Sunday, May 24, 2020

Henry Clay s American System - 1847 Words

From the country s most punctual days, Congress has battled with the natural issue of the national government s right part in encouraging financial advancement. Henry Clay s American System, formulated inside the burst of patriotism that took after the War of 1812, stays one in all the chief customarily essential specimens of an administration supported project to orchestrate and adjust the country s agribusiness, trade, and business. Somewhat English American Accords wherever arrangement of assertions came to inside the British-American Convention of 1818 that affixed the western limit between the U.S. what s more, North American country at the forty ninth Parallel, took into account the joint control of the Beaver State Country, and remodeled Yankee angling rights off the bank of Newfoundland. CEO, a voice for majority rule government, was partner degree Yankee presentation Father, the essential creator of the Declaration of Independence (1776), and in this manner the third Preside nt of the us (1801–1809). With the regional territory in 1803, the we bought pretty much 828,000,000 sq. miles of domain from France, in this manner multiplying the size of the youthful republic. What was called LA Territory extended from the stream inside the east to the mountain chain inside the west and from the Gulf of United Mexican States inside the south to the Canadian fringe inside the north? Half or all of fifteen states were in the long run made from the area bargain that isShow MoreRelatedHenry Clay s Defense Of The American System879 Words   |  4 PagesS. senate, in February 1832, Kentucky Senator Henry Clay gave a speech called â€Å"In defense of the American System.† Henry Clay’s â€Å"American System† included a protective tariff, a national bank, and federally funded internal improvements. In the speech, Clay defined the most important part of the American system. Henry Clay stated, â€Å"†¦The policy we have been considering ought to be continued to be regarded as the genuine American System.† The policy Clay was speaking of was the Protective Tariff. TheRead MoreThe Powerful Henry Clay Essay1377 Words   |  6 PagesHenry Clay was the first Speaker of the House that really helped to establish the position and increase the power. Clay served three terms as Speaker of the House and in those years demonstrated how his tactics were effective as well as successful. Henry Clay was personable, and his youth and assertiveness made him a popular choice for Speaker. Clay used his position to place his allies in important committees to achieve these goals. As Clay gained clout in the House of Representatives, he wasRead M orePolitical Figures Henry Clay And Andrew Jackson1232 Words   |  5 Pagesbetween political figures Henry Clay and Andrew Jackson. Although Henry Clay never made it into presidency, he made many impactful decisions and events on behalf of our country. During the mid 1800’s, there was a rapid change in the economics, demographics, and social aspects of the growing United States deeply affecting the lives of citizens. At the root of these issues, Jackson and Clay worked at odd ends to influence how the country operates. Living following the American Revolutionary times, AndrewRead MoreHenry Clay Essay1302 Words   |  6 PagesHenry Clay: The Great Compromiser Henry Clay is probably the most famous Congressman to have never been elected President. He was known as the Great Compromiser, and was a member of the Congress for 40 years. Clay was a member of the Great Triumvirate along with Daniel Webster and John C. Calhoun. In his time in Washington he ran for president 5 times, but was never successful. He founded the Whig party, and was instrumental in defining the issues of the second party system. He also servedRead MoreThe Men Of The 1824 Election1177 Words   |  5 Pagesland in the area of what is now the Continental United States of America; at the same time the Native Americans and the topic of slavery where a hot bed for trouble. President Monroe needed to put a stop to the European over reach across the world. Monroe in 1823 formulated a declaration of principles on South America, known in later years as the Monroe Doctrine. Warning that the â€Å"American Continents where free and independent are henceforth not to be considered for colonization by and EuropeanRead MorePurly Imaginative Subject by Gary J. Kornblith933 Words   |  4 Pagesto present the idea that if Henry Clay had been elected in 1844, which he goes on to prove as plausible, we would be in a much different country. The thesis as a whole is stated as â€Å"†¦ My focus is on a different pair of wars: the Mexican-American War of 1846-1848 and the American Civil War of 1861-1865†¦ Rather than project a different military outcome, I posit the absence of the Mexican-American War†¦The key to peace in my counterfactual scenario is a victory by Henry Clay over James K. Polk in the veryRead MoreThe Doctrine Of The United States Essay1598 Words   |  7 Pagesa total of $5 million and relinquishing its ow n claims on parts of Texas west of the Sabine River and other Spanish areas under the terms of the Louisiana Purchase. 1824 Election John Quincy Adams vs. Andrew Jackson (and William H. Crawford and Henry Clay); John Quincy is elected by decision of the House of Representatives; only election in which the presidency had to be decided by the House because no candidate received a majority of electoral college votes and the only election in which the presidentRead MoreAnalysis Of Andrew Jackson And Henry Clay853 Words   |  4 PagesAndrew Jackson and Henry Clay came from very similar backgrounds, yet they considered each other total opposites in regard to politics and morals. Both men became the leaders of two political parties: The Democrats, headed by Jackson, and the Whigs, headed by Clay. The main topics of debate between Jackson, Clay and their respective parties focused their arguments on the core principals of Clay’s American system, which were subsidies for internal improvements, protective tariffs and most importantlyRead MoreThe Legacy Of Andrew Jackson1523 Words   |  7 Pagesaround 1780, Jackso n’s mother and two brothers were killed during the conflict and British soldiers took the young Andrew Jackson prisoner, leaving him with a lifelong hostility toward Great Britain. In 1781, Jackson worked for a time in a saddle-maker s shop. Later, he taught school and studied law in Salisbury, North Carolina. In 1787, he was admitted to the bar, and moved to Jonesborough. Jackson began working as a prosecuting attorney and later set up his own private practice. Shortly after he metRead MoreThe Age Of Jackson By Andrew Jackson Essay1267 Words   |  6 Pagesaristocrats were threatened by the commoner. Jackson was a common man himself; orphaned as a boy, Jackson, rose to the top and became an admired general and commander in chief. Jackson affected the outlook on the class system, the method of electing our president, the spread of the spoils system, the fighting between the north and the south, the interactions between America and the Indians, and he helped lead our country to inflation. With Jackson’s emaciated physical appearance, it is ironic that he had

Wednesday, May 13, 2020

Character Comparison of “Young Goodman Brown” and the...

Character Comparison of â€Å"Young Goodman Brown† and the â€Å"Lottery† . Mathew Speakman English 102 Professor Katie Robinson July 15, 2012 Thesis Statement: In Nathaniel Hawthornes â€Å"Young Goodman Brown† and Shirley Jacksons â€Å"The Lottery†, we are given a picture of seemingly normal people who are capable of incredible evil. Outline: Opening mood in both stories a. Goodman Browns sets out on a walk in the forest, but knows that evil awaits him. b. The townspeople act nonchalant, but pile up stones and behave with nervous tension. Action of characters a. The characters were influenced by their ancestors and peers, and did not follow their convictions. b. They were unwilling to step out†¦show more content†¦Strangely, the children are piling up stones and the men are especially stern. There is a feeling of nervousness in the air, as if something terrible is going to happen. Both stories, despite their everyday beginnings, elude to an outcome much more sinister. The characters actions reveal their hesitation toward change and willingness to commit evil. Instead of relying on their own convictions, the characters allow the actions of their ancestors and peers to influence their own path. Despite a mounting anxiety over evil being perpetrated, they crumble under the pressure of the majority. Several times in â€Å"The Lottery†, someone makes mention of â€Å"giving up the lottery.† Just the suggestion is met with Speakman 2 fierce opposition from the old man of the town. Goodman Brown decides to â€Å"stand firm against the Devil†, but ultimately he presses on in the path toward sin. These characters are not willing to be the first to stand up against obvious injustices. They choose to continue down the path of those who came before them. In â€Å"The Lottery†, the downfall of the townspeople is following tradition. It is mentioned several times that many details of the lotterys ritual have been lost, but the lottery itself remains. Jackson writes, â€Å"no one liked to upset even as much tradition as was represented by the black box.† Old Man Warner scolds some of the townspeople, calling themShow MoreRelatedCompare and Contrast Essay1047 Words   |  5 Pagesand Contrast â€Å"Young Goodman Brown† and â€Å"The Lottery† By: Melissa A. Reeves Professor Andrew Smith ENGL 102-B46 LUO Thesis Statement The stories â€Å"The Lottery† and â€Å"Young Goodman Brown† both appear to show that human behavior and judgment can be flawed, even if the person’s intentions appear good to them. There is a level of fear and underlying evil in Puritan settings in both stories. I. Introduction/Statement of Thesis II. Themes and Author’s Purpose A. The Lottery i.Read MoreChoices With Consequences VsThe Lottery, And Young Goodman Brown, By Nathaniel Hawthorne1296 Words   |  6 PagesTalal Almutairi Dr. Gates English 305 5 July 2017 Choices with Consequences In this paper, I shall focus on drawing comparisons and contrasts between â€Å"The Lottery† by Shirley Jackson, and â€Å"Young Goodman Brown† by Nathaniel Hawthorne. In her short story, ‘The Lottery’, Jackson uses a series of specific details and ordinary personages to describe the events leading to an unfair death. These details reveal the dangers of blindly upholding traditions and passing them to the next generations, withoutRead MoreHistory of the Development of the Short Story.3660 Words   |  15 Pages The period following World War II saw a great flowering of literary short fiction in the United States. The New Yorker continued to publish the works of the form’s leading mid-century practitioners, including Shirley Jackson, whose story, â€Å"The Lottery,† published in 1948, elicited the strongest response in the magazine’s history to that time. Other frequent contributors during the last 1940s included John Cheever, John S teinbeck, Jean Stafford and Eudora Welty. J. D. Salingers â€Å"Nine Stories† (1953)Read MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesor a short story. Events of any kind, of course, inevitably involve people, and for this reason it is virtually impossible to discuss plot in isolation from character. Character and plot are, in fact, intimately and reciprocally related, especially in modern fiction. A major function of plot can be said to be the representation of characters in action, though as we will see the action involved can be internal and psychological as well as external and physical. In order for a plot to begin, someRead MoreOcd - Symptoms, Causes, Treatment131367 Words   |  526 Pagesas an anxiety disorder, because it has a symptom profile similar to those of disorders like generalized anxiety disorder (GAD), specific phobias, hypochondriasis, and body dysmorphic disorder, which suggests the possibility of a common diathesis (Brown, 1998). More specifically, features consistent with an anxiety disorder classification include (1) a subjective feeling of anxiety or distress, which is elicited by most obsessions, (2) a behavioral or cognitive compulsion in response to the obsessionRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesSelf-Assessment Library How Creative Am I? 190 Point/Counterpoint Checklists Lead to Better Decisions 191 CONTENTS xi Questions for Review 192 Experiential Exercise Biases in Decision Making 193 Ethical Dilemma Do Unethical Decisions Come from Bad Character? 193 Case Incident 1 Computerized Decision Making 194 Case Incident 2 Predictions That Didn’t Quite Pan Out 195 7 Motivation Concepts 201 Defining Motivation 202 Early Theories of Motivation 203 Hierarchy of Needs Theory 203 †¢ TheoryRead MoreStrategic Marketing Management337596 Words   |  1351 Pagesand methods An illustration of segmental analysis An alternative approach to segmental analysis Customer profitability analysis Marketing experimentation The nature of productivity The use of ratios Analysing ratios and trends Ratios and interfirm comparison vi CONTENTS 3.13 3.14 A strategic approach Summary 112 116 117 119 119 120 128 136 139 149 153 159 165 167 169 169 170 174 182 188 192 202 214 215 221 223 223 230 236 241 246 248 250 251 255 261 4 Market and environmental analysisRead MoreDamodaran Book on Investment Valuation, 2nd Edition398423 Words   |  1594 Pagesof Relative Valuation Chapter 18: Earnings Multiples Chapter 19: Book Value Multiples Chapter 20: Revenue and Sector-Specific Multiples Chapter 21: Valuing Financial Service Firms Chapter 22: Valuing Firms with Negative Earnings Chapter 23: Valuing Young and Start-up Firms Chapter 24: Valuing Private Firms Chapter 25: Acquisitions and Takeovers Chapter 26: Valuing Real Estate Chapter 27: Valuing Other Assets Chapter 28: The Option to Delay and Valuation Implications Chapter 29: The Option to Expand

Wednesday, May 6, 2020

What do you consider to be an effective teacher Free Essays

Introduction What is an effective teacherKyriacou (1998) states that ‘the essence of being an effective teacher lies in knowing what to do to foster pupils’ learning and being able to do it’, however Lemov (2010) sees teaching as ‘an art that relies on the mastery and application of foundational skills’. Others merely state that ‘for anyone to be said to be teaching, it must follow that someone else is learning’ (Aers and Inglis, 2008, p.189). We will write a custom essay sample on What do you consider to be an effective teacher? or any similar topic only for you Order Now From the research I have undertaken in preparation for this paper there are clearly lots of theories surrounding what it takes to become an effective teacher. Creemers, 1994; Kyriacou,1997; Sammons et al., 1995 say that to be an effective teacher you must be able to: establish an attractive learning environment, maximise learning time, deliver well-organised and well-structured lessons, convey high expectations and establish clear and fair discipline. Shulman, 1986; Bennett, 1989 highlight that in order for effective teaching to take place the teacher must possess the correct knowledge in order for others to learn. Freire, 1998; Kanpol, 1997; Bernstein, 1996 and Livingstone, 1987 argue that ‘true education is a natural process’ and should not treat children like ‘empty vessels’ that need to be filled with knowledge. Zyngier (2006) states that: effective teaching begins far before a teacher enters the classroom. Hayes (2004) argues that ‘the role of t he teacher is complex and cannot be compressed into a set of standards’ (Hayes, 2004, p.vii) and I have to agree. My philosophy that underpins my teaching goals and which I believe is allowing me to continue to develop myself as an effective teacher is that all teaching and learning should be child centred. Child-centred education was first recognised by Roussea and his concept of children ‘being allowed to develop naturally at their own pace without influence’ (Darling, 1994, p.102). Later, in 1967, when the Plowden Report was published they picked up on the ‘trend’ of child-centred learning and how this is managed in schools. Simon (1999) states that the idea of child-centred learning is that teachers; ‘should not interfere with the process of maturation, but act as a guide’ and that the child will learn when he/she is ready. There is, however, theory that argues the value of a child-centred learning environment with Darling (1994) highlighting that many children are reluctant to learn and teachers often resort to incentives to get them motivated to work. Child-centred learning must pay close attention to the ‘web of interacting issues as well as cognitive development’ (Darling, 1994, p.xiii). That said, I firmly believe that if you give children the opportunity to design their own learning they will encompass all the curriculum has to offer them and become lifelong learners. My main principles that underpin my pedagogy and the ones which I am going to discuss within this assignment are; relationships and how I believe it is important to create a positive classroom environment as well as exciting and challenging learning activities. Effective planning and how this is essential to becoming an effective teacher and finally assessment for learning which is imperative within every classroom environment. So where are we to beginCan teaching be put into a set of rules that are to be followedIf we are met with difficult situations, of which I was on my second year placement where I had very challenging classes that needed a lot of support and engaging lessons to keep them on the right track to achieving their potential, then the theory of having a set of ‘rules’ for being an effective teacher would not have applied to me in this instant. In order to be an effective teacher surely we must possess an array of skills that best suit the class in which we are teachingSo one of the main starting points to look at in this instance is building effective relationships and how these are essential in my quest for becoming an effective teacher. Being able to build good relationships as well as having good behaviour management strategies in place to ensure learning is maximised is a key part of what I feel an effective teacher is. They are not just key ingredients of being an effective teacher but also create a lasting impression on the people with whom you work with. Throughout my placements I have made sure that I am approachable and a keen member of the team. This enabled me to build good relationships with staff, parents and pupils which, I feel, were reflected in my lessons and were noticed by other colleagues at my weekly planning meetings and also with my mentors (see appendices A, B, and C). Appendix A shows my final teaching report from my final placement and highlights my ability to build good relationships with all within the school setting. Appendix B is another final teaching report from my first year teaching placement which again highlights how I managed to build up good relationships. Appendix C is a letter f rom a teacher at a secondary school we did some work for during an English module in my second year of university. We only worked with the children for an hour a week incorporating Drama into their English lessons but this was long enough to establish a good relationship which then eased their understanding. There is a substantial amount of research into how building good relationships with pupils helps build their confidence and improves their academic abilities. The government White Paper highlights this in their executive summary by stating ‘without good discipline teachers cannot teach and pupils cannot learn’ (Department for Education: The Schools White Paper, 2010, p.10.) Dowling (2001) argues that ‘the development of relationships has always been a fundamental part of early childhood education’ and I would have to agree. It is important for children to know they are respected and listened too within the classroom environment in order for ‘proper’ learning to take place. Before I left my final placement school I asked the children what they had most enjoyed about having me in their classroom. The response I got from the children was tremendously encouraging and gave me a real confidence boost. Most of the children said they had liked that they could talk to me about their problems and felt that I listened to what they wanted and made the lessons fun and enjoyable. Wise (2000) says that ‘the most effective teacher-pupil relationships are built by teachers who listen to their pupils and hear their voices’ and this was something they felt I had achieved in my short time at the school. This was then confirmed in my final teaching report by my mentor (see appendix A) and by other members of staff in the school. Hopkins, West and Beresford (1998) state that one of the key qualities effective teachers posses is the ability to build ‘authentic and pedagogic’ relationships allowing for relationships to be built in and outside of the classroom environment and this coincides with my own pedagogy. In building these positive relationships, I was able to show the children how they could achieve their potential fully. I used different strategies to build up these relationships for example; using ‘star table’ to encourage the children to take responsibility for the cleanliness and organisation of their tables at the end of the day, ‘star sitter’ to encourage the children to sit appropriately on the carpet area during input sessions and a weekly ‘star of the week’ which rewarded children who had worked hard throughout the week. This was only possible because of the relationship I had built with the class. These behaviour management strategies also hel ped me in my first year placement, where I used a sticker chart that was put on the door of the classroom to reward children for their good behaviour. I think if I hadn’t of had a good relationship with the pupils, then some of these methods would not have worked because the pupils would not have seen the significance of being rewarded by someone they had not built a relationship with. In 1990 Carl Rogers conducted some research and found that what most pupils want from their school environment is to be trusted and respected, part of a family, be given opportunities to be responsible, a place to go where people care and finally teachers who help them to succeed not fail (Rogers, 1994, p.5-7). This, I feel, is key to ensuring children meet their full potential and is the most important lesson I have learnt during my university life. Caring about the pupils in your class and their academic development allows a teacher to grow and learn in the same way. I learnt a lot from the pupils and colleagues I have taught and met during my placements since being at university, skills that would not be possible without understanding how to be an effective practitioner. Mosely and Grogan (2002) suggest that high morale is essential for a school community to prosper and during my final placement this certainly was the case. It felt like we were a family in the staff room and the children could sense the caring environment they were working within. I built up good relationships with the children and trusted them to work independently where necessary. Dowling (2001) states that ‘in order to learn, children must believe they are able to do so’ and this was an ethos I adopted very quickly when starting my teaching placements. This then leads me on to my second principle which is effective planning. The national curriculum (NC) (1999) outlines that in order for pupils to learn, lessons must include these two main points: ‘setting suitable learning challenges, responding to pupil’s learning needs’. Kyriacou (1998); Pollard (2003); Bartlett and Burton (2003); Hayes (2004); Cowley (2001); Leach and Moon (2007) all state that planning needs to: clarify the learning aims to the pupils, has to take into account what the pupils already know, must challenge and stimulate, have knowledge of each learners needs, include appropriate resources and finally a place to assess the pupils progress. For my first year placement I was placed in an independent school that did not use the NC to plan lessons. As they were an independent school they could teach the lessons the way they felt to best teach them. At first this was a daunting process for me as I was used to knowing that there was a ‘back-up ’ of knowledge and ideas within the NC and this made planning quite difficult. As my placement progressed I was able to think of new and creative ways of teaching the NC subjects and planning became an enjoyable process. For my second year placement, where I only had to plan for one subject, this was just as complicated as planning for the array of Primary subjects. There were a lot of elements involved in getting the right balance in the lessons and making it engaging so that the pupils would learn something. There are going to be times when some lessons, no matter how good your plan is, will just simply not go to plan. This happened to me on my final placement and instead of panicking, which I think I would have if I did not have the support of my individual support assistant, I asked the children what they thought would be a good way to learn about the topic we were covering at the time. After talking to the children we re-established where we needed to go with the lesson objective and the teaching and learning carried on as normal. After the lesson I sat and reflected on what had gone wrong with my planning and what I could have done to change things, and came to the conclusion that the children needed more clarification and more time to understand the topic, which of course I had not planned for. In my third year placement I taught English as a foreign language in Holland and for this we had to plan a series of lessons that would enable the pupils to learn English in fun and creative ways. This was another challenge as we had not been given the levels or ability of the pupils in the class and so we presumed they knew very little English and decided to plan lessons that would teach them the basics. Before going into teach we sat down with the class teacher and went through what the children already knew and could understand and used this as a starting platform to challenge the pupils knowledge of the language and found ways to teach them new skills, which the class teacher found very useful and asked if he could keep them to continue teaching them after we had left. By the time my final placement came around, I found planning an easier process. Working with the other year group teachers was a great way to learn new and dynamic teaching strategies to enable effective planning. It also allowed me to participate in medium term planning and whole unit planning which will benefit me in my first year of teaching. Of course planning is not just a part of teaching but also in my studies at university. Planning how and what to write within my assignments was another added skill that I learnt. Knowing how to organise the information so that the words on the page flowed was a key ingredient in the learning process and one which I will continue to master as my lifelong learning continues. As I prepare to embark upon my first year in teaching I will endeavour to make sure that my planning reflects what the pupils want and need to know. Having the foundations of effective planning built I can now mould these strategies to suit the learners I will meet during my career and hope to maximise the learning process for them. With effective planning should follow a good use of assessment. Using a range of approaches to assessment means that you can monitor every pupil’s progress and therefore know where they are in their learning journey. There are many different types of assessment you can use when teaching. For example; Formative assessment is the way in which a teacher assesses students using different methods other than tests and exams. It is assessment for learning. Black et al (2004) state that: ‘Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning’ (Black, P. Harrison, C. Lee, C. Et al 2004 p.10). When on my final placement I used formative assessment to plan the following sequence of lessons for a particular unit. I usually used this by marking their work, asking open questions at the end of lessons when the children were on the carpet and talking to the pupils about thei r work and asking them for their next steps. This was a useful tool when it came to planning with the other year group teachers as I could adapt my plans to suit my class. It also encouraged the children to respond to their feedback left in their books and enhanced my relationships with them. Summative assessment is the process of tests and exams students take in order to monitor their progress throughout modules and topics. The data is then collected and used to show teachers, parent and carers the progress each child has made over a certain period of time. At the end of key stages exams are taken by pupils to determine what they have learnt over that key stage. This data is then collected and formed into a league table which the government use to monitor the progression of schools. It is assessment of learning. During my final placement I gave the children an end of unit test after each maths unit was taught. This was a test paper that allowed me to review their progress throughou t the unit and helped me to understand what the children were finding hard and therefore allowed me to plan more effective lessons. There is a lot of theory surrounding summative assessment and the negative impact it has on pupils in schools. Pollard (2002) states that: ‘the introduction of summative assessment procedures tends to cause anxiety to pupils’ (Pollard, 2002, p.322) with Jaques and Hyland (2007) agreeing by saying ‘The biggest failing with summative assessment is that it doesn’t really tell students what they are doing wrong or how they can improve’ (Jacques and Hyland, 2007, p.50-5) and ‘it doesn’t actually provide much information about how well a student has mastered a subject as it can only test in a simplistic way’ (Jaques and Hyland, 2007, p.50-5). Gardner (1993) then continues this argument by stating that summative assessment has a negative impact on pupil’s self-esteem and reduces the use of self-assess ment. Of course there are other types of assessment that you use every day in the classroom. I used a lot of self and peer assessment in my third year placement in Holland. Giving the children the opportunity to talk to each other about what they have understood or not can, more often than not, help children understand better. Hayes (2004) highlights this point by sharing his view on peer assessment ‘pupils learn more effectively when they are given the opportunity to talk about their wok’ (Hayes, 2004, p.150) and this is something I try to encourage when teaching. The need for children to discuss their findings, learning and queries is great and something I will continue to include within my pedagogy. Another key ingredient of being an effective teacher is the need to make the curriculum as creative as possible to encourage independent learning. In the new government white paper they highlight the need for the curriculum to be changed by stating that ‘we need a new approach to the National Curriculum’ (Department for Education: The schools White Paper, 2010, p.10). They go on to comment that at the moment ‘the curriculum contains too much that is non-essential’ and that teachers are ‘constrained and burdened, required to teach the same limited diet’ (Department for Education, 2010, p.8) which means that the curriculum will change for future and current teaching professionals. When starting my degree, and entering my first placement, it became apparent to me that children learn best when the material they are subject to is creative, engaging and above all relevant to what they are learning. In 1989 Gill Barratt conducted some research into why children were dissatisfied with school and she drew on the conclusion that children ‘can be turned against school by a curriculum that does not take into account their interests’. Dowling (2001) then concurs with this by saying ‘children are only likely to be well inclined to learning if the curriculum intrigues them and provides them with the opportunities to learn more’ (Dowling, 2001, p.74-5). ). During my final placement I created opportunities for the children to be responsible for their own learning by allowing them the freedom to create a curriculum that suited them. In January 2011 my final placement school moved into a creative curricular approach and as a team, we gave the children the title of the topic and asked them what they wanted to learn. Using the information we gathered we were able to plan a creative approach to a topic that has been covered many times before. Put simply, we fitted the learning around our pupils and made it relevant to them. This is something that, I feel, makes an effective teacher. Using materials from the curriculum and suiting them to the needs of pupils in your class means that the pupils get the information they need and feel comfortable learning in that environment. It is also important to make the curriculum as interactive and cross-curricular as possible so that pupils benefit from the wider arena of education. I feel that as a teacher, I shouldn’t just deliver the information the children will need but make it as engaging and stimulating as possible and this is now one of my educational principles. Having the courage to try new and creative teaching strategies to tackle the NC is something I hope to continue to do as my career progresses. So where to go from hereThroughout this assignment I have highlighted the key principles that theorists think make an effective teacher. I have also commented on how these features have impacted on my placements and how they have shaped me into the teacher I am becoming. I understand what it means to be an effective teacher and hope to continue to grow throughout my career and adapt these principles to suit every pupil I encounter. With the current government reviewing education, it is clear that there is a long road ahead of me to reach my goal of becoming an effective teacher but one in which I am excited about pursuing. As I grow as a professional I hope that the values that underpin my pedagogical approach to teaching will too and become wider as education develops. As highlighted by Hayes (2004), educations main focus should be ‘to create a civilised, moral and contended society’ in which teachers and pupils learn from each other and make for a more effective societ y. With the new governments White Paper they too want ‘every school to shape its own character, frame its own ethos and develop its own specialism’s’ (Department for Education: The Schools White Paper, 2010, p.11) which means that I am entering a new and exciting stage in education. Hopefully by incorporating good behaviour management strategies, effective planning, a good use of assessment strategies, engaging lessons and an ethos that all children can achieve, I feel that I will succeed in becoming an effective teacher whatever path my career finds me on. References: Aers, L. and Inglis, F. (2008) Key concepts in Edcuation. Sage publications Limited: London. [Online] Available at http://ezproxy.brighton.ac.uk/connect?session=sj607MCy4WYspC8Rurl=http://www.sciencedirect.com/science?_ob=MImg_imagekey=B6VD8-4PYR4BF-1-1_cdi=5976_user=128558_pii=S0742051X07001102_origin=browse_zone=rslt_list_item_coverDate=10%2F31%2F2008_sk=999759992wchp=dGLzVtb-zSkWAmd5=14bddb78f9937d54e8131e0104856c03ie=/sdarticle.pdf [Accessed on 13th April 2011] Bartlett, S. and Burton, D. (2003) Education Studies: Essential Issues. Sage Publications: London. Bennett, N. (1987) The search for the Effective Primary School Teacher. Cited in: Bourne, J. and Pollard, A. (2000). Teaching and Learning in the Primary School. RouteledgeFalmer: London. Bernstein, B. (1996) Pedagogy, symbolic control and identity: Theory, Research and Critique. Taylor Francis: London. Black. P, Harrison. C, Lee. C Et al (2004): Working Inside the Black Box: Assessment for learning in the Classroom. GL Assessment: London. Cowley, S. (2001) Getting the Buggers to Behave. Continuum: London. Creemers, B.P.M (1994). The Effective Classroom. Cassell: London. Darling, J. (1994). Child-centred Education and its Critics. Paul Chapman Publishing: London. Department for Education (2010) The Importance of Teaching: The Schools White Paper. The Stationary Office Limited: London. Department For Education (2011) National Curriculum: Including all Learners. [Online] Available at http://curriculum.qcda.gov.uk/key-stages-1-and-2/general-teaching-requirements/including-all-learners/index.aspx [Accessed on 9th April 2011]. Dowling, M. (2001). Young Children’s Personal, Social and Emotional development. Paul Chapman Publishing: London. Freire, P. (1998) Pedagogy of the Heart. Continuing Publishing Company: New York. Gardner, H. (1993) Multiple Intelligences: The Theory in Practice. BasicBooks: United States of America Hayes, D. (2004) Foundations of Primary Teaching. David Fulton Publishers: Oxon. Hopkins, D. and West, M. and Beresford, J. (1998). Conditions for schools and classroom development. Cited in: Day, C. (1999) Developing teachers: The challenges of lifelong learning. RouteledgeFalmer: London. Jacques, K. and Hyland, R. (2007) Achieving QTS: Professional Studies: Primary and Early Years. Learning Matters: Exeter. Kanpol, B. (1997) Issues and Trends in Critical Pedagogy. Hampton Press: New Jersey. Kyriacou, C. (1997) Effective Teaching in Schools. Stanley Thornes Limited: Cheltenham. Kyriacou, C. (1998) Essential Teaching Skills. Stanley Thornes Limited: Cheltenham. Leach, J. And Moon, B. (2007) Learners and Pedagogy. Paul Chapman Publishing: London. Lemov, d. (2010) Teach like a champion. Jossey-Bass: San Fransico. Livingstone, D.W. (1987). Critical pedagogy and Cultural Power. Macmillian Publishing: Basingstoke. Mosely, J. and Grogan, R. (2002) Quality Circle Time for Teachers. Cited in: Hayes, D. (2004). Foundations of Primary Teaching. David Fulton Publishers: Oxon. Pollard, A. (2002). Reflective Teaching: Effective and Evidence-Informed Professional Practice. Continuum: London Rogers, C. and Freiberg, H.J. (1994). Freedom to Learn. Macmillian College Publishing: USA. Sammon, P. and Hillman, J. and Mortimore, P. (1995) Key Characteristics of Effective Schools. University of London; Institute of Education: London. Simon, B. (1999). Why no pedagogy in EnglandCited in: Leach, J. and Moon, B. (2007) Learners and Pedagogy. London: Sage Publications. Shulman, L.S. (1986) Those who understand: Knowledge growth in Teaching. Educational researcher (15) (2) 4-14. Cited in: Leach, J. and Moon, B. (2007). Learners and Pedagogy. Paul Chapman Publishing Limited: London. Sugrue, C. (1997). Complexities of Teaching: child-centred perspectives. The Falmer Press: London. Wise, S. (2000). Listen to me! The voices of pupils with Emotional and Behavioural difficulties. Lucky Duck Publishing: Bristol. Zyngier, D. (2006) (Re) conceptualising student engagement: Doing Education not time. [Online] Available at http://www.sciencedirect.com/science?_ob=ArticleURL_udi=B6VD8-4PYR4BF-1_user=10_coverDate=10%2F31%2F2008_rdoc=1_fmt=high_orig=gateway_origin=gateway_sort=d_docanchor=view=c_acct=C000050221_version=1_urlVersion=0_userid=10md5=80890d6466a40c79cc1c41a92da66aafsearchtype=a (Accessed on 26th April 2011) How to cite What do you consider to be an effective teacher?, Essay examples

Monday, May 4, 2020

Fallen Angels free essay sample

Talking about a basketball tournament: l wanted to win badly. I knew I was going Into the army, but for me that was a kind of defeat. My plans, maybe Just my dreams really, had been to go to college and to write like James Baldwin. All the other guys in the neighborhood thought I was going to college. I wasnt, and the army was the place I was going to get away from all the questions. I wanted to win that tournament, to walk away from the streets I had been raised in with my head high, a winner. This part of the story appeals to me because I can relate to Archie.I also play basketball and have felt this same way about a tournament many times. My plans, and dreams, are to go to college and possibly be a writer. I have been told I am an excellent writer if I put my mind to it. We will write a custom essay sample on Fallen Angels or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A lot of my friends and teammates think I am going to college Just like Archie. I might not be going Into the army but I do want to get away from all the questions and drama. I have always wanted to win, no matter what I am playing, or doing. I will always walk with my head held high, hopefully as a winner.This part In the story tells us about he mall character, Richer Perry, and how he decided to go Into the army. 2. To me, Riches most difficult choice was joining the army in the first place. Yea, he was coming from a rough family with not a lot of money but he, at first, wanted to go to college and move on to bigger and better things. There was a way for him though to go to college. Archie wanted to be a writer so if he doesnt decide to Join the army, in a few years he could be a famous writer. He also played basketball. He could have earned a basketball scholarship and move to higher levels of the game.Maybe the army wasnt the best choice for Archie, but maybe going to college or staying home in that rough neighborhood wouldnt be a good one either. I believe he had many tough decisions but this was his toughest. 3. Physically Richer Is In pretty bad shape at the end of the book. He Is a hero but he Is heavily wounded. He had a tough battle at the end of the book where he was shot a few times but kept going on to save his squad members. Emotionally He has changed a lot from beginning to end. I think that he treasures life more now because he saw some of his friends out there die in battle.He also realizes how he really feels about his family and how he actually loves them and cares for them more now than he knew before. Socially At first, Archie seemed like a pretty shy guy and kind of stayed off to himself. Now at the end, he has many friends in the army and is popular amongst all of the guys. He now isnt too shy and is able to talk and have conversations with people. 4. Archie Perry seems Like a pretty cool guy. He doesnt seem to be big headed or talk down on anyone, Just a friendly guy. From what I have read, I would try to make friends with him.I believe that he is a genuine person. He seems to care about all of his squad members, friends, and family. It seems as If he would take a bullet for someone but also watches his own back and cares about his life which is good. He in Vietnam and he is always looking out for his brother, Kenny. Archie Just really seems like a good person and someone you would want to fight next to in a war. He would have your back. 5. I thought that the title didnt really make sense with the book itself. Yes, people died (fell) but they werent really angels. This didnt really seem like the best bunch of people.I did think that the title was clever though. I think a better title might be Fallen Soldiers. When I first read the title Fallen Angels, I didnt really think it was a book about war. If it was soldiers, then I think the book would get more attention. Fallen angles made me think that it was more of a girl book. If it was Fallen Soldiers, then it would be thought of to have some blood and gore in it. With the word angels in it, I thought it might be about cats or something that died. But now I know its true when they say, Dont Judge a book by its cover. 6.I think it was effective. I liked it how they made him know he was going back to the world. If I changed it, I would have Peewee die. I think Archie would learn more from that. Then have someone else from another unit on the plane next to Archie so they could talk about their different experiences from the war. Then they became friends and hung out back in the U. S. Then the title would seem to make sense because Archie would always have Peewee looking over him as his angel. Yes it would make it a sad ending but then it would be happy once Archie realizes Peewee is his angel. Anyone who is into war and the army is who I would recommend this to. My one friend Henry Cochran would be the person I would recommend it to. His father was in Vietnam so Im sure he would want to read all about it. He also wants to go into the military so if he had to read something, Im sure he would want it to be something like this. That is if he likes to read. I am sure that he would enjoy this book though, if he sat down and actually put some time into it. I dont like reading but I have actually found some books that I have enjoyed.

Saturday, March 28, 2020

Tongoy V. Ca Essay Example

Tongoy V. Ca Essay Facts: This is an action for reconveyance respecting two (2) parcels of land in Bacolod City. The first is Lot No. 397 of the Cadastral Survey of Bacolod, otherwise known as Hacienda Pulo, containing an area of 727,650 square meters and originally registered under Original Certificate of Title No. 2947 in the names of Francisco Tongoy, Jose Tongoy, Ana Tongoy, Teresa Tongoy and Jovita Tongoy in pro-indiviso equal shares. Said co-owners were all children of the late Juan Aniceto Tongoy. The second is Lot No. 1395 of the Cadastral Survey of Bacolod, briefly referred to as Cuaycong property, containing an area of 163,754 square meters, and formerly covered by Original Certificate of Title No. 674 in the name of Basilisa Cuaycong. Of the original registered co-owners of Hacienda Pulo, three died without issue, namely: Jose Tongoy, who died a widower on March 11, 1961; Ama Tongoy, who also died single on February 6, 1957, and Teresa Tongoy who also died single on November 3, 1949. The oth er two registered co-owners, namely, Francisco Tongoy and Jovita Tongoy, were survived by children. Francisco Tongoy, who died on September 15, 1926, had six children; Patricio D. Tongoy and Luis D. Tongoy by the first marriage; Amado P.Tongoy, Ricardo P. Tongoy; Cresenciano P. Tongoy and Norberto P. Tongoy by his second wife Antonina Pabello whom he subsequently married sometime after the birth of their children. For her part, Jovita Tongoy (Jovita Tongoy de Sonora), who died on May 14, 1915, had four children: Mercedes T. Sonora, Juan T. Sonora, Jesus T. Sonora and Trinidad T. Sonora. By the time this case was commenced, the late Francisco Tongoys aforesaid two children by his first marriage, Patricio D. Tongoy and Luis D. Tongoy, have themselves died.It is claimed that Patricio D. Tongoy left three acknowledged natural children named Fernando, Estrella and Salvacion, all surnamed Tongoy. On the other hand, there is no question that Luis D. Tongoy left behind a son, Francisco A. T ongoy, and a surviving spouse, Ma. Rosario Araneta Vda. de Tongoy. On October 15, 1968 finding the existence of an implied trust in favor of plaintiffs, but at the same time holding their action for reconveyance barred by prescription, except in the case of Amado P. Tongoy, Ricardo P.Tongoy, Cresenciano P. Tongoy, and Norberto P. Tongoy, who were adjudged entitled to reconveyance of their corresponding shares in the property left by their father Francisco Tongoy having been excluded therefrom in the partition had during their minority, and not having otherwise signed any deed of transfer over such shares. Issue: Whether or not the conveyance respecting the questioned lots made in favor of Luis D. Tongoy in 1934 and 1935 were conceived pursuant to a trust agreement among the parties Held:The Court considers the evidence of execution of express trust agreement insufficient. Express trust agreement was never mentioned in the plaintiffs pleadings nor its existence asserted during the pr e-trial hearings. The Court finds that there is preponderance of evidence in support of the existence of constructive, implied or tacit trust. The hacienda could have been leased to third persons and the rentals would have been sufficient to liquidate the outstanding obligation in favor of the Philippine National Bank.But the co-owners agreed to give the administration of the property to Atty. Luis D. Tongoy, so that the latter can continue giving support to the Tongoy-Sonora family and at the same time, pay the amortization in favor of the Philippine National Bank, in the same manner that Jose Tongoy did. When the mortgages were constituted, respondents Cresenciano Tongoy and Norberto Tongoy were still minors, while respondent Amado Tongoy became of age on August 19, 1931, and Ricardo Tongoy attained majority age on August 12, 1935.Still, considering that such transfer of the properties in the name of Luis D. Tongoy was made in pursuance of the master plan to save them from foreclo sure, the said respondents were precluded from doing anything to assert their rights. It was only upon failure of the herein petitioner, as administrator and/or successor-in-interest of Luis D. Tongoy, to return the properties that the prescriptive period should begin to run.

Saturday, March 7, 2020

Black Americans and Affirmative Action essays

Black Americans and Affirmative Action essays Black people had significant historical importance to the nation and the importance of black-white relations in U.S. society today. Throughout the history black were denied many important things to have, a traditional life style, black Americans could not work, live, shop, eat, seek entertainment, or travel where they chose, they were denied in voting rights, education, employment. A large majority of blacks lived in poverty; kids could not receive proper education, blacks Americans were forced to go to separate schools for blacks only. Many years has past since those times and today the situation is very different. In education, many blacks received college degree from universities that formerly excluded them. Also black Americans experienced changes in workplace, they often hold professional and managerial jobs in desegregated settings. In politics, most blacks Americans now participate in elections. Overall, many blacks have achieved middle-class status. But despite all those chan ges black people remain substantially behind white people, they still face problems like discrimination, prejudice, they denied in equal opportunities, and inequality of conditions. In my paper I like to analyze changes in political, economical, educational levels and problems black Americans face today and what can be done to end the racism and how to solve an American Dilemma on gender politics in U.S. The status of blacks in American society has been subject of study for many years and still American Government trying to change social and economical status of blacks American in American Society. Blacks Americans for many years were subjects to violent treatment by white people. Blacks were subject to discrimination; they also were denied equal opportunities. Discrimination and unequal opportunities play an important role in the lives of many blacks, and even in the absence of discrimination the opportunities of many blacks are limited. Inequalities in...

Wednesday, February 19, 2020

Equal Rights vs. Economic Restructuring Assignment

Equal Rights vs. Economic Restructuring - Assignment Example I particularly agree with Kollontai’s assertion that until economic inequalities are changed, nothing will really change and no, granting women the rights of suffrage, property ownership, wage ownership, and legal citizenship has not totally eliminated inequality. The assertion of Kollontai and Goldman are valid and in fact already practiced today and connected in a manner that childcare support from the state allows greater economic independence for women because it gives them the freedom to pursue their careers. This is however simplistic because childcare support and economic freedom does not automatically end inequality and discrimination against women. To eliminate inequality, the sense of justice should be present in all dimensions of society from the home, workplace to society at large. For example, to end inequality, husband and wife should treat each other as equals and therefore will take parenting and marriage as shared responsibility. It meant that the wife will not have to cook and serve the husband after work and it can be done by either party who has the time and energy to do it. In the workplace, it meant ending discrimination in all its forms from unequal wages to unjust treatment of pregnant women. This should also transcend to society at large where women should be seen not just as wives and housekeepers but an important part of societal