Psychology Essay Example | Topics and Well Written Essays - 500 words - 23

Psychology - Essay Example Teachers tend to select boys more often for special services. There is little information about the effect of family SES on the selection process and it is contradictory. More parental involvement and student engagement have a positive effect on the selection process. The study included 441 girls and 465 boys all in the sixth grade. Teachers and students filled out questionnaires in the classroom. The teachers reported the students’ need for services. They also filled a Teachers Report Form which reported students’ behavior and psychological problems. Additionally they assessed the parents’ interest and their own cooperation with parents. The students reported how satisfied they were with their academic achievement and interest in school. They reported their family SES by the occupation of their parents and whether they had been unemployed in the past six months. The results showed that there was in fact a gap between need for and access to the services. The gap was largest in remedial instruction and smallest in psychological counseling. The only difference according to gender was in the remedial instruction where more boys had not received this remedial instruction and this was because of budget cuts. Only in psychological counseling were there reasons beside budget cuts for the lack of access to the services. In general the study showed the factors that affected each type of service. These were in remedial instruction- lower family SES, lower parental involvement, lower student engagement all predicted a higher need for services; for Special Ed. services- male gender, lower family SES, lower parental involvement, internalizing symptoms and lower student engagement all predicted higher need for services; and for psychological counseling- male gender, lower student engagement and below average academic achievement all predicted higher need for services. Yet the factors that influenced

Lesson Plan Assignment Example

Lesson Plan Assignment Example Each student will create a lesson plan for his/her area of interest (i.e., primary, elementary, secondary, etc.) between kindergarten and grade 12, in a chosen content area, using https://planbook.com. The lesson is to last approximately 60 minutes. Lessons must include the following elements:   title, grade level, materials, Common Core or Maryland standard (depending on the content area), objective, anticipatory set/warm-up, instructional input, guided practice, independent practice, closure, and assessment. Make sure your lesson plan aligns. Does your assessment test what it is setting out to assess which are your objectives? Your lesson plan is to be written for a forty-five minute class. Effective teachers employ a number of instructional strategies in their classrooms. These strategies are prescriptive approaches to teaching, designed to help students acquire a deep understanding of specific forms of knowledge.   Direct Instruction, Constructivism, Discovery Learning, and Cooperative Learning strategies are discussed in our textbook and it is expected that one of these strategies will be detailed in the instructional input portion of your lesson. You will need to do some additional research on the strategy you choose to showcase before writing your procedure, as the lesson must align with the strategy. When writing your lesson provide a lot of detail. The goal is that you could hand your lesson plan to a substitute and have it taught exactly as you envision it. Also, it is very important that you integrate activities that engage all the learning styles in your classroom. Therefore, I will be looking for activities that engage the visual, auditory, and kinesthetic learners. You can include childrens books, reference books, pictures, web resources, any poems, songs, learning centers or games, manipulates, and/or motivational theme related ideas. Title/Grade: The title of lesson and the grade level that the plan is designed to teach. Subject: discipline being taught Materials: items/supplies needed to implement the lesson. Consider: What items and supplies will be needed by both the instructor and the students in order to accomplish the stated learning objectives? What equipment will I need in order to utilize as many learning modalities as possible? (visual, audio, tactile, kinesthetic, etc.) How can I use materials creatively? What can I borrow from other teachers? Common Core/Maryland Standard: Define what students should understand and be able to accomplish. Common Core standards focus on reading, writing, language, and math skills, while all other content areas are MD standards. Objective: Precise goals for what you want your students to be able to accomplish after the lesson is completed. These must align with common core and/or state standards. SWBAT (Students will be able to) is the acronym that we use when stating an objective. For the lessons in this unit, you will be focusing on only one objective per lesson. Anticipatory Set: What would be said and/or presented to your students before the direct instruction of the lesson begins. Purpose of Anticipatory Set Provide continuity from previous lessons, if applicable Allude to familiar concepts and vocabulary as a reminder and refresher Tell the students briefly what the lesson will be about- this is not the actual lesson Gauge the students level of collective background knowledge of the subject to help inform your instruction Activate the students existing knowledge base Whet the classs appetite for the subject at hand Briefly expose the students to the lessons objectives and how you will get them to the end result Instructional Input: (What knowledge will you communicate to the studenttell, lecture, stand up and deliver so that the student will understand the objective.) This portion of the lesson is the main part if the instruction and where you will include information about the instructional strategy that the lesson focuses on. Use your textbook and research on your own to explain the use of this strategy. How will new information be disseminated and what activities are employed to achieve the stated objectives? Guided Practice: Precise goals for what you want your students to be able to accomplish after the lesson is completed. These must align with common core and/or state standards. SWBAT (Students will be able to) is the acronym that we use when stating an objective. For the lessons in this unit, you will be focusing on only one objective per lesson. Examples of Guided Practice in Your Lesson Plan Students will split into pairs to work together on drawing. On a piece of paper, students will draw a picture of plants, incorporating characteristics they learned about in this lesson (listed on board). On the other side of the paper, students will draw a picture of animals, incorporating characteristics they learned about in this lesson (listed on board). Students complete a book review that corresponds to what they are reading. Independent Practice: Through Independent Practice, students have a chance to reinforce skills and synthesize their new knowledge by completing a task on their own and away from the teachers guidance. It is the part of the lesson where students are given the opportunity to practice what they have just learned. In writing the Independence Practice section, consider the following questions: Based on observations during Guided Practice, what activities will students be able to complete on their own? How can I provide a new and different context in which the students can practice their new skills? How can I offer Independent Practice on a repeating schedule so that the learning is not forgotten? How can I integrate the learning objectives from this particular lesson into future projects? Closure: The closure is the time when you wrap up a lesson plan and help students organize the information in a meaningful context in their minds. Examples of Closure in a Lesson Plan Discuss new things that the students learned about plants and animals. Summarize the characteristics of plants and animals and how they compare and contrast. Ask what information from the lesson the students will find important three years from now and why. Ask the students to summarize the lesson to explain to someone who missed the class. Give them a couple of minutes and then either have them turn them in for you to read or have a few presented to the class. Assessment: Standards and objectives must be assessed in every lesson and every child must have documentation to prove their performance as it relates to the mastery of that standard and objective. This can be done through many means, but a few ways to assess are quizzes, tests, independently performed worksheets, cooperative learning activities with independently scored rubrics, hands-on experiments with specific documentation, oral discussion in which anecdotal notes or another method of recording is used, question-and-answer sessions, or other concrete means.   Most importantly, ensure that the Assessment activity is directly and explicitly tied to the stated learning objective. In the learning objective section, you specified what students would accomplish and how well they would have to be able to perform a task in order to consider the lesson satisfactorily accomplished.

Seizures and the Sight of God :: Biology Essays Research Papers

Seizures and the Sight of God Researchers interested in the connection of the brain and religion have examined the experiences of people suffering from Temporal Lobe Epilepsy. Apparently the increased electrical activity in the brain resulting from seizure activity (abnormal electrical activity within localized portions of the brain), makes sufferers more susceptible to having religious experiences including visions of supernatural beings and near death experiences (NDEs) (9). Temporal Lobe Epilepsy (TLE) sufferers also may become increasingly obsessed with religion, the study and practice of it (1). Why is it that this form of epilepsy results in religious experiences among the other supernatural experiences possible? Can people who have never studied or practiced religion be susceptible to these same religious experiences? Why do some interested researchers claim that such notable figures as Paul on the road to Damascus, Joan of Arc, Ellen White of the Seventh-Day Adventist Church and other persons suffered fro m TLE because of their range of reported experiences with God, angels, and demons (1,3)? In my first paper, I highlighted the connection scientists have made between religious experience and the brain. In this paper, I intend to focus on Temporal Lobe Epilepsy, as one of those connections, specifically the symptom of hyperreligiousity. In 1997 Vilayanur Ramachandran and his colleagues from the University of California at San Diego headed a research study. The team studied patients of temporal lobe epilepsy measuring galvanic skin response on the left hands of the patients (11). This measurement allowed the research team to monitor arousal (specific autonomic nervous system response) and indirectly surmise the communication between the inferior temporal lobe and the amygdala, both important in response related to fear and arousal (9). In addition to two control groups a religious control group and a non-religious control group, each group was shown forty words, including violent words, sexual words, and simple words (like "wheel"), and finally, religious-related words. The results of the study showed a greater arousal in the temporal lobe epilepsy sufferers to religious words in comparison to the non-religious, whom were aroused by sexual words, and religious control groups, whom were aroused by religious and sexual words (10). Ramachandran and his team concluded that although the patients were not experiencing seizures or experiencing supernatural occurrences at the time of testing, they were highly sensitive to religious words. Thus, the experiences of temporal lobe seizures strengthened the patients interest in religion (11).

Therefore the management considered

Anthony Nicholas Group was established in 1949 and is currently the leading indigenous jewellery business in Ireland employing 230 people. The Group already implemented an IT strategy in the form of back-office systems and software.However the software was inflexible as it offered no scope for organizational growth in addition to being old, slow and unreliable. Therefore the management considered the option of developing an Internet presence that would simultaneously upgrade the back-office systems and software.The implementation was to be financed by the Enterprise Ireland e-business Acceleration Fund Initiative. Because of the growing online market the IT strategy was considered to be the critical success factor.The end result was envisioned to consist of two components: back office and e-business and web site development. However the implementation process had some problems such as the project team underestimated the true scope of the project so that there were problems related to delays and unanticipated pressures on internal resources.AnalysisIn implementing the IT strategy, the Group followed the strategic alignment process. This process occurs in iterations between four phases: IT strategy, business strategy, organizational issues and information systems issues.The IT strategy of launching the e-business platform was aligned to the business strategy of improving customer service. This alignment between IT strategy and business strategy was maintained with organizational issues in terms of forming the project team which included the Managing Director, Financial Controller and IT Manager.The workload of managing change on the workforce was tremendous as it occurred organization-wide. This problem was addressed through hiring temporary staff. Finally information systems issues were addressed through running the new system and the old system in parallel so that if there were any bugs in the new system, it wouldn’t disrupt the operations in the company .Following the strategic alignment process enabled the Group to conduct the process of managing change in alignment with the strategic focus of the company.Frequently this alignment is lost because the management may not have the necessary IT strategy while the employees are unwilling to cooperate in the implementation leading to user resistance. The management addressed both problems through the strategic alignment process. However there were still delays in completing the installation in time and according to budget because the software specifications had to be changed in accordance with the organizational structure.Therefore there was some degree of customization involved which was facilitated through demonstrations and site visits. They were the basis upon which supplier selection was made. They enabled the Group management to communicate with the supplier regarding the end-user needs so that the end product was fully customized to the organizational structure. This is the criti cal success factor since otherwise the end result would be to introduce a system that does not work thus adding to user resistance.As stated in the case the retail market is characterized by a high level of competitive rivalry and the use of the Internet in sales and marketing is well established.Therefore the Group’s present IT strategy is very much in keeping with creating a position that would enable Anthony Nicholas to meet the overall business strategy of presenting their products and interacting with the customers online. In implementing the IT strategy the company had two aims: establishing a business-to-business e-commerce capability and an Internet business-to-consumer facility.Both the aims were addressed by the e-business strategy. However strategy was not meant to increase turnover, it was more of an add-on to the current service levels.The business-to-business e-commerce strategy was implemented through Solvar which incorporated the manufacturing and wholesale op eration while the business-to-consumer strategy was implemented through the ‘Fields of Dublin’ website. These two modules made the information systems scalable so that the management could add on.

Economic Issues: Is the war in Iraq good for the economy Essay

As most of the issues concerning nowadays deals more on the economic impacts of the actions of the government, there have been a lot of debates arguing if whether it would be beneficial to the US the ongoing war in Iraq. In an economic view point, it is clear that funding war really requires a lot of money to spend in order to sustain it which in turn involves high opportunity costs on the part of the American people. Last year, around $1 trillion was the expected spending of our government to fund the said war in Iraq (Wolk 1) while there are sectors in the government that lacks enough budgets to continue its functions to serve the American people. Like for instance, the Congress decided to cut the fund allotted for education to around $12. 7 billion. Due to the war in Iraq, the government have incurred tremendous amount of budget deficit, and in order to solve the said problem on the finances of the government they sacrificed the welfare and pass the burden to the students. Moreover, taxes rate were increased by the government due to the need of more funds. It was found out that most of the tax collection of the government entirely goes to transfer payments like the war in Iraq. Moreover, the funds being used for schools came from property taxes; funds for roads and bridges came from gas taxes while user fees funds airports, sewer and water systems (â€Å"Where Do Your Taxes Go? † 2). The government also uses the funds generated from IMF to perform its designated functions. In short, the government charges us taxes in order to fund the war in Iraq and not to give us infrastructures and services that are in the first place role of the government to its citizen. Although at some point in time prices of stocks rise by the start of the war, but it does not guarantee that it would remain at that level. Moreover, it was the result of the expectations of the investors and not because of the direct cause of the war (Glassman 1). It is still up to the investors how they will view the war in Iraq- beneficial or detrimental to stock market. If they see that the war would boost the economy in the future, then, they would improved the stock market. But if the investors think that it would be risky to invest by the time the war began, then, war is detrimental to the financial institutions of the economy. Moreover, the US Central Bank said last November 6 that â€Å"geopolitical uncertainty† is the reason behind the economic turmoil like the cutting of the interest rate to 1. 5%. this only tell us that war in Iraq puts no good in the economy. Deaths might weaken the labor force of the economy and this result to lower productivity and growth of the market (Schifferes 1). Wage rate pressured to go up and could negatively affect the profitability of the companies in the market. Moreover, there are rumors in the market that Iraq will cut their supply of the oil in the international market as a result of the war (Miller 1). With this, there is a possibility that prices of oil products to rise which plays a vital role in the production of final goods in the market. It was said that the price of oil increased from $35 to $40 at the start of the war and this greatly affects the level of the productivity of the economy. Actually, there is really no problem on the military intervention of US to Iraq economic-political situation if it only involved a short period of time (Stiglitz 1). But the current situation seems to be not the case since until now the war continuous to occur in the desserts of Iraq which as we have said imposed uncertainties to the stock market, undervalued the welfare of its citizens and the reputation of the government to the foreign investors. Short run impacts of the war can still be handled by the market system itself; but in the long run, there is already a need for the collaboration of all the sectors of the economy to put back again the economy into its equilibrium condition.

Africas Pygmy Culture essays

Africa's Pygmy Culture essays Is Africa a country? No, but that is was most people rush to answer, "yes!" Africa however is a continent, the second largest. Over its 11,700,000 square miles is an estimation of 690 million people. That is a whole lot of people and yet, the country still manages to be very under-developed. Within that enormous population of inhabitants, are various similar yet very different branches of people. All of which indeed have like traits and characteristics, but 'to each is his own'- and they do all have their own little culture. The Pygmies are one of those many cultures, and are believed to be the oldest culture in Africa; they believe that they are the oldest culture in the world. Pygmies are a very small people. Standing at the highest of 5 feet tall, and weighing around 90 lbs.. They have the rest of their bodies the same size, shape, and proportion as ours. However, they do range slightly in color- from African American with red tones to yellow tones. Pygmies are gifted with an interesting trait as well; they have unusually large big toes. This is believed to be an adaptation evolved from their excessive climbing and propping themselves with their big toe and using it to clamp branches. Unlike most African tribes, the Pygmies enjoying some style to their hair. They like their hair kept close to their head, with a design or Mohawk shaving. These Pygmies are scattered all around Africa, but seem to inhabit the Democratic Republic of Congo the most, which lies in Central Africa. There have been other groups of Pygmies in places such as South East Asia, Philippines and Congo itself. Within that sum of 690 million people in Africa, you can imagine this small culture has indeed a small number. But, the number is small but unknown. No exact numbers have been documented of indigenous people of the Pygmy culture because they change their location as a whole- over and over and over again. Their populatio...

The Institutionalization of th essays

The Institutionalization of th essays By the end of the 20th century the environmental movement and its issues have become a major role in the lives of most US residents. They recycle, join environmental groups, protest, buy eco-friendly products, and include the environment as part of their criteria for voting for candidates. Although the Sierra Club had endorsed Clinton in the 1992 presidential election, the organization, as well as many other environmentalists, had expressed disappointment with his first term. In the year preceding the 1996 election, Clinton returned to the pro-environment policies he stood for earlier in his administration. In August 1996 dangers to Yellowstone National Park were averted when the administration negotiated an agreement with the firm to held gold-mining rights nearby. The Clinton-Gore victory in 1998 promised to keep a pro-environmental president and vice president in office. The most domination international environmental event in 1997 was the Climate-Change Conference held in K yoto, Japan, in November. Of the many issues to be discussed by the international conference, the cutting of emissions of head-taping greenhouse gases was the most important. The Clinton administration, allied with the Republican-led Senate opposed this view, arguing that because the warming of the atmosphere opposed this view, arguing that because the warming of the atmosphere by greenhouse gases was global concern, all countries must hare in the solution. On Dec 11, 1997, the Kyoto Conference reached an agreement, known as the Kyoto Protocol that set legally binding limits on the man-made emissions of greenhouse gases from 38 industrialized countries. President Clinton agreed to sign the Kyoto Protocol, but he would not submit the agreement to the Senate for its constitutional role of advice and consent until key developing countries agreed to participate meaningfully in the effort. April 1998 had seemed to be a high point for environment...