Essay --

â€Å"Jack was safe from all shame or self consciousness, behind the mask of his paint† (Golding-125). In the book Lord Of The Flies, The symbols of the Conch, and Piggies Glasses represent order, logic, and civilisation within the microcosm of the island the kids are stuck on. But these two symbols, which are at first powerful motifs, are later on overruled by the evil within all of them. This evil is is triggered by the face paint they wear. What at first is a game turns into a type of camouflage cover, releasing the boys from all shame, allowing them to become savages. They are hidden from the values of society and give in to their state of nature selfs. I observed that in the beginning, the conch holds the ultimate power on the island. It dictates what has to be done, and allows Ralph to have control over the rest of kids simulating a mini society. This is displayed when Ralph is elected as chief: †Him with the shell." "Ralph! Ralph!" "Let him be chief with the trumpet thing† (Golding page___). This quote shows how the kids think that the power comes from the conch, and is a sign of protection, order, and leadership. The Conch also illustrates order because you must have the Conch to Speak in an assembly or meeting similar to the rules in class. This is shown when Ralph explains the rules of the group after being elected: †We can't have everybody talking at once. We'll have to have 'hands up' like at school." (Golding___). The â€Å"like at school† suggests the kids are trying to replicate society and keep order. In spite of this, the Conch starts to lose this power later on in the book. This can be seen when Jack dismisses the power of the conch: â€Å"Conch! Conch! We don’t need the conch any more. We know who ought to say things." (Go... ...of wisdom, he was set apart due to his glasses, and bullied. Ralph was a good leader, his power came from the conch and his broad, attractive appearance. The kids should have let it stay that way. But Jack came in, he introduced the face paint mask, releasing the beast within all of them, and causing them to all turn into savages, free of guilt. The symbols of order in the book are overpowered by human nature and the lack of authority. We learn that society is held together by symbols of power. The book teaches you that every human has the ability to be a savage and that evil is only controlled by the rules of society. Once rules are gone, anarchy breaks out and the evil or beast within us comes free. Civilised behaviour is fake, left on their own humans are violent. The world is a cruel place and that the only person you can really count on , and trust is yourself.

Observing a Math Lesson Essay

A standard in mathematics provides, at the very least, is a baseline or outline to loosely adhere to during the school year. They are at the most though, designed to curricular goals and guidance for the math curriculum (Ferrini-Mundy, 2000). The direction of the future of math standards is equally important. The NCTM is focusing on having every state adhere to the same standards. Traditional teaching and learning is now taking a backseat to an updated common-core driven era because the old ways are dated for the dynamic of today’s classroom. The big difference between a baseline and goal is the minimum requirement and the maximum success rate you are aiming for as a teacher. Just having standards in a classroom and pushing through each lesson to achieve the notion that you made it through each standard produce a sub-par learning experience. There should be goals, not just for getting through standards, but an actual standard of learning each standard. A certain percentage of students should be able to demonstrate a mediocre to high capability of quality work for each standard. Formative and summative assessments could be used to analyze when it is time to move to the next standard. The separation of standards by state requirements show a difference in in the challenge the standards uphold from state-to-state (GreatSchools). After the NCLB Act of 2002, states were held accountable for the test scores, and even more than scores, the progress of their students. States submit their standards and questions for approval. There was a gap however in the quality of questions from each state. The NCTM is trying to find a happy medium for this. Forty-nine states now have adapted or at least begin implementing the new subject matter standards in mathematics (Ferrini-Mundy, 2000). Classrooms are no longer made of just high and low learners. Classrooms incorporate such a vast and diverse dynamic that not only includes a plethora of students that require differentiated lessons, but also consist of students who learn in all seven styles (Burton, 2010).  Being able to transcend information above just delivering it to each student can prove to be challenging. The goal would be to not just deliver, but have students receive, comprehend and apply. Constructivist style teaching and learning offers a gateway to the success of this. Students understand even subconsciously how they learn. Taking an active role in their own learning and mathematical discovery is key to their lifetime learning journey. Peer problem solving, dynamic small group teaching and think pair share offer an engaging premise for this learner’s accountability (Burton, 2010). This however does not mean every aspect of teaching from previous generations is lost. If it is not broke, don’t fix it applies to anything that was successful from all previous teaching methods throughout time. Traditional teaching methods are ideal for basic levels of learning. This is evident when basic information needs to be construed to the students. How to do addition and subtraction type concepts do not require constructivist style learning. Both styles of teaching provide huge upside but also are handcuffed by cons if used exclusively in the class. Constructivist math programs leave low-achieving students behind. Traditional programs may be tedious to high-achieving students (McDonell, 2008). A combination of both should be used for the greatest success. Lesson The objectives of the lesson I observed was to establish two different ways to find the area of triangles. This lesson was used as a base for eventually teaching composite figures and finding not only the area of them, but also the volume. The lessons incorporated problem solving and word problems, heightening the effectiveness of the lesson. The teacher placed the students in group settings. Within each group, students were given two separate problems. After the completion of each problem they discussed how the performed the work and came to find the answer. Once they all agreed on the answer and explanation, they groups were all shifted to a new table which held a new set of questions to solve and discuss. The standards used from the NCTM fall under the measurement and the process categories. It covers a majority of the two standards because of the variety of strategies used in the lessons. Below is all of the strategies used that were pulled from the NCTM website (NCTM, 2014). Measurements Grades 6–8 Expectations: In grades 6–8 all students should– understand both metric and customary systems of measurement; understand relationships among units and convert from one unit to another within the same system; understand, select, and use units of appropriate size and type to measure angles, perimeter, area, surface area, and volume. Process Standards Problem Solving Instructional programs from prekindergarten through grade 12 should enable all students to— Build new mathematical knowledge through problem solving Solve problems that arise in mathematics and in other contexts Apply and adapt a variety of appropriate strategies to solve problems Monitor and reflect on the process of mathematical problem solving Reasoning and Proof Instructional programs from prekindergarten through grade 12 should enable all students to— Recognize reasoning and proof as fundamental aspects of mathematics Make and investigate mathematical conjectures Develop and evaluate mathematical arguments and proofs Select and use various types of reasoning and methods of proof Communication Instructional programs from prekindergarten through grade 12 should enable all students to— Organize and consolidate their mathematical thinking through communication Communicate their mathematical thinking coherently and clearly to peers, teachers, and others Analyze and evaluate the mathematical thinking and strategies of others; Use the language of mathematics to express mathematical ideas precisely. Connections Instructional programs from prekindergarten through grade 12 should enable all students to— Recognize and use connections among mathematical ideas Understand how mathematical ideas interconnect and build on one another to produce a coherent whole Recognize and apply mathematics in contexts outside of mathematics Representation Instructional programs from prekindergarten through grade 12 should enable  all students to— Create and use representations to organize, record, and communicate mathematical ideas Select, apply, and translate among mathematical representations to solve problems Use representations to model and interpret physical, social, and mathematical phenomena Standards in mathematics are important because it allows maximum learning. Being able to produce a lesson and then compare the standards allows educators to revamp or add to their lesson plans and implement more then they initially intended. A lesson can be drawn up and leave out simple elements that if added increase learning and meaning. The enhancement of the lesson will lead to a better success rate for the future lessons this one was meant to be a baseline for. A deeper understanding and comprehension of the area of a triangle makes the transition to composite shapes much easier to address. The methods used for this lesson were ideal. Strategies used were group work and a think-pair-share approach to explaining their conclusion of how they came to their answers we very effective. Although the text does not say, whole brain teaching and modeling methods were used for the first half of the lesson. Demonstration effective learning is important in this particular class because the c lass includes students who fundamentally have problems with simple multiplication even though it is 6th grade. Because of this, she also has to differentiate her instruction. This was done by not only making appropriate group dynamics but also giving low students’ multiplication charts so that they may solve the work on their own. This was not counterintuitive at all because the purpose was to understand solving for area. The school is low economic status, and technology is scarce. Technology was not used but could have been at basic levels. It could have been used to submit their work, to include their explanations. This would provide a means for accountability. It could have also been used for interactive websites intended for solving area. Technology was not used, but manipulatives were. Each problem consisted of its own cut out to measure. One of the changes I would have made to this lesson would be to allow students to measure something around the classroom. I noticed quite a few triangular shapes in her class to include an awesome Avengers kite. Assessments of the lesson included exit cards for that day  and when the section of the lessons was concluded, multiple tests were taken. The teacher used all of these assessments to her advantage. She addressed necessary review time because of them, making the overall lesson an absolute success. Other than allowing students free reign at the end I wou ld not change anything about this lesson. This will be yet another lesson I steal and use for my own classroom. Resources Burton, M. (2010). Five Strategies for Creating Meaningful Mathematics Experiences in the Primary Years. YC: Young Children, 65(6), 92-96. Ferrini-Mundy, J. (2000). Principles and standards for school mathematics: A guide for mathematician. Notices of AMS, 47(8), 868-876. Retrieved from http://www.ams.org/notices/200008/comm-ferrini.pdf GreatSchools Staff (n.d.). State standardized test scores: Issues to consider. Retrieved from http://www.greatschools.org/students/academic-skills/626-state-standardized-test-scores- issues-to-consider.gs Lee Yuen, L. (2010). The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers. Science Educator, 19(2), 10-21. McDonell, J. (2008). Constructivist versus traditional math programs: How do we best meet the educational needs of our students?. (Master’s thesis, Carroll University). Retrieved from http://content-dm.carrollu.edu/cdm/singleitem/collection/edthesis/id/2/rec/14 NCTM. (2014). thstandards and expectations. Retrieved from http://www.nctm.org/standards/content.aspx?id=4294967312 Winstone, N., & Millward, L. (2012). The Value of Peers and Support from Scaffolding: Applying Constructivist Principles to the Teaching of Psychology. Psychology Teaching Review, 18(2), 59-67.

William Shakespeare Is Highly Regarded For His Literary

William Shakespeare is highly regarded for his literary works and one of the greatest studied authors in literature. However, there is hardly any record of Shakespeare’s childhood, other than he was born around the time of his baptism that took place on April 26th, 1564, and attended Stratford grammar school, where he studied classical writings and Latin. Though we know very little about his education or what prompted his writings, we do know that around the year 1594 Shakespeare was a member of the Lord Chamberlain’s company of players, (called the King’s Men after the coronation of James I), as a successful playwright. Throughout Shakespeare’s career, he wrote several plays in the genre of history, comedy, tragedy and romance, and†¦show more content†¦Each of these villains has their own character flaws and are morally offensive to a certain extent. In order to determine the vilest character of King Lear, we can analysis the malice a characterâ €™s actions have on the other characters. Edmund, in particular, shows the most cruelty throughout the play. His pernicious behavior affects everyone in the play either directly or indirectly in his nefarious attempt to take over the kingdom. In the first act, second scene Edmund’s intentions are obvious. He does not hide the fact that he is resentful toward his father and society for their contempt of his bastard status. This only fuels Edmund’s anger, and sets his plans into motion: Edmund: A credulous father and a brother noble, Whose nature is so far from doing harms That he suspects none; on whose foolish honesty My practices ride easy. I see the business. Let me, if not by birth, have lands by wit. All with me’s meet that I can fashion fit. (1.2.166-71) Edmund deceitfully plans to disinherit his brother Edgar and overthrow his father to take what he believes is rightly his. He sees his father as too gullible and his brother to honest to ever believe that Edmund would ever bring them harm. In reality Edmund is willing to win by any means necessary. Tromly suggests that Edmund’s behavior is a reflection of his father’s treatment toward him: Placing no great faith in his own intrinsic powerShow MoreRelated Authorship debate Essay1599 Words   |  7 PagesWilliam Shakespeare’s works being just that is a notion most accept; however, there has been a lot of evidence and arguments by historians, who opt to challenge this notion, arguing that Shakespeare was the pen name of Edward de Vere, the Earl of Oxford had to conceal his authorship for social and political reasons. After careful examination of historian’s evidence this theory doesn’t measure up and it was indeed Shakespeare, who was the genuine author. The world has come to accept that William ShakespeareRead MoreWhy Macbeth Killed Duncan1457 Words   |  6 Pagesto have been composed by William Shakespeare between 1606-1607 Macbeth is the final of his four famous ‘tragedies’ which are literary works depicting a tragic hero, who becomes engaged in a moral struggle that ends in ruin. Macbeth is rarely mentioned in the theatrical world by its eponymous title, as it is considered to be unlucky, hence the reason it is often known as ‘The Scottish Tragedy’. The play is said to have been written by Shakespeare for King James I, upon his succession of the throneRead MoreCompare and Contrast of Desdemona and Emilia1295 Words   |  6 Pagesthe masterful creation of the individual characters in the backdrop of a patriarchal society. In the development of the plot of the story, Shakespeare showed us the complexity and versatility of character features which embodied in the conflict. 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Edgar Allan Poes writing was affected by many things in his life, including his turbulentRead MoreThe Great And Famous Poets Of History And Names1894 Words   |  8 Pagesto mind any of the great and famous poets of history and names like Shakespeare, Poe, and Homer might be some of the first to flood our memory. Call to remembrance any of the great and famous poems known to man and titles such as The Iliad, â€Å"The Raven†, and â€Å"Carpe Diem† might be recalled and admired. Very seldom in our personal lists of famed or admired poets does the name William Cullen Bryant make an appearance, and works of his such as à ¢â‚¬Å"Thanatopsis† are all but familiar to the average AmericanRead MoreGatsby and Hamlet Essays2219 Words   |  9 PagesExamining Hamlet and The Great Gatsby 1/9/13 According to Roger Lewis, â€Å"The acquisition of money and love are both part of the same dream, the will to return to the quintessential unity that exists only at birth and at death† (41). In both William Shakespeares play, Hamlet, and F. Scott Fitzgerald’s novel, The Great Gatsby, the protagonists are willing to sacrifice all that they have in order to achieve their unrealistic objectives and ambitions, resulting in their tragic demises. While thereRead MoreLanguage : Tool Of Empowerment Essay2280 Words   |  10 PagesGeorge Bernard Shaw’s Pygmalion is an ultimate portrayal of the significance of language in society. More specifically, Shaw aims to critique his concurrent society’s exploitation of women and the working class via his renowned play. However, the irony lies in that though Shaw’s play seem to criticize gender and class inequality, the ambiguity by which he paints his characters may be misunderstood by untrained eyes as an reinfor cement of society’s objectification of women and the working class. In orderRead MoreParadise Lost Analysis1996 Words   |  8 Pagesits immortality. According to John Dryden’s appraisal of Milton’s poem in the preface to The State of Innocence (his adaptation of the poem written in 1674), it is ‘one of the greatest, most noble, and most sublime poems which either this age or nation has produced’ (qtd. in Milton xxviii). Frances Blessington argues for five reasons to why Milton’s poem is of importance. They are: literary context, depth, originality, memorability and the last quality he mentions is that ‘the work act as a stimulus

Essay about Bronfenbrenner Analysis - 1844 Words

Running head: BRONFENBRENNER ANALYSIS Bronfenbrenner Analysis COUN 5004 Survey of Research in Human Development and Behavior Lynette Rollins-Barrett Capella University April 6, 2012 2. Abstract This essay will give a brief description of Urie Bronfenbrenner contribution to the psychology. It will assess Bronfenbrenner ecological theory of development. It will examine the Bronfenbrenner Ecological Model of Human Development how each of the five systems form a child’s personal development. The document will identify which of Bronfenbrenner systems had the greatest impact on this scholar’s individual’s growth. It will evaluate the effects of the ecological†¦show more content†¦At the age 4, I graduated from the Head Start program. My mom was only 18 years, unemployed, and no high school diploma. She could not afford day care and my natural father was an estranged alcoholic was did not pay child support. The Mesosystems level had the greatest impact on this learner’s development. At age 7, her mother divorced, remarried an addict/Blues singer with his own business. Her step-father raped her when she was 11 years old at the new home she relocated to with hem mom and year siblings. Her status from the oldest sibling moved to the middle child. She had a step-sister 7 years older, a step-sister 4 years older, a step-brother 2 years older and a step-sister 2 years younger. At the age of 14, her mother divorced and they returned to her grandmother home. Again, the family unit changed. It was her grandmother, mother, step-brother, step-sister, natural sister, and natural brother living in the home. Let’s not forget the alcoholic uncle. And, at the age of 17, her mother remarried for the third time to a man who thought he was still a sergeant in the army. 6. Great emphasis was placed on education was of the all throughout the learner’s life. All seven children attended parochial school. Her teachers and family members gave her great praise for her academic achievements. While her step-sisters mocked and beat her out of jealousy for being an over-achiever. The learner was an extrovert inShow MoreRelatedBronfenbrenner Analysis Essay1174 Words   |  5 PagesBronfenbrenner Analysis Name: Course: Tutor: Date: Urie Bronfenbrenner is today credited and known in the psychology development field for the development of the ecological systems theory constructed to offer an explanation of the way everything in a child and their environment affects the whole child development. Bronfenbrenner ecological theory has levels or aspects of the environment containing roles, norms, and rules defining child development namely the microsystem, the mesosystem, theRead MoreBronfenbrenner Analysis of Ecological Human Development Theory1294 Words   |  6 PagesThe ecological theory of development was created by a Russian American psychologist named Urie Bronfenbrenner. He developed the theory based on his belief that all children grow and develop differently based on their environmental factors and the situations surrounding those environmental factors. The theory was comprised of four levels and later a fifth level was added. The microsystem level focused on those factors that immediately surrounded the child. Those factors could include: family, schoolRead MoreBronfenbrenner s Theory And Conduct A Case Study Analysis2426 Words   |  10 Pagespaper is to apply Bronfenbrenner’s theory and conduct a case study analysis about a terrifying massive shooting involving Adam Lanza who had acted out destructively against society bringing terrors to the families in Newtown, Connecticut. It is difficult to choose one developmental theory that is a perfect fit to any one person’s development being that each theorist has very relevant and valid ideas about human development. Bronfenbrenner proposes that each individual’s development is rooted in a networkRead MoreThe Ecological Systems Theory Developed by Urie Bronfenbrenner1314 Words   |  5 PagesThe Ecological Systems theory developed by Urie Bronfenbrenner exposes these influences and discusses how they can either have a positive or negative impact on the relationship children have with their parents, peers and community. In an ever-changing occupation, it is important that theories can first be practically used throughout the industry, and also adapted easily when changes are made throughout time. Developed in 1979 by Urie Bronfenbrenner the Ecology Systems Theory focuses on the developmentRead MoreAnalysis Of Bronfenbrenner s Ecological Model1216 Words   |  5 Pageswith â€Å"dignity and respect† when working with them. We can do this by taking a closer look at the family in the context of culture and family dynamics. 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Bronfenbrenners Ecological Theory of Development The ecological theory is Bronfenbrenners sociocultural view of development which focuses on the changing relations betweenRead MoreRelations of Urie Bronfenbrenner the Ecological Systems Theory to the â€Å"Growing up in New Zealand† 1137 Words   |  5 Pagesfindings from the â€Å"Growing up in New Zealand† study. I have chosen Urie Bronfenbrenner the Ecological Systems Theory. I will look at the findings of the Now We Are Born Report that has collated study cohort data from birth to 9 months old (Morton, Atatoa-Carr, Grant, Lee, Bandara, Mohal, Kinloch†¦et al 2012). I will discuss how two finding relate to Brofenbreener’s model. Urie Bronfenbrenner: Ecological System Theory Urie Bronfenbrenner states â€Å"that in order to understand human development, one must considerRead MoreThe Macrosystem: From Child to Adult Essay1384 Words   |  6 Pageswith and ecological context. Mental health and community counseling assess for personal and ecological strengths and assets in addition to symptoms and deficits. One of the well known scholars in the field of developmental psychology, Urie Bronfenbrenner has been the primary contributor to the ecological systems theory. The ecological theory defines four types of systems which contain roles, norms and rules that shape development. The systems include a microsystem, mesosystem, exosystem, and macrosystemRead MoreThe Theory And The Biopsychosocial Theory Essay1734 Words   |  7 Pagesused them to better herself and those around her. She is a loving and hardworking woman who works for anything and everything she wants. Theory Analysis/Application Ecosystems Theory The ecosystems theory is a combination of two theories, actually. It is the Ecological theory and the Systems theory. The ecological theory, developed by Urie Bronfenbrenner in 1979, â€Å"explains human development by describing aspects of the individual, the environment, and the interaction between the two† (Rogers, 2013Read MoreTheoretical Models for Understanding Behavior2135 Words   |  9 Pageswould learn from child B. Uri Bronfenbrenner is another known theorist for the ecological model. He is widely known for the showing that child development circled around the family, school, and environment. For the child to be educated it all depends on the environment surrounding the child. There are many factors in his theory; for example, a child is living in a non-supporting home that causes a trickling affect for the child to be unsuccessful. Bronfenbrenner emphasizes all of the elements

College Program Entry Essay Sociology and Childhood...

My attraction to this course is rooted in the fascination I have for sociology; I am captivated by its ability to make me see life more critically and impartially. For me, Sociology uses engaging ideas linking with my interest in the structure of society and its influence on our actions, as these topics are applicable to everyday life. Learning about the inner workings of society is something I enjoy and I find various sociological theories interesting and thought provoking; I take pleasure in applying theories to real-life situations, allowing me to develop ideas using my own initiative. My choices of A-levels have taught me key skills for this course; Sociology has enabled me to take a critical approach when assessing information and has taught me the skill of supporting my perspective. I have achieved analytical skills by evaluating different theories and weighing up their relevance in explaining today’s society; allowing me to develop my sociological imagination. English Language allowed me to carry-out independent research into how children develop linguistically. Through this, I have achieved knowledge on how to collect relevant data, apply theory and reach a conclusion. The investigation has provided me with research skills which built my confidence for working independently. It has given me the capability of examining different text and enables me to unpick its meaning or purpose, which will help me when analysing secondary data from sociological studies. From myShow MoreRelatedEssay for Kgsp Application Guideline4659 Words   |  19 PagesADMISSION GUIDELINE FOR GRADUATE STUDENTS KOREAN GOVERNMENT SCHOLARSHIP PROGRAM (UNIVERSITY RECOMMENDATION) ( 2013) SEOUL NATIONAL UNIVERSITY Office of Admissions TABLE OF CONTENTS 1. Application Timeline  ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·1 2 Offered Programs  ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·1 3. Admission Quota  ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·Ã‚ ·1Read MoreStatement of Purpose23848 Words   |  96 PagesOhio Wesleyan Writing Center Founded University Promoting1955 as a hallmark of liberal arts education writing Writing Guidelines Statements of Purpose From the OWU Writing Center in the Sagan Academic Resource Center The OWU Writing Center Corns 316 ââ€" ª (740-368-3925) ââ€" ª http://writing.owu.edu ââ€" ª open Monday-Friday, 9:00 a.m. to 5:00 p.m. Ohio Wesleyan University Writing Center  © 2011 Writing Guidelines for Statements of Purpose Contents Writing Your Statement of Purpose ..........Read MoreMotivation Letter Sample6058 Words   |  25 PagesRespected Sir/Madam, I, (Your Name), currently in my first year at (XYZ) College, would like to apply for a 6 month internship for a post in the marketing department of your reputed company. 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The systematic oppression of women is a conspicuous and tragic fact of history. It is no surprise then that feminism is one of the foremost themes in women’s literature (baha’i.org, Bahai Topics). In a Wikipedia entry, it is said that in the Philippines, women writers utilize literature as the living voice of their personal experiences, thoughts, consciousness, concept of themselves, society, politics, and history. They employed the â€Å"power of the pen† and the printedRead MoreA Descriptive Study of the Practice of Music Therapy in Hong Kong17388 Words   |  70 Pagesit later came to Asian countries like Japan and Taiwan. In the past decade, many Asian music therapists who were trained abroad returned to their homeland and practiced music therapy. Music therapy first came to my attention as I saw a television program about 2 music therapy in Hong Kong broadcasted in 1998. The way music helped children with autism, Down syndrome and physical disabilities amazed me a lot and inspired me to want to become a music therapist. therapists in Hong Kong. AtRead MoreGlobalization and It Effects on Cultural Integration: the Case of the Czech Republic.27217 Words   |  109 Pagesto affect the economic, political, environmental and socio-cultural sectors of many countries in the world, both positive and negative. Effects on globalization on cultural integration being our topic of discussion, in recent years there have been programs carried out by the government bodies, United Nations, the European Union and the Non-governmental organizations for the integration of immigrants and foreigners in the Czech Republic. 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Education Programs for Gifted Students Free Essays

Started in the 1970’s, America’s Gifted Talented programs are used to enhance the curriculum of students included in either category in order to challenge and strengthen their unique abilities. These students are usually provided a separate class with specialized lessons in all areas and a teacher with a special degree in gifted education. I feel that it is important that the teacher was a gifted student who would know what the students must face as â€Å"above average† members of their school. We will write a custom essay sample on Education Programs for Gifted Students or any similar topic only for you Order Now The job market for gifted education offers a wide range of opportunity and gifted teachers are needed all over the country. One of the earliest programs for gifted and talented students was set up in 1974, at The Old Donation Center, in Virginia Beach. Students scoring within the top 3% of students on an assessment test are referred here to be further challenged. These students are considered gifted and have special teachers and classes to promote development of their talents and minds. Programs like this began to pop up around the nation in the 70’s; however, gifted students were looked down upon by teachers,parents, and peers. Many people considered them to be â€Å"freaks† because they were different. They didn’t understand the implications of the terms â€Å"gifted† and â€Å"talented†. Most people simply expected gifted students to act more mature or to be geniuses, even though gifted students are the same as other children in their needs as human beings. Some gifted students were forced to grow up too fast and some simply ignored the fact that they were smarter than others, thus, they were lost in the shuffle. The irony of it all is that gifted-ness seems to run in families and the children of these repressed gifted students are, themselves, gifted. But what exactly is a â€Å"gifted† student? Students (elementary secondary) are given a repertoire of tests. These tests check IQ, psychomotor ability, specific academic aptitude/talent, creative and productive thinking, leadership ability, and skills in the visual and performing arts. The main requirement, the IQ, is tested by a standardized IQ test (remember, however, that IQ tests are not always perfectly accurate). Ratings are given to each bracket of IQ scores: If a student receives a rating of â€Å"gifted† or higher (130+), he/she is considered to be a gifted student and is introduced into the designated programs. These students are given the opportunity to choose classes that are meant to teach them how to use their minds for critical thinking, reasoning, and artistic pursuits. Students in these classes are also exposed to culture, literature, and other subject areas that are not usually covered in what they term â€Å"normal classes†. The gifted classes are mainly in an open format allowing the student to create the parameters of his/her work and allowing them to be creative in their learning experience. Each class is presided-over by a teacher that has specialized degrees in gifted education. Almost every school in the United States has a need for a gifted class, making job opportunities endless; there are never enough. Gifted teachers must have both a degree in education (secondary or elementary) and a degree in special education (gifted). These teachers are individuals that must have stamina, people skills, and open minds. It is also important (to the students) that the teacher himself/herself was also classified as gifted. It sets a common bond, shows them that the teacher understands the problems they face as so-called â€Å"smart kids†. These students are often ridiculed by their peers and looked-down upon by their teachers. They are often separated from others their age by a barrier that can only be described as their â€Å"intelligence†. This is why, often, gifted teachers have degrees in administration, counseling, or psychology. All teachers that I interviewed told me that a continually upgraded education is a must (as are additional degrees). In order to keep up with the students one must attend seminars, workshops, special classes, etc. There is no end to the amount of education that could help you to understand gifted students and the role of their â€Å"teacher†. Also, if a teacher has extra educational qualifications, he/she could be asked to step up to the position of administrator or, more often, counselor. This means pay raises. Though the average salary for teachers is approximately $27,500 per year, it is â€Å"a worthwhile undertaking† according to Jane Mansueto, â€Å"It is incredible to work with gifted students. They are incredible! † She went on to remark that it is fascinating to imagine that they are of the same level of intelligence as the teacher and what they must be feeling inside. She feels that the students are not bothered by what their peers think, but actually tend to understand that other’s opinions mean little compared to their own. Mrs. Mansueto taught at Elm Grove Middle School for 5 years. She commented on her role as a gifted teacher to consist of â€Å"one part mentorship, one part hardship, and one part friendship†. When asked what kind of hours she keeps, she laughed and asked if she was supposed to have time off. According to Mrs. Mansueto, unlike a â€Å"normal† teacher, a gifted teacher has no books to go by or preset material to teach, or, for that matter, a preset subject to teach. They are given a blank page and, using input from students, must draw up lessons from every subject area and constantly challenge the inquisitive minds of the gifted. Jane Mansueto attended Trinity College where she majored in both elementary education and gifted education. Her favorite part of being a gifted teacher is being with the students, working hand in hand with them to plan and carry out projects and trips. Though the pay is average, and there is not much room to be promoted if you wish to remain in the classroom, gifted teaching has its personal rewards. Jeff Simpleton, a gifted teacher as well as a former gifted student, states, â€Å"I really think that by being gifted, I am in touch with what they have to go through. They know that I can understand. † Mr. Simpleton’s class consists of 6 high school students, who have many problems due to the intelligence barrier and a kind of isolation that has built up over the years between themselves and their classmates. They seem to feel that they have a reputation that they must live up to. The students try to please everyone†¦ hey push themselves with sheer motivation and determination and drive. Mr. Simpleton feels that this is â€Å"what makes them so great†. He feels hat anyone with a sense of adventure and a need for something new day after day would find teaching a gifted class to be the perfect job for them. Gifted teachers are important to the development of their students minds. They are understanding individuals who must work hard to make the curriculum interesting and challenging. With the proper education it is possible to go far as a teacher of the gifted. How to cite Education Programs for Gifted Students, Papers

Effects of Advance Computer Architecture

Question: Discuss about the Effects of Advance Computer Architecture. Answer: CUDA stands for compute unified device architecture and CUDA cores are platform for parallel computing and interface for application programming (Di Carlo et al., 2013). The model of CUDA was created by NVIDIA. The platform is used by software developers and engineers for enabling graphics processing unit that is helpful for general processing purposes. The CUDA allows direct access for providing the virtual access to GPU and the parallel computational elements. It is useful for executing the compute kernels in the development of processing unit. The platform for CUDA can be accessed with the help of accelerated libraries, industry standard programming (C++, C, and FORTRAN), and compiler directives (as for example OpenACC). CUDA cores are like CPUs SIMD lane and not similar to the CPUs execution core (Hundt, Hildebrandt Schmidt, 2016). The CUDA cores are present in GPU multiprocessors. GPU consists of 10 MPs and it has helped in adjusting thousands of CUDA cores in the structure of GPU. Differences between CUDA and traditional (CPU) cores CPU cores used in traditional processors are responsible for handling all the operations of the CPU and computer users request (Hundt, Hildebrandt Schmidt, 2016). It includes operations like calculation, input/output, interrupts, and calculation. The set of instructions in the CPU cores are very complex and it need optimizing for speeding the fetching the instructions. The CPU cores have faster clock rate and big cache operation. It is important for using more logic commands for implementing any instruction. Hence, they are costly in terms of utilization and function. CUDA cores found mostly in GPUs and they have less cache memory. The utilization of CUDA cores requires simple and straight instructions (Di Carlo et al., 2013). Even the rate clocks of the CUDA cores are less when compared to CPU cores. The primary benefit of using the CUDA cores is that it is optimized for performing group calculation. The use of less cache memory has made CUDA cores less expensive than CPU cores. SMX CUDA core has handling capacity for multiple contexts (such as hyper threading, warps, and SMT). WRF diagram explanation and best system in the diagram The diagram has been shown for the comparison of time elapsed for the processed involved in WRF (weather research and forecasting) model and the processor involved. The size of each processor in the sub domain of the number of processors is fixed at 61X33X51 grid (Burakowski et al., 2016). The included components in the WRF are latency performance ratio and network bandwidth. 1000 processors have to be used for comprising the 92 million grid points of the entire model. The small size step ratio would be helpful for influencing the effectiveness and communication overhead. The three types of scale pointed in the diagram are Pittsburgh Supercomputing Center (PSC)- Terascale Computing System (TCS), Pittsburgh Supercomputing Center (PSC)- Cray XT3, and the Data star at San Diego Supercomputing Center (SDSC).PSC Cray XT3 provides the best value with 2068 computer nodes and each node having 2.6GHz AMD Opteron processors. Effect of pipelining on hardware Pipelining (also known as assembly line operation) is defined as a technique for decomposition or distribution of a sequential process in forms of sub processes (Yildirim et al., 2016). Each of the sub process is completed at a definite and dedicated segment. The effects of pipelining on hardware are- Change in content: The changes in the construction would result in affecting the contents of register hardware. The destined hardware register and some other register would also face changes due to the change in content. The instruction inputted in the pipeline hardware would affect the content of the hardware design. Imbalance of hardware performance: The most primary issue that is faced due to the pipelining activity is the sudden imbalance in the hardware performance (Yildirim et al., 2016). The clock per cycle for pipelining is limited and hence, there is no provision for increasing the efficiency of the hardware performance. The system runs at the efficiency of time required for slowest stage of pipelining. References Burakowski, E. A., Ollinger, S. V., Bonan, G. B., Wake, C. P., Dibb, J. E., Hollinger, D. Y. (2016). Evaluating the climate effects reforestation in New England, USA, using a Weather Research and Forecasting (WRF) Model Multi-Physics Ensemble.Journal of Climate, (2016). Di Carlo, S., Gambardella, G., Indaco, M., Martella, I., Prinetto, P., Rolfo, D., Trotta, P. (2013, May). A software-based self test of CUDA Fermi GPUs. In2013 18th IEEE European Test Symposium (ETS)(pp. 1-6). IEEE. Hundt, C., Hildebrandt, A., Schmidt, B. (2016). rapidGSEA: Speeding up gene set enrichment analysis on multi-core CPUs and CUDA-enabled GPUs.BMC bioinformatics,17(1), 394. Xue, M., Droegemeier, K. K., Weber, D. (2007). Numerical prediction of high-impact local weather: A driver for petascale computing.Petascale Computing: Algorithms and Applications,200, 103-124. Yildirim, E., Arslan, E., Kim, J., Kosar, T. (2016). Application-level optimization of big data transfers through pipelining, parallelism and concurrency.IEEE Transactions on Cloud Computing,4(1), 63-75.