The True Nature of Physics Classes

The True Nature of Physics Classes Some people  entering the University of Illinois at Urbana-Champaign for a Physics degree are nervous because they hear that earning a degree is tough because of the material being taught. At first, this can be very frightening until one finds out that it is due to how the class is structured and how the grades are determined so mysteriously. In my experience, Physics classes at the university are not difficult, but they are structured with a number of variables in a way that you have to learn how to navigate. For example, Ive found that exam content is no  harder than the homework and is very doable. The difficulty instead arises from the time limit, which causes the quality of  my exam work to decrease below what I would normally have produced. The second variable is the transition instructors make between proof and example. Many of my lectures have are full of proofs and display less demonstration, but the homework is best done with knowledge of application. That creates the situation where you need  to search for examples on your  own, and, instead, the need to possess a strong initiative to complete this work makes the class difficult. I have also found the class poses difficulty by having most office hours held by the teachers assistants instead of the professor him/herself. The teaching assistants (TAs) do not always explain  the material as well as the instructor, and that has sometimes makes it cumbersome to seek help with the homework because you need to seek any marginal amount of help at all times possible. Courtesy: DreamsTime.com Now, the seemingly odd distribution of grades can be explained for the classes, too. The final grades in Physics classes at the university are done based on the  standard deviation of scores. This means that the overall distribution of grades is meant to fit a historical distribution of past course scores. For example, if the middle 30% of students tend to score Bs in a class then one can expect to get a B if they are in the middle 30% of their class. My point in saying this is to emphasize that one should not be afraid to take a Physics course because someone claims it is a grade-breaker. This is because the students could have just been really strong when that person attended that class, and it pushed the grade distribution percentiles to greater overall class scores. When taking a Physics class all one can do is their best to learn because the distribution of grades, which is determined by the entire class, is not in your control and worrying about that would be fruitless. If you do try your hardest, know you understand the material, and feel you got a low grade, it is not a reason to believe you are bad at Physics. Those who bumped up the grade boundaries may have just been better at taking Physics classes or tests while you may be equally if not better at applying the material in projects or situations more representative of industry. In other words, your Physics grade, although important, is not always the best nor only definition of you as a Physics student because you simply may not be good at taking classes, not utilizing Physics concepts. The University of Illinois at Urbana-Champaign has Physics courses that are known to to be tough, but for reasons you might not expect. However, if you enter the college with a love of Physics, a driven personality, and a mindset that your grade is not the only measure of your skills, then you have nothing to fear regarding Physics classes at the university. Jacob Class of 2018 I am a transfer student studying Engineering Physics in the College of Engineering. I started with the Illinois Engineering Pathways program through the College of DuPage. I am from Naperville, Illinois.

Re-Direct the River - 1347 Words

The huge stands crammed with seething humanity seemed to be leaning over, dwarfing the stage in the centre of the rugby field. Whistles and clapping and stomping and happy noise raged on and on as the entire stadium, alive with this gawking, squawking, moving mass of people welcomed CC. Coming free of her hug with Dorothy with a brief smile of appreciation and the deafening noise reverberating all around her, CC turns towards the mike, waiting for the applause to die down. It does not. Instead it rages on and on. The look on her face is a mixture of appreciation and modesty. Standing there with an almost childlike innocence, a nervous smile twitches the ends of her mouth. Completely unprepared for a welcome such as this, she blushes, not knowing quite how to deal with the awkwardness she feels or where to look, so she looks into the camera in front of her, large, soft grey eyes pools of gratitude. Eventually the applause does die down and with a slight bow she smiles her thanks. It rings through her mind, ‘It’s here†¦ at last†¦ so help me God.† Taking a deep breath it feels all wrong as she says quietly into the mike, â€Å"Phweeuw! Is it O.K. for a simple government minister to feel like a pop star?† They scream, â€Å"CCeeeeeeeeeee!† Her awkward little-girl giggle does little to hide her tenseness. Then she pushes on; there is a schedule to be adhered to. â€Å"You are very kind. Thank you. Madam MC, Honourable ministers, distinguished guests, ladies and gentlemen, all those outside theShow MoreRelatedSample Resume : Underground Hydrological Cycle Essay1708 Words   |  7 Pagesand understood, underground runoff. We have all seen rainwater rushing along the surface on its way to the closest river to be transported back to the ocean. Movement of underground water is far slower and less easy to observe. Figure 1 will give you some clues. 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The Theoretical Approaches Of Human Development Essay

Human development is a constant process of change which continues throughout the existence of the human being. Each stage, or part of the life cycle, is of utmost importance since each one affects or enriches the following years. Biological, psychological, socio-cultural, and spiritual life-cycle factors determine human development. The theoretical approaches attempt to explain this development and its importance in an individual s life. These organized sets of ideas are essential in furthering our understanding of the psychological changes people experience during their lifetime. General theories of human development are much more complicated, but their goal is the same: to better understand human behavior and development. Any theory of development covers all the aspects constitution the human being. Some theories give more importance to the (biological) internal factors and others to the external (environmental) in the development of the subject. 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Celta Pre-Course Task Free Essays

string(50) " so it cannot be used with the word â€Å"loving†\." CELTA – Pre-course Task Section 1: Learners and Teachers, and the Teaching and Learning Context Task 1 1. Lessons in groups, multilingual groups, open groups, full time or part-time courses, learners with little or no previous formal education, mixed or similar ability groups, mixed gender groups, large or smaller classes, day or evening classes, teachers with English-speaking or non English-speaking background. 2. We will write a custom essay sample on Celta Pre-Course Task or any similar topic only for you Order Now In any of the aforementioned in the pre-course task sheet contexts. Task 2 1. The main reason that I decided to teach adults is that adults have made a conscious decision to learn a new language and they are not forced, compared to young learners, to do so. Thus they really want to learn the new language, whatever their motivation or personal reasons are, and they are determined to do their best. 2. †¢My previous experience of teaching to adults. †¢My previous experience of learning as an adult (university studies). †¢Awareness that each individual has his/her own learning style. . Adult learners are self-disciplined, motivated and determined to do their best. They also have their own learning style as well as experience they bring with them from previous learning. Finally they have their own specific goals and reasons for learning. Task 3 1. I would want to find out the reason they want to learn English (their motivation), their language level, as well as their interests and hobbies. 2. By asking them or giving them a questionnaire that I had p repared to fill out. Task 4 I believe that the most challenging learners would be the ones that their motivations for learning English involve gaining access to employment, studying and researching in English, passing public exams in an English-speaking country, living in an English-speaking country, career, status or job prospects and gaining citizenship. Task 5 I think that learners most often rate in the top five the following qualities: †¢has a sense of humor †¢is patient †¢gives clear information and feedback †¢inspires confidence / is enthusiastic and inspires enthusiasm †¢paces lessons to match the learners Section 2: Language Analysis and Awareness Task 6 Associations with the word â€Å"Grammar†: system, language, every-day use, writing, speaking, analysis, complex, difficult, boring, essential, necessary, syntax, meaning. Task 7 1. Correct. 2. Incorrect. ? I went to the movies last night. 3. Incorrect. ? He often comes late. 4. Correct. 5. Incorrect. ? Can I have a black coffee, please? 6. Correct. Task 8 Teachers need to be able to help learners with their language and having explicit knowledge of language is necessary to do so. Knowing English Grammar is somehow a must. Through English Grammar, we can understand and be understood when speaking. Using English correctly means that you can help the others understand you in a better way. If a learner produces an incorrect utterance, a teacher not only needs to give a correct model, but should also be able to say why the learner’s version was incorrect. So a teacher who does not know grammar would not be able to answer most of his students’ questions. Task 9 (1)? pronoun (2)? indefinite article (3)? conjunction/linker (4)? adverb (5)? adjective (6)? (modal) verb (7)? pronoun (8)? preposition (9)? verb (10)? noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. Lexical 2. Auxiliary 3. Auxiliary 4. Lexical 5. Lexical 6. Lexical 7. Auxiliary 8. Lexical Task 12 1.? C. 2.? E. 3.? B. 4.? A. 5.? D. Task 13 1. worked ? past tense form 2. seeing ? -ing form 3. lives ? 3rd person – present simple tense 4. try ? base form 5. handed ? past participle form Task 14 1. hear (heard – heard) ? irregular 2. think (thought – thought) ? irregular 3. go (went – gone) ? irregular 4. do (did – done) ? irregular 5. take (took – taken) ? irregular 6. drink (drank – drunk) ? irregular 7. help (helped – helped) ? regular 8. steal (stole – stolen) ? rregular 9. arrive (arrived – arrived) ? regular Task 15 1. past, progressive 2. modal, perfect 3. present, perfect 4. past, progressive, passive 5. past 6. future/(modal), progressive Task 16 1. Present Progressive 2. Past Simple 3. Present Simple 4. Past Perfect Simple 5. Present Simple, Passive Voice 6. Future Perfect 7. Past Simpl e / Past Progressive 8. Present Perfect Progressive Task 17 1. Time reference: past 2. Time reference: future (something that will be complete before a specific time in the future) 3. Time reference: past (emphasise the duration of an action, not the results) 4. Time reference: present (emphasise the idea of hyposthesis) 5. Time reference: present (state) Task 18 †¢The auxiliary verb that is used to create the Present Progressive is the verb â€Å"be† (am, is, are). †¢The form of the lexical verb is the base form of the lexical verb plus the suffix –ing (lexical verb + -ing). Task 19 †¢Dialogue 1: future arrangement. †¢Dialogue 2: annoying action that happens very often. †¢Dialogue 3: although it is past, the present progressive is used as if the action is happening around the time of speaking (as part of a narration of a story). Task 20 The verbs in the examples are all (or have the meaning of) Stative Verbs. These verbs are not used in the continuous/progressive form because they describe states, not actions. So, all the examples are not correct. Task 21 Dictionaries can provide us with a lot of useful information such as: †¢Pronunciation †¢Stressing †¢Word Class †¢Regular or Irregular Verbs †¢Countable or Uncountable nouns †¢Examples of how the word is used in a sentence (context) †¢Derivatives Task 22 In the first sentence the error is the word â€Å"highest†. We do not use â€Å"high† to describe people, animals or plants. So, the word â€Å"highest† must be replaced with the word â€Å"tallest†. In the second sentence the error is the word â€Å"enervated†. The register of the word â€Å"enervated† is highly elevated (formal) and cannot be used in an every-day, casual talk as the one in the example. Instead a more informal word such as â€Å"tired† should be used. In the third sentence the error is the word â€Å"pretentious†. The word â€Å"pretentious† has a negative connotation, so, it should not be used when we want to praise someone. Instead a more possitive word such as â€Å"impressive† should be used. In the fourth sentence the error is the word â€Å"slap†. The word â€Å"slap† is not used in the correct context. It has a negative meaning so it cannot be used with the word â€Å"loving†. You read "Celta Pre-Course Task" in category "Essay examples" It should be replaced with the word â€Å"touch†. In the fifth sentence the error is the word â€Å"footing†. The semantic meaning is wrong. It should be replaced with any of the words: â€Å"walking†, â€Å"jogging†, â€Å"running†. Task 23 1. Not only was he nice, but he was also strikingly handsome. (Adverb – Adjective Collocation) 2. After he got up, he made his bed (Verb – Noun Collocation) and did some housework. (Verb – Noun Collocation) 3. It was absolutely fabulous! (Adverb – Adjective Collocation) 4. They both really depend on each other. (Verb – Preposition Collocation) 5. Their farewell at the airport was highly emotional. (Adverb – Adjective Collocation) 6. She was caught in a vicious circle. (Adjective – Noun Collocation) Task 24 1. Stress ? B. giving emphasis to one syllable 2. Phoneme ? C. an individual sound 3. Intonation ? A. the music of our voices Task 25 1.? B. 2.? C. 3.? A. Task 26 1. There 2. South 3. Language 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. Guarantee 2. cavalry 3. Mechanisation 4. Language 5. Retreat 6. Speculative 7. Success 8. Balance 9. Identity 10. Articulate Task 28 1. Photograph, photography, photographer, photographic Non-native speakers may experience problems with this â€Å"word family† because the stress changes syllable depending on the word and so the meaning of the word changes. 2. to record / a record to present / a present to increase / an increase to import / an import The verbs are stressed on the last syllable while the nouns are stressed on the first syllable. Task 29 Mother forget announce tonight notable mention patrol indicative Section 3: Language Skills: Reading, Listening, Speaking and Writing A. READING Task 30 Bus timetable: Read for specific information (bus stoppings) ? Scan Reading. Literature book: Intensive/detailed reading. Reading to infer. Newspaper: I read some articles to get the overall idea of the text (skim/gist reading) while some other articles that seemed more interesting I read them in detail (intensive/detailed reading). Task 31 1. An academic article we need to read for an essay we are writing. ? Reading to infer / Intensive/detailed reading 2. A telephone directory. ? Scan reading 3. The editorial of a newspaper on a topic we really care about a lot. ? intensive/detailed reading 4. An advertisement for a job that might be suitable. ? Skim/gist reading Task 32 When people read in a language that is not their native they don’t feel confident and are afraid that they might miss a lot of important information if they don’t understand every single word in a text. The problem with this way of reading is first of all that it is tiring and time consuming. Secondly they don’t read in context but they just read words, so, the reading process and concentration is constantly interrupted since the urge of finding the unkown word overcomes the need of understanding the text as a whole. It is also known that in a learning process there must be at least two unknown words every two sentences. Learners must try to understand the meaning of the unkown words from the context and use bilingual dictionaries only when the meaning of the unkown word is not obvious from the context. B. LISTENING Task 33 Non-native speakers might find listening more challenging than reading because: †¢They have problems with different accents, speech rhythm and the fast pace of native speakers’ talking †¢They try to understand every single word They get left behind trying to work out what a previous word meant †¢They don’t know important or key words †¢They don’t regognise the words they know †¢They are distracted by background noise Task 34 1. I was on a bus listening to two people talking about their flatmate. At first I tuned in and out of the conversation because it was funny but then I ignored it all together. 2. I listened to a talk show on T V. It was Stephen Fry’s show and because he is one of my favourite comedians I listened intensively. 3. I listened to a weather forecast. I wanted to find out what the weather would be in London. I didn’t pay attention to most of it, I just concentrated and listened intensively when London weather came up. Task 35 1. A lecture for a course you are taking at university. ? Intensive Listening 2. A sales pitch for a computer that doesn’t really interest you. However, you are at work and you can’t just walk out. ? Skim/gist Listening 3. Announcements at a train station when you are waiting to to hear the time of the next train to your destination. ?Scan Listening 4. Instructions from your boss for a new task that is critical for your job. ? Intensive Listening 5. An interview with someone who is famous and whose political opinion you would like to find out about. ? Listening to infer meaning 6. A radio programme on a topic that is mildly interesting for you. ? Skim/gist Listening. C. SPEAKING Task 36 I believe that this happens because learners are not exposed to an English-speaking environment. They only speak English at their foreign language schools and the rest of the time they speak at all occasions in their mother tongue. The more exposed learners are to the foreign language â€Å"input†, the more likely they are to produce the foreign language â€Å"output†. Task 37 1. Could I please have a†¦? ? The student has not managed to communicate successfully. 2. You come my house tonight? ? The student has managed to communicate successfully. 3. Yesterday good time. Next week we see, no? ? The student has managed to communicate successfully. 4. A: How long have you been in New Zealand? B: I stay here 5 weeks. ? The student has not managed to communicate successfully. Task 38 1. You ask a colleague if s/he would mind helping you with something. ? Transactional 2. You offer to collect your neighbour’s mail while s/he is away on holiday. ? Transactional 3. You comment on the weather on an acquaintance at a bus stop. ? Interactional 4. You visit a friend and spend time admiring and talking about his/her garden. ? Interactional 5. You participate in a university group tutorial that is useful for an essay you are writing. ? Transactional 6. You go out with your boss and other colleagues for a drink and a chat after work. ? Interactional Task 39 Speaking fluency practice could help learners’ language development. People should practise what they have learnt and not be afraid of making mistakes because mistakes is an integral part of the learning process. . Learning language items from other participants. Students learn through making mistakes. Some of the mistakes (the most important ones) must be monitored by the teacher and given as a later feedback. These mistakes should be initially corrected by the learners themselves and then by the teacher when/if needed. 2. The more students practise, the more fluent they get. 3. The more st udents practise and learn how to use new communication strategies, the better they can communicate and express their ideas. 4. Through speaking fluency practice students use grammar rules and new vocabulary. D. WRITING Task 40 1. Includes gesture and facial expression to back up the message. (S) 2. Uses punctuation to make the content easier to understand. (W) 3. Includes hesitation devicesand fillers such as â€Å"yeah†, â€Å"umm†, â€Å"ah†, etc. (S) 4. The communicator usually gets immediate feedback from the person they are communicating eith. (S) 5. Is usually pre-prepared, although e-mailand text messages often are not. (W) 6. Uses pauses, stress and intonation to show where ideas begin and end. (S) 7. Is spontaneous and planning usually takes place in the moment of communicating. (S) 8. Suggests that meaning is static in the communication, although open to interpretation. 9. The communicator may never find out what the person he is communicating with thinks of his message. (W) 10. Includes headlines, different type sizes and colours to enhance the content. (W) 11. Is usually smooth-flowing. (W) 12. Involves negotiation of meaning between the communicator and the person they are communicating with. (S) Task 41 1. She through the ball hard so it hurt when I court it. ? Spelling errors because of similar sounding words (threw – through). ? She threw the ball hard so it hurt when I caught it. . My brther livs in Swedn. ? The student has omitted the vowels. S/He has written the words as s/he hears them. Confusion about vowel sounds (maybe missing in L1). ? My brother lives in Sweden. 3. However, hard I try it never works. ? Wrong punctuation. The student confused however (adverb of manner) with however (conjunction/linker). ? However hard I try, it never works. 4. first of all he invited me to sit down after that he offered me a coffee I was very surprised by his politeness ? Lack of punctuation and use of capital letters. ? First of all, he invited me to sit down. After that, he offered me a coffee. I was very surprised by his politeness. Task 42 1. The learners face difficulties such as : write from left to right, punctuation, capital-small letters, writing on the line, paragraphing. 2. I would organise writing workshops once a week for learners with writing difficulties, where we would concentrate on the practical issues of writing, such as: spelling, punctuation, paragraphing, etc, as well as on the creative part of writing. There would also be time for learners to receive responses to their writing from the teacher and their classmates. Section 4: Planning and Resources A. Planning and Preparation Task 43 a. I’d like to smile more and create a btter rapport today. ? Personal aim b. Students _ Students in pairs. ? Interaction pattern c. By the end of the lesson students will be able to use a range of adjectives to describe someone’s personality. ? Lesson aims/learning outcomes d. Teacher hands out text and gives a different set of questions to each group. ? Procedure e. Some students may find the pronunciation of several words quite difficult. I must make sure I use a lot of repetition. Anticipated problems and solutions f. To get students interested in the topic of the listening text. ? Stage aim Task 44 Resource Can be used for 1. ? f. 2. ? g. 3. ? b. 4. ? e. 5. ? i. 6. ? h. 7. ? d. 8. ? c. 9. ? a. Section 5: Developing Teaching Skills and Professionalism A. Developing Teaching Skills Task 45 1. Jot that down. ? I believe that the difficulty occurred from the word â€Å"jot†. It is a word that may be unknown or cofusing. â€Å"Write that/it down† would be more appropriate. 2. I wonder if you’d mind just looking at question number 4 and then if you could just answer it. ? Too â€Å"wordy†. Classroom language when giving instructions must be simple and accurate. â€Å"Look at question number 4 and answer it† or â€Å"Answer question number 4† would be more appropriate. 3. I’d like you to read the text on page 4 and answer the first three, then compare your answers with the persons next to you. After that, write a short summary of the story and discuss this with your partner. ? Too complicated and confusing. Learners must have had great difficulty in remembering what they had to do. The instructions should be given one by one: Step 1: â€Å"Read the text on page 4 and answer the first three questions† (wait until they finish), Step 2: â€Å"Now compare your answers with the persons next to you† (wait until they finish), Step 3: â€Å"Write a short summary of the story†, (wait until they finish) Step 4: â€Å"Now, discuss the story/summary with your partner†. 4. Look at the question at the bottom of the page and think about an answer. ? Should the learners just â€Å"think† about the answer or actually answer the question? Task 46 1. â€Å"I don’t want to work in a group because I will only learn mistakes from other students. Group work is very important when you are learning a foreign language. You are using all the things you have learnt throughout the lesson and you are forced to speak in the language you are learning, even if you make mistakes. Mistakes are very important. We all make mistakes and we learn through th em. The important thing is to be able to identify your mistakes or your classmates’ mistakes and correct them. How are you going to learn if you don’t make mistakes, identify mistakes, be exposed to group work and cooperate in the language learning? 2. â€Å"I wish you could translate more words into my language. I wish I could translate more words into your language too. But since I don’t speak your language you can look up the words you don’t know in the dictionary. 3. â€Å"Please don’t ask me to work with that student. I don’t like people from her country. † That’s not a nice thing to say. There are good and bad people from every county in the world. You should not judge people by their race or their colour or their cultural background. You should only judge people by the content of their character. Go talk to her, try to get to know her better and you may find that you sympathise with her and have some things in common. If you don’t like her character, that’s another thing. We don’t have to like all the people we meet. But at least you would have made an effort to cooperate with her and that’s really important because we are working as a group here, we have to help each other and work with each other. 4. â€Å"Could we just talk in class and not use any books? † Of course we will talk in class and we will discuss lots of important and interesting things, but books are equally important. Books give us guidance of what we will learn, provide you with vocabulary and grammar rules and allow you to review at home. Without books learning would be impossible. Task 47 First of all the students must have eye-contact, so, half of the chairs should be in front of the desks (for the students that want to ask information) and the rest should be behind the desks (for the students that play the role of the assistants). This way the arrangement of the chairs and desks would be just like in a real-life situation. Then each student that plays the role of the assistant will be given a photocopy with information about the computer courses, prices, hours and times and each of the students that wants to ask information will be given a photocopy with a different character and his/her needs. Both will have a pad where they can write down anything that will help them agree a transaction. Additionally, the â€Å"assistants† will have a â€Å"form† where they will fill in their â€Å"clients† personal details if they agree a transaction. Problems that I could anticipate: Some students may come to an agreement and finish the gap role play too soon. Task 48 †¢Different Meanings 1. Slim/Thin ? Slim means well-figured while thin means not fat. I would also use flashcards or any other visual effects possible like photos from the internet or magazines. 2. To wink/ To blink ? I would mime winking and blinking. I would also use any other videos found on the internet with people blinking and winking. 3. I used to get up early / I am used to getting up early. ? I used to get up early refers to the past, a habbit I had and don’t have any more. Now, I don’t get up early but as a child I used to get up early to go to school. I am used to getting up early refers to the present. I have the habbit of getting up early. I wake up early every day to go to work so, I am used to getting up early. 4. Nervous/upset. ? Nervous means anxious about something. Upset means sad. e. g. Crossing the street against traffic makes me nervous. She was upset about her friend’s actions. I would also mime nervous and upset or ask my students to mime. 5. 4 weeks ago / 4 weeks before. ? â€Å"Ago† is used when talking about past times from the present moment (NOW). â€Å"Before† is used when talking about past timesfrom a time which is NOT the present moment (NOT NOW). e. g. We went to Spain 4 weeks ago. We went to Spain in June and my friend Bob went there 4 weeks before. †¢Different Pronounciation 6. I do it/ I’ll do it. ? First I would say the words slowly one by one and then I would say them faster and faster stressing the [l] sound in â€Å"I’ll do it† and ask my students to do the same. First all together and then one by one to make sure they are pronouncing the expressions correctly. 7. Read (present tense)/ read (past tense). ? I would explain that we pronounce â€Å"read† in the present tense as [ri:d] and in the past tense [red] like the colour â€Å"red†, but we write them in the same way. Then, I would ask the students to repeat the sounds first all together, then one by one. 8. Put / putt. ? I would explain that â€Å"put† (with one â€Å"t†) is pronounced [put] while â€Å"putt† (with double â€Å"t†) is pronounced [pat]. I would highlight the pronounciation on the board and ask them to repeat the sounds first all together, then one by one. . Record (noun)/record(verb). ? I would write the words on the board and put a stress on the syllable where the word should be stressed if it is a noun or a verb. Then I would read the words beating out stress by clapping. After that I would ask my students to do the same thing fi rst all together and the one by one. 10. Live (verb)/ live (something happening now). ? I would explain and highlight on board that â€Å"live† (verb) is pronounced [liv] while â€Å"live† (something happening now) is pronounced [laiv]. Then I would ask my students to tell me examples with â€Å"live†(verb) and â€Å"live†(something happening now). Task 49 1. Reading I believe that in this activity the pre-reading activity was missing. The teacher merely explained that the text was about looking after the environment and then asked the students to read it out loud. I would add a pre-reading activity. Firstly, I would write all the unkown words on the board or I would make a list with any unknown words, hand it out to the students and briefly study all these words together. Then, I would ask them some questions about looking out the environment (what can we do, what do they do, what society/government should do) and then I would hand out the text and proceed to the rest of the activity. . Speaking Again the pre-speaking activity was missing. The students were not given any ideas beforehand in order to be able to discuss the topic. So, I would add a pre-speaking activity. I would write the topic on the board and then seprate the board in half with a marker and on the one half I would write â€Å"prons† and on the other half I would write â⠂¬Å"cons†. Then I would ask my students to tell me the â€Å"prons† and the â€Å"cons† of living in the city and I would write them down for all to see. Alternally, I could bring them a photocopy with all the â€Å"prons† and â€Å"cons† of â€Å"living in the city†, hand it out to them, ask them to study it for a minute and the proceed to the rest of the activity. Task 50 I believe that all of the qualities mentioned in the pre-course task sheet are really important to form a teacher’s professionalism. Teachers work as role models for learners no matter their age, so every single detail matters. On the other hand I heartily believe that teachers should not be â€Å"homogenised† and lose themselves in this uniformity that is promoted. They have to be authentic and reflective. How to cite Celta Pre-Course Task, Essay examples

Part 2 Essays - British Poetry, Sonnet 29, Sonnet 23,

Part 2 General Review of the Sex Situation We know that the speaker of the poem is Dorothy Parker herself. Knowing that Dorothy is a woman that got the reputation of being hard to please, you can almost assume that it is going to be a very negative poem. As you read the poem you know right away that it is a woman telling us about the "sex situation." The tone she writes in is a very negative one to that of the opposite gender. She does not know that this is the way every man feels. She might have been writing about past experiences in her own love life, and wants to let it all out because her experiences were negative ones. The audience she was writing for was obviously for females, because she does not talk kindly of the male gender. The theme of the poem is the contrasts of both man and woman. The first two lines talk about how woman wants marriage with but one person at a time, and man is always looking for something new or unusual. Right away she makes the assumption that all men are the same along with all women being the same. At the end she says, "what earthy good can come of it?" Here she means if both genders are so much different how can they become one with another. Do they have to put up with one another? Do they have to acknowledge that they both are different and what something different? These are the questions that she brings up assuming that this is true for all men and women. I disagree with everything she said because once one finds another they become attached and the men don't want something new, a different for of fun, and certainly don't get bored with what she offers. The structure of this poem is an AA BB rhythmic pattern. This meaning that the ending words of the first two lines rhyme, the ending words of the third and forth line rhyme, and their after. There are two stanzas each consisting of four lines. The words she uses to describe how each one feels give a good clear picture of what she is trying to say. I don't like the way she used the word gist in the second to last line. This word gives too much emphasis to the ending of the poem. How to eat alone The speaker of this poem is a voice imitating any individual looking to get in touch with him or herself. The speaker goes into to much detail on the inconsequential aspects of the poem. He or she does not need all this detail to get their point across to the audience. This is a poem where the audience could be anyone that wants to hear what the speaker is trying to say. The speaker is making a single point that everyone should experience, so the audience is anyone that wants to take advantage of what he has to say. The theme or major point that the speaker is trying to get across is that sometimes the best company is that of your own. You know your own self, so you know what you like, which makes for the best times because you can alter your own feelings. This is probably why there is so much detail in the poem. The speaker was trying to set the perfect night just the way he wanted and being by himself would allow him to do so. There is no rhyme pattern going on which makes it a blank verse poem. The poem is not set up in any form because there is only one point to get across to the audience. The speaker tries to make it as simple as possible for the audience to get a clear picture of what he is saying. The choice of words he uses is the same as the structure, simple. This is again to get the reader to understand completely what he is trying to say. Part 3 Early in the morning, Late at night. Two dead boys, Got up to fight. Back to back, They faced each other. Drew their swords, And shoot each other. A deaf policeman, Heard the noise. Came

State Policy Influences NCLB Act

Federal/State Policy Influences NCLB Act Stebbins and Knitzer (2007) note that early childhood offer a great opportunity to children to develop readiness to school. Therefore, it is important for the state and policymakers to develop policies that put into consideration the welfare of early childhood education.Advertising We will write a custom essay sample on Federal/State Policy Influences: NCLB Act specifically for you for only $16.05 $11/page Learn More The reason why early childhood policy matters is the it stimulates early child learning opportunities and ensures that all children get education especially those categorized as low income earners (Stebbins Knitzer, 2007). The current paper is an attempt to explore the No Child Left Behind of 2001 which was passed into law in 2002. Interview findings Five structured questions where used to interview 4 early childhood educators about the NCLB act is respect to early childhood education. The results are represented in the table below Table 1:   Interview results Questions Responses 1 It allows accountability It is mutually beneficial to childcare and head start Allows every child to have education It is appropriate 2 Most agreed that the testing criterion was not appropriate since different children have different learning capabilities 3 Early childhood education has not been addressed much under the NCLB. Accountability will be necessitated. Students from low income families and different socio-economic backgrounds will receive education Children will receive extra help thus improving students performance 4 The role of the federal government has expanded its laws instead of leaving it on individual states. Federal government has overstepped its mandate. It will allow flexibility among schools and encourage transparency and accountability. 5 The funding is not adequate since the plan is more of a burden than aid Budget cuts and incomplete federal funding may derail the policy. Explanation of the policy The No Child Left Behind Act (NCLB) 2001 was passed by the congress under president Bush administration and made into a law in 2002. This was part of educational reforms which were being carried to promote the quality of education in U.S. According to Chen (2007), NCLB major objective is to ensure that all students despite the socio-cultural, economic or racial backgrounds would be given the opportunity to enjoy solid education. The state policy was initiated with the help of different stakeholders who had in mind the increased job qualification requirements at international level and demand for Mathematics and English literacy. According to Hyun (2003), the policy’s contains four basic reform principles are they are â€Å"stronger accountability for â€Å"guaranteeing† results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been â€Å"quantitatively† proven to work† (p.119). In respect to early childhood education, the NCLB act does not directly address early childhood education but it has been observed to have an impact on most of the early childhood programs (Grogan, Haglund Thompson, 2006).Advertising Looking for essay on law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Some of the major elements that have impact on early childhood education include recruitment of highly qualified teachers as required by the NCLB (Grogan, Haglund and Thompson, 2006). The teachers are supposed not only be qualified but also appropriately licensed. This would ensure accountability from the teachers in respect to young children performance. Testing is another component of NCLB which requires that the progress of each student needs at ECD be documented based on test outcomes. Both testing and employment of highly qualified early childhood teachers leads to improved students learning. In addition, NCLB allows every child to learn in a diversified learning environment although it may negatively affect children with special needs (Grogan, Haglund and Thompson, 2006). Hyun (2003) note that the most critical aspect of the four basic education reform principles is accountability because it ensures the progress of each student is monitored and each school and teachers are held accountable for poor students’ performance. A timeline of the evolution of NCLBA To begin with, the No Child Left Behind of 2001 was signed into a law on 8 January 2002 by President George W. Bush and later transformed to No Child Left Behind Act (NCLBA). This gave the federal government a role to play in kindergarten to 12th grade education (Hyuan, 2003). Before the enactment, efforts had been carried to change the education system in US. This has been supported by Cross (2005) who note the NCLB of 2001was on an improvement of the Elementary and Secondary Education Act which was enacted in 1965 under President Lyndon Johnson. Prior t he NCLB 0f 2001, the ESEA had undergone five amendment and reauthorization in between 1967 and 1994 (Cross, 2005). In 1981, the National Commission on Excellence in Education was commissioned under the 20 U.S.C. 123a to carry a review on scholarly literature and available data on the quality of the education, teaching, and learning that was being carried in national schools and universities (Jorgensen Hoffmann, 2003). Later in 1994, Improving Americas Schools Act of 1994 (IASA) was passed which reauthorized the ESEA and worked in collaboration with the Goals 2000: Educate America Act (Jorgensen Hoffmann, 2003). The later was to ensure that education was made available to all students and the levels of accountability stepped up.Advertising We will write a custom essay sample on Federal/State Policy Influences: NCLB Act specifically for you for only $16.05 $11/page Learn More All states were required to follow performance and content standards, assess stude nts, and schools and teachers be held accountable for students (Hyuan, 2003). Therefore, the NCLB Act of 2001was the latest change and amendment on the U.S educational system and is currently under heavy criticisms. Evolution of NCLBA in regard to church and state The success of the NCLB Act which is a national/state policy has been shaped by series of factors and events such as state and the religion/church (Cross, 2005). The issue of race has been under scrutiny since the Second World War and the church/religion has been able to play a great role. For example, in 1950s the church fought hard to ensure that the issue of race and educational aid programs were addressed (Cross, 2005). This was followed by numerous attempts to advocate for the educational aid funding on parochial and non public schools although in vain. However, in 1965, the ESEA policy was passed to enhance federal education legislation in the U.S. On the other hand, the state under the leadership of Lyndon Johnson s aw the break of the logjam to allow federal support on non-republic education. The â€Å"child benefit theory† saw the adoption of the ESEA which necessitated the allocation of funds and books to children not based on the school ownership, but on the fact that a child needed education. Even today, the church/religion has continued to play a great role in championing for education for all (EFA). On the side, the state continued to fund education and design policies like Educate America Act and Clinton Goals 2000 bill, where accountability, testing, and measurement standards were developed which are significantly important to early childhood education. Reference List Chen, G. (2007). Understanding no child left behind. Public School Review. Web. Cross, C. (2005). The evolving role of the federal government in education. Web.Advertising Looking for essay on law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Grogan, T., Haglund, J., Thompson, M. (2006). Voices from the field: Wisconsin early childhood education and care considers â€Å"No Child Left Behind.† Wisconsin Department of Public Instruction. Web. Hyun, E. (2003). What does the â€Å"No Child Left Behind Act† mean to early childhood teacher educators?: a call for a collective professional rejoinder. Early Childhood Educational Journal, 31(2), 119. Jorgensen, M. A., Hoffman, J. (2003). History of the â€Å"No Child Left Behind Act† of 2001(NCLB). Assessment Report. Pearson Education, Inc. Stebbins, H., Knitzer, J. (2007). Highlights from the improving the odds for young children project: State early childhood policies. National Center for Children in Poverty. Web.

Discrimination Against Women and the History of CEDAW

Discrimination Against Women and the History of CEDAW The Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) is the key international agreement on womens human rights. The Convention was adopted by the United Nations in 1979. What Is CEDAW? CEDAW is an effort to eliminate discrimination against women by holding countries responsible for discrimination that takes place in their territory. A convention differs slightly from a treaty, but is also a written agreement among international entities. CEDAW can be thought of as an international bill of rights for women. The Convention acknowledges that persistent discrimination against women exists and urges member states to take action. Provisions of CEDAW include: States Parties, or signers, of the Convention shall take all appropriate measures to modify or abolish existing laws and practices that discriminate against women.States Parties shall suppress trafficking of women, exploitation, and prostitution.Women shall be able to vote in all elections on equal terms with men.Equal access to education, including in rural areas.Equal access to health care, financial transactions, and property rights. History of Womens Rights in the UN The U.N.s Commission on the Status of Women (CSW) had previously worked on the political rights of women and the minimum marriage age. Although the U.N. charter adopted in 1945 addresses human rights for all people, there was an argument that the various U.N. agreements about sex and gender equality were a piecemeal approach that failed to address discrimination against women overall. Growing Womens Rights Awareness During the 1960s, there was increased awareness around the world about the many ways women were subjected to discrimination. In 1963, the U.N. asked the CSW to prepare a declaration that would gather in one document all of the international standards regarding equal rights between men and women. The CSW produced a Declaration on the Elimination of Discrimination against Women, adopted in 1967, but this Declaration was only a statement of political intent rather than a binding treaty. Five years later, in 1972, the General Assembly asked the CSW to consider working on a binding treaty. This led to a 1970s working group and eventually the 1979 Convention. Adoption of CEDAW The process of international rule-making can be slow. CEDAW was adopted by the General Assembly on December 18, 1979. It took legal effect in 1981, once it had been ratified by twenty member states (nation states, or countries). This Convention actually entered into force faster than any previous convention in U.N. history. The Convention has since been ratified by more than 180 countries. The only industrialized Western nation that has not ratified is the United States, which has led observers to question the U.S. commitment to international human rights. How CEDAW Has Helped Womens Rights In theory, once States Parties ratify CEDAW, they enact legislation and other measures to protect womens rights. Naturally, this is not foolproof, but the Convention is a binding legal agreement that helps with accountability. The United Nations Development Fund for Women (UNIFEM) cites many CEDAW success stories, including: Austria implemented CEDAW committee recommendations about protecting women from spousal violence.The High Court of Bangladesh prohibited sexual harassment, drawing on CEDAWs employment equality statements.In Colombia, a court overturning a total ban on abortion cited CEDAW and acknowledged reproductive rights as human rights.Kyrgyzstan and Tajikistan have revised land ownership processes to ensure equal rights and meet the standards in the Convention.