with empowering a protected obtaining condition. When managing an understudy ‘s conduct I have come to pick up that you need to take into history numerous aspects that each child is unique, they all originate from various foundations, with various degrees of cultural and passionate turn of events. Building up a relationship with all the understudies inside a classification is the way in to a glad domain. Amy Demorest, 2005 clarifies Burrhus Skinner ‘s hypothesis each piece conduct similar to a way to dodge punishment however to win in achieving compensation, accepting that punishment was counterproductive. When taking this hypothesis with me onto my ongoing example, it came to demo that Skinner ‘s hypothesis was correct. Understudy ‘s will move offense yet one time the teacher has offered and debut for good conduct the student consequently stops, since they know at the terminal of the twenty-four hours they are being remunerated for something they would gain into issue for. In spite of the fact that this hypothesis accompanies focal points, after a bit of the student being offered a wages in topographic purpose of mischief the understudy will in the blink of an eye modify their ways and be insightful they no longer need to climb so as to have congrats and a wages. Going a teacher is profoundly fulfilling, yet it is heading out to take tonss of work, clasp and thought on my part. Arranging, cut heading and organization play a basic capacity in pull offing a schoolroom. So as to pull off a schoolroom, I will require to hold efficacious viewpoints, make utilization of the assets accessible to me and hold great clasp course. Providing a bunch of work inside the schoolroom is of import to gracefully a group of commitment for the understudies, this will ensure that students are engaged and excited inside the class. Having a lot of schoolroom guidelines and modus operandis will help set up socialization inside the schoolroom, building up rules that must be followed inside the class condition. In spite of the fact that guidelines and modus operandis are profoundly extraordinary, let go of the all-encompassing principles by which your classification is fun, these guidelines inside the classification characterize the ethos of the schoolroom, they have to emphatically portray pined for conduct and properties and in the drawn out help the students creating self-guideline of their conduct and bearing. While modus operandis are the way explicit endeavors should be done, so as to ensure a protected and deliberate securing condition. Solidly pull offing a schoolroom is of import to hold the class spread out and masterminded in a way that makes larning simpler. The design will hold an effect on the way you educate and the way the understudies learn. For every exercise it is illogical to venture to every part of the schoolroom unit of ammo, so securing a format that can be utilized for all subjects is the key. It is basic to see all the understudies ‘ appearances, and you other than need to ensure they can see you and the synergistic white board or some other asset you are using inside the classification. There are a group of manners by which a schoolroom can be spread out and sorted out however it ‘s the 1 that suits the educator best. So for me it will be about test and slip-up as this is the solitary way you realize what suits you. Regardless of whether it is: the horseshoe, a circle, lines or sitting in capacity gatherings or cordial relationship gatherings, there are professional ‘s and con ‘s to all these siting understandings. The solitary way to perceive what will oblige non just myself yet my class is to look for every way until I have discovered the perf

Electoral Votes by State for 2020

Discretionary Votes by State for 2020 The quantity of Electoral College votes to be thrown by each state was last balanced by state populace aggregates from the 2010 decennial enumeration directed by the U.S. Enumeration Bureau. Consequences of the decennial registration are likewise utilized in distribution †the procedure by which the 435 seats in the U.S. Place of Representatives is separated among the states. Here is the rundown of appointive votes to be thrown by each state in the 2020 presidential political race. Alabama - 9, unaltered. The states populace expanded by 332,636 or 7.5 percent to 4,779,736 in 2010.Alaska - 3, unaltered. The states populace expanded by 83,299 or 13.3 percent to 710,231 in 2010.Arizona - 11, an expansion of 1 discretionary vote. The states populace expanded by 1,261,385 or 24.6 percent to 6,392,017 in 2010.Arkansas - 6, unaltered. The states populace expanded by 242,518 or 9.1 percent to 2,915,918 in 2010.California - 55, unaltered. The states populace expanded by 3,382,308 or 10 percent to 37,253,956 in 2010.Colorado - 9, unaltered. The states populace expanded by 727,935 or 16.9 percent to 5,029,196 in 2010.Connecticut - 7, unaltered. The states populace expanded by 168,532 or 4.9 percent to 3,574,097 in 2010.Delaware - 3, unaltered. The states populace expanded by 114,334 or 14.6 percent to 897,934 in 2010.District of Columbia - 3, unaltered. The states populace expanded by 29,664 or 5.2 percent to 601,723 in 2010.Florida - 29, an expansion of 2 appointive vote s. The states populace expanded by 2,818,932 or 17.6 percent to 18,801,310 of every 2010. Georgia - 16, an expansion of 1 discretionary vote. The states populace expanded by 1,501,200 or 18.3 percent to 9,687,653 in 2010.Hawaii - 4, unaltered. The states populace expanded by 148,764 or 12.3 percent to 1,360,301 in 2010.Idaho - 4, unaltered. The states populace expanded by 273,629 or 21.1 percent to 1,567,582 in 2010.Illinois - 20, a lessening of 1 appointive vote. The states populace expanded by 411,339 or 3.3 percent to 12,830,632 in 2010.Indiana - 11, unaltered. The states populace expanded by 403,317 or 6.6. percent to 6,483,802 in 2010.Iowa - 6, an abatement of 1 appointive vote. The states populace expanded by 120,031 or 4.1 percent to 3,046,355 in 2010.Kansas - 6, unaltered. The states populace expanded by 164,700 or 6.1 percent to 2,853,118 in 2010.Kentucky - 8, unaltered. The states populace expanded by 297,598 or 7.4 percent to 4,339,367 in 2011.Louisiana - 8, a lessening of 1 constituent vote. The states populace expanded by 64,396 or 1.4 percent to 4,533,372 of every 2010. Maine - 4, unaltered. The states populace expanded by 53,438 or 4.2 percent to 1,328,361 in 2010.Maryland - 10, unaltered. The states populace expanded by 477,066 or 9 percent to 5,773,552 in 2010.Massachusetts - 11, a reduction of 1 discretionary vote. The states populace expanded by 198,532 or 3.1 percent to 6,547,629 in 2010.Michigan - 16, a lessening of 1 appointive vote. The states populace fell by 54,804 or 0.6 percent to 9,883,640 in 2010.Minnesota - 10, unaltered. The states populace expanded by 384,446 or 7.8 percent to 5,303,925 in 2010.Mississippi - 6, unaltered. The states populace expanded by 122,639 or 4.3 percent to 2,967,297 in 2010.Missouri - 10, an abatement of 1 appointive vote. The states populace expanded by 393,716 or 7 percent to 5,988,927 in 2010.Montana - 3, unaltered. The states populace expanded by 87,220 or 9.7 percent to 989,415 in 2010.Nebraska - 5, unaltered. The states populace expanded by 115,078 or 6.7 percent to 1,826,341 out of 2010. Nevada - 6, an expansion of 1 discretionary vote. The states populace expanded by 702,294 or 35.1 percent to 2,700,551 in 2010.New Hampshire - 4, unaltered. The states populace expanded by 80,684 6.5 percent to 1,316,470 in 2010.New Jersey - 14, a diminishing of 1 constituent vote. The states populace expanded by 377,544 or 4.5 percent to 8,791,894 in 2010.New Mexico - 5, unaltered. The states populace expanded by 240,133 or 13.2 percent to 2,059,179 in 2010.New York - 29, a decline of 2 appointive votes. The states populace expanded by 401,645 or 2.1 percent to 19,378,102 in 2010.North Carolina - 15, unaltered. The states populace expanded by 1,486,170 or 18.5 percent to 9,535,483 in 2010.North Dakota - 3, unaltered. The states populace expanded by 30,391 or 4.7 percent to 672,591 in 2010.Ohio - 18, a diminishing of 2 constituent votes. The states populace expanded by 183,364 or 1.6 percent to 11,536,504 in 2010.Oklahoma - 7, unaltered. The states populace expanded by 300,697 or 8.7 percent to 3,751,351 of every 2010. Oregon - 7, unaltered. The states populace expanded by 409,675 or 12 percent to 3,831,074 in 2010.Pennsylvania - 20, a decline of 1 discretionary vote. The states populace expanded by 421,325 or 3.4 percent to 12,702,379 in 2010.Rhode Island - 4, unaltered. The states populace expanded by 4,248 or 0.4 percent to 1,052,567 in 2010.South Carolina - 9, an expansion of 1 constituent vote. The states populace expanded by 613,352 or 15.3 percent to 4,625,364 in 2010.South Dakota - 3, unaltered. The states populace expanded by 59,336 or 7.9 percent to 814,180 in 2010.Tennessee - 11, unaltered. The states populace expanded by 656,822 or 11.5 percent to 6,346,105 in 2010.Texas - 38, an expansion of 4 appointive votes. The states populace expanded by 4,293,741 or 20.6 percent to 25,145,561 in 2010.Utah - 6, an expansion of 1 constituent vote. The states populace expanded by 530,716 or 23.8 percent to 2,763,885 in 2010.Vermont - 3, unaltered. The states populace expanded by 16,914 or 2.8 percen t to 625,741 of every 2010. Virginia - 13, unaltered. The states populace expanded by 922,509 or 13 percent to 8,001,024 in 2010.Washington - 12, an expansion of 1 appointive vote. The states populace expanded by 830,419 or 14.1 percent to 6,724,540 in 2010.West Virginia - 5, unaltered. The states populace expanded by 44,650 or 2.5 percent to 1,852,994 in 2010.Wisconsin - 10, unaltered. The states populace expanded by 323,311 or 6 percent to 5,686,986 in 2010.Wyoming - 3, unaltered. The states populace expanded by 69,844 or 14.1 percent to 563,626 of every 2010. While it won't change their number of Electoral College votes, populace changes in three key presidential battleground states since the 2016 political decision could influence their impact on the result of the 2020 political decision. The proceeded with populace blast in Florida (29 appointive votes) everything except guarantees its since quite a while ago held status as a key swing-state. Arizona (11 appointive votes) bounces onto the rundown of 2020 swing states, while Nevada’s (6 discretionary votes) record-setting development somewhere in the range of 2017 and 2018 could put the state much farther of reach for President Donald Trump’s re-appointment crusade. How the 2020 Census Could Change the Electoral Map While it won't influence the 2020 state-by-state Electoral College vote, the consequences of the 2020 U.S. Evaluation could change the constituent guide going ahead. The subsequent decennial reapportionment process vows to reshape the political cosmetics of the House of Representatives in 2022 and the Electoral College for the 2024 presidential political decision. Refreshed by Robert Longley

Paul Simon?s The Sound of Silence :: essays research papers

Paul Simon’s The Sound of Silence A sonnet, similar to every single other show-stopper, may show up as a between emotional truth, a many-sided string of pictures, a dreamlike yet reasonable articulation, and as a â€Å"creative fact† as per Virginia Woolf. In standard writing, a great sonnet is typically that which has fine structure, symbolism, which means and pertinence; a workmanship, which has sprung out of close to home necessities as well as out of socio-social entanglements. Paul Simon’s The Sound of Silence rises above the average. It makes a barraging state of mind that goes through the entire content, in this way, changing the perusers to a reality it is introducing. The sonnet begins with the utilization of a gadget called punctuation (an interesting expression where one converses with or addresses a lifeless thing). Here the â€Å"I† persona converses with his â€Å"old friend.† Hi haziness my old companion I’ve come to converse with you once more Since a dream delicately crawling Left its seeds while I was resting What's more, the vision that was planted in my cerebrum, despite everything remains Inside the Sound of Silence Obviously, this isn't the first occasion when that the speaker chats with his â€Å"old friend,† obscurity. He had â€Å"talks† with it since a period vague, proposing an unending snapshots of segregation by the speaker. Conversing with quietness would mean isolation, dejection if not apathy. The explanation behind this retreat to isolation was a dream that continues disturbing him. He was searching for comfort which he discovered being distant from everyone else; nobody appears to get Him. Here we can see him regressingâ€a protective response of the human mind to ruffle away, by withdrawing to prior phases of life, a compromising boosts, which for this situation is the vision. The â€Å"seeds† that was gave to him while uninformed represent a thriving message that will before long sprout in the â€Å"fullness of time† (Gal. 4:4). By and by, it was as yet detained â€Å"within the sound of silence.† In eager dreams I strolled alone Restricted boulevards of cobblestones Underneath a radiance of a road light I turned my neckline to the cold and clammy At the point when my eyes were cut by the glimmer of a neon light, That split the night Also, contacted the Sound of Silence. The speaker longs for escape from this lazy exhaustion realized by the crawling vision. He strolled the â€Å"narrow roads of cobblestones,† representing mistreatment as was proposed by the limitation of a road made up of cobblestones, characteristic of it’s ancientness, or the â€Å"old ways.

Water Imagery and the Emotional Status of D-503 in We - Literature Essay Samples

When it comes to innovative stylistic and thematic techniques in We, Zamyatin does not disappoint. Every detail of this novel is deliberate, from the colors of objects to characterization of names. While a heavy emphasis is often placed on the dystopian aspect of We, just as much can be said about the symbolism behind it. Water, in particular, plays a subtle but crucial role in the evolution of characters and the dystopia. Imagery and diction involving water are utilized by Zamyatin throughout We to symbolize the One State and D-503 ´s developing state of mind. Zamyatin establishes the relevance of water early in We in order to better portray his emotional progression and establish the characteristics of the One State. When D-503 describes a room as â€Å"flooded with pale blue sunlight,† Zamyatin is familiarizing the reader with words that are related to water in some way (Zamyatin 4). The term â€Å"flooded† has cheerful connotations, having been used in relation to sunlight. This introduces the recurring water theme as a positive force for D-503. Zamyatin continues with this pattern on the next page by referring to four members of the One State as â€Å"but one of the innumerable waves in this mighty stream† (5). This metaphor is meant to depict the way in which the people marched every morning. Zamyatin’s use of the word, â€Å"waves† suggests that the marching had the same fluidity and consistency that waves often do. Referring to the group of people as a â€Å"mighty stream† has powerful conno tations, and suggests that seeing these members of the One State evokes feelings of pride for D-503. The connotations of particular words and characterizations of One State members aid in establishing water as a crucial theme in We. D-503 first associates water with structured aspects of the One State. This quickly becomes apparent in a seemingly unimportant story told by a lecturer. While the message isn’t immediately made clear, Zamyatin is deliberate in his use of words involving water. When the lecturer says, â€Å"every time the barometer indicated ‘rain’ it actually rained,† water is directly associated with the One State (16). Due to the repeated use of rain in this speech, a connection between the lecturer and water is made both for readers and for D-503. This makes water a symbol for the dystopian society immediately in We. In addition to the story itself, the way in which D-503 describes the words provides imagery that is also associated with water. He refers to the voice of the lecturer as a â€Å"vitalizing stream† that â€Å"flowed† from the speakers (16). Zamyatin’s choice to use the word â€Å"vitalizing† once again shows D-503’s love f or the One State and associates water with positivity and strength. â€Å"Flowed† also has powerful connotations, suggesting that the lecturer’s words are very forceful. This symbol is also used later in the novel, as the One State begins to deteriorate. When D-503 says to â€Å"imagine yourself standing on the shore,† Zamyatin is using the same wave metaphor as earlier to describe the members’ daily walk (125). However, the repetition is quickly discontinued when D-503 says, â€Å"the waves rise rhythmically, then, having risen, suddenly remain there- frozen, congealed† (125). Zamyatin shows that both the water and the One State are approaching chaos. Words such as â€Å"frozen† and â€Å"congealed† have negative connotations and are interpreted as unsettling when compared to diction used in previous chapters. â€Å"Frozen† and â€Å"congealed† are used to describe water at freezing temperatures, which gives the impress ion that they are figuratively stuck in place. This connection between water and the One State is deliberate and helps to better demonstrate the deterioration of D-503’s society over the course of We. Unlike the One State, the water symbolism involving I-330 is meant to symbolically counter her beliefs and personality, which are often associated with fire. This is particularly evident when D-503 describes a night that he became inebriated. In describing the drink as â€Å"fiery poison†, Zamyatin makes both the alcohol and I-330 oppositions for the One State in the same way that fire is an opposition for water (56). His use of the word â€Å"flowed† has forceful implications, and suggests that I-330 is becoming just as powerful in D-503’s life as the One State. Zamyatin goes on to say that he grips the arms of his chair â€Å"as though clutching at a straw.† This comparison allows D-503 to make literal sense of his inner conflict between fire and water. As hard as he may try, D-503 is unable to quench the â€Å"fire† that is figuratively inside of him. The description also makes D-503’s desperation to stay loyal to the One State abundantly evident. Towards the end of the novel, the physical representation of D-503’s inner conflict is revisited with a cup of water. When complaining that his â€Å"mouth was dry as though lined with blotting paper,† the character finds himself unable to pour any water (223). Zamyatin returns to this metaphor to show the evolution of D-503’s relationship. While D-503 feels conflicted, he ultimately chooses the One State over I-330. This is depicted through the fact that he â€Å"gulps it down greedily† the next morning (223). Zamyatin’s use of fire in contrast to water when referencing I-330 is a perfect representation of D-503’s inner conflict over the course of the novel. Water is also used to show both the inner turmoil of D-503 and outer turmoil of the One State in the later chapters of We. Zamyatin at one point describes D-503 sinking into sleep like an â€Å"overturned, overloaded ship† (100). The use of words such as â€Å"overturned† evokes feelings of hopelessness, which is fitting for D-503’s emotional state. D-503 then calls the ocean he’s metaphorically sinking into a â€Å"heavy, dense mass of green water† (100). The fact that this water is described is green, rather than blue, could be indicative of impurity and symbolize the guilt D-503 feels for breaking regulations with I-330 in the previous chapter. While the use of ocean imagery gives insight regarding inner turmoil, water is used in later chapters to show disturbance in the One State as a whole. D-503 mentions a building members are avoiding â€Å"as if a pipe had burst there† and â€Å"cold water were gushing out† (149). The metaphor involving a pipe that has burst is less pleasant than those of earlier chapters, and could symbolize the downward trajectory of the One State. Zamyatin uses the word â€Å"gushing† to evoke a stronger response from readers and to foreshadow the importance of D-503’s upcoming discovery of the Mephi. The depictions of turmoil through descriptions involving water allow Zamyatin to portray both inner and outer conflicts in We. The novel concludes with water themes as a final form of closure for D-503. In a scene that leads up to the operation that gives members completely over to the One State, D-503 says that it â€Å"must have been raining† because his â€Å"face was wet† (215). Zamyatin’s use of rain again associates rain and water in general with the One State, along with its victory over D-503. However, the context of this quote could insinuate that D-503 is crying, a clear representation of negative emotions towards the dystopian society. While D-503 seems conflicted when sitting on the steps, his devotion to the One State is unwavering when talking about â€Å"high-voltage waves† at the very end of We (232). This use of the word â€Å"waves† isn’t meant to be a direct reference to water. Rather, Zamyatin includes â€Å"high-voltage† to show the manipulation of the term â€Å"waves.† Instead of the cheerful connotations water symbolism had in ea rlier chapters, â€Å"high-voltage† is dark and violent. The fact that these waves involve high-voltage electricity carries very negative connotations and suggests that water (the One State) is ultimately responsible for destroying the rebellion. Despite negative connotations regarding the situation, D-503 seems very positive, suggesting he is finally one with the One State. Ultimately, Zamyatin shows the deterioration of D-503 and the One State through his increasingly dark utilization of water symbolism, diction, and imagery in We.

The Battle Of Wills Between Rainey And Sturdyvant, The...

When it comes to themes, the main question in the play is whether the band will complete the recording session despite conflicts among various band members and the power struggles between Rainey and Sturdyvant, the white owner of the recording studio. The battle of wills between Rainey and Sturdyvant echoes the historical battle between capitalists and workers; only in this case, Rainey holds on to the goods (her music) that she produces until she gets what she wants from the white producer. It is only after her demands are met and she and her band members are paid that Rainey signs off on the contract. The power struggle between Levee and the other band members over whose version of Ma Rainey s Black Bottom is recorded reflects a generational conflict defined by different attitudes towards music. Rainey and the band represent the older generation, preferring to play the song as they always have. Levee, the youngest band member, represents the new and ever changing generation of musi cians who seeks a more improvisatory and jazz like version. The theme of power is also established through the examination of the relationship between black artists and the world of mass communications in the early twentieth century. This relationship mirrors the position of black people in the society at large—a society dominated by white racism. Wilson establishes this early in the play through a series of musical imagery and idiomatic language, in which he uses both the style

Education Psychology for Humanist Approaches- myassignmenthelp

Question: Discuss about theEducation Psychology for Humanist Approaches. Answer: Humanist Approaches to Education and Psychology Published research on rewards Rewarding is regarded as an effective behaviour modification technique that helps to motivate students to achieve success in their academics. Intrinsic and extrinsic rewards are being employed in classroom for the promotion of appropriate behaviour and motivate them to complete their homework and projects. One identifying advantage of rewards in learning and teaching is that it promotes motivation among students for full effort on homework and classroom tasks (Hidi, 2016). Rewards drive intrinsic motivation where it arises from within the individual and satisfying for the students. In psychology, internal and external rewards are defined where a person just enjoys the task or activity and view them as an opportunity for the exploration, learning and actualization of their inner potentials. The offering of rewards or reinforcements is a way to motivate learning and teachers develop learning environments where students could give full effort for attempting the class assignments, projec ts and tasks. Through this rewarding system in learning and teaching, students show enhanced interests and greater participation in the classroom tasks. Students are also motivated to understand their roles and responsibilities and give their best efforts in achieving them. Teachers and instructors find it difficult to make students learn the teaching content and so, rewards as a behaviour modifying mechanism to motivate the students to learn and take up challenges that teachers assign them. When students receive rewards from teachers, they give more effort in their learning process (Petty, 2014). Therefore, from the psychological perspective, rewards act as motivating factors in learning and teaching. One identified disadvantage of rewards in learning and teachings is that they are short-term goals that deviate students from actual learning or understanding of the subject. These rewards are not consistent and do not increase in certain types of work. Rewards lack consistency and teachers often find that when rewards are removed from the system, students start losing their interests and motivation to perform the work. This rewarding system requires time to develop as each student is different and finding methods that intrinsically motivate him or her can be different as well as tricky. This involves knowing the interests of the students and figuring out how this connects to the material and this acts as the limiting factor in the learning and teaching process (Csikszentmihalyi, 2014). From the above discussion involving the pros and cons of rewarding system, I think that rewards are necessary for the students as it helps them to achieve their goals, however, it should be consistent, correct and effective. This rewards system could be beneficial for the teachers if they understand them as short-term goal and students would not be interested in some temporary motivating technique. I think rewards make students happy and they are encouraged to become productive in their learning process and better accomplishment of the academic goals. It also creates a sense of pride and achievement and makes them more productive in their academics. Therefore, it can be concluded that rewards acts as positive reinforcement that help students to perform better and understand that they deserve praise in their learning. References Csikszentmihalyi, M. (2014). Intrinsic motivation and effective teaching. InApplications of flow in human development and education(pp. 173-187). Springer Netherlands. Hidi, S. (2016). Revisiting the role of rewards in motivation and learning: implications of neuroscientific research.Educational Psychology Review,28(1), 61-93. Petty, T. (2014). Motivating first-generation students to academic success and college completion.College Student Journal,48(2), 257-264. Behaviourist Approaches of learning Comments not grades Professor, Dylan Wiliam is a reputed educator in United Kingdom and his ideas are consistently being mentioned in the reform of education circles. The Classroom Experiment by Dylan illustrates that teacher is the most essential factor in student learning and it can be improved with continuous persistence and willingness to work better. After watching the videos of the experiments 1 and 2, I believe that this experiment increase engagement of students and advancement in the learning process. The video features that teachers should embrace change, however, honest reflection, hard work, adaptation and teamwork are also needed for the growth and productivity. This experiment is not an intervention for the students to enhance learning; however, it is about helping teachers in decision-making that is based on the understanding level of all students. He explains that in this way the achievement gap is closed promoting excellence. Among the innovation techniques, the comment not grades experiment by Dylan explains how grades and marks affect a students motivation to engage in learning. He demonstrates that a big gap exists between the top and bottom graders and students who get bottom grades starts losing motivation and give up learning. The comments made by the tutors are important in this context and not the grades. The feedback from the teachers is of paramount importance as compared to the grades that students receive (bbc.co.uk, 2017). If the feedback received by the student evokes emotional reaction, I think the half battle is lost. Students hook on their and feeling demotivated to engage in learning. According to Dylan, feedback (positive and constructive) is important rather than grades or marks. Intoxicated grades affect students and this interferes with their ability and motivation to be engaged in learning process. I think teachers should make comments on the work and suggest strategies so that they are engaged in learning. Comments should also provide them opportunity for improvement and in this way, student transit towards self-evaluation, peer-review and reflection. Grades and marks have implications in the teaching and learning process. When students receive constructive grades, it aid in motivating them and encourage them to get engaged in learning process. Constructive and descriptive feedback works for the individual students that act as a critical factor to improvement. Positive feedback conveys the information on the performance of the student and details suggestions that help them to overcome difficulties and be engaged in effective learning. It also affects learning in a way that detailed comments received by students channelize their attention towards specific and relevant information, stimulate their mental elaboration and finally, boost performance (Van den Bergh, Ros Beijaard, 2014). Similarly, comments have implications on teaching as when teachers make positive comments, it encourage students to become engaged in continuous learning by being focused on the specific areas that need improvement. As a result, teachers can promote bet ter classroom practice when they support constructive and positive feedback. In this way, comments from teachers can strengthen student learning by providing ample support acting as facilitator as well a direct transmitter of education and knowledge (Freeman et al., 2014). References Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.Proceedings of the National Academy of Sciences,111(23), 8410-8415. https://www.bbc.co.uk, (2017) The Classroom Experiment - Episode guide - BBC Two. (2017).BBC. Retrieved 13 October 2017, from https://www.bbc.co.uk/programmes/b00txzwp/episodes/guide Van den Bergh, L., Ros, A., Beijaard, D. (2014). Improving teacher feedback during active learning: Effects of a professional development program.American educational research journal,51(4), 772-809. Assessment of development and learning How do you manage your motivation and engagement? Motivation and Engagement wheel developed by Andrew Martin is a practical multi-factorial approach for the students to understand the relationship between motivation and engagement. According to this wheel, motivation is the energy that drives students to learn effectively and work towards achievement. Engagement is the behaviour that follows the energy and drives them towards effectively learning and achievement. The scale comprise of eleven factors that are grouped under four themes. Positive thoughts offer positive motivation through learning focus, valuing and self-belief. Positive behaviour offers positive engagement through persistence, task management and planning. Similarly, negative thoughts drive negative motivation through failure avoidance, anxiety and uncertain control. Negative behaviour results in negative engagement through disengagement and self-sabotage (Liem Martin, 2017). After undertaking the test, I analysed that I fit under positive behaviour that drives me towards positive engagement. When I receive positive behaviour from others, I become motivated and engaged towards effective learning and work. I am able to perform better as I become persistent, take an active part in task planning and management. When my confidence is boosted, I feel motivated to work, be engaged that finally boost my learning and work towards achievement. When there is positive engagement or emotional commitment, people get motivated to work and thrive for success. When I have positive attitude or behaviour, I feel enjoyed to take an active part in the work and ensure continuous engagement. My strength is positive behaviour that helps me to be positively engaged with others and work towards a common goal. When I am engaged in literacy tasks, my willingness to accept instruction is enhanced and improve my task performance. This helps me to be persistent towards my work and take an active part in learning, planning and management. I believe that motivation leads to engagement and positive behaviour can help me to be engaged in active learning process. I am understandably persistent towards positive behaviour and this helps me to become competent towards my learning process and work. After analysis, I also reflected on my weakness and areas for improvement. I need to develop confidence that inculcates positive thoughts in me like learning focus, valuing and self-belief. Positive thoughts are directly proportional to positive motivation, I lack confidence, and as a result, I dwell in negative thoughts. This gives rise to negative motivation like uncertain control, failure avoidance and anxiety. Whenever I am assigned any task or assignment, I do not feel confident to take the challenge due to my low-esteem and dwelling negative thoughts. This is the reason I do not feel motivated to take up the task that is directly proportional to negative motivation. This provides area for improvement where I have to boost my confidence level so that I feel motivated to work towards the accomplishment of the assigned task. This can be achieved through affirmation and by questioning my inner critic (Martin, Ginns Papworth, 2017). I need to focus on my strengths and forget about failures and negativities in life that would help me to develop positivity to gain confidence to work towards achievement (Neff, 2016). References Liem, G., Martin, A. (2017).The Motivation and Engagement Scale: Theoretical Framework, Psychometric Properties, and Applied Yields. Retrieved 13 October 2017, from https://onlinelibrary.wiley.com/doi/10.1111/j.1742-9544.2011.00049.x/abstract Martin, A. J., Ginns, P., Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter?.Learning and Individual Differences,55, 150-162. Neff, K. D. (2016). Self-compassion.Mindfulness in Positive Psychology: The Science of Meditation and Wellbeing, 37.

AP Human Geography Paper About Hotdogs and Amish Essay Samples

AP Human Geography Paper About Hotdogs and Amish Essay SamplesAn AP Human Geography Paper about Hotdogs and Amish will help students learn about geographic differences among cultures. Each culture has its own way of life and customs that are unique to it. Students will learn about ethnic differences, how they developed over time, the cultures that have combined, and how certain cultures are influenced by other cultures. In human geography paper about hotdogs and Amish essay samples, students can explore where people grew up, how they have influenced one another, and the need for diversity in their society.College students are required to write papers and essays throughout their college career. A good essay requires good writing skills and the ability to use language to express the ideas in a clear and compelling manner. If you choose to use AP Human Geography Paper about Hotdogs and Amish essay samples for your final assignment, you need to be sure that you use your writing skills in the essay. You also need to decide which techniques are most appropriate for your situation.In order to get the best essay for your college students, you should be able to write in a style that is appropriate for the subject matter at hand. The best way to do this is to get some practice writing at your own pace. Study hard and practice hard, so that you can learn to use your imagination, your writing skills, and your language. You should also have an opportunity to study your topic well in advance, so that you have a firm grasp of what needs to be included in your essay.When preparing a paper for college students, it is important to remember that geography is not a classroom subject. Therefore, you need to take into account that no matter how well you know the geography of a specific location, you will not be able to cover all of the different cultures of the world. Your audience will need to understand different aspects of geography. You will need to include those aspects that re late to your students' particular geographical situation.With that in mind, you will need to write your essay in such a way that you use your own data and information in an appropriate way. Often, students who learn geography as part of their course work become so accustomed to using an outline and outlines of important points, they forget to communicate with the reader. Make sure that you write from the perspective of your reader and that you use the information in your presentation.Students who learn geography as part of their course work often become so accustomed to using outlines of important points, they forget to communicate with the reader. Make sure that you write from the perspective of your reader and that you use the information in your presentation. As you begin to read through some AP Human Geography Paper about Hotdogs and Amish essay samples, you will probably notice that many of them use long sentences, unformulated sentences, and repetitive phrases. These character istics should be avoided.Instead, focus on making your thoughts clear and concise, but avoid being too dense. You should be able to use your imagination to make words seem more lively and colorful. The simpler your language is, the easier it will be for your readers to retain the ideas in your essay.At the end of the day, it is the style of writing that will help college students learn about geography. However, it is equally important to choose a writing style that will be best for your college audience. Remember that students are not required to read written material the same way you read text. Many students will prefer a certain style of language, while others may prefer a formal tone or a less formal writing style.