Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

Scope of Religion in Australia

Scope of Religion in Australia Diversity in Australia Australia is home to increased religious diversity and religious pluralism. Its current religious landscape is shaped through the dramatic effect of immigration, the movements to and from religions or denominations, the exploration of new religious movements and the acknowledgement of no religion. These many reasons have created an increase and decrease of many religious traditions, as well as ethnic and cultural diversity in Australia. Post war immigration is directly linked to the emergence of Australia’s new wave of migration. This helped greatly in reshaping Australia’s religious connections with many religions and denominations in terms of ethnic diversity. Many religions existed elsewhere in the world but only appeared in Australia as migration and refugee patterns changed. When Indigenous Australians were counted in Census forms in 1960, a vast majority were Christian whilst some still had a desire to integrate Aboriginal spirituality and customs into Christian expression. Migrants whom entered after World War 1 were simply those who chose to assimilate and not change the British-European culture. This was because the ‘White Australia Policy’ was in place and it was racially prejudice, religiously intolerant and only accepted whites. However, by World War 2 Australia had to ‘Populate or Perish’, thus they were desperate to increase population for national security reaso ns and economic growth. This ultimately led to a huge population increase, as Australia accepted over 3 million migrants who had arrived from over 60 countries. With Christianity dominating the 19th century, a large majority of the migrants were from South-East Asia, the Middle East and Pacific nations. This however, had not significantly introduced a wide range of religious traditions until the White Australia Policy was abolished. The removal was a sign of recognition and acceptability of religious diversity, this beginning was a door to expanded immigration and rapid growth of religions. From the 2006 Census data on Religions in Australia, there was a changing pattern of religious adherence happening. Buddhism is one the fastest growing religions, making 0.5% of the population in 1986 and 2.1% in 2006. They mainly come from Vietnam, Cambodia, Malaysia, Laos, Thailand, Japan and China. Islam is also one of the few religions that are growing at a fast rate, after Christianity and Buddhism, with 1.7%. Most Muslims come from Lebanon, Turkey, Indonesia, Iran and Iraq. Hinduism grew by 0.6% since 1986, making 0.7% of the population and most coming from India and Fiji. Based on today’s numbers and the past decades, Christianity and most of its denominations are still dominating Australia, despite the large percentages of decline in total. A steady rate with the Orthodox Christian tradition had significant numbers in affiliates of Orthodox churches, growing through the Greek, Cyprus and Eastern European migrations. The Roman Catholics have increased to 27% and the Pro testant Christians have gradually dropped to 35%, however the Catholics do outnumber the largest single Protestant group, the Anglicans by 8%. Most Protestants switch denominations to a high degree and a National Church Life survey showed that 29% of respondents had switched denominations in the past 5 years and the majority to Pentecostals, which grew by 16%. Today in Australia, all religions or denominations within them are ethnically and culturally diverse. Anglicans no longer represent the British and Buddhists are not only Chinese and Vietnamese; Christianity clearly exemplifies this idea of diversity. Christianity and its many denominations have followers of different ethnicity and nationalities, which may all believe in the same God but might carry out their practices or way of life differently depending on their culture. Migration, religious conversion and denominational switching are the few forces that shape the Australian religious landscape today. The huge expansion in Australian population has caused increases and decreases in some groups. But most importantly the reasons for these changing patterns are because of the rapid growth of New Age religions and many conversions within religion. New Age religions are a free-flowing spiritual movement with a network of believers and practitioners that have their own similar beliefs and practices that they extend onto a formal religion. Its teachings became popular during the 1970s in response to the failure of Christianity and secular humanism, in providing spiritual and ethical guidance. New Age religions can be referred to as para-religous, as they work alongside a religious tradition sharing their features, developing something new that is merely an extension of what is already introduced. However, they do contrast with many religions such as Christianity, Islam and Judaism in terms of ideas and practices. Rather than the idea of salvation and redemption by God, they focus and pla ce greater emphasis on â€Å"individual fulfilment, perfection of higher states of consciousness†. For example, many Australians or non-Australians voluntarily choose to become a follower of Buddhism or New Age religions that follows its beliefs and practices, because of the attraction to achieving a sense of inner peace. Buddhism isn’t a faith nor a religion but more of a psychology or philosophy of moral code, that doesn’t preach a god or any dogma. â€Å"Buddhism is in large measure an ‘atheistic’ system. We liberate ourselves only through detachment from the world. The fullness of such a detachment is not union with God, but what is called nirvana, a state of perfect indifference with regard to the world. The idea of mixing meditation, aromatherapy, yoga or psychology as a way to escape such limits. The New Age seeks to consume and cross-over traditions such as Buddhism as resources for personal experience and thus Buddhism is a huge influence of New Age attitudes and understandings. This also shows why Buddhism and New Age religions are high on pop ularity and rapidly increasing. People who choose to explore New Age or alternate spiritualities may feel uncomfortable within their own and they haven’t got that spiritual connection and special relationship with God and the religion. There is no doubt people are still seeking for answers to the age-old questions that have not been answered in the religion tradition they are part of, thus seeking for answers in new places. As for those who choose to take up New Age spiritualities, their reasons for conversions to or from may be to search for personal fulfillment, finding that the method of transcendental mediation might be able to heal and raise people. To seek ethical guidelines, by believing that the inner body, mind and soul has the great potential to guide them through life and obstacles. It is them, themselves that they should trust and rely on to become a stronger, better and healthier person. These are the main reasons for religious conversions and to seek for new religious expressions and spirituali ty. It was not until 1933 that the Australian census form clearly stated that the religion question was optional. In 1947, 10.9% of Australians did not state their religion and this remained pretty constant until 1971 when the instructions of ‘if no religion, write none’ was introduced. In the census, 6.7% declared themselves as having no religion and agnostics, atheists, humanists and rationalists consisted within this category. In the 2001 Australian census, 15.5% declared themselves as having no religion whilst 11.7% had not stated it, and within those 15.5%, 17565 were agnostics and 24466 were atheists. The huge increase was due to several personal reasons. People had stated themselves of ‘non-religion’ because they feel there is no need to identify one’s private religion to the government. By not answering the question, it does not mean in any way one’s rejection to religious traditions. How religious one feels is also another impact on these statistical figures. People may be spiritual or have such connections yet they don’t feel they particularly belong to a certain group and for others who are exploring other traditions may find it difficult to classify their religion as well. Other reasons for the growth of ‘no religion’ was because many people no longer accepted an inherited religious identification without a question being asked and answering ‘no religion’ had begun to be more socially acceptable. Materialism also had an effect, as it meant that many had very little interest in religion at all thus most probably ticked the obvious box of simplest words. Through these statistical figures in the Census, it is very hard to define Australia’s religious landscape, but merely what Australians see themselves as. A vast majority, who have defined themselves as belonging to a certain faith, may say they are Christians yet may have completely no religious profession or practice at all. This then expands on the idea of religiosity, where we tend to question how religious or how often should believers do their practices to be considered as a follower. For example, would those whom go to church on Easter Sunday and Christmas be considered less of a Catholic, compared to those whom go every Sunday for mass as well as the important events? Nonetheless, the religious scope in Australia continues to be dynamic and expansive. It has given Australia a richer variety of beliefs and values that may give us a broader understanding of many other cultures, religions and their way of practice. â€Å"It has given people the chance to become the measures of faith able to exercise their right of choice in being part of a religious community because they want to and not that they are†. Today, Australia stands as a multicultural multifaith society having a huge ethnic, cultural and religious diversity, promoting harmony and unity. Bibliography Living Religion textbook Macquarie studies of religion guide http://www.geocities.com/Heartland/Hills/5977/newage.html http://www.religioustolerance.org/newage.htm

Women and Mathematics Essay -- Argumentative Persuasive Essays

Women and Mathematics Call me a bigot if you want but men are better mathematicians than women. Year after year, men score higher on the SAT’s, more men receive prestigious educations from the best technical schools in the nation, and men obtain more degrees, secure more jobs and get promoted more often. â€Å"The ETS report on students taking the SAT examinations indicates that males have traditionally scored 40-50 points higher on the mathematics section† (Women) â€Å"In 1996, California Institute of Technology’s enrollment was 75% male, Massachusetts Institute of Technology’s enrollment was 62% male, Renssalear Polytechnic Institute’s enrollment was 77% male, Rochester Institute of Technology’s enrollment was is 68% male, and Worchester Institute of Technology’s enrollment was 79% male† (Baron’s). The future for women who enter the work place as mathematicians is no more encouraging. â€Å"Roughly three times as many wom en are unemployed and six times as many women are in part time positions. The female mathematicians who acquire these full time jobs are less likely than men to be promoted to a position such as full or associate professor† (awm-math.org). Females’ lack of success as mathematicians has nothing to do with their mathematical potential. The reason females do not excel in mathematical fields can be explained by high school course selection, social pressures and support and not by genetic differences. Psychologists have studied the impact of environment on human development for years. Most would agree that environment does shape us and play a role in some way or another. It is no wonder that mathematics has the tendency to turn women off. The world has ... ...cs. In the years, the country has started to realize the injustice it has been doing females in the field of mathematics. I believe that in the future these biases and disadvantages will be a thing of the past. Females have the mental capability to perform on an equal level with all respected and distinguished male mathematicians, but first social pressures and stereotypes must be eliminated. Works Cited [1] Association for Women in Mathematics. Education and Career. http://www.awm-math.org/. [2] Chipman, Susan F. Women and Mathematics: Balancing the Equation. Lawrence Erlbaum Associates Publishers, 1985 [3] Custard, Edward T. The Princeton Review Student Advantage Guide to the Best 301 Colleges. Random House, Inc. New York, 1996 [4] Nolan, Deborah. Women in Mathematics: Scaling the Heights. The Mathematical Association of America, 1997

The Pearl For Some1 Young Cause I Cant Write :: Free Essay Writer

The Pearl   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The book I have read was by John Steinbeck. It’s about a poor native Kino, Juana, and the baby boy Coyotito. The setting is in the 1900’s at a coastal village. Kino is a fisherman and a diver. The story starts out with there baby boy Coyotitois stung by a scorpion, and the Doctor in the town will not work on the baby because they have no money to pay him. So Kino is mad and goes out to try to find some pearl to pay for the doctor to work on Coyotito. When hew is diving he find a giant Shell and when he opens it up he find a pearl the size of a seagull. Everyone in the village stops by to see it and to tell him how lucky he is and what they would do if they found it . he tell s them he is going to get married and have his boy get a good education so he tell him it the rich man a cheating them or not, and he want a rifle. The priest and ask them if they are going to give money to the church and they told him they wanted to be wed. Later that night the doctor comes and tell them the baby still has poison in him and he maybe able to fix him. He gives the coyotito something that makes him sick and comes back and say he has beaten the poison. the doctor ask how he will be paid and Kino tell him about the pearl .Kino glanced at where he buried it. When he went to bed someone came into his hut and start looking for it but Kino jumps up and try to stab them with his knife. The next day he takes the pearl in to try to sell it to the pearl buyers. But, they try to cheat him by trying to buy it for 1000 pesos but he tell them he will take it to the capital and sell it there for the real price. He goes back home and hides it. he keeps thinking there is someone in the shadows. he falls a sleep and he wakes up and someone is in his hut again he jumps up and try to stop them but gets put on the ground again. Juana gets up and doctors his wounds he has a cut on his neck and she try to get him to crush the pearl she thinks it’s evil but he will not listen to he. later on he wakes back up and Juana is The Pearl For Some1 Young Cause I Cant Write :: Free Essay Writer The Pearl   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The book I have read was by John Steinbeck. It’s about a poor native Kino, Juana, and the baby boy Coyotito. The setting is in the 1900’s at a coastal village. Kino is a fisherman and a diver. The story starts out with there baby boy Coyotitois stung by a scorpion, and the Doctor in the town will not work on the baby because they have no money to pay him. So Kino is mad and goes out to try to find some pearl to pay for the doctor to work on Coyotito. When hew is diving he find a giant Shell and when he opens it up he find a pearl the size of a seagull. Everyone in the village stops by to see it and to tell him how lucky he is and what they would do if they found it . he tell s them he is going to get married and have his boy get a good education so he tell him it the rich man a cheating them or not, and he want a rifle. The priest and ask them if they are going to give money to the church and they told him they wanted to be wed. Later that night the doctor comes and tell them the baby still has poison in him and he maybe able to fix him. He gives the coyotito something that makes him sick and comes back and say he has beaten the poison. the doctor ask how he will be paid and Kino tell him about the pearl .Kino glanced at where he buried it. When he went to bed someone came into his hut and start looking for it but Kino jumps up and try to stab them with his knife. The next day he takes the pearl in to try to sell it to the pearl buyers. But, they try to cheat him by trying to buy it for 1000 pesos but he tell them he will take it to the capital and sell it there for the real price. He goes back home and hides it. he keeps thinking there is someone in the shadows. he falls a sleep and he wakes up and someone is in his hut again he jumps up and try to stop them but gets put on the ground again. Juana gets up and doctors his wounds he has a cut on his neck and she try to get him to crush the pearl she thinks it’s evil but he will not listen to he. later on he wakes back up and Juana is

Compare and contrast the variety of attitudes to marriage as expressed

Compare and contrast the variety of attitudes to marriage as expressed by different characters in Pride and Prejudice. Pride and Prejudice is one of the most famous novels in the history of English Literature. Written in the year of 1813 by the very well known author, Jane Austen, whose novels all examine the nature of love. The general tone of the novel is light, but serious. Pride and Prejudice is a story that focuses on the life of marriage, it is full of love. Money and wealth is also a main aspect of the book. Marriage in Pride and Prejudice is acknowledged in that a single man in possession of a good fortune must be in want of a wife. The first sentence of Jane Austen's Pride and Prejudice could not have better prepared the reader for the rest of the novel. The thread that sews together the lives of all the characters in the novel is the establishment of marriage. Jane Austen uses the Bennet family of Longbourn to illustrate the good and bad reasons behind marriage. Mrs. Bennet is an irritating woman whose main goal in life is to get her five daughters married. It might be correct in assuming that she felt social and financial pressure to do so. Her husband's estate was entailed to his nephew, Mr. Collins, when Mr. Bennet was to pass away. Therefore, Mrs. Bennet wanted her daughters to have financial stability elsewhere in case of their father's death. In the time period of this story there was very little social acceptance of women who were single their whole lives. For the most part, women could not acquire money on their own without inheriting or marrying into good fortune. Women who could not find a husband were often referred to as â€Å"old maids† and lived their whole lives with their p... ...daughters were pleasant and appear to be ideal. Jane had longed for Mr. Bingley for quite a while. Bingley was handsome, rich, kind, and well liked. He and Jane shared many conversations and had complimentary personalities. They were pleasantly matched and I believe that they shared a happy life together. Elizabeth (the main character in the novel) and Darcy's marriage was an excellent match. Though she thought him a cold, aloof snobbish man at first, this soon evolved into something else, it was love. They were equal in intellect, had physical attraction and deep love for one another, financial security, romance, and companionship. They are the two I believe would be most happy in life. Jane Austen wanted the reader to know that marriage should be approached as a package deal - a package of love, financial stability, physical attraction, and happiness.

Acs History

Cancer is detrimental to people. It is not just a sip le disease but is also treated as a human killer. It is considered as one of the most serious health problem next to heart disease. Being defined, cancer is illness on which the cells grow and divide beyond the normal limit, destroy other cells, and even spread this into different part and location of the body. This disease chooses no limit; anyone can have these types of condition. Millions of people suffer from this fatal condition. It was estimated by experts, that after several years, cancer would claim for about 6.2 million lives including men, women, and even children. Also, according to them, it is possible that there would be more victims affected by cancer globally for the coming years. However, given such fact, there are still many reported cases that successfully passed the tragic of having cancer. That’s why there have been different organizations who want to help the problem and minimize the number of victim of cancer. One of those organizations is the American Cancer Society, which has mire than 3,400 offices worldwide and is located at Atlanta Georgia.Former American Society for the Control of Cancer (ASCC), the American Cancer Society was established in 1913 joined by 15 physicians including business leaders in New York City. It was considered as one of the most unforgettable in the history of New York, for having such organization concern with public health. In the early 1913, cancer was not that known and not often reported to the public and society. Awareness of cancer was very low for that moment. Decease victimizes 75,000 people a year in the United States only cause by the decease itself.People involved in the society knew that they have to make public awareness through proper education and information dissemination about cancer if they want progress†¦ Doctors, nurses, and professionals had advertising campaigns containing articles that educate masses with regards to cancer. There has been a campaign that encourages doctors and physicians to be part of the society as well as the campaign. By 1936, Marjorie G. Illig came up with the idea of a new way to have that progress. The proposal was by creating an organization of new selected volunteers that will promote war against cancer.That was called the Women’s Field Army. First step done was to raise money by using different tactics. Through this, Clarence Little, who was the ASCC’s managing director reported that by 1935, 15,000 people who suffered cancer were in control. By 1938, number of victims of cancer reached up to ten times of the previous. After this, ASCC was renamed by American Cancer Society in the year 1945. 1946, they have risen for over $4 million reserved for the education program of the society. Year 1947, there has been public awareness through showing and releasing ads that indicates the signs of having cancer.This was called â€Å"Cancers Danger Signals†. These inc ludes: there’s a wound that does not heal, thickening in other part of the body most especially in the breast, abnormal bleeding, change or difference on warts, continuous indigestion and cough, and difference in bowel habits. After 10 years, this was changed and was replaced by CAUTION. 1980, Dr Sidney Farber was the first receiver of the Society’s program. Aminopterin was first used for the cure of the disease, followed by the era chemotherapy as another way of treatment for cancer.Through the years, they discovered that smoking is closely associated with the cause of cancer and showed the relevance of cleaning or termed Pap smear, Interferon as fighting drug for cancer and many more. They funded researches for over $3 billion dollars as well for the Novel Prize winner. Middle point of the American Cancer Society was the creation of the logo of the ACS. The sword which symbolizes the continuous fight for cancer and twined serpents symbolizes the prevention of the dis ease. Now, the organization has established their name which helps and supports the cancers victims.What we discussed is the positive side, now let’s look more about ACS. It was reported that the American Cancer Society is really receiving wealth being â€Å"charity†. From James Bennett, a professor in the course economics at the University of George Mason, declared that in 1988, ACS had a total balance of $410 million and worth $69 million of lands, buildings and equipment and spent only $90 million or just 26 percent of its budget for researches and other medical programs. The balance of the money was used for operating charges which includes salaries for employees, pensions and many more.By 1989, the fund reached up to $700 million and in 1991, trough the beliefs of the Americans that they greatly help in fighting cancer; they shared $350 million which was 6 percent higher than the previous year. Fund of ACS mostly comes from the public, but with the following decad es, corporations have also shared to support the program. Then, there exist the American Cancer Foundation mainly created so that ACS can now legally ask for fund in many ways like soliciting. The result of this effort was not wasted but instead a great success. There are millions of fund entered the organization.1992, there is this certain article who said that ACS is not really for the sake of cancer victims, but instead, for money and wealth. ACS didn’t stop searching way to gather funds. There is continuous fund raising that was said to support the cancer programs and having money at hand for about $750 million and assets. Also at the same year, the Wall Street Journal, author Thomas DiLorenzo declared that ACS owned over $11 million worth of land and real estate and also 56 cars which was owned by the executives and other 45 for the staffs and employees. Having the budget, they only gave its 10 percent for public services.Needless to say, not all money was brought to the cancer victims. Moreover, only 16 percent of the derived fund goes for the direct service of ACS. Where the money goes? Large percent of the fund raised by ACS went to salaries, travel expenses of executives, and many more. The truth is that more than half of the budget goes to the expenditure of the executives and employees. To be exact, that is about 52 percent of the fund raised obviously bigger than where the money should be allotted. There have been appeals for fund raising due to the insufficient fund, but the question is, why there is so much expenditure by top management.Donors and contributors believes that their contributions goes with the treatment of patients suffering from cancer and not for own goods. To achieve progress, there must be proper allocation of budget the aims to protect and help cancer victims. It should be use for different cancer services and programs. Another one, there exists the fund, for researches, they do not focus on the ways on how to prevent th e disease but instead promoting drugs that will cure cancer. Through this, people can conclude that they were not really aiming to fight cancer but instead to advertise products that will cure cancer.It seems that the fund supposedly for preventing cancer went to the research of drugs that will cure and later, will be sold to the people. In addition, the way used by ACS for fighting cancer is the â€Å"blame-the-victim† strategy. They continuously blame people rather than educating for a healthy environment unexposed to carcinogens. Their silence with the issue benefited corporations that are large contributors of pollution and carcinogens. Given their promises to wipe cancer 100 percent globally failed to the do so. They were not heard in the Congress even there are lots of opportunities to be heard.ACS continued to fail for responding with the Congress. These are the proofs: 1. 1971, ACS refused the invitation to have their testimony in FDA to ban the used of diethylstilbes trol (DES). 2. ACS disagreed that hair coloring products with dyes can also cause cancer. 3. ACS rejects the Congressional Moratorium which bans the use of saccharin. The continuous rejection of ACS tested their sincerity with the program and the organization for treating cancer. Because of this, there are scientist who declared that ACS was not performing well to prevent people from the elements in the environment that causes cancer.This report of criticism declared that the exposure of people in an environment rich in cancer causing elements resulted human suffered from the disease. What they want to imply is that, ACS should make ways to prevent cancer instead of researching things on how to cure it. Studies showed that exposure to different elements such carcinogens fasten the growth of cancer. What ACS should do is to respond with Congress, and make it as partner of imposing laws that will ban the used of different cancer causing elements. They should not neglect the opportunit y to solve the worsening problem of cancer.If they really want to advocate and help people against cancer, they should set objectives that promotes the prevention rather than in the way of curing. In addition, funds gathered should goes on where it should be, because there are lot of people who really want to address this worsening problem. They should not waste the time that the public still trust their name as one of the most charitable organization the helps the public. They have established a good name globally, it should be used well, so that people suffering from the disease receives what they should receive. It’s the life that matters, and life is the issue.We should not sacrifice one for our own sake. Works Cited DiLorenzo, T. J. Uneconomic war on cancer. Journal of Wall Street, March 1992, p. A10. Hall, H. , and Williams, G. Professor vs. Cancer Society. The Chronicle of Philanthropy, January 1992, p. 26. Bennett, J. T. , and DiLorenzo, T. J. Unhealthy Charities and Wealth. Basic Books, New York, 1994. ACS Inc.. ACS History: http://www. cancer. org/docroot/AA/content/AA_1_4_ACS_History. asp. retrieved November 10,2007 Bennett, J. T. , and DiLorenzo, T. J. Unhealthy Charities: Hazardous to Your Health and Wealth. Basic Books, New York, 1994.

Mordernism

Modernism During the 20th century a communications revolution that introduced motion pictures, radio, and television brought the world into view†and eventually into the living room. The new forms of communication competed with books as sources of amusement and enlightenment. New forms of communication and new modes of transportation made American society increasingly mobile and familiar with many more regions of the country. Literary voices from even the remotest corners could reach a national audience.At the same time, American writers†particularly writers of fiction†began to influence world literature. The 20th century saw the emergence of modernism. Modernism responded to the world's complexity by asserting that the individual had the potential to achieve a broader perspective than that offered by any one society or its history. Although realism, naturalism, and regionalism were still viable modes of expression, they reflected the increasingly complex reality of 20th- century society. Immigration and industrialization led to increasing urbanization, nd, in turn, to class stratification.Theme: Some writers examined the sometimes complex psychology of America's elite, other writers turned to the psychological and physical reality of the laboring classes, whose ranks continued to swell with high rates of immigration in the late 19th and early 20th centuries. Several American authors who are sometimes known as social realists looked at working conditions, often for the purpose of social reform. A period of disillusion and cynicism that followed World War I (1914-1918) found expression in he writings of a group of Americans living in Paris who became known as the Lost Generation.They shared a bitterness about the war, a sense of rootlessness, and dissatisfaction with American society. They portrayed the emotional exhaustion of this generation and their seemingly vain search for meaning and value in life. Some other writers focus on the overwhelm ing forces of nature and on issues of class. Gender issues remain major topics in 21st century American literature, and more gay and lesbian authors are publishing their work and bringing their community and oncerns into focus. Characteristics 1.Diversity The reading audience of the United States changed as social and economic realities changed. Immigrant populations added great variety to 20th-century American fiction. American literature at the is exceptionally diverse, with rapidly growing multicultural influences. New voices continue to emerge within the Native American, African American, Asian American, and Hispanic American communities. After the 1960s it became increasingly difficult even to define a mainstream. Jewish-American iterature: among the first to record their experiences.African American literature: focuses on slavery and its legacies while also offering hope, particularly in the strength of bonds among women. Native American literature: reassesses the experience o f their cultures. Hispanic American literature. Asian American authors brought strong voices to American literature after the 1960s. those who bridge two cultures. Modernity and Americanization are typically the realm of youth, while traditional culture and history remain the dying province of their elders.While creating unique worlds for various distinct communities, America's diverse literary voices continue to reflect the unique characteristics of its land, people, and culture. 2. Regionalism The vastness of the United States and the great diversity of its people have always been reflected in its literature. This was especially true in the 20th century, which witnessed the blossoming of strong regional traditions in the West and the South. The South was also rich in women writers during the 20th century. 3. Bilingualism.Many American authors incorporate a lot of their mother tongue language into their writing. This reflects both the alienation and the strong cultural identity tha t comes from being a nonnative English speaker in the United States. 4. style Writing is noted for innovations in narrative style, such as simplification and fragmentation of plot and the use of unconventional syntax and punctuation. Representatives: Henry James Theodore Dreiser Sinclair Lewis Ernest Hemingway and F. Scott Fitzgerald, William Faulkner,