What Subject Do I Like Best Essay Example for Free

What Subject Do I Like Best Essay In school, of all the classes I have to take, I like P.E. most. Why? There are three simple reasons why I love it: there is no homework, it helps me stay healthy, and last, it is quite relaxing to learn. First, the homework part, for me, it’s a dream comes true when there’s no homework for me to do. I am kind of obsessed with homework. I open my eyes thinking about homework, I eat thinking about homework, I even take a bath thinking about homework. So it’d be nice to have at least one subject that doesn’t require my thinking about homework. And that’s the first reason why I like physical education. Second, about the true value of this subject, it helps us me stay strong. Obviously, P.E. helps us improving our health. Students are very careless about their own good by doing things that harm them in the way that they don’t know, such as: sitting in front of the computers for hours, watching television for much too long, and many more. Those are the habits that are quite hard for children to change. And that’s when P.E. comes into place. It make us do workouts, prevent us from getting out of shape and of course, no one wants to be fat because of one simple reason: you won’t look attractive to other people and maybe that special someone is one of those â€Å"people†. And last but not least, there’s absolutely no pressure learning this subject. You don’t have to pay much attention when studying. There’s almost nothing too complicated about P.E. compare to other classes like Math, Physics, Chemistry†¦ and so that’s the last reason I like this.

Treatment Intervention to Improve Sleeping Habits

Treatment Intervention to Improve Sleeping Habits Individual Assignment: Bad Sleeping Habits Koh Ke Mian Bad Sleeping Habits According to Carskadon and Dement (2011), sleep is both combinations of physiologic and behavioral processes. When sleeping, the awareness to environment stimuli will decrease (Carskadon Dement). On the other hand, National Institutes of Health (2011) had stated that sleep is just for your brain and body to shut down. People always think sleep is merely their â€Å"down time† due to their brains will shut off when sleeping. Therefore, people will always stay up late because they will think sleeping is not important and it is wasting their time. Moreover, the researchers found that how much you rested depends on the total sleep, timing of the sleep stages, and how much sleep you get each night (National Institutes of Health). Besides, Kashmir Monitor (2012) had stated that health problems are caused by the sleeping patterns. In this globalization and urbanization, bad sleeping habit has become common and more and more young people stay up late to make sure their work is done o n the day. In addition, people will also sacrifice their sleep to do other things, such as rushing assignment which due on the next day, watch movies, play games, or chit chatting. According to Sleep Health Foundation (2011), bad sleeping habits is defined as poor sleep hygiene. Bad sleeping habits can be refer as erratically bedtime routine, which is not enough sleep for each day and sleeping very late. Bad sleeping habits may bring a lot of consequences to us which may influence our life. There are consequences that will be affected by bad sleeping habits. According to Harvard Health Publications (2007), there are connection between sleep and heart disease. They had stated that bad sleeping habits may cause heart disease and heart disease will affect the quality of sleep (Harvard Health Publications). On the other hand, the researchers had also mentioned that bad sleep habits brings a lot of consequences, such as high blood pressure, atherosclerosis, heart attack, heart failure, stroke, diabetes, and obesity (Harvard Health Publications). According to Harvard Health Publications, there will be higher risk of getting heart attack due to the bad sleeping habits. Furthermore, the researcher had also stated that bad sleeping habits causes higher risk of getting mood disorder such as major depression (Oster, 2012). Other than that, the researcher had found that students who have bad sleeping habits will negatively affect their academic performance (Park 2009). In addition, bad sleeping habits may also affect the performance and difficulty concentrating in class (Park). National Institutes of Health (2011) had stated that people who suffer from lack of sleep will slower down the thinking processes, harder to focus or pay attention on something, may cause confusion easier, make the wrong decision and risk taking, and slower down the reaction time. People who do something which need quick reaction may be dangerous if they suffer from lack of sleep. According to Cain (2012), the intervention of school will be effective in increasing the knowledge of sleep to adolescents. However, there are no significantly improvements of changing bad sleeping habits (Cain). On the other hand, students had stated that there were no motivations for them to change their habits in order to get more sleep (Cain). According to Cain, he had stated that people who have bad sleeping habits have the trend to avoid the morning bright light. Other than that, the researchers had mentioned that changing a behavior may require the willingness of an individual (Miller Rollnick, 2002, p.10, as cited in Cain). To change the bad sleeping habits, the individuals should have the willingness to change and believe on their own ability which they can change the habits. Motivating me is the way that I can change this habit and knowing more about the effect that cause by the bad sleeping habits may force me to change it. I will change this habit due to the consequences that could bring me. According to Harvard Health Publications (2007), lack of sleep will cause high blood pressure, atherosclerosis, heart attack, heart failure, stroke, diabetes and obesity. Lack of sleep may also affect an individual difficult to focus, decrease reaction time, and faulty decision making (National Institutes of Health, 2011). In addition, the tools that I will use to help me change my bad sleeping habits are avoid to take caffeinated drink at least four hours before going to sleep, not to take nap in the evening because it may make it harder to sleep at night, not taking meals when going to bed but not feel hungry, try to go to bed at same times, and not spending too much of time with bed while not sleeping (Sleep Health Foundation, 2011). According to LeBourgeois, Gi annotti, Cortesi, Wolfson, and Harsh (2005), as cited in Marhefka (2011), avoid taking nap in the late-afternoon or taking nap more than an hour during daytime, and not taking alcohol, caffeine, and tobacco before going to bed may have good sleeping habits. Method To make sure that I change the behavior, the behavior that I measure is the bad sleeping habits. In the baseline phase, I have used a mobile app which called sleepbot (Refer to Appendix F) to help me record my sleeping time and wake up time. This app help to record people’s sleep pattern and it can also track motion. It can help people know what are the problems that make them cannot sleep well and they can change their sleeping pattern through understanding this. Moreover, through recording my sleeping time and wake up time, I can know the amount of my sleeping time that I slept in a day and mostly what time I go to bed. Moreover, in treatment phase, I had set alarm clock for myself which remind me to sleep and wake up on time. Besides, sleepbot is the app that could help me calculate my amount of sleep and how much I debt to my sleep. I had set up the hours that I have to sleep which is eight hours a day and I set the alarm clock by using this app as well. Through using this sleepbot application, it reminds me the time I have to sleep everyday which may help me change my bad sleeping habits. On the other hand, this app may also allow me to record my daily sleeping quality. I will choose this app to help me change my bad sleeping habits because this app has a lot of functions which I can use it and no need to download so many apps that help me record my sleep quality. Furthermore, I will choose this app to help me change my behaviour because the first things that I will do when I open my eyes is check my smartphone. This app has the alarm clock system, so I will turn off it when it ring and it records my wake up time together, and I think it is very convenience. Results In the baseline phase, there are 54.4 hours of sleep time from 29th January 2015 to 5th February 2015 (Refer to Appendix A). The average daily sleep in these seven days is 9.1 hours. There is only a day which I did not sleep for eight hours. However, the earliest sleep time for me is at 12.14am and the latest sleep time is at 1.39am (Refer to Appendix B). Other than that, my earliest wake up time in the baseline phase was at 7.15am, and the latest wake up time was at 11.06am. Even though the total average sleep for me was 9.1 hours, but I do not have a healthy life style (Refer to Appendix A). Therefore, I would like to change it and make me be healthier. The treatment phase started from 12th February 2015 to 19th March 2015. In this treatment phase, I had found that the earliest sleeping time for me was at 11.15pm, but the latest sleep time was at 2.57am (Refer to Appendix D). This has showed that the behaviour that I would like to change had failed. Furthermore, my average sleep ti me in this treatment phase is 8.8 hours per day (Refer to Appendix C). It showed I slept more than eight hours a day, but my sleeping time and wake up time are not the same every day. On the other hand, the researcher had stated that if a person want to have good sleeping habits, they should go to bed at the same time (Sleep Health Foundation, 2011). According to Appendix E, the longest time I slept was about 12 hours, and the shortest time I slept was about four hours. My consumption of sleep dramatically changes every day. Furthermore, the results had showed that I did not change my sleep behaviour throughout the time and it had showed that I had slept latest in the treatment phase than baseline phase. Discussions This treatment programme did not work for me. This is because Lunar New Year was in my treatment phase, and I went to travel on that time. I could not sleep on time because I was not in the hotel on that time. Furthermore, this treatment programme failed because the treament period was the assignment weeks and I had to sacrifice my sleeping time to finish my assignment on time. In addition, I think procrastination is the important effect that I have to sacrifice my sleeping time to do my assignment. On the other hand, I think the app was useful, however, it could not motivate me to sleep earlier. Moreover, I think the weakness of this app was that I have to open the app myself while I want to record my sleep time and it is not convenient for me when I was feeling sleepy. It caused me lost my drowsiness when I started to set my sleeping time. This is because I have to think where my app is which caused me to regain consciousness. I think this app had contributed to me 60 percent out o f 100 percent. This is because it does not provide any other functions such as tips which help for sleeping, or music which makes people relaxes. Furthermore, I always switch off my smartphone when I am sleeping. However, this app needs to on my phone all the time and it drain my phone battery whole night. The difficulties that I had faced in this treatment phase were I did not have any motivation which helps me to sleep earlier. In addition, there were a lot of others factors which caused me to sleep late, such as rushing assignment, watch drama, or chit chatting. Procrastinating could affect my sleeping time. Furthermore, I think that because of nobody urge me to sleep earlier which makes me do not care on it. Besides, I had influenced by other people (e.g. family and housemates) that they all sleep very late and it makes me to sleep late also. According to Voke (2002), environment encourages exploration will encourage the child’s natural motivation. The motivation will come from the encouragement of environment. Other than that, according to Saul (2014), he stated that procrastinating could affect ability to sleep, and also affect general health and well-being. I think the app could add some music in which could help people to relax when they are stress out and could not sleep due to the stressful environment. In addition, I think the app may provide some functions which calculate the intake of caffeine, tobacco, and alcohol in a day. This is because the amount of taking caffeine, tobacco, and alcohol may also affect the quality of sleep. Other than that, I think this app should change their system which allows their user to switch off their phone while they are sleeping. It not only helps the users sleep better, it also helps the users to save the battery of their phone. Besides, I think I should ask someone to urge me to done my work earlier and also go to sleep before 12am. I think it could be effective if someone urging me. Moreover, stay with the people who sleep early could motivate me sleep earlier. In addition, I may also require my family to sleep earlier which help to motivate me.

John F. Kennedy Essay -- President Presidency Governmental Essays

John F. Kennedy John F. Kennedy was one of the greatest presidents of the twentieth century. He united almost the entire nation under a common goal; the Moon. His charisma could turn skeptics into believers, and strengthen the bond between himself and his supporters. He had so much charisma because he used many rhetorical devices in his speeches, the same rhetorical devices that have been wooing crowds of people since the time of Rome. One of his most memorable speeches he gave was at Rice University in 1962. In order to rally the support of the space program by the average United States citizen, Kennedy employs rhetorical devices, rhetorical appeals, and argument structure. Kennedy uses many rhetorical devices in his speech. A poignant example of this is when he employs both denotative and connotative language to add emphasis. An example of him using denotative language can be seen in his sentence; â€Å"†¦ F-1 rocket engines each as powerful as all eight engines of the Saturn combined†¦Ã¢â‚¬  (Kennedy, 1962, p. 2). He knows his audience is made up of mostly engineers who would understand what the Saturn and F-1 boosters are, so he does not waste their time explaining the technical aspects of the engines. The audience would probably enjoy this, because it shows that Kennedy thinks highly of their intellect. Kennedy uses connotative language in his statement; â€Å"We have had our failures, but so have others, even if they do not admit them. And they may be less public.† (Kennedy, 1962 p. 3). In this sentence, Kennedy connotes that the Russians are also having problems with their manned space program, even though they are reluctant to expose their failures to the public. Kennedy also uses connotative speech when he says; â€Å"Well space is... ... contrast in order to show the different intentions of the Soviets, and the US. He feels the Soviets want to dominate mankind under the banner of Communism, but he wants to beat them to the Moon so that Democracy wins the race for dominance. He also uses chronological arguments in the beginning of his speech in order to demonstrate the evolution of technology in the US. This demonstrates how fast we are creating new technologies, and how that will effect our race against the Soviets. Kennedy was among the great speakers throughout history. He was no Abraham Lincoln delivering the Gettysburg Address, nor was he Mark Antony giving the eulogy of Julius Caesar, but he did use the same tools of rhetoric developed and masterfully employed by these great men. References Retrieved from world wide web on 2/24/03, from http://www.rice.edu/fondren/woodson/speech.html

Raising Achievement of Ethnic Minority Children Essay

This literature review would explore the barriers in raising educational achievements of ethnic minority students. As this is a broad area of concern the literature would examine two main barriers such as social background issues and English as Additional Language (EAL) while briefly looking at other barriers such as†¦ Statistical data collected from the Pupil Level Annual School Census (PLASC) 2002 would be analysed in respect to this group social economic status and its effect on their learning. The literature would outline the significance of raising achievement, particularly ICT teacher’s responsibility. This report would identify some strategies/solutions including pedagogical approaches to raising achievement which would be supported by research. The overall findings would illustrate why ethnic minority children underperform academically than their counterparts in school. INTRODUCTION It is important to recognise that ethnic minority pupils may fall into the category of low class low achievement. (Battle and Lewis 2010 pg35) said â€Å"a person’s education is closed linked to their life chances, income and wellbeing† it’s therefore, fair to say that ethnic minority communities are most likely to underachievement than others because of their socio-economic conditions. Language in education has long been the subject of attention by educationists at all levels. Initially as concerning the ‘problem’ of teaching English to children for whom it is not a first language, The Swann Report 1985 pg385 Other drawbacks to raising achievement are institutional racism, lack of motivation, lack of suitable challenge, the appropriateness of activities and tasks, a mix-match of expectations, a perceived irrelevance of the activities and tasks. National Education Authority claim to be â€Å"raising achievement to higher levels and closing student achievement gaps are priorities in schools and communities at all economic levels and in urban, rural, and suburban settings†. (http://www.nea. org/home/17413. htm. Accessed 02/11/12) What is Raising Achievement? According to (DfES 0013-2006. Pg. 6) (Excel and enjoy) raising achievement means a â€Å"tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations, and builds their life chances. It will create opportunity for every child, regardless of their background†. Teachers have a committed liability to enable all learners to attain and achieve their full potential, whether they are SEN (Special Education Needs), EAL (English as an Additional Language) or ethnic minority student. What is Ethnic Minority? The ethnic minorities in the UK, 50% are Asian or Asian British (Indian, Pakistani etc. ), 25% are Black or Black British (Black African, Black Caribbean etc. ), 15% are Mixed Race, 5% are Chinese and 5% are of other ethnic backgrounds. (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. Accessed 02/11/12) Cabinet Office defined it as â€Å"Ethnicity refers to cultural heritage (thus the term ethnic minorities can also be used to include White ‘ethnic’ minority groups in Britain, such as the Irish or people from other European countries). However, the systematic historical and continuing pattern of disadvantage for Black and Asian groups singles them out for special consideration†. (webarchive. gov. uk. Accessed 02/11/12). Barriers to Raising achievement Socio-Economic Backgrounds: Socio class can cause inequality in class which could in turn influence the achievement in children; (C. Stephen pg. 269) Social scientists have recognised the importance of an individual’s family socio economic status (SES) has an influence on the academic achievement of children since the mid-1960s. It could cause low their self-confidence and self-esteem â€Å"ethnic minorities may have special issues related to self-esteem. Because of prejudice, minority members are likely to see a negative image of themselves† ( DeLamater. J & Myers. D pg. 88). (http://www. historylearningsite. co. uk/ethnic_minorities_education. htm) â€Å"Ethnic backgrounds that are less successful in education is because they have a higher percentage of pupils from working class backgrounds. Also the lower a child’s class position, the lower their income. Bangladeshi, Pakistani and Black pupils are more likely to be raised in low income families. This can affect how well they do in school because lack of funds means lack of school equipment, less favourable working conditions e. g. cold house, no desk etc. This inequity could lead to poor or erratic attendance which was cited as a contributory factor to poor attainment in several schools. Table1 the Pupil Level Annual School Census (PLASC) 2002 illustrates the impact of socio-economic disadvantage by comparing relative GCSE performance for pupils who are eligible for free school meals. This shows that pupils from lower socio-economic groups tend to achieve less good results than those from higher socio-economic groups and that this difference is particularly large for white pupils. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Table2: The pupil level annual school census (PLASC) 2002 characteristics: Proportion achieving 5+ A*-C GCSEs for those entered for GCSEs in Maintained Schools in 2002 Note: these charts are based on data collected as part of the 2002 Pupil Level Annual Schools Census. From 2003, data will be based on an updated set of categories including mixed heritage, Gypsy/Roma and Travellers of Irish heritage which are listed at annex A. (Aiming High Raising the Achievement of Minority Ethnic Pupils) Discrimination on grounds such as race will affect effective learning fundamentally in most cases, which is linked to disparities in school. Some schools are ‘institutionally racist’, says Oftsed’s Director of Inspections, Jim Rose – to the annoyance of teachers’ unions. Mr Rose said â€Å"Much of that [racism], we think, is to do with unwitting stereotyping of youngsters and the lack of expectation or lowered expectation of teachers as a result of that sometimes (http://news. bbc. co. uk/1/hi/education/294078. stm)†. With the fact that their â€Å"ethnicity influences their class and their class influences their attitude†, there is concern about the aspirations of underprivileged children â€Å"socio-economic barriers may hinder aspiration formation for these children because of lack of mentors, opportunities, and resources and also doubt their ability to attain in learning† (http://www.learningbenefits. net/Publications/ResReps/ResRep27. pdf pg3). The majority of schools are engaged in a wide variety of initiatives to improve provision and raise the attainment of all pupils. However, few schools monitor these activities systematically and rarely do they have a specific ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting ethnic focus. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7). Strategies to raising achievement of Socio-economic barrier: Having realistic expectations of the educational achievement of children of lower socioeconomic groups will make them feel they can achieve their potential. â€Å"Expectations are also shaped by teacher and student perceptions of the reasons for successes and failures. A â€Å"low ability† student, who views failures as lack of ability and successes as luck, will lose his motivation, feeling that there is little he can change to improve his learning†. (Rose Miller 2001) As evidenced earlier pupils from ethnic minority group have low self –esteem therefore, it is crucial for teachers to encourage the child or young person to find their own preferred style and rhythm of learning so they are motivated to pursue their learning process, making them have ownership of their own learning and work. To help raise achievement teachers and leaders should monitor and track achievement, encourage and support the child to maximize their potential – be aspirational for them. â€Å"Parents with fewer financial resources tend to hold lower aspirations for their children, and young people from socially disadvantaged backgrounds tend to have lower aspirations than their more advantaged peers (Schoon, 2006). Promoting a culturally friendly environments and establishing classroom ethos of respect with a clear approach to racism and bad behaviour â€Å"modelling and promoting values, attitudes and behaviour supportive of race equality in class would explore and target underachievement to raise attainment†. (excellentandenjoymentlearning pg23). Strategically choosing students to work in groups, peer assessment where they can see others work which could help them shape their own work and attain a better grade. However, teachers need to provide students with a stress free learning environment so they can feel included . (EVIDENCE OF WHY THEY NEED STRESS FREE ENVIRON,ENT) The revised National Curriculum includes a statutory inclusion statement setting out how teachers can ensure the curriculum is accessible to all pupils which would certainly help raise attainment for also ethnic minority students . It states that teachers must follow three principles for inclusion: setting suitable learning challenges; responding to pupils’ diverse learning needs; and overcoming potential barriers to learning and assessment for individuals and groups of pupils. (cabinet office pg14). NALDIC (National Association for Language Development in the Curriculum), states that we should therefore ensure access to and progress through the curriculum or subject content. (using ict for eal pg5) Also very few schools review their curricular and pastoral strategies to ensure that they are sensitive to the ethnic groups in the student population and the wider community. In those instances where schools have done this as a result of concerns about a particular minority ethnic group, positive outcomes have resulted. (Raising_the_attainment_of_minority_ethnic_pupils_school_and_LEA_responsespg7) Schools working effectively with pupils in low attaining groups were not found to adopt specific approaches for particular groups of pupils such as minority ethnic groups, but instead personalised the curriculum, pedagogy and assessment such that pupils in any group could benefit. (Effective Teaching and Learning for Pupils in Low Attaining Group). Self- assessment and appropriate target setting according to individual learning styles would help them to build identities as successful learners. The new Teachers’ Standards (DfE, 2011) would enable this strategy to work perfectly as teachers have to ‘Adapt teaching to respond to the strengths and needs of all pupils’†¦evaluate distinctive teaching approaches to engage and support them’. (Standard 5 The QTS Standards: DFES ‘Qualifying to Teach’(2002) In additional, as â€Å"they are much more likely than their peers of a higher socioeconomic environment to have a poor attendance, leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. † http://education-landscapes. eu/pdf/learning_barriers. pdf . Teachers recognise strengths and improvements praising their effort would encourage children participation. Using positive words (‘I’ve seen a spark in you) and encourage this group would make them feel motivated, believe in themselves and appreciated to want to attend school (promoting attendance) regardless of any socio-economic worries. Attending â€Å"parents’ evenings and other less formal school functions can help understand difficulties and help to remove any barriers† http://education-landscapes. eu/pdf/learning_barriers. pdf. This could help build parent teacher relationship and both parties could devise ways to help raise the achievement and eliminate barriers affecting this young person’s learning. ? Respect frustration and encourage a positive approach to setbacks. http://education-landscapes. eu/pdf/learning_barriers. pdf. English as an Additional Language (EAL) barrier on Ethnic Minority: EAL learners will be affected by attitudes towards them, their culture, language, religion, and ethnicity http://www. mkweb. co. uk/emass/documents/Website_EAL_Artwork. pdf. The proportions of pupils with English as an additional language are from ethic minority background groups about five per cent (Black Caribbean pupils) to over 90 per cent (those from Bangladeshi backgrounds). Approximately 9. 3% (over 632,000) of all pupils in schools in England are recorded as having English as an additional language (EAL) according to Statistics of Education 2002(aiminghighraisingachievent pg28). These speech patterns are argued to be consistent with many low income families which are inadequate to meet the demands of the education system. These patterns directly contribute to educational failure as students cannot always understand elaborated speech which teachers use and teachers often misunderstand students who use the restricted speech. As a result there is a breakdown in communication between teachers and pupils. http://www. historylearningsite. co. uk/ethnic_minorities_education. htm. This is a major barrier to achievement as English is not their first language and cannot communicate effectively in lesson, with peers and content of the curriculum it is helpful for the to access prior knowledge so they have a fair understanding before the next lesson â€Å"Language learners need access to the subject curriculum while they are learning English†. EAL students learning is NOT a learning difficulty, learners should not be placed in groups or sets for ‘slow learners’–they need good peer models of subject specific talk and writing. Teacher expectations are powerful determiners of student success. Teachers should reflect high expectations in the ambitious targets set for these children. Bilingual learners need to make more progress each year than their peers in order to catch up (Collier, 1995) –their efforts need to be acknowledged and appreciated, to build their self-image and self-esteem as successful learners. (Making the Difference Teaching and learning strategies in multi-ethnic schools) Solution/Approaches: (Bourne, 1998 and others) Reforming the mainstream to be more language aware is not only good for bilingual learners, but benefits ALL students (Making the Difference Teaching and learning strategies in multi-ethnic schools). Education authorities have recognised the fact that student with EAL will struggle to reach their potential and has incorporate into the new Teachers’ Standards, saying that â€Å"all teachers and trainee teachers will benefit from an understanding and recognition of EAL as a significant field of teaching and learning. (http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy.) It is important to recognise that children learning EAL are as able as any other children, and the learning experiences planned for them should be no less cognitively challenging â€Å"High challenge can be maintained through the provision of contextual and linguistic support and raise attainment. (ExcellenceandEnjoyment:learningandteachingintheprimaryyears,Creatingalearningculture:Classroomcommunity,collaborativeandpersonalisedlearning(DfES 0522-2004 G) However, Schools and colleges will need therefore to provide both physical and virtual learning environments that motivate and support the EAL learner’s distinctive needs. Raising achievement of ethnic minorities students with low attainment and EAL by developing appropriate resources across the curriculum; make effective use of displays boards to support their learning and develop their knowledge of the linguistic, cultural backgrounds. (excellentandenjoymentlearning pg32) It is a legal requirement for literacy to be included into lesson; literacy is fundamental to good learning and achievement. It must therefore be a top priority for teachers consider how subject specific vocabulary like writing out keywords on white board, spelling and pronouncing words correctly which would help improve their English language â€Å"grammar should be introduced, modelled, extended and supported through the teaching of subject content to enhance literacy† (ExcellenceandEnjoymentlearningandteachingforbilingualchildrenintheprimaryyears). Organise small groups for computer-based activities that enable early stage learners to work with other first language speakers and to hear good models of English. â€Å"Establishing layered curriculum targets as a context for language development. Speaking and listening: guided sessions for language development. † (Effective Teaching and Learning for Pupils in Low Attaining Group). Using ICT to raise achievement of Ethnic Minority pupils with EAL. ICT has a vital role to play in providing the appropriate resources and technology for both learners and teachers. Using ICT to support EAL students presents challenges for many teachers of how best to make use of these new and emerging technologies to raise the achievement of their EAL students. (Using ICT to support students who have English as an additional language) Using Creative use of ICT in the classroom can promote inclusion and reflect cultural and linguistic diversity. Multimedia Projects provide excellent opportunities for learners to work collaboratively with other first language speakers. Email, local network links, user groups and video conferencing facilities provide opportunity for learners to communicate with proficient speakers of English and also of their first language across the world. Pupils learning EAL require opportunities to draw on additional contextual support to make sense of new information and language. Content learning for pupils learning EAL can be greatly improved through the use of visual support. This can help learners to conceptualise learning tasks that are being presented to them, or in which they are engaged, even when their knowledge of the target language is limited. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy OCD/Migraine/ Metal plate in head due to past injury. If *** bumps her head call carer immediately/ unhappy to come SRS/difficult to make friends/suffered bullying/kept away from other students at break times in primary school/attention seeker/ mother died due to violently attacked by father (sees father in prison) / CAMHS/ care placement/ Literacy/maths/low self esteem/limited support from home/ IEP/PEP Pedagogy approach to EAL EAL pedagogy is the set of systematic teaching approaches which have evolved from classroom based practices in conjunction with the development of knowledge through theoretical and research perspectives. These approaches meet the language and learning needs of pupils for whom English is an additional language. They can be used in a wide range of different teaching contexts. http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy Setting out limited number of objectives criteria describe what the outcomes will look like when they are achieved; and actions linked to the target objectives to identify what has to be achieved by the end of lesson is said to raise success of learners whose second language is English (excellentandenjoymentlearning pg23). Personalisation is the key to tackling the persistent achievement gaps between different social and ethnic groups. It means a tailored education for every child and young person, that gives them strength in the basics, stretches their aspirations and builds their life chances. Higher standards, better schools for all (HMSO 2006)(from-excellentandenjoymentlearning pg14) The development of EAL pedagogy has been influenced by social constructivist theories which emphasise the importance of scaffolding learning, and those which highlight the importance of socio-cultural and emotional factors. Children learning EAL will be affected by attitudes towards them, their culture, language, religion and ethnicity. (excellentandenjoymentlearning pg14) Learning of English should be distinguished into communicative skills and cognitive and academic language proficiency. Children should be paired up in group so they can become conversationally fluent in the new language by communication and collaborating with others and to catch up with monolingual peers in the development of cognitive and academic language. Activating pupils prior knowledge â€Å"Finding out what pupils know about a topic through questioning, supporting self-monitoring and using KWL (Know, Want to find out, Learned) charts, brainstorming in small groups or pairs, discovery tasks, enabling use of first language. †http://www. naldic. org. uk/eal-teaching-and-learning/outline-guidance/pedagogy. Peer and share, questioning strategies using oral feedback is also important to move learners towards the forms of language used in writing (cognitive) and linguistic development. Children learning an additional language are not just learning vocabularies, grammars and pronunciations; it helps them to learn all other language functions such as questioning, analysing, hypothesising that they need for other subjects like mathematics, science, ICT and so on. Planning lesson for a class that has EAL student.

How does Sylvia Fair create the character of Rosie in her short story, The Road Home? Essay

The Road Home by Sylvia Fair tells the story of Rosie a woman with an unnamed mental disability. The short story is about Rosie, tired of the abuse she has suffered at the hands of some delinquents, who taunt her almost every day. She decides to go to the police. The police tell her that the only way to deal with these boys is to charge them; sadly Rosie misunderstands thinking the â€Å"kind policeman† meant for her to literally charge the delinquents and desperate to please she does exactly that. Of course when she does this the policeman is not pleased and does not praise her; he is of course angry at her. The story gives a deep insight into Rosie’s mind and through her see the world in whole new light. As in reality it is almost impossible for us to understand what it would be like to live everyday life looking through eyes that see the world in completely different way. This is what is so attractive about Sylvia Fair’s short story; it gives us an insight tha t under normal circumstances we would never be able to receive. The Road Home opens with the words â€Å"A solid bulge appeared on the skyline of Penwan†¦Ã¢â‚¬  it is very rare in literature for a human being to be described as a â€Å"bulge†, but this opening description portrays Rosie as lacking humanity and the ability to convey complex emotions. However, this is not the case; as the story progresses the reader finds out that Rosie is like a child, she cannot understand complex emotions and her own emotions are simple. The author expresses this by employing short simple sentences conveying Rosie’s feelings such as â€Å"She felt clumsy.† Rosie’s interpretation of things is childlike. She seems to have picked up the lessons from her childhood and misinterpreted them. Things such as upon breaking her glasses the reader is told â€Å"no matter how much she washed them they still remained broken†. Another example is when a car passes her response is â€Å"to watch, to listen, to smell and to think† which brings to mind â€Å"Stop, Look, Cross.† She always takes things people say literally. This is a cause of a great deal of frustration for Rosie. She desperately tries to do what is asked of her, for example her experiences in school â€Å"Little Rosie squeezed the pencil between her fingers and pressed as hard as she could, so hard that the point broke and the paper tore. And still the teacher nagged her to try harder.† I find this extract incredibly poignant. That sentence alone conveys Rosie’s sufferings, her desperation to please those around her and her frustration when she fails to do this. Rosie is very loyal to her Beret and her Wellington as a child is loyal to a treasured teddy bear. She almost relies on them â€Å"she held her beret down to keep the thoughts in† and â€Å"her wellingtons wouldn’t let her leave.† I think the best way to explain this is that Rosie can not see her brain and the beret is the only thing that seems to make sense to her. In the story, as Rosie’s confidence grows she starts to rely on the wellingtons less and less and when towards the end of the story when she loses that confidence she quickly reverts to relying on her wellingtons again. In my mind it almost as if her beret and wellingtons have some kind of parental charm to her, it as almost as if in the absence of her parents she turns to the wellingtons and the beret for protection and care. Rosie is unable to multitask. This is shown when she is conversing with the police. She gets very upset because she is unable to keep up with everyone shouting at her from so many angles that she can’t cope with it and blocks it all out. It is only when she is spoken to kindly and gently that she is able to calm herself and take in the information. Fair does not give much description of Rosie’s appearance at all. We know she’s big, as she is described as being a mountain and a great bulk among other things. Though reading the story the reader gets an impression of her taking pride in her appearance. She takes great care of her wellingtons and her beret, although she has tied the belt rather than buckling it again suggesting her inability to perform tasks most adults take for granted. even though it is suggested she lives in a fairly deserted way I think this is not because she does not like company, but maybe because she does not have the confidence and that she finds it easier to converse with only animals and her beret and wellingtons. At the end of the short story the Road having gained an impression of Rosie’s character and her day to day struggles, it hard not to feel certain empathy towards Rosie. Sylvia Fair affectively describes her desperation for companionship and how the community that she lives in rejects because of her disabilities. Rosie’s story is tragic in the fact that because of her disability she is unable to convey her feelings to those surrounding and therefore must live her life in isolation.

Gilgamesh and Odysseus Essay

Odysseus main challenge is to help defeat the Trojans in the battle of the Trojan horse. All the men who survived the war and the sea were safely back at home, other than Odysseus, he still had a long journey ahead of him. In the beginning of his journey, his challenge was brought upon him by the powerful God of the sea Poseidon. Poseidon became Odysseus enemy after a Cyclops held him and his crewmates captive. After escaping the Cyclops, Odysseus blinded it with fire and his sword. The Cyclops was the son of Poseidon, after telling his dad what happened Poseidon became full of rage and swore to Odysseus that he would pay for what he had done, and he would wander the seas for ten years as his punishment. After leaving the island of the Cyclops, Odysseus encountered Aeolus, who gave him a bag of winds that would have directed him back to Ithaca. However, one of the crewmembers was anxious to see what was in the bag, that he opened the bag while Odysseus was sleeping. Seeing that Odysseus was the only one that was directed to open the bag this caused terrible winds to come out which blew the men further off course. After many other challenges, at sea Odysseus ended up the only survivor. A few days later, he came to the island of the goddess Calypso; she fell madly in love with him, and held captive on her island for seven years. Upon that seventh year things started to change for Odysseus. Athena, daughter of Zeus and Odysseus’ protector, discussed his fate with the other gods that who assembled in Zeus’ home. All of the gods besides Poseidon sympathized with Odysseus, because of what he did to his son. Zeus however told the God Hermes to tell Calypso to let him go and give him a raft, food, and clothing for his journey to Ithaca; this did not settle will with Poseidon. Poseidon again wrecked Odysseus’ raft and which led him to have to swim to an island naked and exhausted. He woke with laughing women around him, who took Odysseus to meet there parents. They later found out who he was and his role in the Trojan war and helped him on his journey back home. A few more things that took place in his journey back home. When Odysseus finally got home back to Ithaca to be with his family he appreciated what he left behind even more. Odysseus when through many tests, all physically, mental, and emotional but he still survived and overcame his adversities. A woman- a goddess formed Enkidu from clay, by the name of  Aruru. A woman (Shamhat) seduced Enkidu. Gilgamesh sent Shamhat, the harlot to Enkidu as a gift but Enkidu was too full of himself to understand the depth and implications of it. The intercourse was for six days and seven nights. Shamhat was supposedly helped Enkidu become a man and a civilized human being. They learned that the love of a woman was valued above all others. In conclusion, the main comparisons between the journeys of Gilgamesh and The Odyssey were men facing several trials and tribulations that women had been the main cause of the problems and challenges. In Gilgamesh, Enkidu had challenges from the goddess and in Odyssey; Odysseus had challenges from the gods and goddess.

Gandhi, Martin Luther King, And Mandela: What Made Non-Violence Work Essay

The history of violence in the world is well documented. However it is also possible to use non-violence to bring about change. This DBQ will look at two countries where a non-violent movement was successful. India and South Africa were two important nations on two different continents. But although they looked strong on the outside, each one suffered from a disease that threatened the health of the whole. For India, the disease was colonization. For South Africa, it was racial segregation. In each of these nations three conditions help explain why non-violence worked. The first condition was that both of them had been colonies of England. And like England both countries thought law was very powerful, more powerful even than government officials. The second condition was the presence of violence. Without the possibility of a violent revolution, the government might not have been willing to change. The third condition was the presence of a leader, Mohandas Gandhi in India and Nelson Mandela South Africa. Each of these men was so charismatic he could lead his followers to a non-violent victory. Both of them gave their lives to the cause. Gandhi was shot by an assassin while Mandela spent almost twenty-seven years of his life in prison. Mohandas Gandhi, Martin Luther King, Jr., and Nelson Mandela all achieved a revolution and independence in their countries through non-violence. The reason this worked is because the non-violent people would be beaten and killed for doing nothing wrong, this made the attackers look like idiots for killing defenseless people. This would make the attackers realize what they’re doing and they would grant the country independence. The documents provided could be situated into four categories: civil disobedience, self-control, willingness to accept punishment, and embracing the enemy. Document 1 is a letter from Gandhi to Lord Irwin, the English governor in India. The point of view is Gandhi because he is basically telling the governor what his plans of civil disobedience are: Gandhi and the community are going to ignore the Salt Laws and march to the sea to make their own salt. The tone of this letter is very calm and peaceful. Document 2 is an excerpt from Martin Luther King, Jr.’s autobiography along with a photograph of a 1963 sit-in of integration supporters at a lunch counter. The point of view is MLK and the tone of his excerpt is proud because he knows that what  he’s saying is right. This is a good example of non-violence and civil disobedience because the lunch counter was for white people only, and the integration supporters did not fight back at all to the people who may have been throwing stuff at them, pouring stuff on them, or spitting at them. Finally, Document 3 is an excerpt from Nelson Mandela’s book, Long Walk to Freedom, and he is contemplating which tactic to use in order to achieve independence. The tone of this document is just boring because Mandela is simply thinking to himself. After pondering over the situation, he obviously selects the non-violent approach and it works like a charm. An additional document that could be helpful for this category could be a picture of a group of people who are being civilly disobedient and being beaten.