Itt Tech Essays

Itt Tech Essays Itt Tech Paper Itt Tech Paper ITT Technical Institute is a for-profit technical institute with over 100 campuses in 37 states of the United States. (ITT Educational Services, Inc. Announces the Opening of its First College in West Virginia Expanding the Companys Reach into 37 State) ITT Tech is a technical college whose headquarters is based in Carmel, Indiana. (ITT Tech website) It was founded in 1946 as an educational service, Inc. It severs over 70,000 students who attend to further their education in different areas. Some students attend ITT Tech because they feel that it teaches them the skills that they need in order to obtain the degree of their choice. ITT Tech provides and gives students the opportunity to be able to train for a career rather than just a normal job. Students who attend ITT Tech get the chance at having hands on training from the instructors. ITT Tech offer associates and bachelors degrees in areas such as electronics, information, business, drafting and design, criminal justice, and health sciences. Students who decide to take classes with or through ITT Tech will have several options related to their choice of program study. The option to attend some of your classes online is also available. Online learning is available for those seeking to earn a degree by distant learning. Those who posses a busy schedule may also want to do online learning. According to the Zen College life there has been a great deal of research related to ITT Technical Institute. Some reports have shown that this school has issued the larger number of two and four year degrees related to electronics and drafting in 2000-2001. Classed attended at ITT Tech are not as big as a class at a university. This gives the students a better chance at getting one on one with the instructor. The tuition for this school varies depending on where the student will be taking classes. The type of degree will also be a determining factor in tuition cost. The course that the students decide to take will determine how long they are there as well as how long the course may be. It can cost anywhere from $25,000 to $45,000 depending on if a person qualifies for loans or grants. Tuition prices may or may not include text books and even tutoring if it is needed. It may come out to be approximately $500 a credit hour. Students that decide to go to this college have a few options related to financial aid and assistance with payment. They can apply for federal student loans through the United States Department of Education. This may include loans, grants or even work study pay for their college education. Everyone has their own way of learning and some may feel that ITT Tech will be suitable to fit in their lifestyle. It offers a flexible schedule that allows you to work part-time and even continue to be a full time parent to your children. Not all people can afford to attend a university so a school such as ITT Tech is here to help them further their education and obtain a degree in a career of their choice. Some people may see a university as being out of their league because they may not offer some of the things that a school of this sort has to offer. Although ITT Tech is a year round college students do receive breaks so that they are able to focus on any other classes that they may be taking. When choosing a college accreditation is an issue that arises among students. Some students may worry or ask if the college it accredited or not. Well in this case ITT Tech is an accredited college. Each ITT Technical Institute is authorized by the state in which it is located and is either accredited by or in the process of seeking accreditation from an accrediting agency recognized by the U. S. Department of Education. (ITT Tech. edu) Some students may wonder if they will be wasting their time with ITT Tech. according to www. faqs. org students post their views of the school and why they think that it is or is not a good choice. Some students say that the teachers are great and they feel that the information that they are getting is helpful. The teachers are on top of their work and know exactly what they are doing. Others disagree by saying that they are not learning anything from the college and they wouldn’t dare recommend it to anyone. Some students say that ITT Tech has great job placement. However when choosing a school one should always make sure that they do as much research as possible on that school and make that they are getting information the areas that are most important to them. An unhappy college student to equal failure.

S P D F Orbitals and Angular Momentum Quantum Numbers

S P D F Orbitals and Angular Momentum Quantum Numbers The orbital letters are associated with the angular momentum quantum number, which is assigned an integer value from 0 to 3. The s correlates to 0, p to 1, d to 2, and f to 3. The angular momentum quantum number can be used to give the shapes of the electronic orbitals. What Does S, P, D, F Stand For? The orbital names s, p, d, and f stand for names given to groups of lines originally noted in the spectra of the alkali metals. These line groups are called sharp, principal, diffuse, and fundamental. Shapes of Orbitals and Electron Density Patterns The s orbitals are spherical, while p orbitals are polar and oriented in particular directions (x, y, and z). It may be simpler to think of these two letters in terms of orbital shapes (d and f arent described as readily). However, if you look at a cross-section of an orbital, it isnt uniform. For the s orbital, for example, there are shells of higher and lower electron density. The density near the nucleus is very low. Its not zero, however, so there is a small chance of finding an electron within the atomic nucleus. What the Orbital Shape Means The electron configuration of an atom denotes the distribution of electrons among available shells. At any point in time, an electron can be anywhere, but its probably contained somewhere in the volume described by the orbital shape. Electrons can only move between orbitals by absorbing or emitting a packet or quantum of energy. The standard notation lists the subshell symbols, one after another. The number of electrons contained in each subshell is stated explicitly. For example, the electron configuration of beryllium, with an atomic (and electron) number of 4, is 1s22s2 or [He]2s2. The superscript is the number of electrons in the level. For beryllium, there are two electrons in the 1s orbital and 2 electrons in the 2s orbital. The number in front of the energy level indicates relative energy. For example, 1s is lower energy than 2s, which in turn is lower energy than 2p. The number in front of the energy level also indicates its distance from the nucleus. The 1s is closer to the atomic nucleus than 2s. Electron Filling Pattern Electrons fill up energy levels in a predictable manner. The electron filling pattern is: 1s, 2s, 2p, 3s, 3p, 4s, 3d, 4p, 5s, 4d, 5p, 6s, 4f, 5d, 6p, 7s, 5f s can hold 2 electronsp can hold 6 electronsd can hold 10 electronsf can hold 14 electrons Note that individual orbitals hold a maximum of two electrons. There can be two electrons within an s-orbital, p-orbital, or d-orbital. There are more orbitals within f than d, and so on.

Coping with a diagnosis of breast cancer, what axilliary surgery is Essay

Coping with a diagnosis of breast cancer, what axilliary surgery is necessary and arm morbitity following surgery - Essay Example Non-invasive breast cancer does not have the ability to spread to other parts of the body, while the invasive type can spread to other body parts. There are no major known causes of breast cancer, but the aspects of age and family history among others increase the likelihood of developing it. Treatment of breast cancer employs a combination of surgery, radiotherapy, and chemotherapy. Nonetheless, this essay is divided into three major parts. The first part focuses on the coping strategies of women diagnosed with breast cancer. The second part discusses axillary dissection as an option for invasive cancer and sentinel node metastasis. Finally, the third part focuses on lymphoedema, and seeks to establish whether an individual diagnosed with breast cancer is at risk of arm mortality after breast cancer surgery. This essay draws from different journal articles that address the major issues in the essay. These articles provide knowledge that provides answers to the questions raised in ea ch of the three parts of this essay. What coping strategies are used by women when diagnosed with breast cancer? My aim in this section is to describe the paper by Drageset, Lindstrom & Underlid (2010) and consider how this work answers the question. In their work â€Å"Coping with breast cancer: between diagnosis and surgery† published in the Journal of Advanced Nursing, Drageset, Lindstrom & Underlid (2010) had the main aim of investigating and reporting on the coping strategies that women use in the period between when they are diagnosed with breast cancer and when they go for surgery. This therefore, includes the experiences of the women, their pain, and quality of life. In order to report on this, the researchers adopted the qualitative descriptive design, and data collection was by individual semi-structured questions. Only 21 Norwegian women newly diagnosed with breast cancer and awaiting surgery were interviewed. The findings of Drageset, Lindstrom & Underlid (2010)

Customized - (Will be sent in an e-mail as an attachment) Essay

Customized - (Will be sent in an e-mail as an attachment) - Essay Example In Roper v. Simmons, a seventeen year old by the name of Simmons confessed that he plotted the murder and burglary of an older woman. This case placed the question before the Courts as to whether or not a person younger than eighteen years old should be punished with the death penalty when convicted of crimes that would typically mandated capital punishment. The seventeen year old was originally sentenced to death for his crimes. This decision was later overturned by the Missouri Supreme Court and the defendant’s sentence was converted to life imprisonment. The Missouri Supreme Court stated that although there were cases that illustrated that there was a precedent set that allowed for capital punishment for those persons under the age of eighteen, that a ‘national consensus has developed against the execution of juvenile offenders’(2005). This case has since been heard by the United States Supreme Courts. Judicial activism and restraint are concepts that can be re adily viewed in the Roper v. Simmons case when it was decided by the Supreme Court in March 2005. The majority opinion addressed both the Eighth and Fourteenth Amendments when considering the affirmation of the Missouri Supreme Court decision. The Eighth Amendment prohibits cruel and unusual punishment against those in the United States. The Fourteenth Amendment allows all citizens, even those that have committed heinous crimes, equal protection of the laws. Per the court’s opinion, neither the Eighth nor the Fourteenth Amendment disallows the use of the death penalty for either persons that are under the age of eighteen or that are deemed mentally retarded. The Court’s majority states that twenty-two of thirty-seven death penalty states permit the death penalty for the offenders that are sixteen years old. The same thirty-seven states permitted the death penalty for

Love for Cooking Essay Example for Free

Love for Cooking Essay Goal: In this paper I tried to open to different ideas to cooking opposed to giving directions about how to cook. I tried to provide each reason with two examples to give readers a better understanding about what food can really be about. Evaluation: I feel like I did good on the overview on covering all the basics on cooking to where its understandable and relateable opposed to writing is as a recipe or directions list that most people would think cooking is about. Cooking a satisfying dish has three aspects. The first aspect that is usually the most important is eating with the eyes. An example is how the dish is plated, how it smells, and how appealing and appetizing it looks to the eye. Another example that compares to the first example is that if food is plated sloppy or looks and smells unappetizing, it generally doesnt catch peoples attention. A second aspect that relates to the first aspect is using fresh ingredients. Using fresh ingredients means a healthier meal, and also getting natural vitamins, minerals, carbohydrates, and ect. Another example is using fresh food opposed to processed food, because everyone wants to knows what theyre eating. One last aspect is making the dish taste fantastic. A dish that tastes good has people eating more of it, even though it might not be good for them to over-stuff. Another reason is people asking for the recipe or asking the chef to prepare their meals boost confidence in the chef knowing she made a good meal for everyone. One thing that will always remain is that feeling of providing something delicious for the community that has them cominging back and a sense of happiness and successfullnes in a chef.

The Gay Community :: Gays Homosexual Gay Essays

One of the most commonly held assumptions in the gay community is that because politics has regressed to a focus on acceptance in the coastal powers of New York and San Francisco, the entire nation has moved with it. I propose that by looking at the history of Kansas City in a more radical way, we will uncover new evidence to create a more intricate and accurate description of national trends. More specifically, by shifting our focus to a Midwestern city, and by looking at the history of conflicts over space instead of the history of events and people, we will uncover a new body of evidence to complicate national gay histories. Part of the impetus for writing this paper is that I want to explore Kansas City s character and how the dominant culture in the city relates to the gay community. Citizens view the city as the archetypal Midwestern city, and I think this is more than an inflated sense of self-importance. Cultural references to Kansas City suggest its significance, which plays a large part in the formation of citizens identity. During the flood of 1951 Norman Rockwell, who purposely accentuated the wholesome Americana prevalent in the Midwest, offered to help Kansas City in any way he could. The result is the painting Kansas City Spirit, a painting that, in the words of Joyce C. Hall, would forever symbolize that something in good men s hearts that makes them put service above self and accomplish the impossible (Kansas City 61). In many ways Kansas City has come to represent the qualities of the American Heartland that are most revered. Just as significantly, we can understand the city s character in terms of space. Most often, citizens define and praise their city not in terms of what happens there but in terms of what kinds of spaces they have. Kansas City is the City of Fountains and the City of Boulevards and Parks, important characteristics that relate specifically to space. The first of these, the fountains, is also the most popularly espoused one. In Kansas City s book of self-adoration titled Kansas City, fountains are described in this way: Fountains: they are a Kansas City hallmark. Few cities in the world can boast the water artistry that graces the boulevards, parks, and centers here. Herbert Silverman was amazed when he completed the aqua pura tour. Afterwards, he wrote for Travel and Leisure: In the order of magnitude of citizens pride - one must marvel first at its fountains.

Filipino people Essay

Women have always enjoyed greater equality in Philippine society than was common in other parts of Southeast Asia. Since pre-Spanish times, Filipinos have traced kinship bilaterally. A woman’s rights to legal equality and to inherit family property have not been questioned. Education and literacy levels in 1990 were higher for women than for men. President Aquino often is given as an example of what women can accomplish in Philippine society. The appearance of women in important positions, however, is not new or even unusual in the Philippines. Filipino women, usually called Filipinas, have been senators, cabinet officers, Supreme Court justices, administrators, and heads of major business enterprises. Furthermore, in the early 1990s women were found in more than a proportionate share of many professions although they predominated in domestic service (91 percent), professional and technical positions (59. 4 percent), and sales (57. 9 percent). Women also were often preferred in assembly-type factory work. The availability of the types of employment in which women predominated probably explains why about two-thirds of the rural to urban migrants were female. Although domestic service is a low-prestige occupation, the other types of employment compare favorably with opportunities open to the average man. This favorable occupational distribution does not mean that women were without economic problems. Although women were eligible for high positions, these were more often obtained by men. In 1990 women represented 64 percent of graduate students but held only 159 of 982 career top executive positions in the civil service. In the private sector, only about 15 percent of top-level positions were held by women. According to many observers, because men relegated household tasks to women, employed women carried a double burden. This burden was moderated somewhat by the availability of relatives and servants who functioned as helpers and child caretakers, but the use of servants and relatives has sometimes been denounced as the equivalent of exploiting some women to free others. Since the Spanish colonial period, the woman has been the family treasurer, which, at least to some degree, gave her the power of the purse. Nevertheless, the Spanish also established a tradition of subordinating women, which is manifested in women’s generally submissive attitudes and in a double standard of sexual conduct. The woman’s role as family treasurer, along with a woman’s maintenance of a generally submissive demeanor, has changed little, but the double standard of sexual morality is being challenged. Male dominance also has been challenged, to some extent, in the 1987 constitution. The constitution contains an equal rights clause–although it lacks specific provisions that might make that clause effective. As of the early 1990s, divorce was prohibited in the Philippines. Under some circumstances, legal separation was permitted, but no legal remarriage was possible. The family code of 1988 was somewhat more liberal. Reflective of Roman Catholic Church law, the code allowed annulment for psychological incapacity to be a marital partner, as well as for repeated physical violence against a mate or pressure to change religious or political affiliation. Divorce obtained abroad by an alien mate was recognized. Although the restrictive divorce laws might be viewed as an infringement on women’s liberty to get out of a bad marriage, indications were that many Filipinas viewed them as a protection against abandonment and loss of support by wayward husbands. http://www. mongabay. com/history/philippines/philippines-the_role_and_status_of_the_filipina. html La Mujer Indigena – The Native WomanA description of the Filipino Woman during Pre-Spanish Timeby Lorna S. Torralba Titgemeyer| | Introduction:When Sr. Mary John Mananzan came to Vienna to give a seminar on the comparative role and status of the Filipino woman in the family and society, past and present, initially I was not so sure of participating, for reasons difficult to explain. Partly because I was confident of my status as woman and wife, or maybe I was afraid that my individualism and self-confidence might be influenced or could cause changes in me. But curiosity got the better of me. The day turned out to be very amusing, very interesting and very informative. The following is in part a summary of Sr. Mary John? s one-day lecture, reflecting on the status of the pre-Spanish Filipino woman, as this helped me understand why we sometimes have this strange feeling of being different from how we had been brought up†¦ that is, being meek, obedient and humble†¦ in short, a good mujer christiana. From Catalona or Babaylan, La Mujer Indigena to La Mujer ChristianaThe Philippines during the pre-colonial period was not a whole entity, the way it is now. It was made up of loosely related principalities with their own separate social, political and economic systems under their own tribal rulers. Community life and social activities were organized mainly on the basis of kinship, beliefs and economic interest. A group of elders were advisers to the tribal ruler and jointly they acted as judge and lawgiver. In some communities, the Babaylan was highly respected as priestess or religious practitioner, as well as healer, counselor and mediator in the tribe. Although differing in name, every tribe had its own religious practitioners, who were preferred to men. In fact, when a male performed the religious office of a Catalona or Babaylan, he was dressed like a woman. With this reference, I would like to present the unknown image of pre-Spanish Filipino woman, la mujer indigena totally in contradiction to the prevailing belief that the elevation of the status of women, was one of the benefits brought by Spanish colonization. The matriarchal society which many of us believed we always had in the Philippines is also a false presumption. The falsely taken patriarchal upbringing with its machismo and a touch of misogyny came uplater with the Spanish colonization. In the eraly Philippines there had always been an egalitarian relationship not only between husband and wife, but also in the upbringing of offsprings. The early Filipinos gave equal importance to both male and female offsprings. Inheritance was divided equally among them, distinguishing only primogeniture and legitimacy. Education was an opportunity for both sexes. Arranged marriage was a custom among pre-Spanish Filipinos. The groom and his family gave dowry to the bride? sparents, an amount agreed upon according to their means. When married the woman did not lose her name. In some Tagalog regions, if the woman was especially distinguished, the husband usually took her name. So it was usual to hear people refered to the husband of Ninay or the husband of Isyang. The pre-colonial Filipino wife was treated as a companion, not as slave. She enjoyed freedom in making decisions in the family. Her say was not only confined to domestic affairs like having a baby or not. Giving birth many times was disliked by women, especially those who inhabited towns near the sea, saying that in having many children, they are like pigs. For this reason they practiced abortion after having the desired number of children. What name to give a child was also her prerogative. She enjoyed a key role in the economic stability of the family. Formal contracts were done only in her presence. In fact there were only very few husbands who would dare enter into contracts without the consent or presence of their wives. It was seldom that a woman did not know how to manage the family landholdings. She had the task of agricultural production once the ground had been prepared by the man. She engaged herself in weaving and pottery-making and usually managed the trading of products and wares. The role of women in the political field, especially leadership role is a disputable subject for those who say, this was based merely on legends. Remember the legend of Queen Maniwantiwan, the wife of Datu Marikudo whose consent had to be secured before he could sell his lands to the Bornean immigrants led by Datu Puti. Another queen who is reported to have ruled Cotabato in the seventh century was Queen Sima. The practice of primogeniture with regard to inheritance regardless of sex allowed women to succeed their fathers as rulers of tribes. The most famous of the women leaders of pre-Spanish society was Princess Urduja of Pangasinan. She was supposed to be a beautiful Amazon, courageous and intelligent, possessing knowledge of languages and culture of Old Asia. In Teresita Infante? s documented study, The Woman in Early Philippines and Among Tribal Minorities, there is a description of the role of women among the Kalingas: â€Å"Kalinga women are not barred from belonging to the highest rank of society, which entitles them to the privileges equal to those of men in similar rank. Some are recognized as pact holders and as she is the one who owns the pact, only her children or relatives have the right to inherit it. † Pact holders were those who held agreement with a prominent citizen of another tribe or community in which each party agreed to give protection and aid to all members of each other? s community while they were in his/her territory. Punishment was imposed if any harm had been done to them by his/her tribe member. This important position of being a pact holder was recognized among women in the pre-Spanish society. In the event of divorce caused by childlessness, infidelity, failure to fulfill obligations towards family, etc. the dowry had to be returned by the bride? s family if she was at fault. However, if the husband was at fault, he lost any right of its return. The children were divided equally between the two regardless of sex. The conjugally-acquired property was also divided equally. This way, she possessed equal rights with regard to divorce according to law and custom. To summarize, the pre-Spanish filipino woman, the mujer indigena had an honoured position in the family and society, which was dispensed with by the Spaniards. A new Filipina was formed, a person moulded to the image and likeness of the perfect woman of the Iberian society of her time. She had to follow many rules and regulations on how to lead the life of a good mujer christiana, which meant lesser freedom and rights. | http://www. univie. ac. at/Voelkerkunde/apsis/aufi/wstat/mujer. htm.

Lack of interest in mathematics Essay

This paper explores the behaviour, attitudes and beliefs of primary school pupils towards mathematics in the classroom and the impact that this may have on their mathematical ability. The study focused on year 3 pupils from a local school, some of whom took part in focus groups towards the end of the project. The children completed short worksheets, which were used to stimulate a guided discussion on what aspects of mathematics the children liked and disliked. The aim of this project was to isolate possible causes of negative attitudes towards mathematics and to discuss what their implications might be. Keywords: Primary, Attitudes, Purpose, Anxiety, Confidence, Language, Reflection Introduction Mathematicians have long held a high level of respect amongst their academic peers. Yet the subject of mathematics, although revered, remains a source of anxiety and trepidation for a large number of people. Widespread negativity towards mathematics appears in many forms, from misrepresentation in the media to the social stigma that seems to surround those who are mathematically gifted. Children often set mathematics aside as a cause for concern, despite their limited exposure to it (Hoyles 1982). It is a subject unlike most others, since it requires a considerable amount of perseverance from the individual in order to succeed. A negative attitude towards mathematics could considerably reduce a person’s willingness to persist with a problem. Without the ability to persevere, mathematical development is likely to be difficult. The purpose of this project is to determine the possible root causes of these negative attitudes towards mathematics. The study focused on Year 3 pupils from a local school, some of whom took part in focus groups. Three focus groups were carried out, each consisting of four children with similar abilities. Children were selected based on observations from previous visits. Subjects were chosen if they displayed strong feelings for or against mathematics, or if they were at the extremes of the ability range. The focus groups lasted for approximately 30 minutes and were broken into two parts. Firstly, the children were given 10 minutes to attempt four questions tailored to their ability range. The questions involved symmetry, arithmetic, a word problem and a problem solving exercise. The remaining time was used to discuss what the children felt about mathematics, using the worksheet as a focal point. It is hoped that this project will provide significant insights into why many children have a pessimistic outlook on mathematics and indicate where future research is needed. Mathematics and its apparent lack of purpose Children may find the nature of mathematics difficult to cope with as its wider reaching implications can be hard to see. Experiments are carried out for the physical sciences, From Informal Proceedings 29-1 (BSRLM) available at bsrlm.org.uk  © the author – 7 Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 29(1) March 2009 pictures are drawn in art class and language skills are used in everyday interactions with other people. However, mathematics has a very formal written sense about it, where activities remain intangible to the child. From the remarks I witnessed in the focus groups, it seems that children find it difficult to make a connection between the work they do on paper and its practical applications. The following transcript is taken from the high-ability focus group: Charlie: You need to be good with numeracy, say when you’re say, shopping for something – You need to work out how much you’re paying. You don’t have to be a genius at it, but you have to be quite good at it. f you’re a shopkeeper, and someone gave you like about  £20, and something was like  £15 and they didn’t know much how much to give them back. And if you didn’t know, you should learn more in your maths. It was rather surprising to see pupils across the entire ability range unable to make connections between mathematics and its many practical uses. Counting money was the only association that they were able to make, even though it had not been covered in recent work. It is interesting that the high achievers, although mathematically gifted, could not establish any more real world applications than the low achievers. However, the low achievers present more of a concern, as motivation to improve their mathematical understanding cannot be aided by their innate ability. Certainly, the children cannot be expected to make these connections without assistance from a teacher. In fact, some believe that the most effective teachers are connectionists (Askew et al. 1997), although perhaps there is currently insufficient emphasis on the practical uses of mathematics in the curriculum. Human nature does not favour futile endeavours; if a difficult task appears to have no purpose, then few will continue to follow it through. If low achievers are unable to see the wider benefits of having strong mathematical skills, then they may lack motivation, which is vital in a difficult subject such as mathematics. Understanding the purpose of mathematics should not only help to improve motivation, but could help in the actual formulation of concepts. In 1991, Harel and Tall discussed the importance of what they called ‘the necessity principle’: From Informal Proceedings 29-1 (BSRLM) available at bsrlm.org.uk  © the author – 8 Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 29(1) March 2009 This principle states that the subject matter has to be presented in such a way that learners can see its necessity. For if students do not see the rationale for an idea (e.g., a definition of an operation, or a symbolization for a concept), the idea would seem to them as being evoked arbitrarily; it does not become a concept of the students. (Harel and Tall, 1991 41) They believed that a notion is more likely to be abstracted successfully if the learner can acknowledge the necessity of the concept. In the context of this project, the learner needs to be aware of the purpose behind their work. For young learners, understanding the practical uses of mathematics could be sufficient to both motivate them and allow the necessity principle to be satisfied. Further research is required on this issue, as its scope may be greater than previously thought. As with all the findings in this project, the data was collected from a small sample group, and so it may be difficult to generalise to a larger population. However, based on the remarkable similarities between responses in this particular classroom and the general attitude towards mathematics in our society, I would suggest that the apparent lack of purpose in mathematics is a sentiment felt by many. Self-belief and mathematical ability Nothing was more evident during the focus groups than the lack of self-belief  shown by many of the children. Low and middle achievers quickly resigned themselves to failure, without truly attempting all of the questions on their worksheet. There was a consistent association of mathematics with ‘cleverness’, as many of the children felt not only that numeracy was harder than literacy, but that to be clever you had to be good at numeracy. In effect the children were implying that someone who excels in literacy will not be perceived as being clever unless they can display a similar exemplary ability in numeracy. As a result, children who perceived themselves to be weak felt that they would be incapable of solving harder mathematical problems. A girl from the middle-ability group remarked: Faye: I’m just going to do a simple answer, which is probably wrong. While some would say that any answer is better than no answer, Faye’s decision to give up and guess occurred before she had given any real consideration to the question. This example was typical of her low confidence in mathematics; an attitude which I believe greatly misrepresents her ability. Many of the children showed signs of anxiety whilst attempting the worksheets, shuffling awkwardly in their seats, glancing at their peers with worried expressions and making negative comments about the difficulty of the current task. Previous research into anxiety and mathematics (Hoyles, 1982) indicates that a connection may lie between an individual’s perceived ability and their level of success. The absolute nature of mathematics, where there is normally only one right answer, could add considerably to a negative attitude towards mathematics. Overall, girls expressed much lower confidence than boys, even among the high achievers. They frequently attributed success and failure to external factors, such as luck and the perceived difficulty of a question. In comparison, most boys recognised that success was due to their own ability, and that failure was caused by either a lack of effort or understanding on their part. Whilst this distinction was not absolute it did apply to the vast majority of pupils that took part in the focus groups. The difference  in attitudes towards mathematics between genders has been researched in depth by many, notably Stipek and Gralinski (1991). Although girls and boys are roughly equal in the league tables at GCSE level, there is a remarkable difference in A-level and University uptake. It is quite possible that primary school experiences are alienating girls from the subject, to the detriment of their long term mathematical development. The reason for this is currently unclear and warrants further From Informal Proceedings 29-1 (BSRLM) available at bsrlm.org.uk  © the author – 9 Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 29(1) March 2009 Undoubtedly, the teacher faces an uphill struggle trying to balance a diverse range of abilities and attitudes, an ever changing curriculum and strict time constraints. However, there are several outcomes of this project that should be considered by the education community. For example, it may be worth exploring how the children perceive mathematics and its uses outside of school. By improving the understanding of the uses of mathematics, pupils will hopefully see the benefits of developing strong mathematical skills for more than just academic purposes. Likewise, low self-belief is an issue that all teachers can attempt to address. We need to dispel the notion that mathematics is a subject limited to geniuses and that children of all abilities can be successful in the subject. The structure of the lesson and the time constraints of the school day should also be up for revision, as the current lesson format may not be the most efficient. The school curriculum is often subject to repetition, some of which may be avoidable with a subtle shift in lesson structure. Conclusion It is clear that children’s attitudes towards mathematics can be influenced by a wide variety of factors. This project has gone some way to identifying what a few of these factors might be, but there is still plenty of scope for future research. In particular, children’s views on practical uses of mathematics and the difference in attitudes between genders require further study. Additionally, the importance of reflection in primary education needs to be discussed in much greater detail. References Beth, E. and J. Piaget. 1966. Mathematical Epistemology and Psychology, Dordrecht: Riedel. Hoyles, C. 1982. The Pupil’s View of Mathematics Learning. Educational Studies in Mathematics 13 (4): 349-372. Dubinsky, E. 1991 Reflective Abstraction in Advanced Mathematical Thinking. In Advanced Mathematical Thinking, ed. D. Tall, 95-102. Dordrecht: Kluwer Academic Publishers. Harel, G., and D. Tall. 1991. The general, the abstract and the generic in advanced mathematical thinking. For the Learning of Mathematics 11 (1): 38-42. Stipek, D. and H. Gralinski. 1991. Gender Differences in Children’s Achievement-Related Beliefs and Emotional Responses to Success and Failure in Mathematics. Journal of Educational Psychology 83 (3): 361-371. Askew, M., M. Brown, V. Rhodes, D. Johnson, and D. William. 1997. Effective Teachers of Numeracy: Final Report. London: Kings College. From Informal Proceedings 29-1 (BSRLM) available at bsrlm.org.uk  © the author – 12

KKK

KKK Piloted by the thoughts of a world with only one superior race, the KKK often uses violence and moves over the law to promote their cause. They have been in the darkness for over one hundred and thirty years and continue to increase in America's society today.The Klan began during the reform period after the civil war in the Southern United States. The southern people had suffered greatly from the effects of the war. Many of them lost their homes and plantations. The people needed a release from the sorrow of everyday life.In 1865, six men from a small town in Tennessee began what has grown to be the largest and most feared "hate group" in the country. The men decided to make a club to help release the stress of the times. The men were all poor and could not afford to make gowns or costumes for the group, so they decided to use linens.Cartoon from 1868 ("'Tis but a change of banners -...They wore the linens and put pillowcases on their heads. They also draped the linen over the horse s they rode. In the beginning, the men wanted to do nothing more than play pranks on people. The Klan members soon realized what they could do with the fear tactics they placed on the towns-people.Word spread across the South about these masked men. Many people loved the idea and wanted to be involved; the Klan quickly grew. A leader was soon needed to control the large group. Their first choice was Southern General Robert E. Lee; he became very ill and could not continue the position. Their next choice was a man named Nathan Bedford Forrest. (www. KuKluxKlan.org/history2.html) Forrest, although he was not as well known as General Lee, was seen as a good leader. He was born in Mississippi and...

4 Teaching Philosophy Statement Examples

4 Teaching Philosophy Statement Examples An educational philosophy statement or teaching philosophy statement is a brief essay that all nearly prospective teachers are required to write. Vanderbilt University explains: A teaching (philosophy) statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. A well-crafted teaching statement gives a clear and unique portrait of the author as a teacher. Ohio State Universitys Center for the Advancement of Teaching further explains that a teaching philosophy statement is important because a clear philosophy of teaching can lead to a change in teaching behavior and foster professional and personal growth. Examples of Teaching Philosophy Statements Sample 1 This passage is an example of a strong statement of teaching philosophy because it puts students where they belong in education: at the front and center of a teachers focus. An author who writes such as a statement is likely to continuously examine and verify this philosophy  by always ensuring that student needs are the primary focus of all lessons and schoolwork. My philosophy of education is that all children are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks. I believe that there are five essential elements that are conducive to learning. (1) The teachers role is to act as a guide. (2) Students must have access to hands-on activities. (3) Students should be able to have choices and let their curiosity direct their learning. (4) Students need the opportunity to practice skills in a safe environment. (5) Technology must be incorporated into the school day. Sample 2 The following statement is a good example of a teaching philosophy because the author emphasizes that all classrooms, and indeed all students, are unique and have specific learning needs and styles. A teacher with such a philosophy is likely to ensure that she spends time helping each student achieve her highest potential. I believe that all children are unique and have something special that they can bring to their own education.  I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others. Every classroom has its own unique community; my role as the teacher will be to assist each child in developing their own potential and learning styles. I will present a curriculum that will incorporate each different learning style, as well as make the content relevant to the students lives. I will incorporate hands-on learning, cooperative learning, projects, themes, and individual work that engage and activate students learning.   Sample 3 This statement provides a solid example because the author emphasizes the moral objective of teaching: that she will hold each student to the highest expectations and ensure that each one is diligent in her studies. Implied in this statement is that the teacher will not give up on even a single recalcitrant student. I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy. With dedication, perseverance, and hard work, her students will rise to the occasion. I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well. Sample 4 The following statement takes a slightly different tack: Classrooms should be warm and caring communities. Unlike the previous statements, this one minimizes the individuality of students and emphasizes that, essentially, it take a village to foster truly community-based learning. All teaching strategies then, such as morning meetings and community problem solving, follow this philosophy. I believe that a classroom should be a safe, caring community where children are free to speak their mind and blossom and grow. I will use strategies to ensure our classroom community will flourish, like the morning meeting, positive vs. negative discipline, classroom jobs, and problem-solving skills. Teaching is a process of learning from your students, colleagues, parents, and the community. This is a lifelong process where you learn new strategies, new ideas, and new philosophies. Over time, my educational philosophy may change, and thats okay. That just means that I have grown and learned new things. Components of a Teaching Philosophy Statement A teaching philosophy statement should include an introduction, body, and conclusion- just as you would expect of your students if they were writing a paper. But there are specific components that you need to include in any such statement: Introduction: This should be your thesis statement where you discuss your general belief about education (such as: I believe all students have a right to learn) as well as your ideals in relation to teaching. You should begin with the end, says James M. Lang in an Aug. 29, 2010, article titled, 4 Steps to a Memorable Teaching Philosophy published in The Chronicle of Higher Education. Lang says you should consider what the students will have learned once they depart your class, after having been guided by your teaching philosophy and strategies. Body: ​In this part of the statement, discuss what you see as the ideal classroom environment and how it makes you a better teacher, addresses student needs, and facilitates parent/child interactions. Discuss how  you would facilitate age-appropriate learning,  and how you  involve students in  the assessment process. Explain how you would put your educational ​​ideals  into practice. Lang says that you should clearly state your goals and objectives for students. Layout specifically what you hope your teaching will help students to accomplish. Be specific by telling a story or offering a detailed description of an innovative or interesting teaching strategy you have used, says Lang. Doing so, helps your reader understand how your teaching philosophy would play out in the classroom. Conclusion: In this section, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on these to meet future challenges.  Focus on your personal approach to pedagogy and classroom management, as well as what makes you unique as an educator, and how you wish to advance your career to further support education. Lang notes that, while you dont need to use official citation style, you should cite your sources. Explain where your teaching philosophy originated- for example, from your experiences as an undergraduate, from a faculty mentor you worked with during your teacher-training program, or perhaps from books or articles on teaching that had a particular influence on you. Formatting Your Statement In addition to considering the type of teaching philosophy to write, Ohio State University offers some general formatting suggestions. The Ohio State University Center for the Advancement of Teaching states: Statement Format There is no required content or set format.  There is no right or wrong way to write a philosophy statement, which is why it is so challenging for most people to write one. You may decide to write in prose, use famous quotes, create visuals, use a question/answer format, etc. There are, however, some general rules to follow when writing a teaching philosophy statement, says the universitys teacher-training department: Keep it brief. The statement should be no more than one to two pages, according to the Ohio State University Center for the Advancement of Teaching. Use present tense, and write the statement in the first person, as the previous examples illustrate. Avoid jargon. Use common, everyday language, not technical terms, the university advises. Create a vivid portrait that includes strategies and methods ... (to help) your reader take a mental peek into your classroom, adds the Ohio State University Center for the Advancement of Teaching. Additionally, make sure you talk about your  experiences and  your  beliefs and ensure your statement is original and truly describes the methods and philosophy you would employ in teaching, the university adds.

Air pollution in US Essay Example | Topics and Well Written Essays - 500 words

Air pollution in US - Essay Example Air pollution has had adverse effects on the people of the US. Indoor air pollution may trigger allergic reactions in sensitive individuals, including asthma, respiratory-tract infections, emphysema, cardiovascular diseases and bronchitis (Phalen and Phalen 30). Some effects may be fatal or severely debilitating such as cancer, heart disease and some respiratory diseases and may only be noticed after repeated or long periods of exposure. Treatable effects include irritation of the nose, eyes and throat, dizziness, fatigue and headaches. The effects of outdoor pollutants include permanent lung damage, irritation of the respiratory system, asthma attacks, susceptibility to respiratory infections and acute bronchitis (EPA). Some have severe effects such as lead which accumulates in bones and adversely affects kidney function, the nervous system, cardiovascular system as well as developmental and reproductive systems. Environmentally, air pollution is responsible for climate change and g lobal warming through the greenhouse effect. It is important that air pollution is reduced to levels that have minimal environmental and health effects. Statistics from EPA show significant reduction of the emission of pollutant gases in the period between 2000 and 2012. Carbon monoxide emission reduced by 51%, lead by 50%, while that of sulfur dioxide reduced by 66%. In line with this, EPA promulgates regulations that should be followed by individual citizens, businesses, communities and states.