...| Week 1 Assignment | | | Samantha Bolinger | 8/27/2011 | | A theory I have tested lately is burning my trash. Yes, I know that sounds ridiculous but it is very true. You see my dog Ozzie is a great dog and obeys well but for some reason loves trash. I’m not talking about just trash sitting in trash bags, but burnt trash. He gets into the burn pile and drags left over trash that wasn’t fully burnt into my yard and I have to walk around my yard for days picking up his mess! I spent approximately two months researching ways to get him to stop digging into my trash pile after I would burn trash. The informal research method I used to test this theory was naturalistic observation. I observed how my dog would go to the burn pile as soon as the fire is dying down and start digging through the trash. I would punish him by telling him no and to stay out of the trash, but of course that method wasn’t working. It was like a natural habit for Ozzie to automatically go to the burn pile. He would sit close by until he knew he wouldn’t catch on fire getting trash out. As crazy as it sounds, he would get into the burn pile while the fire was still going sometimes. I found that if I am outside while the trash is burning he doesn’t go near the fire. So, I found that the solution to my problem was to do yard work when I am burning trash. This way he keeps his mind off of the trash and focuses on what I am doing instead. My research method is somewhat similar to a research...
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...terrorism, the engagement of war, cultural and ethnic conflicts. This course will explore why we wage war, the development of terrorism and its impact on societies, society’s quest for peace and the methods attempted to achieve peace. This course will also explore the concept of human rights and how terrorism and war impact these rights. © Copyright Fontbonne University, St. Louis, MO, January 2007. COURSE OVERVIEW TOPICS • Historic and philosophical positions on war • Contemporary moral foundations on war • Human rights • Terrorism • Humanitarian intervention and preemptive war • Religious positions on war • Toward a theory of just peace COURSE OVERVIEW INTRODUCTORY NOTES TO FACULTY The subjects of war, peace, terrorism and human rights are daily fare in the media. While people form strong opinions on these matters and tend to regard them as right or wrong, many do not have the skills to analyze and clearly articulate a rationale for their positions. The purpose of this course is thus twofold: to equip students with the ethical theories needed to make a judgment concerning the morality of a particular action or conflict and to examine these actions and conflicts in a rational and objective manner. The four major components, each of which counts equally toward the evaluation of the student: Class attendance and participation in activities 10% ...
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...readingA day spent without reading what? And a day wasted for whom? And if a day spent without reading SOMETHING is wasted for SOMEONE, then how does reading turn a wasted day into a useful and fruitful one? Without answering these questions, the topic statement seems very harsh and one sided. Reading can be associated with books, newspapers, self-written work, brail, musical notation, expressions, text messages, information on a computer, on websites, electronic books, and essays. Reading can also be divided into even smaller categories, such as reading advertisements, notes, memos, names, dates, and so on. In a nutshell, reading is about everything that is written down by any means of writing, whether it is electronic, handwritten, or digital. So taking this definition of “reading” into account, a day spent without reading will be useless. How can someone spend a day without reading anything? It is possible if the person is illiterate and cannot read, or if he’s blind, but then it is not his/her fault and the person’s day will not be considered as wasted, because they can still indulge in other activities. But if a completely normal, educated person decides to spend one day without reading anything…it will be impossible, and if somehow he/she succeeds to avoid every form of writing, then yes, their day will be wasted. Now keeping in mind an illiterate individual who cannot read, then would it plausible to conclude that every single day of his life has been a waste because...
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...them down due to my lack of knowledge. While others were reading words and signing their names...
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...2 After reading chapter 2 I found that I really like how it shows you what learning style you are on the Multiple Pathways to learning exercise. I found I was an intrapersonal learner, but verbal-linguistic, visual-spatial, Logical Mathematical, and Bodily-kinesthetic came in a very close second. I was really not too surprised by the results. Now the personality spectrum was kind of a surprise though I scored highest in the organizer section. This section just does not seem to describe me. I would have pegged myself as scoring highest in the giver section. The giver section just sounds more like me. There was only a 4 point difference so I guess I was not too far off. Did anyone else find the result to be on point or were you really surprise you with the results? CHAPTER 4 After reading chapter 4 I have learned better ways of studying and how the size of your vocabulary makes a difference. I liked how the reading suggested to work on speed reading and try to read 15000 words a minute. I have a very hard time imagining reading that many words in a minute even 500 word a minute sounds like it is a whole lot and I am not sure if I could really retain anything I read at that speed. Do you think it is possible to comprehend at 500 words a minute? I also like how the hammer on the issue of broadening your vocabulary by using context clues, the prefixes and suffixes, using a dictionary and using the glossary in the back of the book. TEAM PROJECT So I was just seeing how...
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...I was not the only one struggling, a few of my other classmates were also struggling. We were having a struggle with literacy. Ms.Wyatt would preach to us about how wonderful literacy was. However, it was the total opposite for me. Literacy to me is more about not being forced to read something, especially if one does not understand it. It is not fair to me or my classmates who are in the same situation as me to finish reading the book and write an essay. It felt more like a punishment. Instead, literacy should be more about enjoying, connecting, and visualizing a book. If only Ms.Wyatt knew how I felt about the book and my thoughts on literacy. However, I would never have the courage to tell her because she is the teacher and I am just a student. On a rainy and gloomy Friday, I finally wrote the essay in class. I lingered with my thoughts until I was finally able to write about something. As I wrote things down my hand shook because I was nervous of the low-grade I was going to receive. I felt defeated. Deep inside me, I knew this was not my best work. I never got the chance to experience how wonderful literacy is, what Ms.Wyatt always preached to us. I could not stop thinking about this essay for the rest of the day. It haunted me throughout all my...
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...Learning Disabilities Learning Disabilities I choose an article about second and third grade students with a learning disability, specifically fluent oral reading. This study was large statewide study with 10,339 learning disability students. The study showed that most of the children with the learning disability were not up to grade level reading. Historically, most students with a learning disability struggle with reading. Students who struggle with reading will most likely struggle in all other classes because almost all classes have to do with reading. In the article it tells how most students with a reading disability struggle with not only reading fluently but, reading fluently out loud to a teacher or peers. This is a problem because with out being able to read fluently out loud it could become very hard to comprehend what the text is saying. To fix this problem the schools are trying to detect the reading problem as soon as possible, then get the student in a reading program and only focus on reading out loud. For the program they would need to set a standard but some people don’t think that there should be a stander set for disability children. I think that a early learning reading program would be a great idea over all just because of how important reading is for all of school and the rest of a persons life. I also think the their should be some sort of standard set but the standard should be set for each personal...
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...tapes and CD’s are somewhat dated, MP3 files and other online audio material are not, and these are readily accessible for students. The great thing about audio books is that one no longer has to rely on a cassette player or CD player in order to gain access. It is easy to access them using an iPad, iPod, laptop, Nook, Kindle, or even a smart phone. The cost of audio books is not cheap; however, some can be downloaded for free. There are some digital audio books that cost less than the physical text and can be installed on any device that plays digital audio. This allows those with visual impairments or those with dyslexia or other reading disabilities an ability to comprehend not through sight, but through hearing. Audio books help with intellectual barriers by helping students have the same benefits as their peers. Students with reading and sight disabilities are able to have the same...
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...that it would require you to engage in mind-numbing reading of chapter after chapter as is the case with many books on the subject. The information is written in a way to help you "see" and "practice" proven study techniques. This page is used in hundreds of schools and universities and is currently ranked by Google and Bing in the top ten for plain old "study skills" and "how to study effectively" and #1 by Google and Bing for "effective study skills" Want more? Available now is a new, inexpensive download or CD on how to improve not just your study skills, but your learning skills as well. It is STUDY SKILLS FOR SCHOOL SUCCESS 2.0, that includes in one program a greatly enhanced version of all the information below, and much, much more, including a new section on how to get better math grades and self-motivation. After all, isn't what works what really counts? Please click http://adprima.com/SSSS2/ssss2order.htm and see for yourself. There is little doubt that no two people study the same way, and it is a near certainty that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. No one would argue that every subject that you have to take is going to be so interesting that studying it is not work but pleasure. We can only wish. Everyone is different, and for some students, studying and being motivated to learn comes naturally. If you are reading this page, it's likely that you are not one of them...
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...Associate Level Material Appendix H Gen/105 SQ3R Worksheet Selected reading: Social Groups PG. 217 Chapter 7 |Survey |Describe the value of surveying the reading. | | | | | |The value I learned from surveying the reading is that It made Me look ahead at the chapter. And skim through | | |before I actually reading it this way I could prepare what I was going to ask myself | | | | | | | | | | | | | | | | |Question |What questions did you ask as you were reading? | | | ...
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...Reading with Reid Reid Davis December 9, 2013 Bullard 4th Block 5th Year IBMYP Davis 2 Table of Contents Title Page…………………………………………………………………...................1 Table of Contents……………………………………………………………………..2 Thesis Statement/ Introduction………………………………………………………..3 Background Information……………………………………………………………....4 Research/ In-Text Citations……………………………………………………………5 Introduction of Project………………………………………………………………...6 Steps of Personal Project………………………………………………………………7 Interviews…………………………………………………………………….…...8 & 9 Product ………………………………….…………………………………………...10 Conclusion/ Reflection…………………………………………………………11 & 12 Davis 3 Reading With Reid Thesis Statement My primary goal for this project is to bring happiness and a better education to the students at Turning Point Academy. I did this by buying and collecting books to donate to the libraries that serve Turning Point Academy students in order to increase their reading opportunities and their learning environment. This project has reminded me that reading is a joy that belongs in every one’s life and should be considered a privilege more than as a right. Reading is amazing. In fact, amazing doesn’t even begin to describe how unbelievably valuable reading is in one’s life. The dictionary definition of reading is “the action or skill of reading written or printed matter silently or aloud,” (Webster’s Dictionary). This definition doesn’t adequately describe reading because it does not fully portray the valuable benefits...
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...Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures Morgan Lewis Grand Canyon University: RDG 512 June 17, 2015 Just as the needs of students vary teachers methods of instruction should vary. Meeting the literacy needs of students should be done through a wide variety of instructional strategies that meet the needs of students and meet the requirements of a balanced literacy program. The following information shares 12 instructional procedures to be used in a third grade classroom. The procedures are from the Tompkins’ Compendium shared in the text Literacy for the 21st Century: A Balanced Approach (6th ed.). Introduction Meeting the literacy needs of diverse students can be an overwhelming task. Teachers need to have well organized and well prepared lessons that allow students to focus on developing their literacy skills. Literacy lessons that include specific strategies designed to support literacy instruction through a variety of approaches leads to successful readers. The goal of each lesson is to increase student’s literacy success while supporting their literacy needs. To help support third grade literacy skills a teacher can use several, if not all, of the instructional procedures shared in Literacy for the 21st Century: A Balanced Approach by Gail E. Tompkins, 2014. Annotated and Abbreviated List of Tompkins’ Literacy Instructional Procedures ...
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...the name of Rudolf Flesh did a comprehensive and in debt study on this issue. Mr. Flesh realized that the United States had a very high illiteracy rate and major reading problem and how television had a major effect on an individual’s reading ability. He surmised that, television instilled learning of memorization by word association. Remember Sesame Street. His answer the issue was phonic or phonetics, with the understanding that comprehension would come later. Remember Hooked on Phonics. In America today, most children are beginning or trying to talk around the age of two years. This is a time when language skills are just starting to develop. Even though it usually too early of an age to expect a child to read, there is no reason why the parent cannot start the reading process by reading aloud to them. Instilling reading into a child’s life can prove to be one of the most valuable skills that they will ever learn. (http://www.mannmuseum.com n.d) William and Johnson conducted an experiment to test a hypothesis or theory as to whether perceptual skills training will enhance reading performance of adolescence in school age children. As a basis for their study these adolescence where placed into three experimental groups of different categories. They are as follows: 1st. Remedial reading instructions, 2nd Reading instructions with spatial skills training and 3rd untreated control group. The study infers that, although there is a potential suggested association between basic...
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...While current technological changes and related changes in social practices beyond the school are now forcing us to challenge some of our conventional assumptions about literacy, another challenge to long-held beliefs about literacy has been developing within literacy theory since the 1960s and 70s. This is what has become known as a 'sociocultural approach' to literacy. ' Traditionally, literacy has been thought of 'as a largely psychological ability - something true about our heads' (Gee, Hull & Lankshear 1996: 1). That is, to become literate is to have something done to our brains, so that we achieve a special kind of cognitive 'faculty' or inner capacity. This view reflects the domination of psychology in educational theory and research throughout this century. Being literate has been seen as a matter of cracking the alphabetic code, word-formation skills, phonics, grammar, and comprehension skills. According to this view, encoding and decoding skills serve as building blocks for doing other things and for accessing meanings. For instance, once people are literate, they can get on with learning through the medium of texts - by studying subjects in a curriculum, or by other print-mediated means. When people are literate, they can use 'it' (the skill repertoire, the ability) as a 'tool' to pursue all sorts of 'goods' (employment, knowledge, recreational pleasure, personal development, economic growth, innovation). But to 'get literate' in the first place is seen from...
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...of visual literacy on society. Visual images are observed in many facets of global society. Vast amounts of information today is embedded in forms of media that does not solely rely on linguistics causing the new digital generation to have a need to develop new types of literacy skills. Messages that were once conveyed through literary texts are now communicated through other forms of media that are enhanced or supported by visual images. The emergence of a growing visual culture has led to a steady decline in literary culture and has several underlying effects. Mirzoeff argued (1998) “the visual culture defines and delimits the post-modern present in that the culture that we call postmodernism is best imagined and understood visually, just as the nineteenth century was classically represented in the newspaper and the novel” (p.5). Understanding what is seen versus what is read will likely continue to be an important acquired and needed skill for people of all ages. Several trends are believed to be contributors for the need to attain new literacy skills. In a time of reality television, movies, video gaming, and digital billboards, it is rare that an individual must experience written narrative independently. Often, interpretations of linguistics are accompanied with or represented by visuals. To paraphrase John Naisbitt’s view in Mindset, with the advancement and overflow of technology and personalization of design and advertising, even industries are now using visuals...
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