Education-Strategy Essay Example for Free

Education-Strategy Essay It is a common knowledge in human development that individuals have stark differences especially in their cognitive capacities and behavioral attributes. Education was then established to somehow reconcile this individual diversity hence it is a must for teachers to allot substantial amount of their time to prepare and assess instructional approach and materials that they will employ in classes of heterogeneous populace of students. To effectively facilitate the learning outcomes of students, teachers at every level should map out their objectives for the specified topic of each instructional period. Teachers usually have different strategies in preparing a lesson; some create detailed and meticulously encoded charts while other teachers plainly scrawl down the notes for a particular topic at a discarded piece of pad. Strategies in planning for an instructional approach are immaterial because the most important endeavor is for the teacher to execute wise decisions about the feasibility of their instructional technique to the successful attainment of learner goals. Furthermore, it is an educational requirement that teachers should be well-equipped of the knowledge that they are teaching because specialization of a particular subject matter effectually bolsters the realization of an educator’s designed objective for the improvement of students’ cognitive competence. First and foremost, before a teacher could outline relevant topics for a subject matter and its corresponding intent the teacher must conduct a pre-assessment of the students’ capacity and skills in a class that is needed to be handled; it can be in a form of a diagnostic test or conversational question-and-answer approach. The teacher ideally should not carry out an impersonal treatment to the students since they are not basically identical in aptitude and manners. After carefully assessing the individual needs of the students a teacher then must enterprise in designing a lesson plan that is precisely appropriate for the learners’ demand. In delivering carefully prepared instructional scheme, a teacher must keep in mind the unavoidable nuisance that may hinder the proper execution of the lessons’ objectives. In addressing this kind of problem in the classroom, teachers should make use of rewards and punishments to further reinforce the need to conquer irresponsible learning behaviors and the encouragement of receptiveness to knowledge enhancement. At the end of a specified topic’s timeframe, the teacher then is expected to administer a check-up test. In doing so, a teacher must be aware of the following criteria in designing a test questionnaire; the test must coincide with the intended learning objectives; the test questions should accurately recount the information taught; the test items must quantify relevant ideas and not those that are insignificant; the test items must be able to assess the composite behaviors, the practical abilities or principles-application of the students and not just simply reckoning memory skills; and lastly, the test questionnaire must be clear and simple to avoid confusion. The test should not be purely objective because it cannot measure the reasoning abilities of students. Provide spaces in the test papers that will measure the subjectivity level and argumentative skills of the students. Commonplace negative feedbacks occur every after a test exam is successfully completed. Normal setbacks such as large percentages of failing students occur that extremely pressures teachers because of strict adherence to the set timeframe of lesson plans. In cases of unforeseen problems like this, a teacher must devote time to communicate with the students to inquire the difficulties they have encountered in the entire instructional program. Subsequently, after the appraisal of the factors contributing to the failure of a large portion of students in the examination, the teacher may form study groups that will be evenly comprised of both astute and slow-learners. The teacher then must monitor that the study groups discuss or brainstorm about the previous topics while a new one is being elicited. Afterwards, the teacher may administer another test to evaluate the success of the remedial approach. Works Cited Center for Teaching and Learning. Brigham Young University http://ctl. byu. edu/? page_id=343 Ten Must-Know Facts About Educational Testing. PTA: Every Child, One Voice, 2000-2008 http://www. pta. org/archive_article_details_1117837372328. html

Nuclear Energy: Energy of the Future or Environmental Disaster? :: Physics, Atom, Radioactivity, Uranium

An atom slams into another, sending a wave of energy outward when it splits. The extremely hot heat wave collides with water, instantaneously turning it to steam. This steam shots up to turn a massive wheel- and electricity is made. This may sound like some cheesy sci-fi movie, but, in fact, is a real process used to make energy around the world. Nuclear power. But many critics and concerned citizens alike argue that it’s not worth it. The controversy around nuclear power only grows each year as the need for clean power increases- but is nuclear power the ‘silver bullet’ to the energy crisis or a risky gamble that we can’t afford to make? Pros The first question many ask is why, why use radioactive uranium instead of simple coal or oil? Think of it this way- Nuclear reactors make thirty-five tons of waste each year. Seems like a lot, right? But, coal plants make over 15 tons of waste†¦per minute. That’s over seven billion tons per year! ( Enc. America 2) Also, reactors release absolutely no emissions – gasses – into the air. That means they don’t contribute to global warming at all. (NEI 2) Not only are nuclear reactors environmentally friendly, they are also economical, too. The building of a reactor is a big project, so it ads many jobs to the US. By using reactors, we lower our foreign fuel dependence by over 2.1 billion barrels since 1979- that’s billions of dollars that stays in the wallet of the United States. (NEI 2) Many people who fear nuclear power imagine a nuclear meltdown to be like an atomic bomb – Mass destruction, mushroom clouds, the lot. But really, the truth is, no matter what, that can’t happen. There just simply isn’t enough uranium to explode. (NEI-2, 1) At a nuclear power plant, all disaster scenarios are considered and multiple safety systems are implemented against them. For example, plants have a wide variety of sensors and monitors measuring everything from temperature, water pressure, water level, and many other things. If any of these sense something wrong, the plant will immediately and automatically shut its self down. (NEI-2, 2) Not only that, but there are many physical barriers as well; ceramic pellets that hold the fuel and the waste; fuel rods made of a sturdy zirconium alloy; a large steel, sealed container with eight-inch wall; and last but not least, the massive concrete structure that is the plant itself.

Ict Movie Maker vs Adobe Premier Pro

ICT What Movie Maker is capable of doing Windows movie maker is able of: * Find all your video’s and images * Find any special sounds effects * Find any music * Decide on any written content * Make a rough plan of the running order * Create your movie. Advantages of using Windows Movie Maker 1) It is available free on any windows operating system 2) It is easy to learn 3) It is pretty straight forward 4) You do not need film editing experience in order to use windows media player 5) There are over 130 effects, transitions, titles, and credits available 6) After capture, any clip can be dragged and dropped anywhere on the timeline.Disadvantages of using Windows Movie Maker 1) It suffers from crashes frequently. 2) Program freezes at times. 3) It is not possible to uninstall the program through the add/remove panel. 4) It is not possible to do complex editing. Adobe Premier Pro Advantages of Adobe Premier Pro 1) The software has the ability to go into extensive detail and edit v ideos within seconds. 2) Larger videos are easier to convert and use in the program although this is not important to my solution as I will only be creating small clips (max. minutes). 3) Contains a feature called timeline which allows for zooming in and out. 4) Several tutorials available online Disadvantages of Adobe Premier Pro 1) More expensive than most other competitive software of the same type. 2) To use the features if the software users are required to view forums, see the help section of Adobes website as most features are more complex than they are required to be and most people are used to. 3) Larger file sizes are left in comparison to other packages, requiring more disk space.

Susan B. Anthony, Womens Suffrage Activist

Susan B. Anthony (February 15, 1820–March 13, 1906) was an activist, reformer, teacher, lecturer, and key spokesperson for the woman suffrage and womens rights movements of the 19th century. Together with Elizabeth Cady Stanton, her lifelong partner in political organizing, Anthony played a pivotal role in the activism that led to American women gaining the right to vote. Fast Facts: Susan B. Anthony Known For:  Key spokesperson for the 19th-century womens suffrage movement, probably the best-known of the suffragistsAlso Known As:  Susan Brownell AnthonyBorn:  February 15, 1820 in Adams, MassachusettsParents: Daniel Anthony and Lucy ReadDied:  March 13, 1906 in Rochester, New YorkEducation: A district school, a local school set up by her father, a Quaker boarding school in PhiladelphiaPublished Works:  History of Woman Suffrage, The Trial of Susan B. AnthonyAwards and Honors: The Susan B. Anthony dollarNotable Quote: It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole people, who formed the Union. Early Life Susan B. Anthony was born in Massachusetts on February 15, 1820. Her family moved to Battenville,  New York when Susan was 6 years old. She was raised as a Quaker. Her father Daniel was a farmer and then a cotton mill owner, while her mothers family had served in the American Revolution and worked in the Massachusetts government. Her family was politically engaged and her parents and several siblings were active in both the abolitionist and temperance movements. In her home, she met such towering figures of the abolitionist movement as Frederick Douglass and William Lloyd Garrison, who were friends with her father. Education Susan attended a district school, then a local school set up by her father, and then a Quaker boarding school near Philadelphia.  She had to leave school to work to assist her family after they suffered a steep financial loss. Anthony taught for a few years at a Quaker seminary. At the age of 26, she became a headmistress at the womens division of the Canajoharie Academy. She then worked briefly for the family farm before devoting herself full-time to activism, making her living off of speakers fees. Early Activism When she was 16 and 17 years old, Susan B. Anthony began circulating anti-slavery petitions.  She worked for a while as the New York state agent for the American Anti-Slavery Society. Like many other women abolitionists, she began to see that in the â€Å"aristocracy of sex†¦woman finds a political master in her father, husband, brother, son.† In 1848, the first Women’s Rights Convention in the U.S. was held at  Seneca Falls, New York, launching the womens suffrage movement. Susan B. Anthony was teaching and did not attend. A few years later in 1851, Susan B. Anthony met Elizabeth Cady Stanton, one of the Conventions organizers, when they both were attending an anti-slavery meeting also at Seneca Falls. Anthony was involved in the temperance movement at the time. Because Anthony was not permitted to speak at a general temperance meeting, she and Stanton formed the Womens New York State Temperance Society in 1852. Working With Elizabeth Cady Stanton Stanton and Anthony formed a 50-year lifelong working partnership. Stanton, married and a mother to a number of children, served as the writer and theorist of the two. Anthony, never married, was more often the organizer and the one who traveled, spoke widely, and bore the brunt of antagonistic public opinion. Anthony was good at strategy. Her discipline, energy, and ability to organize made her a strong and successful leader.  During some periods of her activism, Anthony gave as many as 75 to 100 speeches a year. Post War After the Civil War, Anthony was greatly discouraged that those working for suffrage for black Americans were willing to continue to exclude women from voting rights. She and Stanton thus became more focused on woman suffrage. She helped to found the American Equal Rights Association in 1866. In 1868, with Stanton as editor, Anthony became the publisher of The Revolution. Stanton and Anthony founded the National Woman Suffrage Association, larger than its rival American Woman Suffrage Association, associated with Lucy Stone. The two groups would eventually merge in 1890. Over her long career, Anthony appeared before every Congress between 1869 and 1906 on behalf of women’s suffrage. Working for Womens Rights Other Than Suffrage Susan B. Anthony advocated for womens rights on other fronts besides suffrage. These new rights included the right of a woman to divorce an abusive husband, the right to have guardianship of her children, and the right for women to be paid equal to men. Her advocacy contributed to the 1860 passage of the Married Womens Property Act, which gave married women the right to own separate property, enter into contracts, and be joint guardians of their children. Much of this bill was unfortunately rolled back after the Civil War. Test Vote In 1872, in an attempt to claim that the constitution already permitted women to vote, Susan B. Anthony cast a test vote in Rochester, New York, in the presidential election. With a group of 14 other women in Rochester, New York, she registered to vote at a local barbershop, part of the New Departure strategy of the woman suffrage movement. On November 28, the 15 women and the registrars were arrested. Anthony contended that women already had the constitutional right to vote. The court disagreed in  United States v. Susan B. Anthony. She was found guilty, though she refused to pay the resulting fine (and no attempt was made to force her to do so). Abortion Stance In her writings, Susan B. Anthony occasionally mentioned abortion. She opposed abortion, which at the time was an unsafe medical procedure for women, endangering their health and life. She blamed men, laws, and the double standard for driving women to abortion because they had no other options. When a woman destroys the life of her unborn child, it is a sign that, by education or circumstances, she has been greatly wronged, she wrote in 1869. Anthony believed, as did many of the feminists of her era, that only the achievement of womens equality and freedom would end the need for abortion. Anthony used her anti-abortion writings as yet another argument for womens rights. Controversial Views Some of Susan B. Anthonys writings could be considered racist by todays standards, particularly her writings from the period when she was angry that the 15th Amendment had written the word male into the constitution for the first time in permitting suffrage for freedmen. She sometimes argued that educated white women would be better voters than ignorant black men or immigrant men. In the late 1860s, she even portrayed the vote of freedmen as threatening the safety of white women. George Francis Train, whose capital helped launch Anthony and Stantons The Revolution newspaper, was a noted racist. Later Years In her later years, Susan B. Anthony worked closely with Carrie Chapman Catt. Anthony retired from active leadership of the suffrage movement in 1900 and turned over the presidency of the NAWSA to Catt. She worked with Stanton and Mathilda Gage on what would eventually be the six-volume History of Woman Suffrage. By the time she was 80 years old, even though woman suffrage was far from won, Anthony was acknowledged as an important public figure. Out of respect, President William McKinley  invited her to celebrate her birthday at the White House. She also met with President Theodore Roosevelt to argue that a suffrage amendment be submitted to Congress. Death A few months before her death in 1906, Susan B. Anthony delivered her Failure Is Impossible speech at her 86th birthday celebration in Washington, D.C. She died of heart failure and pneumonia at home in Rochester, New York. Legacy Susan B. Anthony died 14 years before all U.S. women won the right to vote with the 1920 passage of the 19th  Amendment. Although she did not live to see womens suffrage achieved across the entire United States, Susan B. Anthony was a key worker in laying the groundwork for this change. And she did live to witness the sea change in attitudes that was requisite for universal suffrage. In 1979, Susan B. Anthonys image was chosen for the new dollar coin, making her the first woman to be depicted on U.S. currency. The size of the dollar was, however, close to that of the quarter, and the Anthony dollar never became very popular. In 1999 the U.S. government announced the replacement of the Susan B. Anthony dollar with one featuring the image of Sacagawea. Sources Anthony, Susan B.  The Trial of Susan B. Anthony.  Humanity Books, 2003.Hayward, Nancy. â€Å"Susan B. Anthony.† National Women’s History Museum, 2017.Stanton, Elizabeth Cady, Ann De Gordon, and Susan B. Anthony.  Selected Papers of Elizabeth Cady Stanton and Susan B. Anthony: In the School of Anti-Slavery, 1840-1866. Rutgers University Press, 1997.Ward, Geoffery C. and Ken Burns.  Not For Ourselves Alone: The Story of Elizabeth Cady Stanton and Susan B. Anthony. Knopf, 2001.