Attitude Toward Writing Essay Example

Attitude Toward Writing Essay Example Attitude Toward Writing Essay Attitude Toward Writing Essay Attitude Toward Writing BY ne1416 According to Lou Holtz Ability is what youre capable of doing. Motivation determines what you do. Attitude determines how well you do it. I dread writing, whether it is academic or not. Whenever I pick up a pen to starts writing something, I get queasy. For example, the worst punishment someone can ever give me is a writing assignment. It has been like that ever since I learned how to write. The three main reasons I hate writing is because it has been a challenge for me, I lack confidence in y own potential, and I find it very hard to express my thoughts on paper. The first reason why I dislike writing is because it has always been a challenge for me. I remember back in ninth grade, my English teacher assigned us an essay about smoking. That day, I went home, sat on my bed, chewed on my pen cap, and started writing. I finished in one day, an essay that I had a week to complete. When the due date came, I was very nervous because I though my teacher was not going to like the essay, and I was right. She said that my essay made her want to start smoking, and that I will never make it out in the real world with writing skills like that. She crushed me. Unlike most people, I did not cry but from that day forward, I truly believed that I am a horrible writer. The second reason why I dislike wring is because I have a lack of confidence in my own potential. Although I have great knowledge of what I am supposed to talk about, but there is this voice in the back of my mind that making me doubt myself. For example, the voice is telling me to gives up. I second guess myself after every word. I gets afraid of making grammar mistakes and I lose all hope in writing a successful paper. Finally, the third reason why I am not a fan of writing is that I find it difficult to express my thoughts on paper. For example, writing takes a lot of thinking process. As a result it gets very hard for me to get my point across. I would start writing and before I know it my mind is traveling to a new place where the topic in focus is everything but the assigned topic. Furthermore, I get frustrated asily when I cannot get back to my original ideas and finish what I had started. Nonetheless, I am still not a fan of writing and it is because it has always been a challenge for me. I have a lack of confidence in my own potential, and I find it difficult to express my thoughts on paper. I come to understand that having a positive attitude is key to be successful in life. I also understand how important it is to be able to write effectively in the medical field. By have a great English teacher as Mrs. Martin, so I think that I can overcome these problem.

How To Enable Readability Measures in Microsoft Word 2007

How To Enable Readability Measures in Microsoft Word 2007 The Readability Measures feature in Microsoft Word and Outlook are helpful tools to measure words per sentence, passive voice percentage, the Flesch Reading Ease, and Flesch-Kincaid Grade Level in your documents. Together, they offer a measure of the clarity in your business writing. Thanks to Corporate Geek for this clear explanation of how to configure Readability Measures in Microsoft Word 2007: First, click on the Office Button and then go to Word Options, as shown below. In the Word Options window, go to the Proofing section. In that section, check the option which says ‘Show readability statistics’ and click on OK. Once this option is enabled, you can check the readability of any text by pressing the F7 key. Microsoft Word 2007 will first make a spell check of the selected text and, at the end, it will show you the readability statistics. How To Enable Readability Measures in Microsoft Outlook 2007 In Microsoft Outlook 2007, the procedure is slightly different. First, go to Tools - Options. In the Options window, go to the Spelling tab. It is a good idea to check the two available options: ‘Always check spelling before sending’ and ‘Ignore original message text in reply or forward’. By enabling these options, Outlook will always check the correctness of your e-mails before sending them. Once you have done this, click on the ‘Spelling and AutoCorrection’ button. In the Editor Options window, go to the Proofing section. Check the option which says ‘Show readability statistics’ and click on OK. Now, before sending an e-mail message, Outlook will first make a spell check of your message and then will show you the readability statistics. If you did not check the ‘Always check spelling before sending’ option from the Spelling tab, Outlook will not check automatically the readability of your message. You can do this manually by pressing the F7 key before sending the message. NOTE: The readability statistics are not available for Powerpoint and Excel. You won’t find them in the configuration options. In Microsoft Office 2003, the readability statistics are available only in Word.

Evolution Of Religions Research Paper Example | Topics and Well Written Essays - 2000 words

Evolution Of Religions - Research Paper Example Darwin argued that since variability and natural selection were the key reasons behind organisms’ adaptive changes, they could apply this concept in sociological, cultural and religious transformations (Dow, 69). Numerous theories also serve to explain the nature of religious behaviors, and the reason behind the existence of diverse religious beliefs. Experts deem man to be a religious animal, owing to his desire to explain various natural phenomena and his fears of the mysterious natural and spiritual ideas. Besides, religious beliefs are deemed critical owing to a number of benefits (Dow, 69). For instance, various religions are critical in promoting a healthy lifestyle, in both mental and physical aspects. Additionally, religion serves to promote altruistic cooperation among individuals within denominational in-groups. The evolution of religion leads to the inquiry of the origin of various religious beliefs that transformed into modern religions (Matthews 219). The emergence of such practices as the magic and divination within Europe in the 19th century were deemed as remnants of the religion evolution, similar to the vestigial organs in evolving organisms (Matthews 221). Additionally, the cultural change civilization shifts served critically to explain the concept of religious evolution. However, Durkheim highlighted a critical aspect that elucidated the inexistence of religious evolution, through the explanation that such practices were ever-present. Durkheim explains that such origins were the transformation of religious beliefs from the non-civilized ideas to more civilized ones (Matthews 221). In another perspective, critics may argue that, during the evolution of man in the ancient times, man developed the communication capability (Sosis 319). This was significant in capacitating humans to share their feelings by means of syntactic communication his inner forms with his peers. Man’s

Gender and Politics Essay Example | Topics and Well Written Essays - 2000 words

Gender and Politics - Essay Example In 2000, the United Nations approved the millennium declaration, which insisted on gender equality as essential in eradicating poverty and realizing sustainable development. In the millennium development goals (MDGs), gender equality is one goal, and gender perspectives have to be included in the implementation of the other MDG’s. Some of the observation regarding gender and development is that men are largely missing from gender practices and policies (Cornwell 1997, p. 9). In order to achieve gender equality, there must be positive changes in the lives of women as well as men. Development programs must be scrutinized to avoid negative gender outcomes. This paper will discuss the concept of gender and how it has affected development programs in many countries. For the past three decades, people have accepted the gender-based approach to the development programs. Gender analysis and gender training act as key tools in any development process. The concept of gender, which becom es increasingly integrated in development programs, may be highly misunderstood. Most gender oriented programs focus on women since the term gender may be seen as a synonym for â€Å"female† or â€Å"women†. The term gender has also been confused with sex, which means biological characteristics, which makes one either a man or a woman. Female roles may include working on the farms, both on the family foodstuff and the cash crops. On the other hand, men may only be tasked with marketing the cash crop in the market; they control the income obtained from the farms. Women lose control of resources like land, hence become excluded from access to desirable agricultural methods (Momsen 2009, p. 2). Case study In a certain rich coffee-growing nation, the government decided to boost the coffee productio

Girls dancing Essay Example for Free

Girls dancing Essay The failure of Parris to determine a cause for the girls dancing leads to another key character, Reverend Hale of Beverly. From the moment he enters the act, he is portrayed as a man of arrogance and over confidence. Yet, he seems embarrassed when Proctor praises him, contradicting his exterior demeanor. In the early course of the play, Hale is a force behind the conviction of so-called witches and he is continually probing people to confess. Like most of the other characters in the play, Hale himself is also afraid of the unknown, despite his experience with incidents of this kind in the past. He remarks that no matter what religious status an individual may occupy, they may still be accused of dealing with the devil. In a clear contrast to the beginning of the play he appears uncertain if the girls are telling the truth, but is reluctant to show his suspicions until the very end of the play. Tragically, his suspicions are told too late, as the trials no longer remain in his hands. His reluctance to speak what he actually believed in condemned many more people, which means that Hale is a key figure in showing how innocent people can be convicted and murdered so easily by the girls. John Proctor plays the most prominent role in the play, as Arthur Miller gradually brings him into the affray as more and more people become convicted, one of whom is his wife, Elizabeth. Proctor is regarded as a strong figure in the society of Salem, yet his past life continues to haunt him however, as he has committed the sin of adultery with none other than Abigail Williams herself before the play. Once the trials begin, Proctor realises he can stop Abigails rampage through Salem, if he confesses to his sin of adultery. This would ruin his reputation in the society, so he is reluctant to confess. This likens Proctor to Reverend Parris at this stage, as he they are both intent on keeping their good reputations. Towards the end of the play however, this changes as Proctor is prepared to lose his reputation by confessing to adultery and finding the truth. His confession arrives too late however, as the matters in the court have gone too far. This now likens him to Reverend Hale, as both of them form an invisible alliance in the courtroom, as both know that Abigail is manipulating the judges and is clearly lying. Proctor is also portrayed as an un-Christian being in the mind of the court when Hale questions him about his Christianity. This lack of religious belief in him is a key factor in the court proceedings once Proctor is brought before them. However Miller creates sympathy with the 20th century audience for Proctor by creating hostility towards other characters. The sympathy is also shown at the end of the play when Proctor refuses to give up his name in order to establish the truth. This gives the audience the impression that Proctor is a man of integrity and is willing to give up everything for the truth. Judge Danforth is the key figure in the condemnation of the accused persons. He is, like Parris, portrayed as a man intent on keeping his reputation rather than finding the truth. He enters the play as the trials begin, having no background knowledge of what has gone on in the society before the trials involving Proctor and Abigail, and has no knowledge of peoples ways of thinking and attitudes towards others. These factors ultimately are the main reasons why people are convicted in Danforths court, and not because of witchcraft. During the court case in act three involving Proctor and Abigail, all the truthful evidence that Proctor gives against Abigail is ignored by Danforth, as he is easily distracted by Abigails lies. This shows that Danforth and the courts justice is flawed. The flawed justice of the court is another clear reason of how Salems society is able to convict people so easily. He also expects people to side with the court by saying: A person is either with this court or against it. This shows that if you were against the court then you would be persecuted. During the case, his justice is frequently questioned, which angers him, as he is not used to having his justice questioned.. Danforths belief in the truth fluctuates, as there are points where he begins to doubt Abigails story such as where he studies Abigail for a minute. However, to wash away all of Danforths doubts Abigail pretends to have visions. This works on every occasion, and therefore proves that the courts justice is again flawed if it can be manipulated so easily by a mere 17-year-old Christian girl on a quest for love. The cause many people would believe of the outpouring of accusations and convictions in Salem would be Abigail Williams, but the detail that surrounds the events is immense. There are many different key figures surrounding the deaths and all play a large part in the events that took place after the dancin occurred.

What is Art? Essay -- essays research papers fc

Intro In late Antiquity the arts consisted of the seven artes liberales, the liberal arts: Grammar, Logic, Rhetoric, Geometry, Arithmetic, Astronomy, and Music. Philosophy was the mother of them all. On a lower level stood the technical arts like architecture, agriculture, painting, sculpture and other crafts. "Art" as we concieve of it today was a mere craft. Art in the Middle Ages was "the ape of nature". And what is art today? Can we give a definition? Sir Roger Penrose, one of the foremost scientists of our time, when faced with a similar problem with regard to the definition of quite something else, viz., consciousness, states in his The Emperor's New Mind: "I do not think that it is wise, at this stage of understanding, to attempt to propose a precise definition of consciousness, but we can rely, to good measure, on our subjective impressions and intuitive common sense as to what the term means ..."[1] The same seems to hold for art: You know what it is, I know it, but a definition is quite something else. You can't say Although one probably cannot give a real definition of Art, here are some thoughts (and a whole lot of quotations) on the subject. Let's start with a quote from "What is Art? What is an Artist?" by Chris Witcombe, Department of Art History, Sweet Briar College, Virginia. "Arthur Danto, professor of philosophy at Columbia University ..., believes that today "you can't say something's art or not art anymore. That's all finished." In his book, After the End of Art, Danto argues that after Andy Warhol exhibited simulacra of shipping cartons for Brillo boxes in 1964, anything could be art. Warhol made it no longer possible to distinguish something that is art from something that is not."[2] Anything could be a work of art. That gives us a lot of freedom in looking at, enjoying, or creating art. That's not what the other philosopher of art, Richard Wollheim states in his Painting as an Art: "So, there are house-painters: there are Sunday painters: there are world-politicians who paint for distraction, and distraught bussiness-men who paint to relax. There are ... psychotic patients who enter art therapy, and madmen who set down their visions: there are little children of three, four, five, six, in art class, who produce work of explosive beauty: and then there are the ... ... Science, Language, Ritual, Cambridge : Cambridge UP, 1997. [Back] Stewart (1995): Ian Stewart, Nature's Numbers: Discovering Order and Pattern in the Universe, London : Weidenfeld & Nicolson, 1995.[Back] Vargish/Mook (1999): Thomas Vargish and Delo E. Mook, Inside Modernism: Relativity Theory, Cubism, Narrative, New Haven and London : Yale UP, 1999. [Back] Wollheim (1987): Richard Wollheim, Painting as an Art, London : Thames & Hudson, 1987. [Back to note 3] | [Back to note 4] | [Back to note 5] Other Websites about "What is Art?" SITO "Operative Term Is Stimulate" ask the visitors to their site to define art: "We'll accept any definition you're willing to give". What Art Is Abstract and chapter summaries of What Art Is: The Esthetic Theory of Ayn Rand by Louis Torres and Michelle Marder Kamhi (Chicago etc. : Open Court, 2000). What is Art? From the website "Art History: A Preliminary Handbook", by Robert J. Belton, Department of Fine Arts, Okanagan University College, Kelowna, British Columbia, Canada. What is Art? What is an Artist? by Chris Witcombe, Department of Art History, Sweet Briar College, Virginia.

Nature of the Gods in the Iliad

The Homeric gods know they are better than the mortals that serve them and do not care much when they fight and have quarrels. The gods can always withdraw from the battle and never have to worry about dying or suffering that the humans live with every day during the war. This is where we see the motivations of the gods, their relationships with mortals, relationships with each other and the power and authority of Zeus.The motivations of the gods differ greatly throughout the Iliad, including the legislations they have with soldiers who were fighting in the war. For example, Aphrodite has a special relationship with the Trojan hero, Paris. When he is wounded In a battle with Menelaus, she † whisked Paris away with the sleight of a goddess. (3, 370-400)† She took Paris away from the fighting because she liked him because he chooses her as the prettiest over Hear and Athena in an earlier part of the myth. She saved him out of her own honor, not for Paris' life. Selfishness was one of the motivations of the gods.When the priest of Apollo has his daughter taken by the Greeks and they refuse to give her back he prays to Apollo saying â€Å"Hear me, Silvereye, Protector of Cherry†¦ Grant me this prayer: Let the Damns pay for my tears with your arrows. Apollo heard his prayer and descended Olympus' crags pulsing with fury, bow slung over one soldier, the arrows rattling In their case on his back as the angry god moved Like night down the mountain. † (1 , 45-50) Because Apollo valued prayers to him he sent arrows that rained down on the Greeks for nine days causing many of them to die from the plague.The reason Apollo retaliates is cause he feels insulted that the Greeks do not respect his priest and In return himself. He starts killing the Greeks out of selfishness and the desire of Keels_ Even the gods wanted honor. This motivated them to go to war with the mortals. The gods also value control and power. They use the heroes of each side as paw ns in their war to see which gods will win and see which are stronger. The gods' motivations differed from one god to the next, and this occasionally caused conflict between them. The gods are displayed as one big, dysfunctional family.The gods' relationships with each there are based on distrust and hatred between each other. The gods have conflict about everything Just like most humans do. Their conflict usually plays out in the mortal world and Is willing to fight each other to affect the outcome of the war. Even though Zeus is the most powerful and threatens the others often, they still continue to go against him Just not in fighting him. Hear tricks him, Athena helps some of the heroes, and Poseidon helps the Greek side when Zeus is knocked out. They do this to show that they think they are smarter than Zeus and want power.Zeus realizes this ND says â€Å"Hear you scheming blotch, this trick of yours has taken Hector out and routed his army. (10, 15-MOM' Zeus becomes furious w ith Hear because she tricks him into falling asleep for a long enough time while she and Poseidon help the Greeks, which were against Zeus because he was helping the Trojan. This was only a simple trick and did not Involve fighting Like most of the war. Athena says she will protect Dimmest, son of Études, and she stands on Greeks' side. Athena agrees to do this because she doesn't like Ares because Ares turned Trojan and abandoned theI OFF his spear home to the pit of Ares' belly, where the kilt-piece covered it. † Athena seriously injured the god Ares but could not kill him because he is immortal. This made him back out of the war and gave the Greeks the upper hand once again. The gods were always against each other because of personal reasons and this caused many humans to die because of what they chose to do. The gods seem to have a unique relationship with the mortals in the epic poem. The gods do not actually care much about what happens to the humans.The gods do not allow something to append to the mortals based on this outside force that predestines everything. The gods, especially Zeus, believe heavily in fate. Zeus tells the other gods that fears something may interfere with fate, â€Å"If Achilles is the only fighting out there, the Trojan won't last a minute against him†¦ I fear he may exceed his fate and demolish the wall. (20, 20)† He sent the gods into the war to stop Achilles from destroying the Trojan army before it was foretold. This causes much more death but that does not matter as much as fate to the gods.Not even the all and powerful Zeus would try to sees with fate. Zeus wishes to alter the destiny set for his son, and despite his superiority to the other Olympian (not to mention the other minor gods and goddesses), he is unable to resist the authority of his daughters, the Fates. Hear even makes him not go against fate. Zeus says â€Å"Fate has it that Sarandon, whom I love more than any man, is to be killed by Pat rols. Shall I take him out of the battle while he still lives? (16)† Hear says â€Å"A mortal man, whose fate has long been fixed, and you want to save him from rattling death. 16)† So Zeus understood that he should to change the fate for even his dear Sarandon. This shows us once again that fate is more powerful than all of the gods. Zeus does care some about the Trojan, but he is just repaying a favor to Thesis, Achilles' mother. Thesis begs Zeus â€Å"Give the Trojan the upper hand until the Greeks grant my son the honor he deserves† (1, 540-541) and Zeus does it. He made the Trojan army start winning battles Just because of a personal debt to a goddess. This shows us how much he really cared for the outcome of the war.Zeus was the strongest of all of the gods and the mortals did not mean ere much to him. The power and authority of the leader of the gods, Zeus, is very prevalent throughout the Iliad. Zeus focuses on having the upper hand compared to all the ot her gods when it comes to power and authority. He never gives up the chance to remind the other gods who is the strongest of them all. Zeus was undoubtedly stronger than all of the other gods put together. He is even so certain of his power as to say that he could take them all on without breaking a sweat.Zeus tells the other gods â€Å"These two hands are more powerful than all the gods on Olympus imbibed† (8, 462-463) Zeus bragged throughout the entire myth about his power. All of the other gods knew not to fight against Zeus so they all tried to outsmart him which worked on occasion. [Zeus to the other gods] â€Å"Come on. Hang a gold cable down from the sky. All you gods and goddesses holding the end couldn't drag me down from the sky to earth Zeus the Master, no matter how hard you tried. † (8, 20-30) He knew he was that much stronger than all the others. When he told the gods they could interfere they did.When he told them they couldn't they listened for the most art. His authority was unmatched by any of the other gods. Affect the gods at all except it excites them into doing battle with each other and choosing a favorite side. They gods may have fought the battle but their ability made them unable to die and they did not suffer making them far superior to the mortals that were fighting for their lives on the battlefield. The nature of the gods is seen in the epic through their motivations, how the mortals where treated by the gods, how they saw each other as gods, and Zeus' strength and prowess above all the other gods.

Teaching Essay

1.1 How teaching assistant can support the teacher in planning, teaching and evaluation of learning activities. Prior to the lesson I requested a copy of the teachers’ plans and after discussions we were able to agree using a variety of lesson plans, teaching methods, and implement targets to provide the most effective support to pupils and their needs, this gave me a clearer understanding of the learning that was going to take place and allow me time to familiarising myself with the subject matter, learning objectives and outcomes, this would also assist me to prepare any resources required for the planned lesson ahead. After agreeing the objectives of the lesson ‘Drip Drop’, were to explore some of the properties of water, to explore absorbent and non-absorbent materials and to find out how water drops behave on different surfaces. By asking for copies of the teacher’s long, medium, short-term planning, this helped me to provide extra support in the classroom by developing my understanding of the weeks and daily planning process and to set learning objectives, preparing, assessing and recording pupils’ participation and progression allow the teacher to see how effective my teaching is and whether the pupils are making progress in their learning. The role of the teacher is to supply a safe and supervised classroom for the pupils to learn in, encourage pupil learning by planning, preparing and delivering lessons in relation to the National Curriculum and meet school target whilst maintain its policies. The teacher assesses records and report on pupil’s progress and achievements and liaise with parents, sometimes attending meetings or responsible for literacy or science. Preparing the classroom for the lesson, checking the correct materials available to carry out the activity helps the teacher. Observation and monitoring of pupils work during the task helps me to make assessments to see if the learning has been successful and give feedback to the pupil and teacher on individuals performance or responses, if they have any problems, by doing this it helps me to make well-informed judgements about a pupils learning and progress and make any changes necessary to the activity. 1.2 Information the teaching assistant would require before supporting learning activities From the daily lesson plan I am able to identify the materials required for the lesson to complete the task. After reading the pupil’s records and initial assessment a decision was made to put the more experienced pupils with the ones who were not as confident to enable them to assist, encourage, help and work together to complete the task successfully. A class discussion was held to see if the pupils could think of the materials which would be required to complete the task I then wrote the answers on the whiteboard. The materials were absorbent and non-absorbent materials like plastic, paper and cardboard etc and things with which to make water drops for example, straws, plastic pipettes, and clean eye droppers, as water was going to be used a non toxic coloured paint was required to put in the water to make it easier to see, because I used the last of the cardboard I wrote this down on the reorder list. I emphasised everyone needed to act sensibly because sharp items were going to be used. I showed the class how to make drops with the different kinds of objects and gave them time to practice making water drops and try to make drops of different sizes. When they had mastered this I asked the pupils to drip onto samples of different materials. I asked them to see what happened when two, or more, drops meet, on a hard and non-absorbent surface. Later I separate the pupils into pairs and asked them: Can they race their drop with a friend? 1.3 The sorts of problems that may occur when supporting learning activities Informing the teacher before removing unwanted chairs made sure there was sufficient space for the pupils and equipment to work safely prior to the learning activity and by placing four pupils on each table gave better access to the water tubs and avoiding pupils pushing each other. The pipettes and resources were placed safely in the middle of each table. Before the lesson it was explained to suck the water up the straw was dangerous and requested the pupils to just dip the straw in the water, I asked if they knew why and explained about choking and emphasised about being sensible, the pupils’ then put on their aprons to protect their clothing. The pupils who found listening difficult, I put the questions onto laminated cards for easy reference explaining that I was going to ask those questions about the information later. I also wrote down the key questions on the whiteboard. Can you make different size drop? What happens to the drops when you drip them onto different surfaces? Can you make two drops join? What Happens? Whilst monitoring I removed a pupil from the activity for putting the pipette in his ear. The child was placed away from the activity, asking the pupil if he understood why he had been separated it was explained if he wanted to rejoin the activity he would need to act sensibly, after 10 minutes the pupil calmed down, and was asked to rejoined the group, giving the pupil encouragement and praise for better behaviour enabled the pupil to complete the task successfully. When the activity had finished I discussed with the pupil his behaviour and found he was upset because his hamster had died, I later discussed this with the teacher. After shutting the windows I relocated a pupil to a quieter part of the classroom as the noise of grass cutting was causing a distraction. The hot weather made the room too warm, two pupils started to flick each other with water I opened the classroom door to reduce the temperature and with a direct look and raised eyebrow showed displeasure at the pupils then separated them. Noticing one of the cheerful pupils was rather withdrawn and after talking they revealed that their Nan had died that morning I reassured the pupil and asked if they would like to read a poem about water, I then informed the teacher. Encouragement by praising their progress was given to the pupils with low confidence and pupils who finished their task early were asked to write a poem about their observations or about the drop race. After the activity was complete we had a class discussion asking pupils, how do you think it went? What would you do differently? I then asked the pupils to write down their observations in their books with correct date. 1.4 Strategies a teaching assistant may use to support pupils learning By using questions ‘What we think will happen’?, and writing down all the key points this confirmed the pupils understood the instructions prior to the activity and helped the class know what was expected of them. Placing the low confident pupils at the front of the class and rephrasing questions enabled them to understand the instructions more clearly. After discussion with another teaching assistant it was decided to enlarge the worksheet to A3 size to make it easier for the pupils who were struggling, encouraging them to write down their ideas then stick them onto the worksheet later and giving praise when the task was completed. Separating pupils into groups allowed the development of peer support activities and cooperative learning, allowing the pupils to benefit by learning and supporting each other. The pupils with confidence worked on their own initiative were able to write their own ideas directly onto the worksheet. Bandura, Skinner, Piaget and Vygotsky discuss that cognitive development occurs at an individual rate and cultures teaches a person what to think as well as how to think. I agree that children are not just passive discovers, they are constantly trying to make sense of the information they see, hear, feel and discover enabling some children to develop quicker than others. At the end of the activity reward stickers were given for using the correctly vocabulary in their poems and a discussion was held by using open-ended questions of (how, what, why?) this provided me with more information to enable me to assess the pupils’ learning and understanding and provide me with the information required to feedback later to the teacher 1.5 Providing feedback on learning activities to the teacher Both during and after supporting the learning activity, I recorded the pupils’ participation and progression and met later with the teacher, to give feedback regarding the issues encountered during the activity, I discussed the pupil who’s relative died and about the pupil behaving inappropriately during the session and being separated from the group. I informed the teacher why the worksheet was enlarged and why the laminated card was useful. I also explained I gave out some stickers for correct spelling and punctuation.

Free Essays on TV And KIDS

Recent studies from all around the world have proved that Television has an effect on people as individuals and as a whole. We have coined the phrase â€Å"couch potato† for people who sit around watching TV all the time. There has been numerous studies on people of all ages from toddlers to senior citizens on what effects television has on the human psyche. No one can say and believe that television has no effects on society. It is argued constantly whether television reflects society or society reflects what they see on television. TV has become a major part of every American home. Many other developed countries are just the same. Society is what is on television. It is real people acting like another real person writes them to act. Society is making TV so in my opinion neither society or TV actually â€Å"reflect† one another, but they blend into pure entertainment. One way or the other, people and society as a whole are affected by television in many ways. Many People like to argue that television is horrible and that it ruins kids minds. There is good evidence to support this view also. Robert DuRant is one of the many people that believe what children are exposed to teaches them how they are supposed to act. He has studied how exposure to violence in the media results in fighting, carrying a weapon, and an intention to use violence. In a study done in 1999 by the American Academy of Child and Adolescent Psychiatry, it was shown that American children watch an average of three to four hours of television a day. (American 1) The most suprising results of DuRant’s studies were that girls were more affected than boys were. Kids who had already seen violence on television were more likely to imitate what they saw and were more likely to be violent in school. Often children who see violence on the television cannot differentiate what is reality and what is television. This can mean big trouble for the child and the people who may ... Free Essays on TV And KIDS Free Essays on TV And KIDS Recent studies from all around the world have proved that Television has an effect on people as individuals and as a whole. We have coined the phrase â€Å"couch potato† for people who sit around watching TV all the time. There has been numerous studies on people of all ages from toddlers to senior citizens on what effects television has on the human psyche. No one can say and believe that television has no effects on society. It is argued constantly whether television reflects society or society reflects what they see on television. TV has become a major part of every American home. Many other developed countries are just the same. Society is what is on television. It is real people acting like another real person writes them to act. Society is making TV so in my opinion neither society or TV actually â€Å"reflect† one another, but they blend into pure entertainment. One way or the other, people and society as a whole are affected by television in many ways. Many People like to argue that television is horrible and that it ruins kids minds. There is good evidence to support this view also. Robert DuRant is one of the many people that believe what children are exposed to teaches them how they are supposed to act. He has studied how exposure to violence in the media results in fighting, carrying a weapon, and an intention to use violence. In a study done in 1999 by the American Academy of Child and Adolescent Psychiatry, it was shown that American children watch an average of three to four hours of television a day. (American 1) The most suprising results of DuRant’s studies were that girls were more affected than boys were. Kids who had already seen violence on television were more likely to imitate what they saw and were more likely to be violent in school. Often children who see violence on the television cannot differentiate what is reality and what is television. This can mean big trouble for the child and the people who may ...

Who Can Help me with My Assignment

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The effect of perception of social roles on depression Research Paper

The effect of perception of social roles on depression - Research Paper Example Depending upon the level of the intensity of role involvement, there will be some correlation to the level of depression or other life-altering mental illness for the aged after a decrease in role functionality. Newman and Newman (2009) state specifically that there are four dimensions of which social roles are analyzed, and we will propose that the higher the intensity of the identification of the role will produce a higher probability of depression or other types of mental illnesses. We will broaden our scope to include of the number of roles as part of our study. Elderly. For the purposes of this study, the term elderly will be used to define an individual who has reached a point of life where significant changes in social roles has placed them in the last stages of their life. This is defined this more closely as being age 60 and above. Nuclear family system. A group of people joined through legal and familial means consisting of a single adult, a partnered couple, or a partnered couple and their children (Taqui, Itrat, Qidwai, & Qadri, 2007). Reciprocal role. A role that is defined by a matching role within the social order. Examples include student and teacher, parent and child, and the salesperson and the customer (Newman & Newman, 2009, p. 71). Social role. A loosely defined set of behaviors within which a social function has been defined with an accepted code of what is considered normal within that role. (Newman & Newman, 2009, p. 70). In searching for answers to the questions that relate to the relationship between social roles and depression, a thorough research of relevant literature will provide a framework within which to answer the research questions. This study has been conducted through the use of research that has been done and reported by those who have developed conclusions through their own studies. The studies are analyzed for relatable content and the information is connected in order to define answers