Favorite Teacher Essay Essays - Marcel Proust, Polling, Free Essays

Favorite Teacher Essay Essays - Marcel Proust, Polling, Free Essays Samantha Jacobs EDF 203 Dr. Day January 20, 2016 Favorite Teacher Essay I transferred to Owen County High School my sophomore year and was put in your class Mrs. Dorton. Ive never been good at the whole school thing, I have always been that student in class who could only understand something if the teacher would come up to me and explain it to me one on one. Not only that, but I need to do things hand on and not with a group of people. Unfortunately at my first High School it consisted of group work and teachers who would only lecture and then sit at their desk until the bell rang. Thankfully, my sophomore year of High School I was lucky enough to be in the class with my soon to be favorite teacher. When I think of what kind of teacher I want to become characteristics of you come to mind. Caring, loving, but also strict. I want to be that teacher where my students feel like they can come to me about anything, I want them to trust me as I trusted you. Not only that, but I loved how you would walk around the class to help explain things to the students who didnt quite understand what you said the first go around. Instead of being frustrated with said students you would simply look at them like anyone else and help them. I remember one day we were in class and you were just simply walking around teaching, no one had their phones out, and you would just make us laugh while explaining to us what the area of a rectangle is. Thats what I want as a teacher is to have the respect of my class like you did from us. While being able to have the students enjoy just the simplest lectures. Thank you for being my favorite teacher and I hope when I become a teacher, I can impact my students like you did for me.

Cetacean Characteristics and Facts

Cetacean Characteristics and Facts The word cetacean is used to describe all whales, dolphins and porpoises in the order Cetacea. This word comes from the Latin cetus meaning a large sea animal, and the Greek word ketos, meaning sea monster. There are about 89 species of cetaceans. The term about is used because as scientists learn more about these fascinating animals, new species are discovered or populations are re-classified. Cetaceans range in size from the tiniest dolphin, Hectors dolphin, which is just over 39 inches long, to the largest whale, the blue whale, which can be over 100 feet long. Cetaceans live in all of the oceans and many of the major rivers of the world. Cetaceans are thought to have evolved from even-toed ungulates (a group that includes cows, camels, and deer). Types of Cetaceans There are many types of cetaceans, which are divided largely according to how they feed. The order Cetacea is divided into two sub-orders, the Mysticetes (baleen whales) and the Odontocetes (toothed whales). The Odontocetes are more numerous, comprising 72 different species, compared to 14 baleen whale species. The Mysticetes include species such as the blue whale, fin whale, right whale, and humpback whale. Mysticetes have hundreds of comb-like plates of baleen hanging from their upper jaw. Baleen whales feed by gulping large amounts of water containing hundreds or thousands of fish or plankton, then forcing the water out in between the baleen plates, leaving the prey inside to be swallowed whole. Odontocetes include the sperm whale, orca (killer whale), beluga  and all of the dolphins and porpoises. These animals have cone-shaped or spade-shaped teeth and usually capture one animal at a time and swallow it whole. Odontocetes feed mostly on fish and squid, although some orcas prey on other marine mammals. Cetacean Characteristics Cetaceans are mammals, which means they are endothermic (commonly called warm-blooded) and their internal body temperature is about the same as a humans. They give birth to live young and breathe air through lungs just like we do. They even have hair. Unlike fish, which swim by moving their heads from side-to-side to swing their tail, cetaceans propel themselves by moving their tail in a smooth, up-and-down motion. Some cetaceans, such as the Dalls porpoise and the orca (killer whale) can swim faster than 30 miles per hour. Breathing When a cetacean wants to breathe, it has to rise to the water surface and exhale and inhale out of the blowholes located on top of its head. When the cetacean comes to the surface and exhales, you can sometimes see the spout, or blow, which is the result of the warm air in the whales lungs condensing upon reaching the cool air outside. Insulation Whales do not have a coat of fur to keep warm, so they have a thick layer of fat and connective tissue called blubber underneath their skin. This blubber layer can be as much as 24 inches thick in some whales. Senses Whales have a poor sense of smell, and depending on where they are, they may not be able to see well underwater. However, they have excellent hearing. They do not have external ears but have tiny ear openings behind each eye. They can also tell the direction of sound underwater. Diving Whales have collapsible rib cages and flexible skeletons, which allows them to compensate for high water pressure when they dive. They can also tolerate higher levels of carbon dioxide in their blood, allowing them to stay underwater for up to 1 to 2 hours for large whales.

I need to analyze the impact that two trade blocs have on Essay

I need to analyze the impact that two trade blocs have on globalization. To analyze the NAFTA (The North American Free Trade Agreement) trade bloc as well as CEFTA (Central European Free Trade Agreement) - Essay Example NAFTA is the short for North American Free Trade Agreement, with partners including United States, Canada and Mexico. Officially agreed upon in 1992, the concept already had been conceived during 1980s when US President Ronald Reagan expressed his desire to form a unified North American market (Baliles, 2010, Para. 1). CEFTA (Central European Free Trade Agreement), also signed in 1992, on the other hand is an association formed between the non-Euro nations, which are mainly concentrated around Central and South-Eastern Europe. Initially comprising fourteen nations, the number of membership gradually receded to five with some of them moving into the Euro zone. The five member nations are Poland, The Czech Republic, Slovakia, Hungary and Slovenia) (Pal, n.d., p. 1). Purpose behind the formation of either trade bloc had been promotion of economic growth over the respective regions. Consolidation of nations to form an entity actually facilitates in gaining market and barg aining powers among the international community. These were indeed, the fundamental objectives which played in the minds of the founders while shaping their ideas Consolidation of the NAFTA has resulted to an agricultural boom over the region, which has added to the aggregate agricultural supplies of the world. Moreover, Canada had almost been unnoticed prior to its incorporation, but the world soon realized the nation’s immense investment potentials once that its presence was felt. Member nations of CEFTA too are primarily dependent upon agriculture. Given their enhanced power, the CEFTA nations now export their produce more efficiently and in a manner so as to trigger widespread market demand (Pal, n.d., p. 3). Hence, they too have added to aggregate agricultural products, besides expanding the consumption goods basket.

Communication in International Management - 3 Essay

Communication in International Management - 3 - Essay Example In Germany, the government-owned postal service, Deutsche Post World Net, gradually utilises English as its official language. Much smaller firms are doing the same. The elevator maker, in Finland, known as Kone, assumed English in the 70s; Merloni Elettrodomestici, a midsized home appliance producer, in Italy, did so in the mid-90s (Blommaert, 2010). Management meetings at big banks like Credit Suisse in Switzerland, as well as Deutsche Bank, in Germany, are normally in English. Whereas there are many reasons why English has spread so fast globally and within Europe, a majority of these reasons are found on what critics term as econcultural grounds, that is, they are the consequence of the development of a world market, as well as global development in the fields of culture, science and technology and the media (Blommaert, 2010). A number of languages have been utilised all across the world as contact lingos for global trade and communication. In Europe itself, there have been a num ber of lingua francas as from the Roman times such as Greek, French, Latin, English and German. English, German and French are still widely used in parts of Europe and constitute what scholars refer to as the big languages of Europe (Tietze, 2008). For sure, in its strictest sense, the phrase ‘lingua franca’ appears to be compared to a pidgin in that it is a language with no native speakers. The phrase, English as a Lingua Franca (ELF), is mainly applied in this manner exclusively to refer the use of English between people whose mother tongue is not English. Scholars have added ‘B’ to ELF when it comes to using English in business contexts – Business English Lingua France (BELF) (Tietze, 2008). On to the thesis, this paper focuses on question 3, â€Å"implications of using English as a business lingua franca for businesses and native, as well as non-native English speakers.† The use of English The complication of the application of English, as a mother tongue, international language in non-English speaking parts of the world and also as a second language, has been acknowledged by Blommaert (2010), Brannen (2004) and Joseph (2004) and suggestions for transforming Crystal’s (2003) concentric circles structure of world English use to contain this complication have been proposed by Seidlhofer (2005) and more lately by Blommaert (2010) to consider the various, active roles of English in diverse parts of the world. For example, Tietze (2008) argues that in Germany, the Netherlands and Luxembourg, even though English is not the official language, it serves a number of commercial, social, educational and traditional functions, which rationalise classifying these nations as belonging to both Braj Kachru’s ‘outer’ and ‘expanding’ circles. It could likewise be claimed that Denmark and Sweden could gradually be seen as spanning these circles. In addition, the latest succession of 10 more natio ns to the European Union, in 2004, increased the nations in the ‘expanding circle’. This mobility of Europe’s borders and individuals within them, coupled with rising chances for regional trade, adds to the difficulty of language use across Europe and, without a doubt, provokes the development of a global language or languages. Global firms and international business commerce mainly imply a main need for individuals to converse across the globe, at least at a universally written and verbal level (Seidlhofer, 2005). Multilingual communication and translation are vital, but

Carbon dioxide Essay Example for Free

Carbon dioxide Essay Do not write outside the box around each page or on blank pages. ? Do all rough work in this book. Cross through any work you do not want to be marked. Information The marks for questions are shown in brackets. ? The maximum mark for this paper is 45. ? You are expected to use a calculator where appropriate. ? You are reminded of the need for good English and clear presentation in your answers. ? Advice ? In all calculations, show clearly how you work out your answer. (Jan12CHy1H01) K76507 6/6/6 CHY1H 2 Answer all questions in the spaces provided. Do not write outside the box 1 Petroleum diesel is a fuel made from crude oil. Biodiesel is a fuel made from vegetable oils. To make biodiesel, large areas of land are needed to grow crops from which the vegetable oils are extracted. Large areas of forest are cleared by burning the trees to provide more land for growing these crops. Leave as forest Forest Produce food Burn the trees Grow crops Produce biodiesel 1 (a) 1 (a) (i) Use this information and your knowledge and understanding to answer these questions. Carbon neutral means that there is no increase in the amount of carbon dioxide in the atmosphere.

Plagiarism :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Plagiarism is defined in the Encyclopedia Britannica Online as â€Å"the act of taking the writings of another person and passing them off as one's own†. In my own words I define it as the stealing of someone else’s literary work and taking credit for their writings. Sometimes it is done intentionally as an act of complete dishonesty. Someone may not want to exert the necessary effort required to research and write his or her own work. They assume it would be easier to just copy another author’s work. Another example of deliberate plagiarism is the buying or selling of papers, or hiring someone to write a paper. Most frequently, plagiarism occurs without the writer knowing that he or she is plagiarizing. Simply quoting an author without stating where the quote was taken from and citing the name of author is plagiarizing. If someone uses an authors style of writing and/ or word usage throughout his/her paper that is also considered plagiarism. Whether done intentionally or in error, plagiarism is a crime that can warrant serious penalties   Ã‚  Ã‚  Ã‚  Ã‚  Plagiarism is a severe problem because it has since become an epidemic and is being practiced at an alarmingly increasing rate. It has become widely accepted among students at many colleges and universities across the United States. It has gotten to the point that many students don’t even consider it cheating. This fact alone makes it even more serious and harder to control. It is now common practice to obtain someone else’s writing and turn it in as an original work. It is not difficult to purchase a pre-written paper or hire another individual to write a paper. Students are willing to pay whatever the cost so that they don’t have to do the work themselves. In fact, paper-selling services such as this have become quite a lucrative business. With the age of technology quickly advancing it has become all the more easily to plagiarize. The impact of the Internet on the plagiarism has been huge. You can find hundreds of websites that, for a fee, will offer papers on every topic imaginable. There are also websites that promise custom made papers written based on the requested criteria. The ease and availability offered through such sites has tempted even the most honest students. With the stress and pressure that the pursuit higher education can bring it is often a welcome release to have a ready-made paper at the stroke of key.

Drug and Alcohol Culture

Language Analysis – Alcohol and drug culture in Australia Following the death of Leigh Clark after the circumstances which occurred after he was supplied alcohol by another parent, writer Bruce Guthrie argues in an opinion piece that the law requiring parental approval to supply alcohol could save lives. The second article which supports Guthrie’s contention is a cartoon by Mark Knight, published in the Herald Sun which highlights the public outcry against the call to legalise drugs, where both articles are in favour of changing the law to alter the alcohol and drug culture in Australia.Guthrie employs an anecdote to begin the article which evokes compassion in the reader who responds emotionally to the plight of Bruce Clark who lost his son to an alcohol related event after a party where he was supplied drinks without his parent’s permission. The phrase ‘fatal binge drinking episode’ effectively positions the reader to respond negatively to the even t as the terms have negative associations and are intended to evoke a strong emotional response in the reader.Guthrie personalises the issue for the reader when he places the matter into his own experience, ‘as a parent of two teenagers, one of drinking age’ which persuades the reader as it suggests that the contention comes from a personal involvement in the issue, rather than merely from readings. The successful rebuttal of the shadow minister for consumer protection further persuades the reader, â€Å"Nothing could be simpler†, as it is stated in an assertive fashion and appears conclusive.The image which accompanies the article effectively supports the contention by providing visuals that reinforce the notion of irresponsibility, which Guthrie has concluded in the article. The idea is shown graphically in the image through the positioning of the parents lying drunk underneath a table and their child who uses a parent for leverage to reach a bottle of alcohol on the table. The focus of the image is on the bottle, and the child is shown straining to get alcohol, which evokes concern in the reader.The confronting nature of the image is intended to raise alarm and effectively supports the point of view that Guthrie supplies in the article. The alarmist tone of the image predisposes the reader to accept Guthrie’s contention, as the reader’s attention is likely to be drawn to the image before they read Guthrie’s article. On the other hand, Knight’s cartoon expresses concern about the drug culture that is the subject of much media debate. The caption which accompanies the cartoon, ‘The public outcry against the call to legalise drugs’ effectively conveys Knight’s contention that legislation should be introduced to legalise drugs.The term ‘outcry’ is effective as it suggests that the opposing point of view is based on emotion and hysteria. Knight employs the stereotype of the bikie ga ng to raise alarm in the reader who is likely to recall from the exaggerated figures in the foreground. The figures are intentionally confronting and the caption ‘Outlaw Motorcycle Gang’ on the back of the jacket of one figure encourages the reader to draw associations between the figures and the violence which has recently been widely reported in the media.The figure holding the placard is distanced to suggest that his voice is marginalised. The reader is lead to infer that those who are in favour of legalising drugs are shouted down by the violent majority like the unattractive figures in the foreground of the cartoon. The fact that these figures are shady and obviously involved in illegal activities is intended to position the reader to side with the cartoonist and therefore those who support legalisation.The caption ‘A lot of people would be harmed by the look of things’ is sarcastic and is intended to lead the reader to the point of view through reveal ing that these shady characters would be the ultimate victims of legislation. The reader is likely to feel vindicated by the idea that such unseemly characters will be removed as a threat to common decency is drugs were legalised. Both articles effectively persuade the reader that there is some urgency in the issue of our increasing tendency to embrace a drug and alcohol culture.Concluding with an assertion ‘maybe it will for someone else’, Guthrie leaves the reader feeling that there is a solution to the issue which needs to be embraced. Knight’s cartoon uses visual language to effectively raise alarm in the reader, leaving them feeling that, given the unsavoury nature of the characters who benefit from the drug trade, not enough is being done to convince the public of the urgent need to immediately legalise drugs, which he has so effectively positioned his readers to believe.

Components of curriculum and curricular approaches Essay

Aims of Elementary education( education act of 1892) In the elementary level, schools through their curricula should aim to: Provide knowledge and develop skills, attitudes, values essential to personal development and necessary for living in and contributing to a developing and changing society; Provide learning experiences which increase the child’s awareness of and responsiveness o the changes in the society; Promote and intensify knowledge, identification with and love for the nation and the people to which he belong; and Promote work experiences which develop orientation to the world of work and prepare the learner to engage in honest and gaining work. Aims of Secondary education In high school or secondary level, educational curricula aim to: Continue to promote the objectives of elementary education; and Discover and enhance the different aptitudes and interests of students in order to equip them with skills for productive endeavor and or to prepare them for tertiary schooling. Aims of tertiary education Tertiary education refers to college and university formal education based on the curricula of the different courses. The different courses should aim to: Provide general education programs which will promote national identity, cultural consciousnes,moral integrity and spiritual vigor; Train the nation’s manpower in the skills required for national development; Develop the professions that will provide leadership for the nation; and Advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society. School’s Vision is a clear concept of what the institution would like to become in the future. -It is the guiding post around which all educational efforts including curricula should be directed. EXAMPLE 1.A model performing high school where students are equipped with knowledge, skills and strength of character to realize their potential to the fullest. School’s mission School’s mission statement, spells out how it tends to carry out its Vision. -The mission targets to produce the kind of persons the students will become after having been educated over a certain period of time. EXAMPLE 1.Commits to the total development of individuals for life adjustment and to the upliftment of the economically deprived but deserving students through quality instruction, updated facilities and curricula responsive to the needs of the times. School’s goals The school’s vision, and mission are further translated into goals which are broad statements or intents to be accomplished. EXAMPLE 1.Build a strong foundation of skills and concepts 2.Efficient and effective administration responsive of the needs of the university and community. Educational objectives Benjamin Bloom and Robert Mager Defined educational objectives in two ways: 1.Explicit formulations of the ways in which students are expected to be changed by the educative process, 2. Intent communicated by statement describing a proposed change in learners. Objectives direct the change in behavior which is the ultimate aim of learning. Three(3) big domains of objectives Cognitive Domain (Bloom et al 1956) – domain of thought process 1.Knowledge-recall, remembering of prior learned materials in terms of facts, concepts, theories and principles. 2.Comprehension-ability to grasp the meaning of material. 3.Application-the ability to use learned material in new and concrete situation. 4.Analysis-ability to break down material into component parts so that its organizational structure may be understood. 5.Synthesis-ability to put parts together to form a new whole. 6.Evaluation-ability to pass judgment on something based on given criteria. Affective Domain(Krathwohl, 1964) Domain of valuing, attitude and appreciation 1.Receiving-student’s willingness to pay attention to particular event, stimuli or classroom activities. 2.Responding-active participation on the part of the students. 3.Valuing-concerned with the worth or value a student attaches to a particular phenomena, object or behavior. 4.Organization-concerned with bringing together different values and building value system. 5.Characterization by a value system or value complex-developing a lifestyle from a value system. Psychomotor Domain(Simpson,1972) -domain of the use of psychomotor attributes. 1.Perception-use of sense organ to guide motor activities. 2.Set-refers to the readiness to take a particular type of action. 3.Guided response-concerned with the early stages in learning complex skills. 4.Mechanism-responses have become habitual. Performance skills are with ease and confidence. 5.Complex overt responses-skillful performance with complex movement patterns. 6.Adaptation-skill well developed that the ability to modify is very easy. 7.Origination-refers to creating new movements patterns to fit the situation. Component 2 CURRICULUM CONTENT OR SUBJECT MATTER Curriculum Specialists Content or subject –another term for knowledge. -It is a compendium of facts, concepts generalization, principles and theories. -This is the subject centered view of the curriculum. Gerome Bruner  Ã¢â‚¬Å"knowledge is a model we construct to give meaning and structure to regularities in experience. Example of the broad subject areas or general education. Communication Arts -It include skills in listening ,speaking, reading and writing as well as the effective use of language in daily living. Social Studies -Include basic elements of Geography, History, Sociology, Anthropology, Economics,Civics,Political Science and Psychology. What subject matter will be taught in the different clusters in order to achieve the ogjectives? What criteria should be used in selecting the content? Here are some criteria which can be utilized in the selection of subject matter content or knowledge for the curriculum. 1.Self-sufficiency -According to Scheffler (1970) the prime guiding principles for content selection is helping the learners to attain maximum self-sufficiency in learning but in the most economical manner. 2.Significance -When content or subject matter will contribute to basic idea, concepts ,principles and generalization to achieve the overall aim of the curriculum. 3.Validity -The authenticity of the subject matter. 4.Interest -For learner-centered curriculum,this the key.A learner will value the content it it is meaningful to him or her. 5.Utility -Usefulness of the content or subject matter may be relative to the learner who is going to use it. 6.Learnability -Subject matter should be within the range of the experiences of the learners. 7.Feasibility – The subject matter or content be learned within the time allowed, resources available, expertise of the teacher and the nature of the learners. There are other considerations that may be used in the selection Of the learning content. As a guide, subject matter or content can be selected for use if these are: a. frequently and commonly used in daily life; b. suited to the maturity levels and abilities of students; c. valuable in the meeting need and the competencies of a future career; d. important in the transfer of learning. In organizing or putting together the different learning contents- Palma,1992 PRINCIPLES BALANCE -Curriculum content should be fairly distributed in depth and breadth of the particular learning area or discipline. ARTICULATION -When each level of subject matter is smoothly connected to the next, glaring gaps and wasteful overlaps in the subject matter will be avoided. SEQUENCE -The logical arrangement of the subject matter. INTEGRATON -The horizontal connections are needed in subject areas that are similar so that learning will be related to one another. CONTINUITY -The constant repetition, review and reinforcement of learning. COMPONENT 3 CURRICULUM EXPERIENCES This section will link instructional strategies and methods to curriculum experiences, the core or the heart of the curriculum -The instructional strategies and methods will put into action the goals and use the contents in order to produce an outcome. -The action are based on planned objectives, the subject matter to be taken and the support materials to be used.  Teaching methods ( time-tested methods,inquiry approaches,contructivist and others). Educational activities( field viewing, conducting experiments, interacting with computer programs, field trips and other experiential learning) Some guide for the selection and use of methods 1.Teaching methods are means to achieve the end.They are used to translate the objectives into action. 2.There is no single best teaching method. Its effectiveness will depend on the learning objectives, the learners and skill of the teacher. 3.Teaching methods should stimulate the learners desire to develop the cognitive,affective ,psychomotor, social and spiritual domain of individual. 4.In the choice of the teaching methods, learning styles of the students should be considered. 5.Every method should lead to the development of the learning outcomes in the three domains:cognitive,affective and psychomotor. 6. Fexibility should be a consideration in the use of the teaching methods. COMPONENT 4 CURRICULUM EVALUATION Worthen and Sanders -all curricula to be effective must have the element of evaluation. Curriculum evaluation -refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum. Tuckman(1985) -define evaluation as meeting the goals and matching them with the intended outcomes. Model of evaluation Stufflebeams’s CIPP -In CIPP, the process is continuous and is very important to curriculum managers like principals, supervisors, department head, deans and even teachers. C-context I- Input P-Process P-Product Context -refers to the environment of the curriculum. The real situation where the curriculum is operating is its context. Input -refers to the ingredients of the curriculum which include the goals, instructional strategies, the learners, the teacher, the contents and all the material needed. Process -refers to the ways and means of how the curriculum has been implemented.. Product -indicates if the curriculum objectives accomplishes its goals. Suggested plan of action for the process of curriculum evaluation 1.Focus on one particular component of the curriculum. -Will be the subject area,the grade level,the course,or the degree program? Specify the objectives of evaluation. 2.Coolect or gather the information. -Information is made up of data needed regarding the object of evaluation 3.Organize the information. This step will require coding,organizing,storing and retreiving data for interpretation. 4.Analyze information -An appropriate way of analyzing will be utilized. 5.Report the information -The result of evaluation should be reported to specific audiences. Reporting can be done formally in conference with stakeholders, or informally through roundtable discussions and conversations. 6.Recycle the information for continuous feedback, modification and adjustments to be made. CURRICULAR APPROACHES Behavioral Approach Frederick Taylor Anchored on the behaviorist principles, behavioral approach to curriculum is usually based on a blueprint. in the blueprint, goals and objectives are specified, contents and activities are also arranged to match with learning objectives. Managerial approach The managerial approach became a dominant curriculum approach in the 1950’s and 1960’s.The principal is the curriculum leader at the same time instructional leader who is supposed to ne the general manager. The general manager sets the policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum and instruction. Curriculum managers look at curriculum changes and innovations a they administer the resources and restructure the schools. Some of the roles of the Curriculum supervisors (Ornstein and hunkins,2004) 1.Help develop the school’s education goals. 2.Plan curriculum with students,parents,teachers and other stakeholders. 3.Design programs of study by grade levels. 4.Plan or schedule classes or school calendar. 5.Prepare curriculum guides or teacher guides by grade level or subject area. 6.Help in the evaluation and selection of textbooks. 7.Observe teachers. 8.Assist teachers in the implementation of the curriculum. 9.Encourage curriculum innovation and change. 10.Develop standards for curriculum and instructional evaluation System approach The system approach to curriculum was influenced by system theory. In this approach the parts of the total school district or school are examined in terms of how they relate to each other. The organizational chart of the scholl represents a systems approach. George Beauchamp -The system theory of education see the following to be of equal importance are 1.adminstration 2.counseling 3.curriculum 4.instruction and 5.evaluation Humanistic approach This approached is rooted in the progressive philosophy and child-centered movement. This approach considers the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. The learner is at the center of the curriculum

Composer Artist Paper essays

Composer Artist Paper essays The baroque period was characterized by a heroic, dramatic and emotional theme. With well know names like Rembrant, Bach, Pennini, Caravaggio, Bernini, Tintoretto, Velasques, Poussin, Handel, and Rubens, the period produced many popular pieces of music and art. The art of the period was filled with movement, light versus shadow, and the use of the whole surface. The composers incorporated new ideas into their music such as different major and minor scales, the use of the violin, a regular rhythm, a melody that was hard to sing to, terrace dynamics, the basso continuo, and instrumental music was now considered as good as vocal music. The baroque period was an important piece of history in the shaping of the music and art world. George Frideric Handel was a composer of amazing talents and abilities. Although in todays society he is not as well known as Bach, his work was kept in high regards by the people of the time. Both Handel and Bach were born in 1685 about a month apart, and together the world was stunned by the masterpieces created by these great minds. Handel, being born on February 23, in Halle, Germany, was not from a musical family. As a child he was introduced to the harpsichord by his aunt, and soon after he began to practice the art that he loved. His father showed no interest in Handels music and disowned him saying, " Then let him be a clown, a tightrope walker, a minstrel or a bear trainer!" On a business trip, Handel accompanied his father to the city of Weissenfels, where he happened to slip away into the town church, and began to play an improvised rendition of the postlude to the service. After seeing the remarkable talent of the young boy, the duke of the church persuaded Han dels father that "...to ignore this talent would be a sin against God."2 Handel began his lesson with Duke Zackow soon after, being instructed in the playing of the organ, the harpsichord, and the violin. At t...

Quotes by Ahmed Skou Tour

Quotes by Ahmed Skou Tour Without being Communists, we believe that the analytical qualities of Marxism and the organization of the people are methods especially well-suited for our country.Ahmed Sà ©kou Tourà ©, first president of Guinea, as quoted in Rolf Italiaanders The New Leaders of Africa, New Jersey, 1961 People are not born with racial prejudices. For example, children have none. Racial questions are questions of education. Africans learned racism form the European. Is it any wonder that they now think in terms of race after all theyve gone through under colonialism?Ahmed Sà ©kou Tourà ©, first president of Guinea, as quoted in Rolf Italiaanders The New Leaders of Africa, New Jersey, 1961 An African statesman is not a naked boy begging from rich capitalists.Ahmed Sà ©kou Tourà ©, first president of Guinea, as quoted in Guinea: Trouble in Erewhon, Time, Friday 13 December 1963. The private trader has a greater sense of responsibility than civil servants, who get paid at the end of each month and only once in a while think of the nation or their own responsibility.Ahmed Sà ©kou Tourà ©, first president of Guinea, as quoted in Guinea: Trouble in Erewhon, Time, Friday 13 December 1963. We ask you therefore, not to judge us or think of us in terms of what we were or even of what we are but rather to think of us in terms of history and what we will be tomorrow.Ahmed Sà ©kou Tourà ©, first president of Guinea, as quoted in Rolf Italiaanders The New Leaders of Africa, New Jersey, 1961 We should go down to the grassroots of our culture, not to remain there, not to be isolated there, but to draw strength and substance there from, and with whatever additional sources of strength and material we acquire, proceed to set up a new form of society raised to the level of human progress.Ahmed Sà ©kou Tourà ©, as quoted in Osei Amoahs A Political Dictionary of Black Quotations, published in London, 1989. To take part in the African revolution it is not enough to write a revolutionary song: you must fashion the revolution with the people. And if you fashion it with the people, the songs will come by themselves.Ahmed Sà ©kou Tourà ©, as quoted in Osei Amoahs A Political Dictionary of Black Quotations, published in London, 1989. At sunset when you pray to God, say over and over that each man is a brother and that all men are equal.Ahmed Sà ©kou Tourà ©, as quoted in Robin Halletts, Africa Since 1875, University of Michigan Press, 1974. We have told you bluntly, Mr President, what the demands of the people are ... We have one prime and essential need: our dignity. But there is no dignity without freedom ... We prefer freedom in poverty to opulence in slavery.Ahmed Sà ©kou Tourà ©s statement to General De Gaulle during the French leaders visit to Guinea in August 1958, as quoted in Robin Halletts, Africa Since 1875, University of Michigan Press, 1974. For the first twenty years, we in Guinea have concentrated on developing the mentality of our people. Now we are ready to move on to other business.Ahmed Sà ©kou Tourà ©. as quoted in David Lambs The Africans, New York 1985. I dont know what people mean when they call me the bad child of Africa. Is it that they consider us unbending in the fight against imperialism, against colonialism? If so, we can be proud to be called headstrong. Our wish is to remain a child of Africa unto our death..Ahmed Sà ©kou Tourà ©, as quoted in David Lambs The Africans, New York 1985. People of Africa, from now on you are reborn in history, because you mobilize yourself in the struggle and because the struggle before you restores to your own eyes and renders to you, justice in the eyes of the world.Ahmed Sà ©kou Tourà ©, as quoted in The Permanent Struggle, The Black Scholar, Vol 2 No 7, March 1971. [T]he political leader is, by virtue of his communion of idea and action with his people, the representative of his people, the representative of a culture.Ahmed Sà ©kou Tourà ©, as quoted in Molefi Kete Asante and Kariamu Welsh Asantes African Culture the Rhythms of Unity: The Rhythms of Unity Africa, World Press, October 1989. In the history of this new Africa which has just come into the world, Liberia has a preeminent place because she has been for each of our peoples the living proof that our liberty was possible. And nobody can ignore the fact that the star which marks the Liberian national emblem has been hanging for more than a century the sole star that illuminated our night of dominated peoples.Ahmed Sà ©kou Tourà ©, from his Liberian Independence Day Address of 26 July 1960, as quoted in Charles Morrow Wilsons Liberia: Black Africans in Microcosm, Harper and Row, 1971.

Housing association governance puts the interests of the organisation Coursework

Housing association governance puts the interests of the organisation above those of residents. Discuss - Coursework Example hort a Housing Association is a society or company established for the purpose of providing; constructing; improving or managing; facilitating and encouraging the construction or improvement of housing accommodation. Housing associations are not governed by the state or the government. It is a privately functioning body that aims to provide people of all categories with the type of homes they need in their desirable location. The association consists of a board of members, senior officers who have knowledge about this sector, and some volunteers. The targeted groups for housing association can be older people, disabled people, young people, bachelors, couples, or any other type of people who are looking for homes to buy or for rent. The housing association is earning a great amount of money through this property dealing business as the housing has become expensive, especially in larger cities, which makes it difficult for people to find suitable homes for themselves. Good governance in the housing association is fundamental to establishing successful organisations. It enables them to deliver their aims and objectives and, in particular, deliver excellent quality services to tenants, ensure the proper use of public funding, and safeguard the reputation of the sector. The housing association governance operates according to the law and their constitutions; it is headed by an effective board with a sufficient range of expertise and executive arrangements that gives capable leadership and control. Housing association maintains the highest standards of integrity in all their dealings; it protects public investment and is responsive to residents’ views and priorities. Further the duties of housing association governance includes dealing with the Housing Corporation in an open and co-operative manner, notifying any anticipated or actual violation of the Code or anything that might significantly affect its ability to fulfil its obligations under the Code and de-track